Furman L. Templeton Elementary School - Baltimore City Public
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School Performance Plan for Furman L. Templeton 1 of 68
SY 2012-2013
School Performance PlanElementary Schools
125Furman L. Templeton
Debra Santos , PrincipalKen Cherry, Executive Director
Harold Henry, Network Facilitator
PLEASE REFER TO THE SCHOOL PERFORMANCE PLAN IMPLEMENTATION GUIDE FORSTEP-BY-STEP INSTRUCTIONS, ADDITIONAL GUIDANCE, AND ITEM DEFINITIONS.
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Your School’s Instructional Leadership Team
Name Position
Debra Santos Principal
Yusef DaShiell Assistant Principal
Denia Payton Chief Operating Officer
Beverly Pierre-Louis Business Manager
Kalamis Maduro Staff Developer
Michael Brandt Educational Associate
Shyrene Small PBIS Coach
Melanie Oliver Teacher
Ladaisha Ballard Teacher
Kathy Felix Teacher
Anne Whelan Teacher
Donna Durel IEP Chair
Teresa Serkes School Psychologist
David Clawson Staff Associate
LaRhonda Brown Parent (Decision Making)
Key Points of Contact at Your School
Position Name Email Contact
Professional Development Point of Contact/Monitor Kalamis Maduro KLMaduro@bcps.k12.md.us
New Teacher Mentor Coordinator Michael Brandt/Kalamis Maduro MBrandt@bcps.k12.md.us
School Family Council Representative Yusef DaShiell YADashiell@bcps.k12.md.us
Family and Community Engagement Representative Gillian Gregory ggregory@ssw.umaryland.edu
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Reflect on SY 2011-2012 School Performance Plan
Guidance: Complete these questions by reflecting with your Instructional Leadership Team, Executive Director and Network Facilitator prior to Step 1. Record your answers below.
1. What progress did you make toward meeting your SPP SY 2011-12 goals?SAT 10 results show an over-all increase from Grade 1 (SY 2010-2011) to Grade 1 (SY 2011-2012) of 6% in reading (with a 17% increase in reading comprehension) and 4% increase in math (over the course of two years there was a 16% increase in procedures). In Grade 2 the students in this co-hort grew from (SY 2010-2011) in reading by 5% (with a 5% increase in reading comprehension) and in math by 3% ( with a 3% increase in problem solving). MSA results show a decrease in all grade levels with the greatest decrease at the fourth grade level. In the area of reading scores decreased by 15.7 and in math 14.5 with students who performed at prof. or adv. as measured by MSA. There was an increase in enrollment of over 16% in grades third through fifth combined and 214 students were tested compared to 179 students who were tested in SY 2010-2011. Third and fifth grade scores both decreased by more than 10.0 in reading and stayed flat in math. The sub-group of SWD out performed their grade level co-horts by 8.3 in reading and 8.6 in math, with the lowest perfomance in fourth grade as measured by MSA. The goals established for the primary grade levels show growth, the goals established for the intermediate grade levels excluding SWD did not show growth. The goals from the SPP for SY 2011-2012 were not met.
2. Were your strategies fully implemented, partially implemented, not implemented at all? Why?All of our strategies were fully implemented. The invention program "SuccessMaker" was not introduced to the 3rd-5th grade students until after the second quarter began-this was due to technical challenges. All other strategies generated data that was analyzed to help direct classsroom instruction and differentiation. A new curriculum was implemented this school year with greater success at the early grade levels-this curriculum builds upon prior knowledge and establishes and grows a wide general knowledge base needed for reading comprehension as the grade levels increase.
3. What evidence of actual impact did you see on instructional practice and/or student learning?Reading and math scores are higher than in the past (MClass data) and students' scores on benchmarks (in reading and math) in the primary grades. The Power of Teaching has created an environment of colleague feedback-which is allowing teachers to see changes that need to take place in instruction without it being received as an evaluation. SuccessMaker has allowed teachers to use a projection of necessary intervention time needed for students to be on grade level by the end of the school year.
4. What practices are in place that we are unable to link to increased student achievement?Departmentalized instruction-too much downtime in transition and not well developed relationships between instructors and students.
5. If your school participated in the 2011-12 School Effectiveness Review (SER) process, how will that feedback influence your strategic planning for 2012-13?n/a
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Step 1: Collect and Chart Data
Effect Data: Outcomes or Results
• State Test Data (MSA, HSA)• Stanford 10• District Benchmarks and End of Course Assessments• Formative Assessments (teacher developed assessments)• Diagnostic Assessments (RISE, STEP, DIBBELS, NWEA)• Attendance• Discipline/Suspension Data• Student Work (i.e. writing samples)• Grades & GPA• School Effectiveness Review (if applicable)• Climate Survey
ACCESS DATA LINK & THE RAPID RESPONSE TOOL DIRECTLY BY VISITING: https://ebs.bcps.k12.md.us/bcpss.html
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School Demographics
08-09 09-10 10-11 11-12 12-13
Total Enrollment 558 473 448 493
% of Students by Subgroup
• African-American 98.00 99.00 99.36 98.0
• American Indian/Alaskan Native .70 .40 0 0.2
• Asian/Pacific Islander .50 .40 0 0.4
• Hispanic 0 0 0 1.0
• White .40 .20 0 0.2
• Free and Reduced Meals (FARM) 94.2 94.1 95.06 97.8
• English Language Learners (ELL) 2.5 0 0 0.0
• Students with Disabilities (SWD) 12.1 13. 14.59 14.4
% Mobility 22./12.6 18.6/19.8
% of Highly Qualified Teachers 72 57.6 85
% of Teachers with Less than Five Years of Experience 64 50 80
Principal’s Years of Experience 4 5 0.3
Principal’s Tenure at the School 3 4 0
School Improvement Status School Improvement
Year 2
Corrective Action Restructuring Planning
Restructuring Implementation
Attendance Data
08-09 09-10 10-11 11-12 12-13
All 96.7 91.29 92.57 93.2
% habitually truant > 20 days 1.00 8.30 0.00
% chronically absent < 5 days 63.70 31.80 22.0
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Reading and Mathematics Stanford 10
Grade 1 Grade 2
08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13
Total Reading 34 22 24 30 22 34 31 30
• Word Study Skills 41 33 31 34 28 42 38 37
• Word Reading (Grade 1 only) 41 25 30 27
• Reading Vocabulary (Grade 2) 21 33 30 30
• Sentence Reading 28 19 22 27 N/A
• Reading Comprehension 37 26 25 43 26 35 34 30
Total Mathematics 41 25 37 41 28 42 39 40
• Problem Solving 37 22 32 35 26 35 33 38
• Procedures 48 34 47 51 36 54 52 46
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MSA Reading (% Proficient and Advanced)
Grade Grade 3 Grade 4 Grade 5
Year 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13
All 63 62.1 66.7 53.9 58.1 78.7 69.8 54.1 72.1 71.4 72.3 62.5
Subgroups
Asian/Pacific Islander 100 100
African-American 63 60.9 66.7 54.7 58.2 78.7 69.4 54.1 71.7 71.1 72.3 61.3
American Indian/Alaskan Native
White * 100
Hispanic
FARM 63.0 61.5 66.2 54.1 57.1 76.8 69.8 53.4 70.7 70.7 72.3 62.5
ELL 100.0 100.0
SWD 58.3 80.0 69.2 69.2 82.4 75.0 76.9 46.2 50.0 84.2 100.0 80.
