mary ann winterling elementary school at bentalou

School Performance Plan for Mary Ann Winterling Elementary at Bentalou 1 of 40

SY 2015-2016

School Performance Plan

150, School NumberMary Ann Winterling Elementary at Bentalou, School Name

Nikia Carter, PrincipalSonya Goodwyn-Askew, Executive Director

Lisa Smith, Network FacilitatorSER Visit in SY 2014-15: X

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 KEY POINTS OF CONTACT............................................................................................................................................................................3

II. PREVIOUS YEAR SPP OUTCOMES AND REFLECTION...........................................................................................................................................................................6

III. INQUIRY..............................................................................................................................................................................................................................................9

IV. SCHOOL'S DATA SECTION.................................................................................................................................................................................................................10

V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS ..................................................................................................................................................................11

VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS .......................................................................................................................................13

ACADEMIC SMART Goal #1: ..............................................................................................................................................................................................................13

ACADEMIC SMART Goal #2: ..............................................................................................................................................................................................................16

CLIMATE/SCHOOL CULTURE SMART Goal #3: ...................................................................................................................................................................................19

ADDITIONAL SMART Goal #4:............................................................................................................................................................................................................22

VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN ..........................................................................................................................................................24

VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION ..........................................................................................................................................27

IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION .......................................................................................................................................29

APPENDIX A: TEMPLATES AND TOOLS ..................................................................................................................................................................................................31

APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS .....................................................................................................................................32

Appendix B.1: Family and Community Engagement Plan .................................................................................................................................................................32

Appendix B.2: Title I School Wide Plan..............................................................................................................................................................................................35

APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE ) ............................................................................................................................................39

SPP SUBMITTAL PAGE ...........................................................................................................................................................................................................................40


I. COMPOSITION of ILT and KEY POINTS OF CONTACT

• 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

Nikia P. Carter Principal

Gary Argiro Assistant Principal

Darnell Cooper Technology Teacher

Charlette Vass Staff Developer

Johanna Fleury Pre- K teacher

Staci Johnson 1st Grade Teacher

Dawn McCrea Special Educator

Carye Everett 2nd Grade teacher

Amanda Coleman 3rd Grade teacher

Zakia Ashley 4th Grade teacher literacy

Monique Crawley 5th Grade literacy teacher

Kaniqua Hakim 5th grade mathematics teacher

Kessahara Hawkins 4th grade mathematics

Mila Aguas Special Educator


Key Points of Contact at Your School

Position Name Email Contact

Professional Development Point of Contact/Monitor Charlette Vass [email protected]

New Teacher Mentor(s) Johanna Fleury [email protected]

New Teacher Mentor (s) Charlette Vass [email protected]

Mathematics Representative Gary Argiro [email protected]

Literacy Representative Staci Johnson [email protected]

Test Coordinator Darnell Cooper [email protected]

School Family Council Chair Monique Crawley [email protected]

Family and Community Engagement Representative Tanya Green [email protected]

Technology Contact Darnell Cooper [email protected]

SST Chair Gary Argiro [email protected]

Attendance Monitor Zakia Ashley [email protected]

SLO Ambassador Zakia Ashley [email protected]

Other (e.g. CTE or Bridge Coordinator)


Principal, please confirm that this section is complete in order to inform reviewers so that feedback can be provided

X I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual

Network Feedback

Date of Feedback Name Title Feedback

Executive Director Feedback

Date of Feedback Feedback

Peer Review Feedback



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: Revised Goal: The percentage of students in grades K-3 at Mary Ann Winterling Elementary scoring proficient or higher on the BOY Amplify TRC assessment will increase from 42% ( 96 out of 226 students) to 52%( 118 out of 226) by EOY Amplify TRC assessment administered May 2015

Initial Goal:All students will demonstrate growth as measured by TRC adminstered at the BOY and EOY. Growth targets are as follows:• 80% (85 out of 106) of students who scored on or

above grade level as measured by the BOY TRC assessment will remain on or above grade level as measured by EOY administered in May 2015.

• 80% (112 out of 140) of students who scored below or far below grade level as measured BOY TRC assessment will move a minimum of four reading levels as measured by the EOY administered in May 2015.

