mount royal elementary/middle school

School Performance Plan for Mount Royal Elementary/Middle 1 of 38

SY 2015-2016

School Performance Plan

066, School NumberMount Royal Elementary/Middle, School Name

Job Grotsky, PrincipalMarc Etienne, Executive Director

N/A, 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..............................................................................................................................................................................................................................................8

IV. SCHOOL'S DATA SECTION...................................................................................................................................................................................................................9

V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS ..................................................................................................................................................................10

VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS .......................................................................................................................................12

ACADEMIC SMART Goal #1: ..............................................................................................................................................................................................................12

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

CLIMATE/SCHOOL CULTURE SMART Goal #3: ...................................................................................................................................................................................18

ADDITIONAL SMART Goal #4:............................................................................................................................................................................................................20

VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN ..........................................................................................................................................................22

VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION ..........................................................................................................................................25

IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION .......................................................................................................................................28

APPENDIX A: TEMPLATES AND TOOLS ..................................................................................................................................................................................................30

APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS .....................................................................................................................................31

Appendix B.1: Family and Community Engagement Plan .................................................................................................................................................................31

Appendix B.2: Title I School Wide Plan..............................................................................................................................................................................................34

APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE ) ............................................................................................................................................37

SPP SUBMITTAL PAGE ...........................................................................................................................................................................................................................38


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

Job Grotsky Principal

Betty Dennis Assistant Principal

Christopher Knighting Ed. Associate

Dana Mills Teacher

Darrel Corbett Para-Educator

Nicole Wade Teacher

Jillian Flynn Teacher

Carlotta Williams Teacher

Julia Kennel Teacher

Erica Dunston Teacher

Allison Ferguson SPED Teacher

Beth Ott Teacher

Melissa Faulisi SPAR Teacher

Delinda Dorsey IEP Chair


Key Points of Contact at Your School

Position Name Email Contact

Professional Development Point of Contact/Monitor Christopher Knighting [email protected]

New Teacher Mentor(s) Dana Mills [email protected]

New Teacher Mentor (s) Christopher Knighting [email protected]

Mathematics Representative Julia Kennel [email protected]

Literacy Representative Dana Mills [email protected]

Test Coordinator Dana Mills [email protected]

School Family Council Chair Allison Ferguson [email protected]

Family and Community Engagement Representative Allison Ferguson [email protected]

Technology Contact Heather Laird [email protected]

SST Chair Meagan Miller-Simonsen [email protected]

Attendance Monitor Linda Washington [email protected]

SLO Ambassador Melissa Faulisi [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: The percentage of students in grades K-4 scoring proficient or advanced on the Amplify TRC will increase from 32% at BOY to 53% by the end of the 2015 school year as measured by EOY Amplify administration in May, 2015.

End outcome was increase to 50% Not Met We just missed the goal by 2%points which may equate to one student.

Goal 2: In grades K-5, at least 50% of the students will perform at mastery level as measured on the EOY Math interim assessment.

50% Met The percentage rate was skewed by low rates in 4th and 5th grade. I believe the amount of testing may have exhausted students' best efforts.

Goal 3: By June 2015 the average attendance students school wide will be 96% or greater as measured by SMS district attendance rate.

EOY attendance was 95.3% Not Met An apartment complex was closed by Department of Housing. This impacted a significant amount of our students. They were displaced and relocated throughout the city. Many students tried to remain at Mount Royal and they had difficulty getting to school.

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?

Seeing as it was my second year as Principal we were in the rebuilding phase of a lot of our programs and processes. The timing of the visit was not the best so early in the school year. A lot of the documentation needed was still being formed and created. I found the whole process deflating and an exercise in how much documentation we could provide. As a new Principal I found it all


overwhelming. The delivery of the information and findings were given with no regard to how hard we work as professionals.

In reviewing the SER findings along with your performance data (qualitative and quantitative) what is the school identifying as an area of focus?

A major area of focus is collecting documentation.

Define your current state. What preferred state would you like to reach? There is a large achievement gap within my school. We would like to see the gap diminish.

