BALTIMORE COUNTY PUBLIC SCHOOLS
School 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 for
Continuous School Improvement: Raising the Bar and Closing Gaps
BEAR CREEK ELEMENTARY
School
Submitted by
______CHERYL THIM______
Signature of Principal Signature of Executive Director
______
Date
Office of Performance Management
Office of the Community SuperintendentsLast Template Revision: June 2016 1
BALTIMORE COUNTY PUBLIC SCHOOLS (Bear Creek Elementary ) (June 16, 2017
Introduction
The purpose of this School Progress Plan (SPP, or the “plan”) document is to establish what the school will do to raise the academic achievement of all its students and to address the needs of students who are at-risk academically and/or currently underperforming. The plan identifies specific strategies in the areas of climate, mathematics, and readingthat the school intends to implement in the coming year. The plan also specifies strategies, as applicable, that will be used to promote parent involvement and incorporate Title I components, as required by federal and state law.
School PerformanceIndicators andTargets
Section Purpose: BCPS is committed to the use of academic and school climate data to assess school performance and progress towards the attainment of the goals established in its 5-year strategic plan, Blueprint 2.0. Student progress in reading and mathematics for the elementary and middle school grades is measured by the Measures of Academic Progress (MAP) assessment. Similarly, progress in high school is measured by graduation requirements, such as results on the Maryland High School Assessments (HSA), as well as graduation and dropout rates, SAT participation and scores. Both MAP and HSA are aligned with the college and career-ready standards. Climate is measured by performance on certain indicators such as suspension, attendance, and stakeholder (i.e. student, parent, and staff/teacher) perception survey.
Each schoolis measured against its own goals and must work to strengthen academic growth and achievement for all students. Therefore, the plan begins with an assessment of the key academic and climate performance indicators noted below.Schools will use actual data for 2016-2017 for these indicators to determine goals and targets for the 2017-2018 school year. The school’s performance relative to the targets should lead to conversations about any gaps in performance and potential causes. By identifying a root cause, schools can thenestablish goals that ensure that any gaps in performance can be eliminated in the future.
Climate / Mathematics / Reading2017 Actual / 2018 Target / 2017 Actual / 2018 Target / 2017 Actual / 2018 Target
Elementary / Attendance
Suspensions / 93.7 / 94 / MAP Growth / 69.7 / 70 / MAP Growth
Percentage of G3 Students at or above the 50th Percentile based on Fall MAP in Reading / 60.3%
50% / 70%
60%
Middle / Attendance / MAP Growth / MAP Growth
Suspensions / Algebra I Completion by G8 with a “B” or better
High / Attendance
Suspension
Graduation Rate / SAT Participation / SAT Participation
Dropout Rate / Mean SAT Score / Mean SAT Score
Comprehensive Needs Assessment
Data Analysis
Section Purpose:In this section, a comprehensive assessment of the entire schoolis reflected based on analysis of the academic and climate data noted previously as well asadditional data available in schools, including, but not limited to, the results of curriculum-based assessments, grades, teacher observation/evaluation, and homework/quizzes.
Schools:Use the DATA ANALYSIS WORKSHEET to prepare this section.
Analysis Questions / Climate / Mathematics / Reading- What do the data indicate about overall student performance?
Student climate surveys- 23% of all students grades 3-5 feel they “don’t belong” or “just a little”
30% of all students grades 3-5 have some difficulty getting help from adults.
43% of all students feel disrespected once in awhile or most of the time by other students.
57% of all students are not confident or slightly confident they will remember what was learned.
37.5% are only slightly or NOT confident in challenging work. / Growth 69%
Achievement is 44.52% / Growth 60%
Achievement is 51.29%
- What performance gaps exist for subgroups of students? Identifiedbelow are those subgroups with the largest gaps.
- Subject/Grade Level
Climate gaps between primary and intermediate.
1.9/2.0 (95% of primary students like school.
95% of primary students believe teachers care about them.
75% of gr 3-5 are excited about school.