According to the TRC data, 55.3% of our students (119 out of 215 students) scored proficient or higher on the EOY Amplify TRC assessment administered in May 2015.

Met Strategies that were implemented throughout the year mini lessons, Reading A to Z, Literacy Night, etc. as well as creating a progress monitoring calendar, allowed us to improve the students' TRC reading level.

Goal 2:

55% (146 of 253) of students in grades 1-5 will score

The overall average of students in grades 1-5 will score proficient or higher as measured by the cumulative average of all four interim assessments was 60.9%.

Met The implementation of small group instruction (mini lessons) was beneficial in the percentage of students that scored


proficient or higher as measured by the cumulative average of all four interim assessments.

Initial Goal:60% of students in grades 1-5 will score proficient or higher as measured by each grade level's quarterly interim mathematics assessments. ( Quarters 1-4)

proficient or higher to increase.

Goal 3: The attendance percentage for Mary Ann Winterling Elementary students will increase from 92.4% to 94.0% as measured by SMS data, as reported in June 2015.MAW ARCA rate will decrease from 15.9% to 12% by June 2015.

The overall attendance rate for the 2014-2015 was 92.9%

Not Met Our overall percentage was 92.9%. We held monthly attendance challenges that were successful. However, due to low attendance in December, January, February and March, our attendance did not reach our goal of 94.0%.

Goal 4:

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?

The SER did not totally align with our perception of our school's performance. We agree with all indicators except for Domain 1 Key Action 1:1. We felt that should have been rated effective based on the following: Report states most teachers designed daily lesson to meet learner needs with only some having small group with specific activities while others included general accommodations. Documents submitted for teachers reflected specific skills and student for differentiation of instruction. A variety of lesson plans were submitted to demonstrate learners unique needs were met outside of SPED accommodations. The report stated there was no specific format for lesson plans however, documentation was provided that indicated comments of the lesson plans were reviewed in team meetings. All lesson plans contain the same components. Report discussed not all teachers could articulate student or class level goals focused on a content area other than reading. Our documentation provided included collaborative planning sessions about class and school goals for Mathematics Teachers. There was also evidence of cycles and SLO class goals documented.

In reviewing the SER findings along with your performance data (qualitative Teachers planning and delivering highly effective instruction.


and quantitative) what is the school identifying as an area of focus?

Define your current state. What preferred state would you like to reach? We are working towards being effective in the planning and implementation of instruction. We also are striving to be highly effective in the following domains: Talented People, Vision and Engagement, and Strategic Leadership.

What actions you would take to reach your preferred state? We will continue to improve communication of expectation from leadership to ensure high quality instruction. Collaborative planning sessions will focus on teacher practices and meeting the specific needs of all learners.


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

Have teachers explicitly taught the components of fluency?

What is the math fluency expectation for each grade level?

How is administration going to monitor fluency rates?

How are teachers going to monitor students' progress in fluency?

How are we going to ensure growth for all students? How can we prioritize our I-Ready data?

What materials are we going to be using to teach fluency?

How are the students going to apply the skills they are learning in small group into reading and math?

How do peer observations help facilitate our learning?

How are we tracking standards mastery? Do the students understand what the bar is? How do they meet that?

Can cross curricular planning help students' achievement?

How will we promote self efficacy in students? How can vertical planning help improve students' outcome?

Are students receiving differentiated instruction?


IV. SCHOOL'S DATA SECTION

In this section, provide additional data that supports your school's understanding of previous years' performance. This section will also contain the EOY ILT Tool provided by the district with the following data.

o Climate Attendance, Chronic Absence, Suspensions as of 5/30

o HS Academic Data Bridge (# of students with 1 Bridge, # of projects by subject) GPA and At Risk indicators by grade HS Subject Exams (MOC/MT and EOC/Finals) % Proficient

o K-8 Academic Data TRC/Dibels BOY and EOY (% Proficient , % Well Below) RISE Reading Comprehension BOY and EOY (% Proficient , % Warning) Math Units (% Proficient on all Post Tests) Literacy Modules (% Proficient)

o Administration rates or # tested for all district assessments 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)

student work samples and qualitative data from ILT learning walks


V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS

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. Number of students performing basic on Math Interims decreased Focused on small groups and mini lessons