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MSA Math (% Proficient and Advanced)
Grade Grade 3 Grade 4 Grade 5
Year 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13
All 52.1 80.3 66.7 69.7 62.4 83.6 79.4 64.9 55.7 76.6 59.6 57.1
Subgroups
Asian/Pacific Islander 100 100
African-American 52.1 79.7 66.7 69.3 62.6 83.6 79 64.9 55 76.3 59.6 57.4
American Indian/Alaskan Native
White * 100
Hispanic
FARM 52.1 80.0 66.2 70.3 61.5 82.1 79.4 64.4 53.4 76.0 59.6 57.1
ELL 100.0 100.0
SWD 58.3 90.0 61.5 84.6 52.9 87.5 61.5 61.5 50.0 68.4 100.0 71.4
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MSA Science (% Proficient and Advanced)
Grade Grade 5
Year 08-09 09-10 10-11 11-12 12-13
All 23 39 18.8 23.8
Subgroups
Asian/Pacific Islander
African-American 23.3 39.5 18.8 23
American Indian/Alaskan Native
Hispanic
FARM 24.1 39.5 18.8 23.8
SWD 33.3 73.7 28.6 20
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Charting Additional Effect Data Points
Guidance: Additional Effect Data should be charted in the Charting Additional Effect Data table below.
Gather and organize data in order to gain insights about teaching, learning, and leadership practices. Consider charting data that is disaggregated and triangulated.
Data PointWhat do the data tell you about trends in student achievement
and other aspects of your school performance?
SAT 10---------- First Grade assessment scores show an over-all gain in both reading and math. The strongest growth is noted in reading comprehension and the weakest area is word reading. The is the first time this co-hort has taken the SAT 10 assessment. In math this grade level's over-all growth was an increase of 4 percentile.
Second Grade assessment scores show growth in certain areas of both reading and math. This co-hort didn't perform well on the 2010-2011 SAT 10 assessment-still growth is noted since that time. In reading comprehension the co-hort grew 5 percentile and a 6 percentile growth was calculated in word study. In the area of math the co-hort grew 3 percentile with a 6 percentile increase in problem solving.
The students are learning new content through Core Knowledge (first year). Skills are being addressed through Objectives aligned to Core Knowledge and Common Core Standards (MCCSS) Curriculum Plans, Curriculum Mapping, and Daily Lesson Plans.
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Data PointWhat do the data tell you about trends in student achievement
and other aspects of your school performance?
MClass---------- MClass measures reading levels three times a year. Growth is shown at all grade levels throughout the school year with the greatest increase as measured by the MClass assessment(s) in first grade-49 students who scored at the strategic stage according to the BOY decreased to 7 students who scored at the strategic stage according to the EOY assessment.Third grade scores had an increase of student performance as measured by MClass-EOY with 25/50 students above proficient.
MClass is not a measure from year to year growth but a measure of growth throughout the school year.
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Data PointWhat do the data tell you about trends in student achievement
and other aspects of your school performance?
MSA---------- 3rd grade reading 53.9 41/76 students prof. or adv. 7 students more than this grade level in 201169.2 9/13 students prof. or adv. (special education)
4th grade reading 54.1 40/74 students prof. or adv. 11 more students tested than this grade level in 201146.2 6/13 students prof. or adv. (special education)
5th grade reading 62.5 40/64 students prof. or adv. 17 more students tested than this grade level in 201180.0 12/15 students prof. or adv. (special education)
Great decreases of prof. or adv. scores in all three grade levels/also a decrease of prof. or adv. in the sub-group of special education at the 4th grade level. There was a enrollment increase of 16.3%among all three grade levels combined. Class sizes increased.
2011 179 students tested2012 214 students tested
3rd math 66.7 46/76 prof. or adv. / SWD 84.6 11/13 prof. or adv.scores flat from 2011
4th math 65.6 40/73 prof. or adv. / SWD 61.5 8/13 prof. or adv.scores decreased 19.0 from 2011
5th math 53.1 36/63 prof. or adv. / SWD 71.4 10/14 prof. or adv.scores decreased 3.0 from 2011
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Data PointWhat do the data tell you about trends in student achievement
and other aspects of your school performance?
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Annual Measurable Objectives
Objective #1:
Grade 3Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 53.9% to %; African-American students from 54.7% to 63.9%; White students from *% to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 69.2% to 79.2% and FARM students from 54.1% to 63.9%.
Grade 4Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 54.1% to 64.1%; African-American students from 54.1% to 64.1%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 46.2% to 56.2% and FARM students from 53.4% to 64.1%.