What actions you would take to reach your preferred state? We are working on small groups that target specific skills that we can work on to increase student achievement.


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

Are lesson plans being written and followed on a regular basis?

Are students being challenged with rigorous work? Is the administration providing enough supplies for teacher to effectively do their jobs?

Area small groups being implemented with fidelity? Are students making gains in KRA, i_Ready, and TRC data?

Are we analyzing data with teachers in order to maximize student achievement?

Are accommodations being documented in teacher lesson plans?

Are students on pace to master MCCR by the end of the year?

Are we supporting teachers in effectively delivering high quality instruction?

Are teachers on pace with curriculum based on CCSS?

Are we providing quality professional development for teachers?

Are teachers using data to determine instructional needs of students.


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)


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. Kindergarten math advanced and proficient on EOY interim was 93.8 This is due to efforts to reduce class sizes in Kindergarten and this foundation will follow the students as they move up in grade levels.

2. There was clear movement in all grades K-5 in TRC- Far Below % decreased from BOY to EOY and Proficient and Above Proficient both increased from BOY to EOY.

This is an area of strength because the data shows quality instruction is directly impacting student growth and achievement.

3. Middle school attendance rate is high. Grades 6-8 attendance averaged 95.6% due to various incentive we have put in place such as non-uniform days and special field trips.

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

1. A need is to increase achievement in grades 3-5 based on Q4 Interim Assessments in ELA.

Administration rate was low for 3rd grade. The teacher is no longer with us.

2. We need to increase attendance rates for our Special Education Population

There is a direct correlation between attendance and student achievement, especially with the SPED population.

3. Middles School Math scores need to increase based on Q4 Interim Assessments

Too many students scored basic on the math Interims.




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 percentage of students in Grades 3-8 scoring on level or above on the i-Ready Assessment will increase by at least 10% by the end of the 2016 school year as measured by EOY i-Ready administration in Spring, 2016.Students in grades K-2 will make 1 year's growth as defined by district guidelines and recommendations from BOY to EOY as measured by TRC EOY assessment in AMPLIFY.

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

Instructional 1. If we monitor the fidelity of small group instruction to ensure instruction is driven by the i-Ready data

2. If teachers are using RAZ with fidelity during small group instruction

3. If teachers attend District provided Professional Development on Literacy Content

1. then student achievement by EOY i-Ready assessments should increase.

2. then student scores will increase by EOY on the i-Ready assessments.

3. then there will be increased rigor within the lesson plans and lesson delivery which in turn will increase reading comprehension.

Organizational Strategies 1. If we provide support for small group strategies

2. If we create proficient SLO targets for individual teachers to support our SMART goal 1

3. If teachers progress monitor students with fidelity

1. then there will be in creased achievement by EOY on the i-Ready assessments.

2. the we will have increased buy-in and teacher support of SMART goal 1.

3. then there will be an increase in individual student achievement by EOY on the i-Ready.


The percentage of students in Grades 3-8 scoring on level or above on the i-Ready Assessment will increase by at least 10% by the end of the 2016 school year as measured by EOY i-Ready administration in Spring, 2016.Students in grades K-2 will make 1 year's growth as defined by district guidelines and recommendations from BOY to EOY as measured by TRC EOY assessment in AMPLIFY.


Family Involvement Strategy 1. If we purchase Reading A-Z Kids (RAZ Kids) for families to access at home

2. If we advertise to families who get Free or Reduced lunch can receive Comcastinternet service for $10.00 a month

3. If we send home data results/progress monitoring information sheets

4. If we have parent information sessions on how to make sense of the i-Ready data

5. If we have a Family Literacy Night

1. then student levels by i-Ready assessments will increase.

2. then there will be increased access to RAZ kids at home.

3. then teachers will be able to support students at home.

4. then parents will be able to help help students at home.

5. then families will acquire skills to help their children at home.

Leadership Strategies 1. If we provide Reading A-Z Kids (RAZ Kids) for families to access at home

2. If administration provides Professional Development on data based strategies for differentiated small group instruction

1. then parents will be able to assist in helping increase student reading levels.