2. TRC and Dibels number of Far Below students decreased Focused on small groups and mini lessons

3. Zero suspensions PBIS and 5 step behavior plan

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

1. Decrease the chronically absent rate of the students ARCA rate was 18.1%

2. Improve students' fluency rate in reading About 56% of the students are below grade level for fluency

3. Improve students growth/proficiency one or more years/levels in math and reading

Number of advanced students maintained




Network Feedback







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:The average of the overall literacy level in grades 3-5 will increase their scale score by 0.75 or more of the suggested year's growth as measured by the I-Ready assessment given in March 2016.

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

Instructional 1. If teachers work in small groups/mini lessons three times a week based on IReady diagnostic data.

2. If teachers implement guided reading strategies.

3. If teachers implement independent reading where students read text at their independent level..

1. Then students will be targeted and able to progress at their instructional levels.

2. Then students will strengthen their oral fluency and comprehensions skills.

3. Then students will build reading fluency.

Organizational Strategies 1. If teacher teams analyze grade level data to determine student's strengths and weaknesses.

2. If teachers progress monitor using IReady assessment

1. Then students will be grouped appropriately based on needs.

2. Then students progress will be monitored and groups would be adjusted accordingly.

Family Involvement Strategy 1. If the school conducts a Literacy Night highlighting IREADY diagnostic assessment

2. If the school holds quarterly data meetings with parents to discuss student progress.

1. Then parents will receive strategies and materials to support students at home.

2. Then parents will be informed and provided with updated strategies to support students at home.

Leadership Strategies 1. If the administrative team monitors class data through data binders.

2. If the instructional leadership team conducts bi-weekly learning walks to observe best practices.

1. Then student data will be monitored frequently to guide instructional strategies.

2. Then teachers will adjust instruction based on leadership feedback.


The average of the overall literacy level in grades 3-5 will increase their scale score by 0.75 or more of the suggested year's growth as measured by the I-Ready assessment given in March 2016.


Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. If teachers utilize scholastic guided reading materials.

2. If teachers utilize reading a to z program during small group time.

1. Then students will receive instruction on their instructional reading levels to improve fluency and comprehension.

2. Then students will practice fluency and comprehension skills independently.




Network Feedback


10/9/15 Mueni Muthui SEL

Great to see the variety of options for interventions and supports to address varying student needs (study island,

Reading A-Z, Scholastic Guided Reading). New guidelines require

documented use of researched-based interventions in order for students

with IEP’s to qualify for certain PARCC accommodations. How will special educators (and general educators)

document student progress towards grade level standards and mastery of

IEP goals/objectives with the intervention programs?

10/11/2015 Kelly Jones ACLSmall groups will support

differentiated instruction based on the iready data.






ACADEMIC SMART Goal #2:The average of the overall math level in grades 3-5 will increase their scale score by 0.75 or more of the suggested year's growth as measured by the I-Ready assessment given in March 2016.


Instructional 1. If teachers utilize the "Instructional Grouping Profile" to guide small group practices.

2. If teachers focus on math facts mastery

1. Then students individual scale score will increase in turn impacting the overall math level

2. Then students will perform better on the i-Ready assessment

Organizational Strategies 1. If teachers participate in weekly content specific collaborative planning sessions

2. If collaborative planning focuses on implementing an automaticity program for all students…

1. Then, we will see teachers planning small group lessons based on student data; teachers re-teaching math skills and strategies to small groups of students; and students applying these skills during math time

2. Then, teachers will have strategic plans for including automaticity in the math block and students will demonstrate an increase in the use of multiple computation strategies

Family Involvement Strategy 1. If we provide opportunities for families to attend quarterly mathematics curriculum nights, teach them the specific classroom strategies and provide take home materials

2. If teachers send a bi-monthly communication to parents regarding growth monitoring

1. Then, parents will be better equipped to provide additional support at home for specific math strategies; and with the additional home learning, we will see students effectively using these strategies to increase fluency and concept development

2. Then families will be better informed of students' progress.

Leadership Strategies 1. If the Admin Team provides continued use of the DDIT cycle