Grade 5Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 62.5% to 72.5%; African-American students from 61.3% to 72.5%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 80.% to % and FARM students from 62.5% to 72.5%.
Objective #2:
Grade 3Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 69.7% to 79.7%; African-American students from 69.3% to 79.7%; White students from *% to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 84.6% to 94.6% and FARM students from 70.3% to 79.7%.
Grade 4Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 64.9% to 74.9%; African-American students from 64.9% to 74.9%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 61.5% to 71.5% and FARM students from 64.4% to 74.9%.
Grade 5Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 57.1% to 67.1%; African-American students from 57.4% to 67.1%; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 71.4% to 81.4% and FARM students from 57.1% to 67.1%.
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Objective #3:
Grade 5Between June 2012 and June 2013, the proficient rate on the Science portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 23.8% to %; African-American students from 23% to %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 20% to % and FARM students from 23.8% to %.
Objective #4:Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Reading portion of the Alt MSA will increase a minimum of 15 percentage points from the previous year from % to %. (Only applies to schools administering the Alt MSA.)
Objective #5:Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Mathematics portion of the Alt MSA will increase a minimum of 15 percentage points from the previous year from % to %; (Only applies to schools administering the Alt MSA.)
Objective #6:Between June 2012 and 2013 the student attendance will increase from 93.2% to 94% to meet the annual measurable objective.
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Step 2: Analyze Data to Prioritize Needs
Guidance: Complete these questions by meeting with your Instructional Leadership Team, School Family Council, Executive Director, and Network Facilitator to begin the development of your school’s 2012-13 School Performance Plan. Record your answers below.
1. What do your data tell you about students’ overall performance?Student growth is noted through assessment scores and student work samples. The growth is stronger in certain co-horts and at certain grade levels.This reinforced our decision to loop some educators with their classes and change some grade levels for other educators for the up coming SY 2012-2013. We are positioning newer teachers with more experienced teachers (grade levels) and keeping homerooms together to build communities of trust and support among the students also allowing teachers to focus on one group of students vs. three (grade level-departmentalized). Primary at this time shows the most growth-new curriculum has been an adjustment for the upper grades. The smaller classes and students who experienced pull out services are scoring higher on assessments. A new curriculum was implemented this school year.It is a spiral curriculum in which prior knowledge is built during the primary grades. Reading comprehension for upper grade levels was difficult for many of the students due to the fact that many of the students did not have a wide range of general knowledge to identify with the text they were working with.
2. How are subgroups of students performing, e.g. particular grade levels; content areas; accelerated learners; SWD, FARMS? Please discuss those groups with the largest achievement gaps.SWD in the area of reading out performed their peers by 8.3 with the lowest performance coming from fourth grade.SWD in the area of math out scored their peers by 8.6 with the lowest performance coming from fourth grade.
Fourth grade scores decreased by 15.7 in reading 14.5 in math for prof. or adv. performance.Third and fifth grade scores both decreased in reading by just over 10.0 for prof. or adv. performance.
School wide Title I
100% African American (MSA)
3. How did my teachers perform (test results by grade level, teacher/class, subject area/and subgroup. e.g. SWD)?For three quarters of the school year fourth and fifth grades were departmentalized. Fourth grade had a first year teacher in reading-this was the lowest performing co-hort in the school according to standardized testing, benchmark scores, and MClass assessments-self contained classrooms were put into place during the fourth quarter. The fourth grade math teacher position switch three times this school year with the original teacher being released from her duties and replaced by two long term subs-in which the second long term sub was hired as the classroom teacher during the latter part of the third quarter-right after MSA testing. The special education teachers' students continue to perform above City School percentages for prof. or adv. as measured by MSA.
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Primary teacher's students show growth from the pervious school year according to SAT 10 and MClass. Early Childhood continue to show growth in school readiness according to MMSR.
Guidance: Based on the answers to the questions above, generate a list of school strengths and needs, and record them below. Consider the contributing factors and identify the sources of data that demonstrate these trends, and record them below.
Limit your Strengths and Needs to the three most important.
Examples of Cause Data (Contributing Factors): Professional Practices that Create Effects or Results
• Use of teacher collaborative planning time• Implementation of effective professional development strategies• Research-based classroom instructional strategies• Classroom visits • Teacher feedback• Professional Learning Communities• Other:
Strengths Contributing Factors Data Source
Student Growth in Early Childhood and Primary Grade Levels----------
Core Knowledge Sequence/Foundation FeedbackJudy CenterThe Power of Teaching/Cross Walk Instructional Framework/PLCSuccessMaker/technologySmall Group Instruction/PD StrategiesGuided Reading Groups/PD StrategiesGrade Level Collaborative Planning
SAT 10MMSRMClassStudent Work SamplingMSDE Validation
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Strengths Contributing Factors Data Source
Special EducationELL/Primary and Intermediate Grade Levels----------
Core Knowledge Sequence/Foundation Feedback (Inclusion)IEP Chair Classroom VisitsSchool Psychologist Behavioral BindersFBA's/BIP'sStudent Counseling-Conflict Resolution GroupsJudy CenterThe Power of Teaching/Cross Walk Instructional Framework/PLCSuccessMaker/TechnologyGrade Level Collaborative Planning
SAT 10MMSRMClassMSAMSDE Validation
Technology---------- TSS Weekly Professional Development / IDTProfessional Development / Promethean BoardCore Knowledge Listening Learning CentersMath Programs/ Study Island/SuccessMaker...
