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BALTIMORE COUNTY PUBLIC SCHOOLSSchool Progress Plan for Continuous School Improvement: Raising the Bar and Closing Gaps

“Creating a culture of deliberate excellence for every student, every school, every community.”

School Progress Plan forContinuous School Improvement: Raising the Bar and

Closing Gaps

2015–2016

Carney Elementary SchoolSchool

Submitted by

Barbara McLennan______________________ ______________________ Signature of Principal Signature of Assistant Superintendent

______________________ Date

Office of Performance Management Office of the Assistant Superintendents

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BALTIMORE COUNTY PUBLIC SCHOOLSSchool Progress Plan for Continuous School Improvement: Raising the Bar and Closing Gaps


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BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)

School Visioning: Creating a Shared Vision

School visioning is a process that enables schools to create a vision that is feasible and attainable, connected to deeper values and hopes, creates a compelling picture of what the school can become in the future, and can be translated into action that can and will be implemented. For school leadership, knowing where we want the school to be makes it easier to identify the steps needed to get there.

The vision reflects the vision and goals of Baltimore County Public Schools (BCPS)—to graduate globally competitive students—and is based on a set of core beliefs to which the school community can commit. Goals and key actions identified in the SPP for the next school year are aligned with the school vision. Having a shared vision for a school is a key to improving its effectiveness.

Our beliefs are about our capacity to ensure that all students learn and graduate globally competitive varies depending on our lived experiences. Establishing a shared vision that’s rooted in equity starts with unpacking our beliefs so that we come to an agreement about what is possible and within our control. The final vision statement is an amalgamation of what we collectively believe can be achieved.

School Visioning

School Vision Statement: At Carney Elementary School we strive to be a Collaborative and Engaged community of Supportive life-long learners.

Office of Performance Management Office of the Assistant Superintendents 3


Comprehensive Needs Assessment

Data AnalysisUsing Resource 1-Activities for Data Analysis and Resource 2- Types of Data for Analysis analyze the school’s data in order to uncover and reveal opportunities to close performance gaps for targeted sub-groups and raise the bar for all students.

Identification of Priority NeedsRecord priority needs determined in Activity 4 from Resource 1-Activities for Data Analysis.

Priority Needs

What is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Reading?

Primary students are not showing as much growth as intermediate students. MAP- Grade 1 34.1%, Grade 2 46.9%, Grade 3 60%, Grade 4 65.5%, Grade 5 53.9%. DIBELS data shows that 41% of first graders did not make benchmark for ORF.

What is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Mathematics?

Students of color are not showing as much growth in math as other subgroups. MAP Winter 53.8% Black) Hispanic 63%, MU 44%, White 73%

What is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Climate?

Respect as indicated through the Stakeholders survey. 38% of 203 office referrals were related to “respect” issues.



Priority Area I – Reading / English Language Arts

Root Cause AnalysisReading / English Language Arts

Possible Contributing Factors(STEP 2)

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(STEP 3)

(Question, Data, Control)(Next to each possible contributing factor, mark an “X” in each column if the factor passes that validity test question)Q –Question: Does the “contributing factor” address the greatest need?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

Greatest need for the priority area of

Reading/English Language Arts

(STEP 1)

Factor #1Small group instruction not meeting needs of all subgroups

Questionx

Datax

Controlx

Factor #2Lack of access to resources necessary for differentiation

Questionx

Data Controlx

Factor #3

Time needed for planning

Question Data Control

Examine each of the possible factors using “why” questions to determine the root of the problem. (STEP 4)

Contributing FactorFactor #1

Why #1: Why is differentiation for subgroups not occurring?Answer: Data could be used more effectively to plan differentiated instruction.

Why #2: Why is data not being used more effectively?



Answer: Teachers are giving the assessments but not using them to drive instruction.

Why #3: Why are teachers giving the assessment but not using it to drive instruction? Answer: Drilling down to discover the individual needs of all children is time consuming.

Why #4: Why is drilling down to discover the individual needs of all children time consuming?Answer: Teachers are overwhelmed with planning for multiple groups.

Why #5: Why are teachers overwhelmed with planning for multiple groups.Answer: Teachers need time to analyze data to develop lessons for small groups.

Foremost Factor/Possible Root Cause:Teachers need time to analyze data in order to plan for small group instruction.