76% of gr 3-5 think teachers are genuinely concerned about them. / Grade 4 growth (55.8)
Intermediate growth compared to primary is a gap
Intermediate achievement compared to primary is a gap / Grade 4 growth 54.5
Grade 2 growth 45.8
Intermediate growth compared to primary is a gap
Intermediate achievement compared to primary is a gap
- Race/ethnicity
Black students achievement compared to white (Bl=33.3 compared to white 47.7) / Black students compared to white growth is commensurate
Black students achievement compared to white is a gap (Bl=33% at 50th%tile W= 48%)
- Students participating in Advance Academics
- Students receiving special education services
Achievement is significantly lower than Non SE students across 3 yrs… SE= 22.9, 16.7, 12.2% / SE students reading growth is a gap compared to non- SE SE= 46.5
SE achievement is a significant gap SE= 38.5% at 50th %tile
- Students participating in the Free and Reduced Mealsprogram
FARMS N=79.6%
Achievement FARMS 42% -compared to NFarms =48% / FARMS growth Y=59.2
FARMS N=63.6
Achievement FARMS 48% -compared to NF=49%
- Gender
Gaps in students surveys-18% of students are NOT excited to come to school, 69% of them are males.
Males rate “belonging, relationships with teachers, confidence in getting help, value in learning and respect” indicators more negatively than females.
12/19 students who feel they do NOT belong are males / Male students achievement in math across 3 years is a gap m=35.2, females=43.6 / Male students achievement compared to females across 3 years M= 48.4 and F=54.3
Males at 50th %tile=31
Females at 50thtile = 68.6
- Students receivingEnglish language services
Identification of Priority Needs
Section Purpose:This section identifies the priority needs of the school, based on an analysis of the data and underlying causes. Priority needsare opportunities that the school has identified to close achievement gaps for targeted groups of students and to raise the academic bar for all students. If the root cause is properly identified and addressed through the implementation of appropriate strategies, the issues or gaps in student performance will be eliminated or mitigated in the future.
Schools: Use the ROOT CAUSE ANALYSIS WORKSHEET to facilitate dialogue about possible root causes for the priority areas of climate, mathematics, and reading.
Priority Need Based on Data / Root CauseThe greatest need for the priority area of climateis:in students’ sense of belonging and relationships with one another and adults.
Climate- Stakeholder and internal students’ surveys. Engage, establish and maintain healthy student to student and student to teacher relationships.
30% of all students grades 3-5 have some difficulty getting help from adults. 24% of all students grades 3-5
43% of all students feel disrespected once in awhile or most of the time by other students.
57% of all students are not confident or slightly confident they will remember what was learned.
37.5% are only slightly or NOT confident in challenging work. / The root cause of the performance issues or gaps in climate is:
School is not engaging and relevant for ALL students-particularly intermediate level and male students. Despite attendance incentives and interventions, attendance continues to fall. Student climate surveys- 23% of all students grades 3-5 feel they “don’t belong” or “just a little” Although primary students are generally satisfied with school, their attendance falls below intermediate grades (Pk, k, and 1)
Students do not feel excited to come to school- 32 students or 19% of all intermediate students claim they “never want to come to school.” And 69% of these 32 are males.
The greatest need for the priority area of mathematicsis:Foundational skills. / The root cause of the performance issues or gaps in mathematics is:
All student groups are NOT mastering foundational skills because we are not effectively differentiating whole group to small group/individual needs and we are not maximizing all of the instructional resources including technology and time for individuals. Students are not consistently provided with visual tools and time to work with manipulatives to support, model or explain their reasoning and thinking.
The greatest need for the priority area of readingis:Foundational skills / The root cause of the performance issues or gaps in reading is:
Phonics instruction has not been explicit, and systematic and held to the allocated time. Explicit phonemic instruction, phonics and word study instruction have not been consistent and differentiated and application activities need to ensure that all activities are purposeful and rigorousto the students’ word study needs
Vision and Mission
Section Purpose:Having a shared vision and mission for a school is key to improving its effectiveness. A vision is a clear statement of the shared values of theschool community. A mission statement is typically a more detailed description of the general purpose of and goals for the school.The vision and mission together create a powerful framework for monitoring how well a school is doing against its commitments to students and the community. The goals or objectives identified in this school progress plan for the next school year reflect the vision and mission of the school.