SAT 10SuccessMakerStudent Work Sampling
Needs Contributing Factors Data Source
Professional Development that addresses data analysis, meaningful planning, and rigorous instruction.----------
Singapore Math (new SY 2012-2013)/Consultant Feedback
Core Knowledge Sequence/Reading ComprehensionCK Curriculum ImplementationCK Continuous Improvment PracticesRead Alouds and Related Discussion Designed to Promote Listening Comprehension and Language SkillsPLC's
Power of Teaching / Instructional Best Practices
SAT 10MSASuccessMakerMClass
NWEA
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Needs Contributing Factors Data Source
Informal and Formal Observations (Educators) and understanding the importance of the Instructional framework and Rubric
----------
All Subject Areas/Best Practices
Designing Instructional Units with Context and Cross-Cirricular Connections in Mind/Collaborative Planning/Feedback
The Power Of Teaching/Feedback
PLC's
Small Group and Individual Student instruction/Intervention Collaboration
Mid-Year EvaluationAnnual EvaluationPower of Teaching RubricConferencing
SAT10MSASuccessMakerMClass
NWEA
Parent and Community Engagement with reinforcing the curriculum, Common Core Standards, and the importance of school and home collaboration----------
Parent WorkshopsCurriculum WorkshopsCommunity Resource PersonPTO MeetingsSFC MeetingsReport and Progress ReportParent/Teacher/Student ConferencingAward CeremoniesField TripsStudent Presentations
Climate SurveySANE
MSASAT 10SuccessMakerMClass
NWEA
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Step 3: Establish SMART Goals and Step 4: Select Strategies
Guidance: Identify your three most critical goals for student achievement based on needs that were identified through the inquiry process. Be sure your goals are Specific, Measurable, Achievable, Relevant, and Timely (SMART).
Then, for each goal, identify specific strategies that support: Highly Effective Instruction or Climate; Professional Development; and Engaged Family and Community. Strategies should be action-oriented, measurable, and research-based. Your school should focus on two Highly Effective Instruction strategies and one Climate strategy. There may be multiple components of a strategy noted within each category. More than one Professional Development strategy may be selected by the dropdown menu.
Please refer to the SPP Implementation Guide for additional guidance on completing this section.
School-Level Goal #1The percentage of students in grades 3-5 scoring proficient or higher in reading comprehension will increase from 56.4% to 66.4 % in SY 2012- 2013 as measured by the Maryland State Assessment (March 2013).
School-Level Strategies Funding Resources
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High Yield Instructional Strategy:All students will increase their MSA (and primary Stanford 10) score by 10% in the area of Reading by participating in rigorous instruction in the classroom and all locations throughout the school building. Policies will be developed, revised, and implemented to support scientifically-based research strategies. (e.g., Designated Reading Blocks centering around Balanced Literacy; Using Core Knowledge curriculum with sequential order for delivery of instruction; Guided Reading small group instruction; Vocabulary development) to farther develop educators in these areas see the professional development calendar attached. This calendar will be updated each quarter of the school year.
Staff Training about the effective use of the Core Knowledge CurriculumProfessional readings on the research and use of The Power of TeachingObservation and feedback on reading and practices of Teach like a ChampionMonitor implementation and changes in the instructional programs
Data analysis takes place twice a month using NWEA, teacher created assessments, skill packets, and student work samples. This is implemented by grade levels and lead by the principal and asst. principal with the assistance of Dr. Smith the principal's coach.
General Funds 25190
Title I Part A 90932
Special Education 3524
Cycle of Professional Learning (REQUIRED): Please see attached Cycle of Professional LearningIn put PD calendar...see in attachments
Professional Development Strategy:
School-Based Professional Development;
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Student Achievement will grow through rigorous instruction and engagement in the classroom and throughout the school building by using Core Knowledge to build a strong foundation of prior knowledge for all learners, SuccessMaker (A Scientifically Researched Computer Based Intervention Program) will be implemented to practice and reinforce skills and concepts being taught in the classroom, Lexia will be used at the primary level to help students in need a intense support in the area of Reading. All programs listed are aligned with the Common Core Standards
Consultant Feedback/Principal's Coach/Core Knowledge Foundation/SuccessMaker
Data analysis takes place twice a month using NWEA, teacher created assessments, skill packets, and student work samples. This is implemented by grade levels and lead by the principal and asst. principalwith assistance of the principal's coach.
School Year 2012-2013 4 meetings with NWEA consultants to analyze and comprehend the new assessment program being implemented (school wide).
Weekly data analysis after school with 1-2 members of each grade level lead my principal's coach
Twice a month PD on best practices in the classroom, meaningful planning, and rigorous instruction aligned with the Common Core Standards this will be lead by the educational associate and the staff developer
Engaged Family and Community Strategy:Principal's Coffee Hour (monthly), Parent Academic Workshops (monthly), Student Presentation Events (Performance Based Assessments), Newsletters, Two-way Communication School Wide Method, Global Connect, Community Resource Person/The Parent Workshops will include the results from NWEA and report the percentage of students progressing through intervention groups/strategies to reinforce learning will be taught in these workshops and make and take activities will be created.
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School-Level Goal #2
The percentage of students in grade 5 scoring proficient or higher in Science will increase from 23% to 33% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
School-Level Strategies Funding Resources
High Yield Instructional Strategy:All students will be assessed using NWEA in order to meet them were they are and to identify necessary strategies needed to get them to the proficient rate on MSA/SAT 10 (1 &2). Students will continue to use the sequence of Core Knowledge to build a wide gerenal knowledge base to strengthen their reading comprehension and Science background. All students will participate in the scientifically research computer based intervention program SuccessMaker to practice skills necessary to perform at the proficient rate on MSA in order to understand what is being asked on the MSA Science Assessment.
All students will participate in 4 project learning activities that align with the STEM Common Core Standards.
Staff Training about the effective use of the Core Knowledge CurriculumProfessional readings on the research and use of The Power of TeachingObservation and feedback on reading and practices of Teach like a ChampionMonitor implementation and changes in the instructional programs
CK Consultant Feedback (three times a year) and observation feedback will be delivered using the Instructional Framework and Rubric 2.0 (two informal observations and two fromal observations)
Data analysis takes place twice a month using NWEA, teacher created assessments, skill packets, and student work samples. This is implemented by grade levels and lead by the principal and asst. principal with the assistance of the principal's coach.