Test the possible root causes against the questions. (STEP 5)

Foremost Factor/Possible Root Cause

Root Cause Test Questions Yes/No

You’ve run into a dead end asking what caused the proposed root cause. Yes

Everyone agrees that this is the root cause. Yes

The cause is logical, makes sense, and provides clarity to the problem.Yes

The cause is something the school can influence or control. Yes

If the cause is dissolved, there is a realistic hope that the problem can be reduced or prevented in the future.

Yes

Determine next steps based on the results.IF:The answer is “No” to ANY of the questions,

IF:The answer is “Yes” to ALL of the Questions,

THEN: It is a still a factor, and the analysis needs to continue. . .

THEN:It is a root cause . . .



NEXT STEPS: Revisit or redirect the analysis Consider other valid factors from

STEPS 2 and 3

NEXT STEPS: Consider strategies/key actions to address the root of the greatest need.



Goal Setting, Strategy and Key Action SelectionReading / English Language Arts

Given the root cause determined for Reading/English Language Arts, state one goal for the 2015–2016 school year. In BCPS, each school is measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and staff/teacher) perception data.

The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior school year.

Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of learning walks and monitoring visits from the superintendent, chief academic officer, the office of performance management (OPM), and/or the assistant superintendents of schools.

Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action, identify:

What will be done, specifically (including as much detail as possible) Who will implement it (who is responsible) Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan) How you will monitor task completion (Who will be involved? When? What evidence will you collect?)




PRIORITY AREA 1—Reading/English Language Arts

Priority Area 1—Reading/English Language Arts Goal: 65% of students in grades 1 through 5 will meet or exceed their growth targets in reading.

Strategy: (Click twice in the box to choose one or more.) Implementing the curriculum responsively and with fidelity Providing customization Providing safe school environment Engaging parents and stakeholders

Persons Responsible(persons leading

implementation and monitoring)

Timeline(specific dates or

windows of time for completion)

Monitoring(Who will be involved? When? What

evidence will you collect?)

Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Title I schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis results.

Key Action 1: Closing the Gap(Given effective first instruction, consider students who require customization to reach expected levels of performance)Primary students will be provided with appropriate reading interventions by the reading specialist and special educators based on progress monitoring data.

3 Title I Components

Reading specialist, Teachers, Administration

September 2015 through June 2016

-Classroom teachers, reading specialist-DIBELS, MAP, running records,

intervention assessments, use of data collection templates

Key Action 2: Closing the Gap(Given effective first instruction, consider students who require customization to reach expected levels of performance)Teachers will progress monitor students in grades one through three every ten days in order to flexibly regroup students


Classroom teachers

September 2015-June 2016

-Classroom teachers, special educators-running records, DIBELS, MAP, formal and informal observations, use of small

group data collection templates

Key Action 3: Raising the Bar(Given effective first instruction, consider key actions to support the increased performance of all students)Students will be actively engaged in learning activities which are aligned with standards and challenge them at their academic level.


Classroom teachers

January – June 2016 -Classroom teachersWalk through tool based on Key Actions


Professional Learning PlanReading / English Language Arts

Create a high-level professional learning plan to support your key actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate.

Outcome(s)

(What is the desired result of the professional learning?)

ILO

(Which Outcomes?)

Leadership

(Who are the owners?)

Learning Communities

(Who’s receiving the professional learning? Differentiate groups of

learners as appropriate and necessary.)

Learning Designs

(How will this be delivered?)

Resources

(What human, technological, fiscal, and time resources

are needed?)

Implementation

(When will the professional learning

be implemented? How will feedback be

provided?)Increase teachers’ ability to align data and use available resources for responsive planning for small group instruction.

7,4 Teachers, Reading Specialist, Special Educators, STAT Teacher

Teachers, Reading Specialist, Special Educators

Monthly grade level meetings, planning with STAT teacher

-STAT teacher, Reading Specialist, Special Educators-Funds for additional leveled readers

- Grade level meetings or individually as needed-Informal/formal observations

Define roles and expectations of resource staff in order to maximize support to students and teachers

Support Staff, Administration

Support Staff BCPSAdministration

Will be discussed as necessary

Support staff will be included in monthly grade level meetings

Teachers will unpack the standards in alignment with the curriculum

7,4 Teachers Teachers/Support Staff Biweekly planning with STAT/monthly planning

STAT, Clarification Document

Informal and formal observations/grade level meetings



Priority Area 2—Mathematics

Root Cause AnalysisMathematics







Greatest need for the priority area of Mathematics

(STEP 1)

Factor #1Students lack basic number sense.