School Vision StatementEngaging students today, Leaders for tomorrow.
School Mission Statement
We believe it is imperative to create a caring, competent, quality student centered learning environment for every learner, every day. We commit to critically evaluate the results of our work through equity, focus and commitment, in order to build our capacity to grow globally competitive students and future leaders.
Goals, Strategic Initiatives, Key Actions, and Professional Learning Selections
Section Purpose:In this section, goals are determined based on the priority needs identified during data analysis and are aligned with the goals established in Blueprint 2.0. Goals are Specific, Measurable, Achievable, Relevant, and Timely (SMART)and describe the objectives for improved student performance whichcan be monitored for progress and reported on a regular basis. The goals that are identified for this school progress plan will address the root cause of the issues or gaps in performance in the areas of climate, mathematics, and reading.
This section also captures the strategic initiatives, key actions, and professional learningthat will be implementedin order to accomplish the goal. Specific strategic initiativesidentify what the school intends to doinstructionally to 1) improve performance for all students, based on best practice research and evidenced by the observable behaviors of teachers and staff and 2) meet the needs of historically underserved populations or low-performing subgroups of students.Key actions are the specific activities or tasks that must occur to ensure that the strategic initiatives are implemented.Key actions should consider activities that might need to involve parents, schedule changes, additional staffing, etc.The school must also sufficiently plan for professional learning that builds capacity in teachers and staff to accomplish the goals of the plan. The professional learning plan identifies high-quality professional learning activities that are ongoing and use data to supportthe effectiveness of the learning and its impact on student achievement.
Schools:
Schools should reference the training and resources on the Office of Performance Management intranet site for examples and guidance on the development of goals, strategic initiatives, key actions, and professional learning.
Goal [What goals for raising the bar and/or closing the gap will be achieved in order to create a positive school climate that supports improved student performance?]:Decrease percentage of students in grades 3-5 who are “Never excited to come to school” from 19 % to zero on .Strategic Initiatives[What will be doneinstructionally to accomplish the goal?]:
To support a safe and secure environment, develop the ability to make constructive and respectful choices about personal behaviors and social interactions.
Develop the ability to recognize and regulate emotions and thoughts and their influence on behaviors.
Develop the ability to engage, establish and maintain healthy student to student and student to adult relationships. / ILO
1.0, 2.0
6.2 and 6.3
8.0 / Title I Components
1 Comprehensive needs assessment,
3 Highly qualified teachers
6 Parent involvement
Key Actions [What specific activities must take place in the classroom to implement the strategic initiatives?] / Completion Date(s)
[When will the key action occur?] / Persons Responsible
[Who will make sure that the key action is completed successfully?] / Observable Evidence of Teaching and Learning
[What observable teacher and student behaviors in the classroom will demonstrate implementation of the key action?] / Documentation/Data
[What documentation or data, quantitative and qualitative, will be reviewed as evidence of the change in teaching and learning?]
Key Action 1:Implement Restorative Practice strategies (Justice circles, class meetings and virtues language) to teach students the importance and acceptance of interpersonal boundaries and respect to improve student to student and/or student to adult relationships.
/ Back to school-teacher inservice and ongoing
SPP Focus Strands / Leah Scarafile, Caitlyn McGing and PBS committee.
Teachers / Teachers will teach, model, and embed the importance of interpersonal boundaries and respect through explicit instruction, class meetings, restorative circles, and explicit planning and implementation of the Virtues Language.
Teachers will acknowledge and reinforce respectful student to student and/or student to adult interactions through systematic implementation of PBIS and Virtues Language.
Teachers will acknowledge and respect students with genuine care and support. / Students will demonstrate respectful student to student and student to adult interactions.
Students will earn and use bear paws as a result of acknowledgment of respectful behaviors.
Students will seek adult support and assistance. / Referral data
Classroom observations
Data- walk through look fors,
Key Action 2: [Climate Key Action 2]
/ Teaching (teacher behaviors): / Learning (student behaviors):
Key Action 3: [Climate Key Action 3]
/ Teaching (teacher behaviors): / Learning (student behaviors):
Climate
Climate
Professional Learning Plan[What professional learning will teachers and staff need?]