2. If the ILT assures that all teachers understand the i-Ready data

1. Then teachers will be equipped to implement lessons that will meet all learners needs.

2. Then teachers will be better informed to adjust their instruction to meet all students' needs.


1. If teachers use Do the Math as an intervention for SWD

2. If teachers utilize the i-Ready system to monitor student progress

1. Then SWD will have the opportunity to practice their fact fluency.

2. Then teachers will be better prepared to adjust instruction to ensure continued growth.




Network Feedback


10/9/15 Mueni Muthui SEL

Great to see the inclusion of the special education subgroup for student performance monitoring and support. New guidelines require documented

use of researched-based interventions (i.e. Do the Math) in order for students with IEP’s to qualify for certain PARCC

accommodations.

10/13/15 Pam Zelando Math ACL

As teachers implement fact fluency, students will become more automatic in math facts and more proficient in

solving problems.






CLIMATE/SCHOOL CULTURE SMART Goal #3:The attendance percentage for Mary Ann Winterling Elementary School student will increase from 92.9% to 94.0% as measured by SMS data, as reported in June 2016.


Instructional 1. If Teachers create and implement engaging lessons 1. Then,students will be more inclined to attend school

Organizational Strategies 1. If the teachers adhere to designated time of 8:15am attendance submission

2. If the teacher accurately documents students who are absent 3 or more times in a month

3. If Mrs.. Riley consistently issues late passes after 8:15 am

4. If the parents are contacted via Global Connect and/or E-mail for each absence

5. If the teachers referred students to the SST at 5 absences

1. Then, student's attendance will be accurately documented

2. Then, students will be identified for early intervention by SST members

3. Then, students will be marked as late and not absent, which will decrease the number of inaccurate daily absences.

4. Then, parents will be held accountable for their child's attendance rate; documentation will be accurate and consistent

5. Then,students will be identified for early intervention

Family Involvement Strategy 1. If parents are contacted via Global Connect and/or E-mail for each absence

2. If a parent pep-rally is planned for Fall, Winter and Spring

3. If students and parents are acknowledged and rewarded for quarterly perfect attendance

1. Then, parents will be held accountable for their child's attendance rate; documentation will be accurate and consistent

2. Then, parents will take ownership of their child's attendance, which will decrease absenteeism

Leadership Strategies 1. If SST meetings are scheduled and prioritized

2. If administration reports documented efforts of attendance to the truancy office after 15 days

3. If administration and/or support staff conducts home visits

1. Then, parents and students will be held accountable to implement the strategies agreed upon by the team resulting in an increase in attendance and academics for the students.

2. Then, parents will be obligated to adhere to the attendance policy and student attendance will increase

3. Then, the numbers of chronic absences will decrease and the parents will be better informed about the school's attendance policy


The attendance percentage for Mary Ann Winterling Elementary School student will increase from 92.9% to 94.0% as measured by SMS data, as reported in June 2016.



1. If attendance challenges have age-appropriate incentives (i.e. trips, parties, prizes, and food)

2. If teachers give students beaver bucks for daily attendance

1. Then, students will buy-in and absenteeism will decrease

2. Then, students will come to school daily for the beaver buck and participate in monthly celebration




Network Feedback







ADDITIONAL SMART Goal #4:Note: For schools serving grade 9-12, this SMART goal should be focused on college and career preparation


Instructional

Organizational Strategies

Family Involvement Strategy

Leadership Strategies




I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual

Network Feedback







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:The average of the overall literacy level in grades 3-5 will increase their scale score by 0.75 or more of the suggested year's growth as measured by the I-Ready assessment given in March 2016.

I-Ready school, class and student reports.

January 2016 (after MOY) and April 2016 (after EOY)

Nikia P. Carter, PrincipalGary Argiro, Assistant PrincipalILT Team

January 14, 2016 and April14, 2016

Goal 2:The average of the overall math level in grades 3-5 will increase their scale score by 0.75 or more of the suggested year's growth as measured by the I-Ready assessment given in March 2016.

I-Ready school, class, and student reports

January 2016 (after MOY) and April 2016 (after EOY)

Nikia P. Carter, PrincipalGary Argiro, Assistant PrincipalILT Team

January 14, 2016 and April14, 2016

Goal 3:The attendance

School attendance Monthly Nikia P. Carter,

PrincipalSecond Thursday of each month.