2. then an increase in differentiated instruction will be observed duringformal and informal observations

Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. If we provide Reading A-Z Kids (RAZ Kids) for families to access at home

2. If we purchase Reading A-Z (RAZ) for teachers to use during small group instruction

3. If we purchase the JESS after school STEM program for K-2 students

1. then student levels by the EOY i-Ready assessments will increase.

2. then student levels by the EOY i-Ready assessments will increase.

3. then they will have better access to enrichment activities afterschool.




Network Feedback


10.15.15 M. Watkins Literacy ACL

Please consider revising instructional strategies 1 and 3 to include the

specific research based strategies teachers will implement in the

classroom. For example: If teachers implement small group instruction

based on students' needs then teachers will plan differentiated small

group lessons based on data and students will read text on their

instructional level and apply the reading strategies and skills while

reading texts independently.

Also, please consider including two results indicators (i.e. adult outcome

and student outcome) for each strategy as referenced in the SPP

Guidance Manual on pages 11-12. This will allow the school to measure

effectiveness of the selected strategy through observation of both adult and

student actions.




ACADEMIC SMART Goal #2:The percentage of students in grades 3-8 on or above level on i-Ready for math will increase by at least 10% as measured on the EOY i-Ready assessment.


Instructional 1. If we differentiate math lessons based on data to reach all learners

2. If we incorporate small group instruction in all math classrooms

1. then students will receive the targeted instruction they need in order to increase mastery.

2. then students will receive the targeted instruction they need in order to increase mastery.

Organizational Strategies 1. If we purchase First In Math for all students

2. If we departmentalize classrooms by subject beginning in 3rd grade

1. the there will be an increase in basic math skills necessary for assessments.

2. the teacher will be able to focus their expertise in math instruction in order to increase student achievement.

Family Involvement Strategy 1. If we purchase the First in Math program for all students with access at home

2. If we send home flyers explaining the CCSS, MSSCR, and i-Ready assessments

3. If we have a Family Math Night


2. then parents will be able to assist their children at home practice math skills.

3. then parents will be exposed to Standards-Based activities in order to assist their children at home.

Leadership Strategies 1. If the administration organizes school wide competitions to recognize class achievement

2. If we recognize math accomplishments during quarterly award ceremonies

1. then we will see an increase in student motivation using math interest surveys.

2. then we will see an increase in student motivation and attitude toward math.


1. If we purchase the First in Math program for all students with access at home





Network Feedback


M. Berish and D. Bernhardy ACL and SEL

Please consider including two result indicators (i.e. adult outcome and

student outcome) for each instructional strategy as referenced in the SPP guidance document on pages

11-12. This will allow the school to measure effectiveness of the selected strategy through observation of both observable adult and student actions.

How will the small group instruction provide student mastery?






CLIMATE/SCHOOL CULTURE SMART Goal #3:By June 2016 the average student attendance schoolwide will be 95% or greater as measured by SMS district attendance rate.


Instructional 1. If teachers create engaging lessons incorporating different modalities based on student interests

2. If teachers continue to integrate Arts Integration into their lessons

3. If teachers deliver mini-lessons on the importance of attending school

1. then students will want to attend school more often.

2. then student will be more engaged in lesson and want to attend school.

3. then our school culture will embrace the importance of attendance.

Organizational Strategies 1. If our school hosts quarterly Award Ceremonies to celebrate perfect attendance for students

2. If our school announces classes who have perfect attendance during daily announcements

1. then students will want to come to school more often.

2. then students will want to be recognized more often for their perfect attendance and will want to be recognized more often.

Family Involvement Strategy 1. If we provide various presentations to families on the importance of attendance

2. If we increase communication to families regarding attendance rates for grade levels

3. If parents attend the Quarterly Award Ceremonies celebrating attendance and academic achievement for our students

1. then there will be an increased awareness and support of attendance by family members.

2. then our families will support the students and school on the importance of attendance.

3. then there will be increased family support for attendance.

Leadership Strategies 1. If we provide funding and time for teachers to implement the school attendance plan,

1. then we will see an increase in the number of students attending school daily.