Outcome(s)
[What is the desired result of the professional learning?] /
ILO
[Which instructionalleadership outcomes will be addressed?] / Leadership
[Who will be responsible for the design and/or delivery of the learning?] / Learning Communities
[Who will receive 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-related resources are needed?] / Implementation
Documentation
[When will the professional learning be implemented? How will feedback be provided?]
All teachers will implement the PBS plan using an equity lens / 2.0
6.2 and 6.3
8.0 / AP and PBS committee / New teachers- NTO
Returning teachers- (sustaining initiative) Back to School PD / NTO and B-S PD / Time, EYE pay for STAT to provide new teacher PD / Back to school and ongoing. Back to school surveys and monthly data reviews- disaggregated to monitor equity
All teachers will implement Restorative Practices- (Justice circles and virtues language
Every Monday or first day of week, one additional day and after holidays) / 2.0
6.2 and 6.3
8.0 / AP and PBS committee / All teachers and staff- (grades 2-5)Back to School PD-Piloting / Back to School PD / Time
Restorative Handbook purchased for teacher leaders / Back to school and ongoing-weekly and periodic feedback from parents, PIP and compact, and parent, teacher, students surveys at end of year.
Teachers in Pk and K will implement Conscious Discipline / 2.0
6.2 and 6.3
8.0 / BCPS curriculum offices / Pk and K teachers- Piloting / Curriculum and summer PD / Time and attendance at PD sessions
Curriculum. / September PD, teacher feedback, referrals and attendance data, parent and student surveys at end of year.
Leadership team will learn the 7 Power Tools for mitigating effects of poverty and find opportunities to increase vigorous activity, particularly for male students. / 1 / Amin team and Core Leadership / Core leadership and behavior specialists- / Exploration and Inquiry teams and book study, Beyond Poverty / Text- Teaching with Poverty in Mind / Faculty inquiry teams-monthly
Goal [What goals for raising the bar and/or closing the gap will be achieved in order to improve student academic performance in mathematics?]:
Math Growth will increase to 70%. (Math achievement will increase to 50%).
Strategic Initiatives[What will be done instructionally to accomplish the goal?]:
Develop strong foundational skills in mathematics through systematic, explicit instruction that addresses the level of rigor (conceptual understanding, procedural skill and fluency, application) of the mathematics standards.
Develop students’ ability to express their reasoning about mathematics through written and spoken communication.
Develop students’ ability to apply their understanding of mathematical concepts and skills to solve real-world problems. / ILO 2.0 3.0, 4.0, 5.0, 6.0, 7.0 / Title I Components
1
2
4
9
Key Actions [What specific activities must take place in the classroom to implement the strategic initiatives?] / Completion Date(s)
[When will the key action occur?] / Persons Responsible
[Who will make sure that the key action is completed successfully?] / Observable Evidence of Teaching and Learning
[What observable teacher and student behaviors in the classroom will demonstrate implementation of the key action?] / Documentation/Data
[What documentation or data, quantitative and qualitative, will be reviewed as evidence of the change in teaching and learning?]
Key Action 1:Teachers will utilize research informed instructional strategies to design effective first, responsive instruction.
/ August-June 2018 / Classroom teachers, STAT, administrative team / Teachers will design lessons that develop concepts from concrete to representational/pictorial)
Teachers will use a variety of manipulatives to model and represent numbers.
Teachers will make explicit connections between representations(words, numbers, pictures, and symbols)Teachers will explicitly model and teach (explain) their thinking using the visuals and models. / Students will solve problems using manipulatives or pictorial representations.
Students will be able to explain how they solved problems using manipulatives, pictures and models.
Students will be able to explain how varying models represent the same equation, value, etc…using visuals and tools such as sentence stems, math talk. / Informal observation data- look fors, reflecting use of manipulatives and teacher explanations.
Key Action 2:[Mathematics Key Action 2]
/ Teaching (teacher behaviors): / Learning (student behaviors):
Key Action 3: [Mathematics Key Action 3]
/ Teaching (teacher behaviors): / Learning (student behaviors):
Mathematics