Goals Data To be Collected Data Collection Dates

Person(s) Responsible for Collection and

Reporting

ILT Meeting Dates to Review Data Outcomes

percentage for Mary Ann Winterling Elementary School student will increase from 92.9% to 94.0% as measured by SMS data, as reported in June 2016.

reports from SMS

Darnell Cooper, Attendance Monitor




Network Feedback





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:

The average of the overall math level in grades 3-5 will increase their scale score by 0.75 or more of the suggested year's growth as measured by the I-Ready assessment given in March 2016.

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


The average of the overall math level in grades 3-5 will increase their scale score by 0.75 or more of the suggested year's growth as measured by the I-Ready assessment given in March 2016.

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

Performance Behaviors Inferences

Strengths:


APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS

Appendix B.1: Family and Community Engagement Plan

Goal #1The average of the overall literacy level in grades 3-5 will increase their scale score by 0.75 or more of the suggested year's growth as measured by the I-Ready assessment given in March 2016.

Family Involvement Strategy #1

1. If the school conducts a Literacy Night highlighting IREADY diagnostic assessment

2. If the school holds quarterly data meetings with parents to discuss student progress.

Goal #2The average of the overall math level in grades 3-5 will increase their scale score by 0.75 or more of the suggested year's growth as measured by the I-Ready assessment given in March 2016.


1. If we provide opportunities for families to attend quarterly mathematics curriculum nights, teach them the specific classroom strategies and provide take home materials

2. If teachers send a bi-monthly communication to parents regarding growth monitoring

Goal #3The attendance percentage for Mary Ann Winterling Elementary School student will increase from 92.9% to 94.0% as measured by SMS data, as reported in June 2016.


1. If parents are contacted via Global Connect and/or E-mail for each absence

2. If a parent pep-rally is planned for Fall, Winter and Spring

3. If students and parents are acknowledged and rewarded for quarterly perfect attendance


Back to School Night Parent and Meeting WorkshopsDate: 9/16/2015 Time: 5:00 p.m.Families are invited to attend the Back to School Night to learn about our programs and requirements. Families will gain further knowledge on grade-level expectations, curriculum, and student progress. Families will have opportunities to review and provide feedback in the following areas:

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


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

X School Budget

X Parent Involvement Plan

Service Learning

X Parent Portal

X College and Career Readiness

X Workshop/Meeting #1: September 23, 2015

X Workshop/Meeting #2: October 21, 2015

Workshop/Meeting #3:

Workshop/Meeting #4:

Communications AccessibilityWe will communicate with all families through:

The Monthly Newsletter

X The website

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.

X Updated school website(www.baltimorecityschools.org/xxxx)

Flexible meeting times

X 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

Orchkids Programming and musical services for services Pre K through 5

Life Celebration Church, Central Baptist Church, Greater Harvest of the Risen Savior

Churches provide mentoring, clothing and supplies and resources for resources for students.

Aqua Partners Programming for Science Grades 3-5

University of Maryland Mentors/Tutoring for grades 3-5

Bon Secours Community Works New partnership- in process of developing scope of services.

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

Parent Guide for your Student Success

This book provides easy tips and ideas to support the child's education grades Pre K - 4. Each child received a book at Back to School Night.

September 16, 2015 No

Mathematics Night December

Literacy Night

I-Ready Night


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. How will your school support student achievement among high achieving students?

Curriculum AccelerationsIdentification of students- Instructional Leadership Team will use Amplify and Iready data to identify students who are advanced for various programs throughout the school

Nikia P. Carter, PrincipalCharlotte Vass, Staff DeveloperInstructional Leadership Team

August 2015-June 2016 n/a

2. How will your school support low-performing students achieve at proficient or advanced levels?

Extended day Program- students scoring below and far below in Amplify testing , and red students in Iready as well as teacher recommendation will determine the criteria for extended day program.

Mathematics intervention program to support students who are struggling with math fluency and computation.

Differentiation of Instruction- teachers will differentiate by process, product and content grades Pre-K-5.Reading A to Z will be used grades K through 5 during library resource.

