I - Johnnycake Elementary Schooljohnnycakees.bcps.org/UserFiles/Servers/Server_200801... · Web viewThrough an equity-based lens, for each priority area, identify key actions, persons

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


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



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?








Note: If a contributing factor does not pass all three Validity Test questions, the factor is

eliminated



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


Building Teacher Capacity QuestionYes

DataYes

ControlYes

3rd Set of Whys? Why is there a lack of teacher capacity?









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?


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,


(Record the results with an “X” in the column to the under the contributing factors)Q –Question: Does the “contributing factor”



in combination with others, contribute to the problem. It is a contributing factor if:




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?


eliminated

Lack of rigor in core instruction QuestionYes

DataYes

ControlYes

Inconsistent monitoring of student achievement data QuestionYes

DataYes

ControlYes

Teacher capacity QuestionYes

DataYes

ControlYes


Lack of rigor in core instruction QuestionYes

DataYes

ControlYes

2nd Set of Whys? Why is there a lack of rigor in the core instruction?









eliminatedNeed to use data to inform instructional decisions Question

YesDataYes

ControlYes

High number of non-tenured teachers QuestionYes

DataYes

ControlYes


DataYes

ControlYes



DataYes

ControlYes

3rd Set of Whys? Why is there a lack of teacher capacity?











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


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?









eliminatedLack of parental transportation Question

YesDataYes

ControlNo

Lack of parental understanding of the importance of Question Data Control



attendance Yes Yes Yes

Need to develop and implement cohesive attendance monitoring system

QuestionYes

DataYes

ControlYes


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?









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


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








eliminated



Inconsistencies with personnel QuestionYes

DataYes

ControlNo

Upgrade the current monitoring system QuestionYes

DataYes

ControlYes

Inconsistencies with resources QuestionYes

DataYes

ControlYes


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.”


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



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



(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




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


Evaluation)

Timeline


possible)

Measures of Success

(Formative and summative data, data analysis, and dialogue to monitor progress,

determine results, and make adjustments.)


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




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


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)


ILO

(Which Outcomes?)

Leadership

(Who are the owners?)

Learning Communities



Learning Designs


Resources



Implementation



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



abstract conceptsFASTT Math, Dreambox Learning




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


Evaluation)

Timeline


possible)

Measures of Success

(Formative and summative data, data analysis, and dialogue to monitor progress,

determine results, and make adjustments.)


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




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,


Team

TimelineAt least monthly,

all year long


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,


Team

TimelineQuarterly

All year long


MAP

Shift/RemoveStudents will

understand the importance of


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)


ILO

(Which Outcomes?)

Leadership

(Who are the owners?)

Learning Communities



Learning Designs


Resources



Implementation



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


Staff will understand how they can make a positive impact on student attendance.

School Counselor PPWSocial WorkerSchool Administrators

All staff Faculty Meetings

Human resourcesIncentives






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



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


Documents

I - Johnnycake Elementary Schooljohnnycakees.bcps.org/UserFiles/Servers/Server_200801... · Web viewThrough an equity-based lens, for each priority area, identify key actions, persons