General Funds 16000
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Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning.Reading Comprehension Strategies Collborative PlanningCurriculum Implementation practicesContinuous improvement PracticesCommunity Involvement PracticesEffective Teaching Practices
Professional Development Strategy:
School-Based Professional Development;Core Knowledge aligned with sequence and MCCSS, fostering language development, using assessment to inform instruction, supporting individual learners through differentiation, scaffolding and feedback, fostering higher order thinking skills, providing opportunities for effective and efficient student practice, providing feedback to educators, setting high expectations for teachers and students.
Collaborative Planning and Core Knowledge consultant training on Fifth Grade Science Standards-aligning standards to objectives and matching activities and assessments.
Twice a month PD on best practices in the classroom, meaningful planning, and rigorous instruction aligned with the Common Core Standards this will be lead by the educational associate and the staff developer
Engaged Family and Community Strategy:Monthly meeting with Parents/SFC/PTO to identify skills and contents being taught in the classroom/lead teachers helping deliver workshop to parents for specific grade levels, newletters, updates, parent/teacher/student conferences
See attachment Professional Development CalendarSee School Improvement Section of SPP SY 2012-2013
The Parent Workshops will include the results from NWEA and report the percentage of students progressing through intervention groups/strategies to reinforce learning will be taught in these workshops and make and take activities will be created.
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School-Level Goal #3
The percentage of students in grades 3-5 scoring proficient or higher in Math will increase from 63.5% to 73.5% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
School-Level Strategies Funding Resources
High Yield Instructional Strategy:Teachers will use "What Every (K,1st,2nd,3rd....) Needs To Know" aligned with MCCSS to implement mathematics in the classroom. Instruction in math will be guided by Singapore Math a systemic approach to building deep conceptual understanding of mathematics topics.The CK sequence will be used to build prior knowledge and guide instruction in reading, writing, and problem solving in math.
Other 33000
General Funds 13500
Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning.Singapore Math/Consultant Professional Development (June, October, and January)Math Instruction MCCSS/Alignment (MSDE Attachment)Core Knowledge Read Alouds in MathCore Knowledge Language Development/Writing in Math
Staff Training about the effective use of the Core Knowledge CurriculumProfessional readings on the research and use of The Power of TeachingObservation and feedback on reading and practices of Teach like a ChampionMonitor implementation and changes in the instructional programs
Data analysis takes place twice a month using NWEA, teacher created assessments, skill packets, and student work samples. This is implemented by grade levels and lead by the principal and asst. principal with assistance from the principal's coach.
Professional Development Strategy:
School-Based Professional Development;
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Singapore Math/Consultant Professional Development (June, October, and January)
Core Knowldege Foundation-best practices/lesson planning/ meaningful instruction
Twice a month PD on best practices in the classroom, meaningful planning, and rigorous instruction aligned with the Common Core Standards this will be lead by the educational associate and the staff developer
Engaged Family and Community Strategy:Monthly meetings with parents, SFC, PTO to identify skills and concepts being taught in the classroom/lead teachers helping to deliver workshops to parents for specific grade levels, newsletter, parent/teacher/students conferences
See PD calendarsee School Improvement Portion of the SPP
The Parent Workshops will include the results from NWEA and report the percentage of students progressing through intervention groups/strategies to reinforce learning will be taught in these workshops and make and take activities will be created.
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What strategies will your school use to support new teachers? Funding Resources
1. New Teacher Mentoring IST and Educational Associate will be trained through City Schools
School Wide After School PLC's Weekly
School Wide After School Mentoring Meetings Twice Monthly
Grade Level Collaborative Planning and PD Weekly
BTCR Classes/and feedback Weekly
TFA Classes/and feedback Weekly
General Funds 5000
2. Professional Development/Collaborative Planning--weekly
Technology, Curriculum, Professional Responsibilities, Instruction
(Technology-Laptop, notebook, promethean board, active sounds/security, active votes, document readers, flip charts, black board instrcution...)
PLC's-teacher delivered PD
Curriculum development with adm. team and consultants
Title I Part A 5000
General Funds 5000
3. PBIS/Classroom Management
PBIS Coach daily visits/weekly visits/monthly visits
School Wide PD 4 times a year
Title I Part A 100377
School Performance Plan for Furman L. Templeton 28 of 68
Step 5: Determine Results Indicators
Results Indicator Statements: Results Indicators describe:
• What to look for in monitoring the implementation of the strategy; and• What relationships can be established between strategies and outcome data.
Your ILT should identify results indicators for each of the three strategies connected to each school-level goal.
(NOTE: The 3 primary strategies identified below will pre-populate here: Highly Effective Inst./Climate, Professional Development, and Engaged Fam and Comm.)
School-Level Goal #1The percentage of students in grades 3-5 scoring proficient or higher in reading comprehension will increase from 56.4% to 66.4 % in SY 2012- 2013 as measured by the Maryland State Assessment (March 2013).
School-Level Goal #1 Strategies Results Indicator Reporting Mechanism
School Performance Plan for Furman L. Templeton 29 of 68
School-Level Goal #1The percentage of students in grades 3-5 scoring proficient or higher in reading comprehension will increase from 56.4% to 66.4 % in SY 2012- 2013 as measured by the Maryland State Assessment (March 2013).
School-Level Goal #1 Strategies Results Indicator Reporting Mechanism
All students will increase their MSA (and primary Stanford 10) score by 10% in the area of Reading by participating in rigorous instruction in the classroom and all locations throughout the school building. Policies will be developed, revised, and implemented to support scientifically-based research strategies. (e.g., Designated Reading Blocks centering around Balanced Literacy; Using Core Knowledge curriculum with sequential order for delivery of instruction; Guided Reading small group instruction; Vocabulary development) to farther develop educators in these areas see the professional development calendar attached. This calendar will be updated each quarter of the school year.
Staff Training about the effective use of the Core Knowledge CurriculumProfessional readings on the research and use of The Power of TeachingObservation and feedback on reading and practices of Teach like a ChampionMonitor implementation and changes in the instructional programs
Data analysis takes place twice a month using NWEA, teacher created assessments, skill packets, and student work samples. This is implemented by grade levels and lead by the principal and asst. principal with the assistance of Dr. Smith the principal's coach.