Gary Argiro, Assistant PrincipalCharlotte Vass, Staff DeveloperNikia P. Carter PrincipalMaia Delogu, Librarian

November 2015- April 2015

September 2015-June 2015

August 2015-June 2015

$10,000 stipends for teachers

3. What are the processes within your school for (a) identifying students struggling to meet high academic standards, and (b) providing and (c) monitoring instructional interventions?

Student Support team for the improvement of behavioral, academic and attendance strategies.

Collaborative Planning Sessions for the monitoring the number of students moving towards proficiency and who are in need of strategies.

Data Wall- monitor the names and number of students performing at below, far below levels on amplify (TRC).

Gary Argiro, Assistant Principal

Charlette Vass, Staff Developer

Nikia P. Carter,

September 2015- April 2016

August 2015- June 2015

n/a



Manipulation of the board and discuss strategies. School wide TRC Data is housed in the data room and teacher classrooms. In Mathematics, - data wall will be manipulated to show students scaled scores.

Reading A to Z will be used in the classroom to assist students with leveled text.

Guided Reading will be utilize during small group instruction to provide leveled text and comprehension strategies.

Analysis of Data Using Data Link, Iready and Amplify- monitor the names and numbers of students who performed on, below or above grade level.

Principal

Maia Delogu, Librarian

Nikia P. Carter, Principal

Instructional Leadership Team

4. What does your school do to recruit and retain highly qualified and effective teachers in core subjects? Include a description of principal support.

Goal Setting conferences and the development of the IDPAttend Job Fairs hosted by City Schools.

Reach out to colleges to find qualified staff to recruit highly qualified candidates.

Administration conduces conferences throughout the school year with teachers and Para educators to discuss certification and necessary support needed for them to be successful and remain in compliance as well as move pathways according to BTU.



Charlette Vass, Staff Developer

September 2015-October 2015

March 2016-April 2016

September/ October 2015

January 2016

n/a

5. What is your process for informing parents if teachers are not Highly Qualified?

Each month a highly qualified report is from Principal's dashboard. The paper is printed and backpacked to parents.


Monthly as neededn/a



The summary of highly qualified is shared monthly at the School Family Councils Meetings

Monthly September2015- June 2016

6. How will your school incorporate extended learning activities, before/after-school, summer and school year extension opportunities into your instructional and student support strategies?

Extended day program( after school) will be provided for students based on Amplify and Iready BOY results, first quarter report grades, unit tests for mathematics and teacher recommendations.


Darnell Cooper, Technology Teacher

$10, 000 Stipends

7. What are your school’s plans for assisting children and families in transition from: Early learning programs to

elementary school; Elementary to middle

school; Middle to high school; and

High school to college and career?

Transition meetings are held twice a yard to help parents become familiar with the transition process to increase percentage of parents attending sessions and providing positive feedback.

Information will be provided for Middle School Applications and requirements which includes Middle School Choice Night.

Head Start Transition-students from Head Start will visit the Pre-Kindergarten and Kindergarten classrooms. Pre-Kindergarten and Kindergarten registrations will also take place in the community.

Johanna Flurry- Early Learning Lead

Shamirror Riley- Secretary

Tanya Green, Johanna Fleury, Amanda Dorsey, Catherine Burkhart- Early Learning Teachers

April 2016

December 2016

April- July 2016

n/a

8. How will your school ensure that teachers are actively engaging in collaborative planning and instructional adjustment strategies?

Money has been allocated so each teacher is given 4 resources a week ( one used for collaborative planning with administration team)

MOY Data Meetings to conduct deep dive with data analysis of wireless data and creation of action plans to adjust instruction.

Nikia P. CarterPrincipal

Nikia P. Carter, PrincipalGary Argiro, Assistant PrincipalCharlotte Vass, Staff

July 2015-June 2016 FSF salaries for resource teachers



Developer

9. Describe how professional development opportunities will be provided to enable teachers, paraeducators, and administrators to increase the number of students who meet state standards.

Staff Developer is utilized to present weekly professional development that supports systemic and school wide initiatives.

Charlette VassStaff Developer n/a

10. How will your school coordinate and integrate federal, state and local services and programs (for ex. violence prevention, nutrition, housing, adult education, vocational and technical training)?

