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Dr. Sonja Brookins SantelisesChief Executive Officer, Baltimore City Public Schools
School Performance Plan (SPP) Introduction
1
Principal CLN Meeting
Theresa Jones, Chief Achievement and Accountability Officer, Baltimore City Public Schools
Purpose of Today’s Presentation
2
By the end of today’s discussion, we will develop a common understanding of the process for developing and monitoring a school’s strategic plan.
Agenda
3
1) SPP Purpose and Changes
2) Overview of SPP Creation Process
3) SPP Logistics
4) Reflection Activity
SPP Principles
Supports principals and Instructional Leadership Teams (ILTs) in improving overall school performance, with an emphasis on instruction and student outcomes.
Acts as an anchor in a year-round evidenced-based inquiry process that relies on data-informed decision-making to drive documented school-level strategic planning.
Serves as an essential means of “knowing our schools” for alignment of supports and special initiatives.
Meets federal, state and district compliance requirements.
5
Key Changes 2016-17 SPP
School goals and strategies for the 2016-17 SPP will pre-populate from the 2015-16 SPP. 1
• Principals, with their ILT team, should conduct an inquiry and analysis cycle (step 2 of the SPP process) to determine if SY 15-16 goals and strategies as well as targets remain appropriate for SY 16-17.
Climate and Culture Component replaces Climate and Culture Strategies Section2
• High Schools that complete the Culture and Climate component on DTS will have their strategies for the Climate and Culture goal populated in their SPP templates.
7
Framing the School Performance Plan
Components of the School Performance Plan:
1. Reflect and gather data
2. Analyze data to prioritize needs
3. Establish SMART goals
4. Identify strategies to support plans
5. Determine Results Indicators
6. Monitor and evaluate results
Step 1: Reflect on last year’s process
Step 2: Analyze Data to
Prioritize Needs
Step 3: Establish SMART Goals
Step 4: Select
Specific Strategies
Step 5: Determine
Results Indicators
Step 6: Monitor
and Evaluate Results
8
Step 1: Reflection
Purpose(s):
1) To determine whether or not the previous year’s goals were met.
2) To reflect upon the root causes surrounding why your school met or did not meet those goals.
If you are a Year 1 Principal, this should be completed based on your current knowledge of the school and feedback from stakeholders who were at the school last year.
Step 1: Reflect on last year’s process
Step 2: Analyze Data to
Prioritize Needs
Step 3: Establish SMART Goals
Step 4: Select
Specific Strategies
Step 5: Determine
Results Indicators
Step 6: Monitor
and Evaluate Results
9
Previous Year SPP Outcomes and Reflection
10
The SPP process begins with a reflection on the prior-year SPP:
Step 2: Inquiry and Analysis
Purpose:To determine the focus areas that your SPP will
address.
There are two parts of this part of the process:
1. Inquiry: Inquiry is to anchor the
thinking of the leadership team to where they need to focus their attention based on the available evidence.
2. Analyzing Data to Prioritize Strengths and Needs: This step is
used to guide through the examination and analysis of the district provided and schools data and to avoid substituting strongly held opinions for the fact –based conclusion that would be derived from a review of actual data.
Step 1: Reflect on last year’s process
Step 2: Analyze Data to
Prioritize Needs
Step 3: Establish SMART Goals
Step 4: Select
Specific Strategies
Step 5: Determine
Results Indicators
Step 6: Monitor
and Evaluate Results
11
Part 1: Inquiry
12
1) Inquiry questions should be generated from within the school ILT:
2) Identify the most pressing questions for Teaching, Learning, and Leadership in the SPP. These are your guiding questions for data analysis.
Teaching (Adult Actions)
Questions
Learning (Student Outcomes)
Questions
Leadership (ILT Actions)
Questions
Which teachers/teams are successful now and which are not successful? Do we have specific reasons for their success or lack thereof? (What is the evidence?)
What strategies are teachers using in the early childhood grades that cause more students to score proficient? Can these strategies be shared with other grades?
Are students using strategies that teachers are teaching on Literacy Assessments?
What are the achievement levels in reading, writing, and math?
How is administration monitoring progress and efforts school-wide in order to show improvement between benchmarks?
How much urgency is there for improvement? Is that urgency shared? What systems and processes are in place to ensure support and monitoring?