Questionx

Datax

Controlx

Factor #2Students need more interactive learning opportunities.

Question Data Controlx

Factor #3Students lack perseverance/motivation when solving math problems.

Questionx

Datax

Controlx

Examine each of the possible factors using “why” questions to determine to root of the problem. (STEP 4)

Contributing FactorFactor 3

Why #1: Why do students lack perseverance and motivation when solving math problems?Answer: Students have difficulty explaining their thinking and understanding.

Why #2: Why are students having difficulty explaining their thinking and understanding?



Answer: Students do not have a conceptual understanding of skills and language needed to explain their thinking

Why #3: Why don’t students have the skills and language needed to explain their thinking?Answer: Math instruction does not include enough collaborative discussions.

Why #4:Answer:

Why #5:Answer:

Foremost Factor/Possible Root Cause:Small group instruction does not include enough collaborative discussions.


Foremost Factor/Possible Root Cause Root Cause Test Questions Yes/No

You’ve run into a dead end asking what caused the proposed root cause.Yes

Everyone agrees that this is the root cause. Yes

The cause is logical, makes sense, and provides clarity to the problem. Yes

The cause is something the school can influence or control. Yes


Yes








STEPS 2 and 3




Goal Setting, Strategy and Key Action SelectionMathematics

Given the root cause determined for Mathematics, state one goal for the 2015–2016 school year. In BCPS, each school is measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and staff/teacher) perception data.






BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)

PRIORITY AREA 2—Mathematics Priority Area 2—Mathematics Goal:

70% of students will meet or exceed their growth targets in math.




Timeline(specific dates or windows of

time for completion)

Monitoring(Who will be involved? When?

What evidence will you collect?)


Closing the GapKey Action 1 Students will make connections by understanding the purposes for learning and how skills connect to one another through the use of Essential Questions.


Classroom Teachers

Beginning Second Quarter Teachers during daily lessons

Informal walk through templatealigned with key actions

Closing the GapKey Action 2Students will be provided with options in demonstrating their understanding of skills and concepts


Classroom Teachers

Beginning Second Quarter

Informal walk through template aligned with key actions

Administration/STATUnit Assessments

Raising the BarKey Action 3 Teachers are progress monitoring during small group instruction


TeachersOn-going Progress monitoring forms



Professional Learning Plan for Priority Area 2Mathematics

Create 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





Learning Designs


Resources


are needed?)

Implementation



provided?)Discussions using math vocabulary will occur in whole and small group lessons to ensure a conceptual understanding

3 Teachers Teachers will be provided with support for developing questions to provide opportunities for group discussions and to elicit student thinking

Monthly Team Meetings

STAT teacherMath officeAdministration

Monthly team meetingsFeedback template

Create questions to probe student thinking and explain their responses

3 Teachers Teachers Monthly Team Meetings

STAT /Admin/Math Office

Monthly team meetingsFeedback template

Teachers will help students to make connections during Investigations lessons in order for them to understand how activities connect to math skills.

3 Teachers Primary Teachers Monthly team meetingsFeedback template



Priority Area 3—Climate

Root Cause AnalysisClimate







Greatest need for the priority area of Climate

(STEP 1)

Factor #1 School-wide implementation of behavioral expectations is not consistent

Questionx

Datax

Controlx

Factor #2 School-wide implementation of consequences is not consistent

Questionx

Datax

Controlx

Factor #3Students lacking the tools they need to be respectful to adults and students.

Questionx

Datax

Controlx

Contributing Factor Examine each of the possible factors using “why” questions to determine to root of the problem. (STEP 4)



Students lacking the tools they need to be respectful to

adults and students

Why #1: Why do students lack the tools they need to be respectful to adults and students?