NWEA scores
Teacher Assesments
Intervention Teacher Reports
Unit Assessments
Informal and formal observations using the Instructional Framework and Rubric 2.0 to align the feedback with informal observations, formal observations,perfromance evaluation and annual evaluation.
Data Binders/Data Analysis
Emerging/Developing/Exemplary Rubric/Consultant FeedBack
Teacher Feedback
Review lesson plans to ensure alignment with posted objective; indicaiton objectives have been annotated by the teacher collectively with the students
MSA
Project Learning Fair Projects
Student Progress Reports/Report Cards
Assessment Scores
Data posted onSchool Website
School Performance Plan for Furman L. Templeton 30 of 68
School-Level Goal #1The percentage of students in grades 3-5 scoring proficient or higher in reading comprehension will increase from 56.4% to 66.4 % in SY 2012- 2013 as measured by the Maryland State Assessment (March 2013).
School-Level Goal #1 Strategies Results Indicator Reporting Mechanism
Student Achievement will grow through rigorous instruction and engagement in the classroom and throughout the school building by using Core Knowledge to build a strong foundation of prior knowledge for all learners, SuccessMaker (A Scientifically Researched Computer Based Intervention Program) will be implemented to practice and reinforce skills and concepts being taught in the classroom, Lexia will be used at the primary level to help students in need a intense support in the area of Reading. All programs listed are aligned with the Common Core Standards
Consultant Feedback/Principal's Coach/Core Knowledge Foundation/SuccessMaker
Data analysis takes place twice a month using NWEA, teacher created assessments, skill packets, and student work samples. This is implemented by grade levels and lead by the principal and asst. principalwith assistance of the principal's coach.
School Year 2012-2013 4 meetings with NWEA consultants to analyze and comprehend the new assessment program being implemented (school wide).
Weekly data analysis after school with 1-2 members of each grade level lead my principal's coach
Twice a month PD on best practices in the classroom, meaningful planning, and rigorous instruction aligned with the Common Core Standards this will be lead by the educational associate and the staff developer
Core Knowledge Foundation Site Visit/Observational Feedback aligned to the Instructional Framework and Rubric 2.0
SuccessMaker Program Student Completion of Program/collaboration with partnership schools on best practices/Students Advancement to Next Level
Lexia Student Completion
MClass 3 times a year with progress monitoring.
Data Binders
MSA
Project Learning Fair Projects
Student Progress Reports/Report Cards
Assessment Scores
Data posted onSchool Website
Principal's Coffee Hour (monthly), Parent Academic Workshops (monthly), Student Presentation Events (Performance Based Assessments), Newsletters, Two-way Communication School Wide Method, Global Connect, Community Resource Person/The Parent Workshops will include the results from NWEA and report the percentage of students progressing through intervention groups/strategies to reinforce learning will be taught in these workshops and make and take activities will be created.
SANE
Parents' Evaluation and feedback
SANESurveySchool Website
Daily Planner
Thursday Folders
School Performance Plan for Furman L. Templeton 31 of 68
School-Level Goal #2
The percentage of students in grade 5 scoring proficient or higher in Science will increase from 23% to 33% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
School-Level Goal #2 Strategies Results Indicator Reporting Mechanism
All students will be assessed using NWEA in order to meet them were they are and to identify necessary strategies needed to get them to the proficient rate on MSA/SAT 10 (1 &2). Students will continue to use the sequence of Core Knowledge to build a wide gerenal knowledge base to strengthen their reading comprehension and Science background. All students will participate in the scientifically research computer based intervention program SuccessMaker to practice skills necessary to perform at the proficient rate on MSA in order to understand what is being asked on the MSA Science Assessment.
All students will participate in 4 project learning activities that align with the STEM Common Core Standards.
Staff Training about the effective use of the Core Knowledge CurriculumProfessional readings on the research and use of The Power of TeachingObservation and feedback on reading and practices of Teach like a ChampionMonitor implementation and changes in the instructional programs
CK Consultant Feedback (three times a year) and observation feedback will be delivered using the Instructional Framework and Rubric 2.0 (two informal observations and two fromal observations)
Data analysis takes place twice a month using NWEA, teacher created assessments, skill packets, and student work samples. This is implemented by grade levels and lead by the principal and asst. principal with the assistance of the principal's coach.
NWEA Assessment Scores
Core Knowledge Foundation Site Visit
SuccessMaker Program Student Completion of program Advancement to next Level
Core Knowledge/Teacher Collaboration Assessments
Data Binders/Data Analysis
Review lesson plans to ensure alignment with posted objective; indicaiton objectives have been annotated by the teacher collectively with the students
MSA
Assessment ScoresStudent Progress Reports/Report Cards
Data posted onSchool Website
Project Learning Fair Projects
School Performance Plan for Furman L. Templeton 32 of 68
School-Level Goal #2
The percentage of students in grade 5 scoring proficient or higher in Science will increase from 23% to 33% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
School-Level Goal #2 Strategies Results Indicator Reporting Mechanism
Core Knowledge aligned with sequence and MCCSS, fostering language development, using assessment to inform instruction, supporting individual learners through differentiation, scaffolding and feedback, fostering higher order thinking skills, providing opportunities for effective and efficient student practice, providing feedback to educators, setting high expectations for teachers and students.
Collaborative Planning and Core Knowledge consultant training on Fifth Grade Science Standards-aligning standards to objectives and matching activities and assessments.