Prioritized Strengths and Needs
13
• As part of the SPP process, your school will be provided a large suite of academic and climate related data. The basis for much of the data is your End of Year ILT. Other data is available from other sources. Examples include:
• Assessment Data: i-Ready, DIBELS, TRC, PARCC, HSA
• Climate Data: Attendance Rate, At-Risk for Chronic Absence, Suspensions
Prioritized Strengths and Needs—Part 2: Identify Strengths and Needs
Performance Behavior Inference
Strengths
10th grade – vocabulary usage
Free and reduced lunch (FARMs) girls - reading
Students use words in context, therefore they understand the meaning.
10th grade Teachers implemented the Frayer model for vocabulary in English, Social Studies, and Science classes.
Students are self-selecting reading material, therefore they are engaged in reading.
Teachers implemented specific lessons around how to select just right books and consistently provided independent reading time daily.
Needs
Reading comprehension – inferences
4th grade – problem solving
Students are not combining their prior knowledge when reading content.
Teacher training is needed around strategies for supporting students with making inferences. This would include the use of teacher modeling, graphic organizers, etc…
Students do not understand the problem solving process.
Teacher training is needed around strategies for problem solving in mathematics.
15
Step 3: Establish SMART Goals
Purpose: • To identify your most
critical goals for student achievement based on the challenges and needs identified
Criteria:• Specific• Measurable• Achievable• Relevant• Timely• Aligned with prioritized area
of need
Step 1: Reflect on last year’s process
Step 2: Analyze Data to
Prioritize Needs
Step 3: Establish SMART Goals
Step 4: Select
Specific Strategies
Step 5: Determine
Results Indicators
Step 6: Monitor
and Evaluate Results
16
SPP Goals Guidance
4 SMART Goals
• 2 Academic goals
• 1 each in ELA and Math
• 1 College and Career Readiness goal
• 1 Climate/Culture goal
3 SMART Goals
• 2 Academic goals
• 1 each in ELA and Math
• 1 Climate goal
• Optional fourth academic goal
17
6-12 & High SchoolK-5, K-8, 6-8
Example SMART Goals Aligned with District Assessment Strategy
Assessment Grade Levels
Baseline Data
Content Growth/Mastery
Reports Sample SPP Goal
TRC K-2 BOY Literacy Growth TRC Effectiveness by grade and teacher
Comparing Measures for all Reading 3D Subtests by grade and teacher
93 percent of students in grades K-2 that are on and above level on BOY TRC will show one year of growth by EOY TRC AND 93 percent of students in grades K-2 that are below and far below level on BOY TRC will show a year plus of growth by EOY TRC.
i-Ready 3-11 (Literacy)
1-11 (Math)
BOY Literacy, Math Growth Intervention Screener
Performance by Grade and Class
Student Growth by Grade and Class
The percentage of 3rd – 5th grade students scoring two or more levels below grade level on the literacy i-Ready assessment will decrease by __% from __% on admin 1 to __% on admin 3.
ACCUPLACER 12 BOY Literacy, Math Mastery TBD 93 percent of students will score a 79 or above on the reading ACCUPLACER by EOY
LDC Writing (Data Link)
6-12 Q1 assessments
Literacy Mastery Benchmark Performance by Standard and Subject
Standards Analysis by Section
93 percent of students will score a 3 or 4 on the Q4 writing task for the Reading LDC module
End of Course(Data Link)
9-12 BOY Math, English Mastery (use district provided EOC)
Benchmark Performance by Standard and Subject
Standards Analysis by Section
93 percent of students will score at least a 70 percent on the EOC assessment in Algebra 1.
SAT 11 EOY Literacy, Math Growth ILT Tool 93 percent of students in grade 12 will score at least 25 points higher on the SAT compared to their score in grade 11.
18
Additional Considerations Goal Setting
Goals from your school’s 2015-16 SPP will be pre-populated.
1
Goals should match prioritized areas of need based on your inquiry and analysis cycle.
2
Based on last year’s EOY ILT data, determine if your previous goals are still SMART.
3Work with your ILED to determine if aligning your SPP academic goal with your SLO goal will help you execute your school’s vision.
4
Select assessments with final results available in June.5
19
Math i-Ready Goal (for K-8 Presentation)
21Option 1) Students will show growth in math skills over the course of the year.