Fair Student Funding is used to hire staff and provide instructional materials for students.

Nikia P. CarterPrincipal July 2015-June 2016


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

Community Representative 1


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.

X Press SAVE DATA to Submit.

1DMC Revised 10/21/15

Office of Strategic School ImprovementFeedback for 2016 Title I Schoolwide Plan

Name of School: Mary Ann Winterling Title I Reviewer: Andrea Fox Phone Number of Title I Reviewer: 443-642-4604 Date: 11/12/15

Title I Schoolwide Component Location in SPP Observation Points Yes/No Comments

Relevant data is analyzed. YesSubgroup performance is discussed.

No Are there academic gaps in the performance of your subgroups?

Root causes were identified. No Contributing factors were discussed.

1. A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards. [Section 1114(b)(1)(B)]

Section IV: School Data Discussion

Section V: Analyze Data to Prioritize Strengths and Needs

Priorities are aligned to the data discussion.

Yes

Strategies based on scientifically based research are indicated.

Yes

Extended learning opportunities have been identified.

Yes

Strategies to identify, support and monitor the academic needs of struggling students have been identified.

Yes

Schoolwide Reform Strategies that - Provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement; Use effective methods and instructional strategies that are based on scientifically based research (SBR) that… (A) strengthen the core academic program (B) increases the amount and quality of learning time (before/after-school, summer programs, extended school year)(C) include strategies to address the needs of all children, but particularly the needs of low-achieving students and those at risk of not meeting state standards;(D) addresses how the school will determine if such needs have been met. [Section 1114(b)(1)(C)]

Section VI: Establishing SMART Goals, Strategies, and Results Indicators

Section VII. Part B.1: Questions #1, #2, #6

Strategies that support the academic needs of high performing students have been identified.

Yes



3. Instruction by Highly Qualified Teachers (Teachers and paraprofessionals meet highly qualified requirements; parents are aware of the highly qualified status of all teachers. All teachers are assigned to the areas in which they are qualified to teach.)[Section 1114(b)(1)(C)]

Section VII. Part B.1: Question #5

A process for notifying parents of the non-HQ status of teachers is identified.

Yes

Highly qualified PD is planned for all staff.

Yes4. High Quality and Ongoing Professional Development for… Teachers , Principals, Paraprofessionals[Section1114(b)(1)(D)]


PD will build teacher capacity to implement instructional strategies.

Yes

5. Strategies to Attract High-Quality Highly Qualified Teachers to “High-Need” Schools[Section 1114(b)(1)(E)]


Strategies to recruit and retain highly qualified teachers are identified.

Yes

Parent involvement strategies will build parents’ capacity to help students improve performance in academic areas identified as priorities.

Yes6. Strategies to Increase Parent Involvement [Section1114(b)(1)(F)]

Section VI: Establishing SMART Goals, Strategies, and Results Indicators- Family Involvement Strategy under each goal

Section VII. Part A.: Family Community Engagement Plan

The Parent Involvement Plan is aligned with the priorities and goals identified in the School Performance Plan.

Yes

7. Plans for Assisting Preschool Children in the Transition from Early Childhood Programs to Elementary School Programs. [Section1114(b)(1)(G)]

Section VIII. Part B.1:Question #7

Transition plans have been identified.

Yes

8. Measures to Include Teachers in Decisions Regarding the Use of Academic Assessments[Section1114(b)(1)(H)]


A plan to include teachers in decisions, such as collaborative planning is provided.

Yes



An effective plan to ensure that teachers work together to make decisions on academic assessments is provided.

Yes

9. Activities to Ensure that Students Having Difficulty Mastering Proficient or Advanced Levels of Academic Achievement Standards Are Provided Timely Additional Assistance[Section1114(b)(1)(I)]


Interventions are specified to support struggling students.

Yes

The use of federal, state, local, and other funding sources are specified.

Yes10. Coordination and Integration of Federal, State, and local services and programs.[Section 1114(b)(1)(J)]


The coordination of funds and services is indicated.

Yes

Status of Plan:

______X____ Approved _________Conditionally Approved ________Incomplete/Needs Revisions