Twice a month PD on best practices in the classroom, meaningful planning, and rigorous instruction aligned with the Common Core Standards this will be lead by the educational associate and the staff developer
NWEA Assessment Scores
Core Knowledge Foundation Site Visit
Core Knowledge/Teacher Collaboration Assessments
Emerging/Developing/Exemplary Rubric/ConsultantFeedback
Teacher Feedback
MSA
Project Learning Fair Projects
Student Progress Reports/Report Cards
Data posted onSchool Website
School Performance Plan for Furman L. Templeton 33 of 68
School-Level Goal #2
The percentage of students in grade 5 scoring proficient or higher in Science will increase from 23% to 33% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
School-Level Goal #2 Strategies Results Indicator Reporting Mechanism
Monthly meeting with Parents/SFC/PTO to identify skills and contents being taught in the classroom/lead teachers helping deliver workshop to parents for specific grade levels, newletters, updates, parent/teacher/student conferences
See attachment Professional Development CalendarSee School Improvement Section of SPP SY 2012-2013
The Parent Workshops will include the results from NWEA and report the percentage of students progressing through intervention groups/strategies to reinforce learning will be taught in these workshops and make and take activities will be created.
SANE
Parent Suggestions
Greater Student Attendance
Newletters
School-Home Connection Letter
Global Connect
Data posted onSchool Website
Daily Planner Thursday Folder
School-Level Goal #3
The percentage of students in grades 3-5 scoring proficient or higher in Math will increase from 63.5% to 73.5% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
School-Level Goal #3 Strategies Results Indicator Reporting Mechanism
School Performance Plan for Furman L. Templeton 34 of 68
School-Level Goal #3
The percentage of students in grades 3-5 scoring proficient or higher in Math will increase from 63.5% to 73.5% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
School-Level Goal #3 Strategies Results Indicator Reporting Mechanism
Teachers will use "What Every (K,1st,2nd,3rd....) Needs To Know" aligned with MCCSS to implement mathematics in the classroom. Instruction in math will be guided by Singapore Math a systemic approach to building deep conceptual understanding of mathematics topics.The CK sequence will be used to build prior knowledge and guide instruction in reading, writing, and problem solving in math.
NWEA Assessments Scores
Core Knowledge Foundation Site Visitsconsultant Feedback aligned with the Instructional Framework and Rubric 2.0
Singapore Consultant Feedback3 times a year
Review lesson plans to ensure alignment with posted objective; indicaiton objectives have been annotated by the teacher collectively with the students
MSA
Student Progress Reports/Report Cards
Assessment Scores
Data posted onSchool Website
Singapore Math/Consultant Professional Development (June, October, and January)
Core Knowldege Foundation-best practices/lesson planning/ meaningful instruction
Twice a month PD on best practices in the classroom, meaningful planning, and rigorous instruction aligned with the Common Core Standards this will be lead by the educational associate and the staff developer
Singapore Math Assessmentsweekly
Teacher Created Assessmentsweekly
Data Binders/Data Analysis
MSA
Assessment Scores
Teacher Feedback
Data Posted onSchool Website
School Performance Plan for Furman L. Templeton 35 of 68
School-Level Goal #3
The percentage of students in grades 3-5 scoring proficient or higher in Math will increase from 63.5% to 73.5% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
School-Level Goal #3 Strategies Results Indicator Reporting Mechanism
Monthly meetings with parents, SFC, PTO to identify skills and concepts being taught in the classroom/lead teachers helping to deliver workshops to parents for specific grade levels, newsletter, parent/teacher/students conferences
See PD calendarsee School Improvement Portion of the SPP
The Parent Workshops will include the results from NWEA and report the percentage of students progressing through intervention groups/strategies to reinforce learning will be taught in these workshops and make and take activities will be created.
SANE
Parent Suggestions
Great Student Attendance programs through PBIS monthly celebrations/On Time, On Target
Newletters
School-Home ConnectionLetter
Global Connect
School Website
Daily Planner
Thursday Folders
School Performance Plan for Furman L. Templeton 36 of 68
Step 6: Monitor and Evaluate Results
Guidance: Use this template at designated Instructional Leadership Team (ILT) and School Family Council (SFC) meetings throughout the year to monitor specific goals and strategies in your plan.
School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date:Furman L. Templeton Gillian Gregroy
April Harkless
Pansy Covell
Debra Santos
Yusef DaShiell
Michael Brandt
Kalamis Maduro
July 10, 2012 September 6, 2012---------------
Goal 1:The percentage of students in grades 3-5 scoring proficient or higher in reading comprehension will increase from 56.4% to 66.4 % in SY 2012- 2013 as measured by the Maryland State Assessment (March 2013).
Instructional Strategy 1:All students will increase their MSA (and primary Stanford 10) score by 10% in the area of Reading by participating in rigorous instruction in the classroom and all locations throughout the school building. Policies will be developed, revised, and implemented to support scientifically-based research strategies. (e.g., Designated Reading Blocks centering around Balanced Literacy; Using Core Knowledge curriculum with sequential order for delivery of instruction; Guided Reading small group instruction; Vocabulary development) to farther develop educators in these areas see the professional development calendar attached. This calendar will be updated each quarter of the school year.
Staff Training about the effective use of the Core Knowledge CurriculumProfessional readings on the research and use of The Power of TeachingObservation and feedback on reading and practices of Teach like a ChampionMonitor implementation and changes in the instructional programs
Data analysis takes place twice a month using NWEA, teacher created assessments, skill packets, and student work samples. This is implemented by grade levels and lead by the principal and asst. principal with the assistance of Dr. Smith the principal's coach.
School Performance Plan for Furman L. Templeton 37 of 68
Has this strategy been implemented?Fully Implemented
What were the supports or barriers to implementing this strategy?(Support)
Core Knowledge Professional Development and three site visits (3 days each) for support in implementing best practices in teaching reading in the elementary classroom.
Leadership Conference ILT (July 2011)
Leadership Conference for Implementing Meaningful Instrcution in the Classroom (Santos-July 2012)
(Next Steps)
Although growth is indicated through school based data several areas of the reading block need to be strengthened. The guided reading portion will be addressed through professional development and records of books being used in the classroom(s) for this process with be recorded by the school librarian. (Scholastic Reading Closet)
The school librarian will support classroom teachers with material/content being taught in the classroom. Library activities will take place that addressvocabulary development that is being used in the classroom and reinforced in the resource classroom.