Option 2) 90 percent of students tested in Window 1 and Window 3 will meet their .75 year target in math at EOY as measured by i-Ready.
Option 3) 10 percent of third graders will reach benchmark.
Option 4) 32 percent of fourth graders will reach benchmark or above as measured by the math EOY i-Ready.
Option 5) 38 percent of this year’s seventh graders (last year’s 6th graders) will score at or above benchmark as measured by math EOY i-Ready.
Step 4: Select Strategies
P u r p o s e : • A d u l t a c t i o n s w i l l i m p a c t
s t u d e n t a c h i e v e m e n t s
C o n s i d e r a t i o n s : • H o w a r e t h e s t r a t e g i e s y o u ’ v e
i d e n t i f i e d : • A c t i o n - o r i e n t e d • M e a s u r a b l e / a c c o u n t a b l e • S p e c i f i c• R e s e a r c h - b a s e d
• C o n s i d e r s t r a t e g i e s t h a t a r e i n s t r u c t i o n a l , o r g a n i z a t i o n a l , p r o g r a m m a t i c , a n d f o c u s e d o n e v o l v e d l e a d e r s h i p a c t i o n s
Step 1: Reflect on last year’s process
Step 2: Analyze Data to
Prioritize Needs
Step 3: Establish SMART Goals
Step 4: Select
Specific Strategies
Step 5: Determine
Results Indicators
Step 6: Monitor
and Evaluate Results
22
The Five Types of Strategies
23
Schools are required to have at least one strategy in each of these five types for your academic and college and career ready goals.
Instructional: Research-based strategies that are implemented in the classroom to activate the knowledge
of students, engage the learner, and strengthen reading, writing, speaking, listening, and thinking.
Organizational: Strategies that will be used throughout the school, district, (organization).
Strategies that will impact all stakeholders.
Family Involvement: Strategies that will be used that specifically targets family engagement in a student’s
learning. Identifies activities to build parent capacity and detail the support offered to parents and children in gaining access to high quality education.
Leadership: Strategies that involve the principal/leader to take specific actions that impact
implementation of recommended strategies.
Programmatic: Strategies that are based on the utilization of programs that lead to student improvement
(academic and non-academic success).
Key Question
24
Which strategies are known to help students make progress towards college and career readiness? Instructional
Organizational
Family Involvement
Leadership
Programmatic
Considerations: Strategies
Strategies from your school’s 2015-16 SPP will be pre-populated.
1
If you selected new goals, make sure you identify the appropriate strategies for those goals.
2If you select the same goals, based on your school’s considerations, consider whether you are using the same strategies to achieve the goals, or if your school need to revise strategies from last year to achieve the same goals.
3Use strategies listed in other planning documents, such as the High School Success Plan and your Title I Priority School Plan (if applicable).
4
25
Requirements
28
Schools are required to:
• Identify a Climate and Culture goal (your goal from last year’s SPP is auto-populated).
• Identify:
• 1-3 Strategies related to your School-wide Values, Systems, and Routines
• 1-3 Campus Monitoring Strategies:
• Action Steps on how you will complete the following three Attendance Strategies:
1. Recognize Good and Improved Attendance through the Monitoring of Attendance Data and Practices
2. Provide Personalized Early Outreach to Engage Students, Parents, and Community
3. Analyze Attendance Data and Practices to Develop Programmatic Responses to Barriers
School-wide Values, Systems, and Routines
29
A school-wide system of values sets the foundation for a community of shared expectations for behavior of both students and adults. These expectations guide all aspects of the school’s operation in and out of classrooms, including interactions amongst students, between students and teachers, transitions between classrooms and behavior in public spaces.
For all schools trained and implementing restorative practices, restorative justice and/or peer mediation, you must reference these structures that will add to the shared school wide values and systems.
Campus Monitoring
30
A comprehensive plan will address management and prevention of school-specific issues related to monitoring students in, outside of and around the school campus.
Campus monitoring strategies will consider the following:
The strategic location of staff during morning entry, transitions, and dismissal.
Floor assignments
Cafeteria coverage
Hot spots included
Attendance Strategy 1—Recognizing Good Attendance
31
How does your school Recognize Good and Improved Attendance through the Monitoring of Attendance Data and Practices?
Potential Considerations: What will be your process for publicly recognizing students with excellent and
improved attendance, identifying resources/incentives that encourage attendance?