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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 percentage of students in Grades 3-8 scoring on level or above on the i-Ready Assessment will increase by at least 10% by the end of the 2016 school year as measured by EOY i-Ready administration in Spring, 2016.Students in grades K-2 will make 1 year's growth as defined by district guidelines and recommendations from BOY to EOY as measured by TRC EOY assessment in AMPLIFY.

Goal 2:


Goals Data To be Collected Data Collection Dates

Person(s) Responsible for Collection and

Reporting

ILT Meeting Dates to Review Data Outcomes

The percentage of students in grades 3-8 on or above level on i-Ready for math will increase by at least 10% as measured on the EOY i-Ready assessment.Goal 3:By June 2016 the average student attendance schoolwide will be 95% or greater as measured by SMS district attendance rate.



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

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:


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?


The percentage of students in grades 3-8 on or above level on i-Ready for math will increase by at least 10% as measured on the EOY i-Ready assessment.

Yes No


By June 2016 the average student attendance schoolwide will be 95% or greater as measured by SMS district attendance rate.

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 percentage of students in grades 3-8 on or above level on i-Ready for math will increase by at least 10% as measured on the EOY i-Ready assessment.

Yes No



Goals Are you on pace to meet your goal?


answer?


Do you need to make a change in your strategy?

Why?


By June 2016 the average student attendance schoolwide will be 95% or greater as measured by SMS district attendance rate.

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.


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 #1


Family Involvement Strategy #1

1. If we purchase Reading A-Z Kids (RAZ Kids) for families to access at home

2. If we advertise to families who get Free or Reduced lunch can receive Comcastinternet service for $10.00 a month

3. If we send home data results/progress monitoring information sheets

4. If we have parent information sessions on how to make sense of the i-Ready data

5. If we have a Family Literacy Night

Goal #2 The percentage of students in grades 3-8 on or above level on i-Ready for math will increase by at least 10% as measured on the EOY i-Ready assessment.


1. If we purchase the First in Math program for all students with access at home

2. If we send home flyers explaining the CCSS, MSSCR, and i-Ready assessments

3. If we have a Family Math Night

Goal #3 By June 2016 the average student attendance schoolwide will be 95% or greater as measured by SMS district attendance rate.


1. If we provide various presentations to families on the importance of attendance

2. If we increase communication to families regarding attendance rates for grade levels


3. If parents attend the Quarterly Award Ceremonies celebrating attendance and academic achievement for our students


Back to School Night Parent and Meeting WorkshopsDate: 09/24/2015 Time: 5:00-7:00PMFamilies 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:

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

College and Career Readiness

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

X Workshop/Meeting #1: Title I Parent Involvement Meeting- Gathering of Title I parents to jointly review and develop the Title I Parent Involvement Spending Plan for SY15-16

X Workshop/Meeting #2: Guest Speaker providing educational training to parents/staff members on the importance of daily attendance.

X Workshop/Meeting #3: Motivational Speaker to address students' needs in achieving social, academic achievement tied to greatness assembly.

Workshop/Meeting #4: Communications Accessibility

We will communicate with all families through:

X The Monthly Mt. Royal Tribune Newsletter

X The Mt. Royal Tribune website

X Monthly parent and community meetings

X Quarterly Parent – Teacher Conferences

X Parent Link

X Marquee

X Other: Monthly PTO meetings

We will accommodate all families by providing:

X Timely notification of school events.

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

X 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


Brown Memorial Provide tutoring for up to 40 of our struggling readers during the school day.

Stella Maris Mental health provider housed at our school for students.

MICA Access to MICA students to incorporate the arts into the classroom environment.

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

Family Literacy NightGives families hands on experience with literacy standards and lessons in the classroom.money will go to supplies/materials and snacks.

Spring, 2016 Yes $500 Title i

Family Math NightGives families hands on experience with math standards and lessons in the classroom. Money will go to supplies/materials and snacks.

Fall, 2015 Yes $500 Title I

Attendance Workshops, materials, supplements

Provides educational life-skills and training to support parents, students, as well as staff members. Provides tools for all parties to help bridge the academic gap by emphasizing the importance of attendance throughout school as well as in the workforce. Equip parents to tackle truancy. Boost parent involvement outreach.