Answer: They are not provided with adequate instruction in schoolWhy #2: Why are they not provided with instruction in school?Answer: Training and time are not adequateWhy #3:Why is training not adequate?Answer: A lot of competing new programs, just introductory, lack of follow-up, didn’t start at the beginning of the school year

Why #4: Why isn’t time being provided for the program? Answer: Curriculum, not a priority

Why #5: Why wasn’t it a priority?Answer: It was seen as “one more thing” and behaviors weren’t as big of a problem.

Foremost Factor/Possible Root Cause: Students lacking the tools they need to be respectful to adults and students.


Foremost Factor/Possible Root Cause Root Cause Test Questions Yes/No

Students lacking the tools they need to be respectful to adults and students.

You’ve run into a dead end asking what caused the proposed root cause.yes

Everyone agrees that this is the root cause. yes

The cause is logical, makes sense, and provides clarity to the problem. yes

The cause is something the school can influence or control. yes


yes








STEPS 2 and 3




Goal Setting, Strategy and Key Action SelectionClimate

Given the root cause determined for Climate, state one goal for the 2015–2016 school year. In BCPS, each school is measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and staff/teacher) perception data.







PRIORITY AREA 3—ClimatePriority Area 3—Climate Goal:To improve respectful peer to peer relations and adult student relations, through school-wide implementation of evidence-based models and specific interventions for targeted students, in order to decrease office referrals by 10%.




Timeline(specific dates or windows of

time for completion)

Monitoring(Who will be involved? When?

What evidence will you collect?)


Closing the GapKey Action 1 Check-in Check-out and/or buddy mentoring program for top tier students 9 Title I Components

Safe schools action team, school counselor, behavior

interventionistOctober 1, 2015- end of school

year

-Classroom teachers, school counselor, behavior

interventionist, Safe schools action team

-Behavior sheets and office referral data

Closing the GapKey Action 2 Individualized behavior charts/programs for targeted students who are not responding to school-wide behavior program and/or CICO/buddy mentoring programs


Safe schools action team, school counselor, behavior

interventionistOctober 1, 2015-end of school

year

-Classroom teachers, school counselors, behavior

interventionist, Safe schools action team

-Behavior sheets and office referral data

Raising the BarKey Action 3 Implementing school-wide research-based initiatives, such as Second Step program and PBIS with fidelity


All staffAugust 24, 2015- end of school

year

-All staff-School climate survey, office

referral data



Professional Learning Plan for Priority Area 3Climate

Create 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





Learning Designs


Resources


are needed?)

Implementation



provided?)Teachers will feel comfortable implementing the Second Step program in their classrooms

Key Action 3

School counselor Classroom teachers, special area teachers

Half day of the first grade level meeting of the year and updates at grade level meetings and faculty meetings

Second Step online training program and kits-Set of posters for classrooms will need to be purchased

-By October 1, 2015, teachers will have received their training and have implemented the first lesson-Counselor will establish a time each week for school-wide Second Step teaching-Counselor will model lessons when requested by the teacher-Counselor will send out a survey each quarter

All staff will be trained and given Key Action School counselor, All staff PD during PBISworld.org, -Teachers will have



resources needed to implement PBIS with fidelity and consistency

3 Safe Schools Action Team, Behavior Interventionist

teachers’ first week back and updates at grade-level meetings and faculty meetings

training resources, visuals, and classroom lessons

received initial training by the first day of school for students-end of year SAS survey

Teachers will learn how and when to refer top tier students to CICO program or individualized behavior plans

Key Action 1 and 2

Classroom teachers, school counselor, Safe Schools Action Team, behavior interventionist

Classroom teachers, special area teachers, and resource teachers

PD at a faculty meeting during the first month of school

PBISworld.org -By October 1, 2015, teachers will have received initial training-Surveys from the counselor

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

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

7

Plan for assisting preschool children in the transition to elementary school programs (Gradual Entrance)

Principal/Leadership Team Fall Enrollment completion



School Progress Team Membership

Name Title Signature of Stakeholder

Barbara McLennan Principal

Barbie Roemer Assistant Principal

Assistant Principal

Jennifer Pelfrey S.T.A.T. Teacher

Kirstin Hadfield Reading Specialist

Rachel Pardew Teacher

Cara Liggett Teacher

Stacey Seiler Parent

Nancy Friedman School Counselor

Holly Burnett Teacher

Heather Oettel Teacher

Becky Kerschner Teacher

Barb Pohlman Teacher


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