What will be your process for reviewing, monitoring and using attendance data to identify increased supports?
How will you determine which students to target?
How do you ensure that that teachers record and submit attendance daily
How will your school use data to develop school-wide interventions and programs?
Attendance Strategy 2—Outreach
32
How does your school provide Personalized Early Outreach to Engage Students, Parents, and Community?
Potential Considerations:• What will be your process for communicating the importance of daily school
attendance?
• How will you involve teachers, SST, IEP teams, and other advocates and partnerships to support proactive attendance efforts?
• What will be your process for ensuring that your school has engaging activities inside and outside of the classroom and social events that engage families?
• How will you communicate with and track previously chronic absent students?
Attendance Strategy 3—Programmatic Response to Barriers
33
How does your school Analyze Attendance Data and Practices to Develop Programmatic Responses to Barriers (as needed)?
Potential Considerations:• What is your process for identifying barriers to daily student attendance?
• How do you involve district and community partnerships to support students and families successfully address student absenteeism?
Step 5:Determine Results Indicators
Purpose: Results indicators set the qualitative
standard to determine if strategies were executed successfully.
Results Indicators
• set criteria for effective implementation of a strategy
• are created for each implemented strategy
• determine if strategy is having the desired impact
• describe precise adult behaviors that will be seen as evidence of successful implementation
• describe expected short term changes in student performance/achievement if strategy is effective
• identify potential need for midcourse corrections
• establish cause and effect relationship
Step 1: Reflect on last year’s process
Step 2: Analyze Data to
Prioritize Needs
Step 3: Establish SMART Goals
Step 4: Select
Specific Strategies
Step 5: Determine
Results Indicators
Step 6: Monitor
and Evaluate Results
34
Step 6: Monitor and Evaluate Results
Considerations
• What, Who, When, How
• Cycle for when data is available
• Alignment to Goals
• Strategies (Instructional, Leadership, Programmatic, Organizational)
• Results Indicators
• Gather reflections as evidence of effective monitoring
• Sharing with all stakeholders
• Celebrate incremental results
Step 1: Reflect on last year’s process
Step 2: Analyze Data to
Prioritize Needs
Step 3: Establish SMART Goals
Step 4: Select
Specific Strategies
Step 5: Determine
Results Indicators
Step 6: Monitor
and Evaluate Results
36
Monitoring and Evaluating
38
ILEDs will formally revisit the SPP with Principals during mid-year and end of year conversations.
Recommendation:
• ILTs should review progress towards SPP goals at least quarterly.
Anticipated 2016-17 Rollout
40
Milestone Date
SPP Materials Released via LAU September 15
OAA Presents SPP at CLN Meetings, ILEDs lead reflective review activity
Week of September 26
SPP Drafts Due to ILEDs October 10
Feedback Process October 10-October 17
SPP Revisited by Principals (week of CLN meetings)
October 17-October 19
Principals Revise SPP October 19-October 23
ILED and Title I Plan Review and Approval
October 24- November 4
Mid-Year SPP Review and Data Cycle February Districtwide Meetings
SPP Appendices
41
Per Board policy, all schools, with the exception of non-Title I Charter schools must complete the following:
Family and Community Engagement Plan
Schools receiving federal grant funding must also complete the following:
Either the Title I Schoolwide or Targeted Assistance Plans
Title I Funds cannot be released if the Title I appendices are not approved.
All Title I charters must complete:
1) FCE portion (excluding goals and strategies)
2) Either the:
Schoolwide
Targeted Assistance portion
Work with us to make the SPP Better
42
Pre-population of goals and strategies was a result of Principal feedback at the CEO’s institute. Based on this feedback, we are considering a number of other changes, including an earlier start to the next SPP, and would like to consult with you along the way.
If you are interested in participating in these discussions, please email the Achievement and Accountability Office at schoolperformanceplan@bcps.k12.md.us.