Ongoing Yes ? Title I


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?

Created a Gifted and Advanced pull-out resource class with increased technology. Our students will participate in BUDL (Baltimore Urban Debate League for extension activities regarding argumentative writing. We will also support a supplemental program through Ingenuity Project for an advanced STEM curriculum for grades 6-8.

Alberta Marchesani Aug. 2015-June 2016

Supplemental technology- laptops, printer, doc cam. Title 1 Funds totaling $17,000

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

Provide RAZ access for all students at home. RAZ is an online program families can access at home to assist in increasing reading fluency. The activities are individually paced based on students' abilities. Provide First In Math Access for students in 3-5. This program can be accessed at home in order for students to increase math fluency.

Teachers/Administrators Aug. 2015-June 2016 RAZ subscription

$2,000

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?

Informal observations; district assessments (KRA, i-Ready, Amplify)

Teachers/Administrators Aug. 2015-June 2016 N/A/

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

Principal is actively engaged in TFA partnership; unitize BCTR candidates, explore Urban Teachers, provide ongoing PD support for new teachers; provide mentoring for new teachers

Principal, Dana Mills, Christopher Knighting

Aug. 2015-June 2016 N/A

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

Monthly notices home for parents Principal/Secretary Aug. 2015-June 2016 Paper- $1,000

6. How will your school Provide academic enrichment including JESS STEM Teachers/Administr $4,383



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

provided by Let's Go Boys and Girls ators

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?

We have created a PreK program in our school. We have reduced our class sizes in Kindergarten and maintained a para-educator in each Kindergarten classroom in order to help ease the transition to a full day Kindergarten program. We have full time counselors to help students transition from 5th-6th grade and 8th-9th grades. We offer a summer orientation for each rising 6th, rising 7th, and rising 8th grade class. We offer multiple high school and college visit opportunities for our students.

Counselors/teachers/Administrators Aug. 2015-June 2016 N/A

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

SAN documents from team meetings submitted to administrators. Teachers collaborate with each other in order to look at data and track student progress. Teachers are responsible for updating data binders that are monitored by administrators. Several staff members are members of the ILT and advise in master scheduling, and decisions regarding test scheduling. They also give input to intervention strategies and programs that help meet the needs of all of our learners.

Teachers/Administrators Aug. 2015-June 2016 N/A

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.

Provide PD during monthly staff meetings and during site-based systemic PD days. Specifically, we have PD planned for interpreting iReady Data, how to incorporate technology such as Doc Cameras, SMART boards, and laptops into classrooms. We are also planning PD on differentiating instruction for all learners, as well as PD for Gifted and Advanced students. Baltimore Urban Debate League also has a program for argumentative writing where they will provide monthly PD for all of our staff members. This

Teachers, ILT, Staff Members Aug. 2015-June 2016 $2,000



supplements our district Cycles of Professional Learning on Routine Writing.

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)?

Our administrators and secretaries will keep and provide documents ensuring compliance. The majority of our FSF and Tile 1 money is coordinated together to pay for teachers. The remainder of our Title I grant money is used to buy instructional supplies and support our technology goals. Special Education funds are used to hire Highly Qualified Special Education teachers, and to supply materials to Special Education self contained classrooms.

Administrators/secretary Aug. 2015-June 2016 N/A


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

Job Grotsky Principal 9/30/2015

Jillian Flynn Teacher 1 9/30/2015

Christopher Knighting Teacher 2 9/30/2015

Derrick Chase Student Support Service Provider 9/30/2015

Elfrieda Thomas Classified Staff 9/30/2015

Wilsonia Green Paraprofessional 9/30/2015

Erik Harrell Parent 1 9/30/2015

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.

Press SAVE DATA to Submit.

1DMC Revised 10/21/15

Office of Strategic School ImprovementFeedback for 2016 Title I Schoolwide Plan

Name of School: Mount Royal EMS #66 Title I Reviewer: Roderick Adams Phone Number of Title I Reviewer: 443-642-4003 Date: October 29, 2015

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

mount royal elementary/middle school

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