District Support to Schools
43District Support Role Development Approval
OAA
Danny Heller K-8deheller@bcps.k12.md.us
Nelson Vasconcelos HSnrvasconcelos@bcps.k12.md.us
Provides technical assistance on SPP and online tool
When requested, support analysis of data, identification ofpriorities, establishment of goals
Tracks and monitors approval rates
When requested, provide feedback and support to schools around SMART Goals during the approval process
ILED Support analysis of data, identification of priorities, establishment of goals and strategies
Approve a school’s SPP
Climate and Culture Your School Support Liaison N/A
FCE (Your FCE Specialist) Supports the development of family and community engagement strategies upon request
Proposes feedback
Data Monitoring and Compliance office /Office of School Turnaround and Transformation (See Printout to see your Title I contact)
Provide written feedback and support for making revisions to the federally funded plans (e.g., Title l plan).
Approve Title I plans
Board Of School CommissionersMarnell Cooper, Chair
Tina Hike-Hubbard, Vice-Chair
Lisa Akchin
Muriel Berkeley
Cheryl Casciani
Linda Chinnia
Andrew “Andy” Frank
Martha James-Hassan
Peter Kannam
Jonathan Townes, Student Commissioner
A.J. Bellido de Luna, Board Executive Officer
Senior Management TeamDr. Sonja Brookins Santelises, Chief Executive Officer
Alison Perkins-Cohen, Chief of Staff
Sean L. Conley, Chief Academic Officer
Theresa Jones, Chief Achievement and Accountability Officer
Donald Kennedy, Sr., Chief Financial Officer
Karl Perry, Sr., Chief School Supports Officer
Keith Scroggins, Chief Operations Officer
DeRay Mckesson, Interim Chief Human Capital Officer
Kenneth Thompson, Chief Technology Officer
Tammy L. Turner, Esq., Chief Legal Officer
45
Accessing the Document Tracking Services Tool
47
• W e b s i t e :
• w w w . d o c - t r a c k i n g . c o m
• A c c e s s :
• P r i n c i p a l s a r e g r a n t e d a c c e s s t o D T S
• U s e r n a m e : F i r s t N a m e . L a s t N a m e ( J o h n . D o e )
• P a s s w o r d : I n i t i a l o f l a s t n a m e t h e n f i r s t n a m e ( D j o h n )
• P r i n c i p a l s c a n e m a i l SchoolPerformancePlan@bcps.k12.md.us t o r e q u e s t a d d i t i o n a l I L T m e m b e r s a c c e s s t o t h e S P P t o o l
SPP in Doc-Tracker
48
NOTE:
• The Climate and Culture Component will auto-fill the Climate and Culture Component of the SPP.
• Your end of year ILT tool will also be loaded in Doc-Tracker
Systems Overview –Reading and Math Assessments
Report Description Level Preview
Window 1: Intervention
Screener
How can students be
placed into performance
tiers for RTI?
School summary; detail
by grade; student-level
list, sortable by grade,
teacher, etc.
Windows 1 and 3:
Performance by Grade
and Class
By grade and class, how
did students perform on
the Diagnostic
Assessment?
By grade and class
(teacher); by Window
Windows 2 and 3:
Student Growth by Grade
and Class
How much growth have
students achieved
between diagnostics? Did
students meet their
growth targets (after
Window 3)
School summary; by
grade; by class
49
Systems Overview –Math Assessments
• NOTE: For SY16-17, reporting for Agile Assessments, the test platform for the Agile Mind curriculum, is redesigned for this year. After each window, school leaders should run:
50
Report Description Level Preview
School: Test Design Results
Shows overall performance on the assessment at the school level.
School-level results by test.
Examples—Instructional Strategies
52
• Cycle of Professional Learning (CoPL)
• Explicit Instruction
• Quality Feedback
• Nonlinguistic Representation
• Co-teaching
• Note-taking
• Collaborative Learning
Examples—Leadership Strategies
53
• How leaders spend money/resources
• How staff are provided with resources and direction on how to use resources to support all students
• Learning walks to check strategies
• Examination of student work
• Monitoring and evaluation
• Professional development
• Increase frequency and quality of ILT meetings.
Examples—Organizational Strategies
54
• Common planning time
• Schedule support for teacher teams
• Schedule to support a common instructional focus (across the curriculum – i.e. writing block)
• Link family engagement to school goals
• Crete a place that parents can call their own
• Intervention Time
• Develop a cross-functional college and career readiness work group
Examples—Programmatic Strategies
• K-5 Writing program aligned to the career and college readiness standards (Write Steps)
• Read 180
• Student based programs (mentoring)
• School based programs (community partnerships)
• PSAT/SAT
• CTE participation
• Rigorous course offerings
55
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