Intervention teachers will reinforce necessary content not masters by students in the classroom
Has this activity had impact?Yes
What are the contributing factors?Professional Development
School Performance Plan for Furman L. Templeton 38 of 68
What is the evidence of the strategy’s impact on instructional practice and/or student learning?The raising scores according to MClass is an indicator that students comprehension levels have increased during the SY 2011-2012.
Student work samples and writings also provide information showing an increased understanding of grade level content.
Completion of SuccessMaker Program(s) by individual students also provided data that shows student growth.
Did the strategy work? If not how do you plan to modify it?Yes
School Performance Plan for Furman L. Templeton 39 of 68
School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date:Furman L. Templeton Gillian Gregroy
April Harkless
Pansy Covell
Debra Santos
Yusef DaShiell
Michael Brandt
Kalamis Maduro
---------------
Goal 1:The percentage of students in grades 3-5 scoring proficient or higher in reading comprehension will increase from 56.4% to 66.4 % in SY 2012- 2013 as measured by the Maryland State Assessment (March 2013).
Professional Development Strategy 1:School-Based Professional Development;Singapore Math/Consultant Professional Development (June, October, and January)
Core Knowldege Foundation-best practices/lesson planning/ meaningful instruction
Twice a month PD on best practices in the classroom, meaningful planning, and rigorous instruction aligned with the Common Core Standards this will be lead by the educational associate and the staff developer
Has this strategy been implemented?
What were the supports or barriers to implementing this strategy?
Has this activity had impact?
What are the contributing factors?
What is the evidence of the strategy’s impact on instructional practice and/or student learning?
Did the strategy work? If not how do you plan to modify it?
School Performance Plan for Furman L. Templeton 40 of 68
School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date:Furman L. Templeton Gillian Gregroy
April Harkless
Pansy Covell
Debra Santos
Yusef DaShiell
Michael Brandt
Kalamis Maduro
July 10, 2012 September 6, 2012---------------
Goal 1:The percentage of students in grades 3-5 scoring proficient or higher in reading comprehension will increase from 56.4% to 66.4 % in SY 2012- 2013 as measured by the Maryland State Assessment (March 2013).
Engaged Family and Community Strategy 1:Principal's Coffee Hour (monthly), Parent Academic Workshops (monthly), Student Presentation Events (Performance Based Assessments), Newsletters, Two-way Communication School Wide Method, Global Connect, Community Resource Person/The Parent Workshops will include the results from NWEA and report the percentage of students progressing through intervention groups/strategies to reinforce learning will be taught in these workshops and make and take activities will be created.
Has this strategy been implemented?
What were the supports or barriers to implementing this strategy?
Has this activity had impact?
What are the contributing factors?
What is the evidence of the strategy’s impact on instructional practice and/or student learning?
Did the strategy work? If not how do you plan to modify it?
School Performance Plan for Furman L. Templeton 41 of 68
School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date:Furman L. Templeton Gillian Gregroy
April Harkless
Pansy Covell
Debra Santos
Yusef DaShiell
Michael Brandt
Kalamis Maduro
August 20, 2012---------------
Goal 2:
The percentage of students in grade 5 scoring proficient or higher in Science will increase from 23% to 33% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
Instructional Strategy 2:All students will be assessed using NWEA in order to meet them were they are and to identify necessary strategies needed to get them to the proficient rate on MSA/SAT 10 (1 &2). Students will continue to use the sequence of Core Knowledge to build a wide gerenal knowledge base to strengthen their reading comprehension and Science background. All students will participate in the scientifically research computer based intervention program SuccessMaker to practice skills necessary to perform at the proficient rate on MSA in order to understand what is being asked on the MSA Science Assessment.
All students will participate in 4 project learning activities that align with the STEM Common Core Standards.
Staff Training about the effective use of the Core Knowledge CurriculumProfessional readings on the research and use of The Power of TeachingObservation and feedback on reading and practices of Teach like a ChampionMonitor implementation and changes in the instructional programs
CK Consultant Feedback (three times a year) and observation feedback will be delivered using the Instructional Framework and Rubric 2.0 (two informal observations and two fromal observations)
Data analysis takes place twice a month using NWEA, teacher created assessments, skill packets, and student work samples. This is implemented by grade levels and lead by the principal and asst. principal with the assistance of the principal's coach.
School Performance Plan for Furman L. Templeton 42 of 68
Has this strategy been implemented?
What were the supports or barriers to implementing this strategy?
Has this activity had impact?
What are the contributing factors?
What is the evidence of the strategy’s impact on instructional practice and/or student learning?
Did the strategy work? If not how do you plan to modify it?
School Performance Plan for Furman L. Templeton 43 of 68
School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date:Furman L. Templeton Gillian Gregroy
April Harkless
Pansy Covell
Debra Santos
Yusef DaShiell
Michael Brandt
Kalamis Maduro
---------------
Goal 2:
The percentage of students in grade 5 scoring proficient or higher in Science will increase from 23% to 33% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
Professional Development Strategy 2:School-Based Professional Development;Singapore Math/Consultant Professional Development (June, October, and January)
Core Knowldege Foundation-best practices/lesson planning/ meaningful instruction
Twice a month PD on best practices in the classroom, meaningful planning, and rigorous instruction aligned with the Common Core Standards this will be lead by the educational associate and the staff developer
Has this strategy been implemented?
What were the supports or barriers to implementing this strategy?
Has this activity had impact?
What are the contributing factors?
What is the evidence of the strategy’s impact on instructional practice and/or student learning?
Did the strategy work? If not how do you plan to modify it?
School Performance Plan for Furman L. Templeton 44 of 68
School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date:Furman L. Templeton Gillian Gregroy
April Harkless
Pansy Covell
Debra Santos
Yusef DaShiell
Michael Brandt
Kalamis Maduro
August 20, 2012---------------
Goal 2:
The percentage of students in grade 5 scoring proficient or higher in Science will increase from 23% to 33% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
Engaged Family and Community Strategy 2:Monthly meeting with Parents/SFC/PTO to identify skills and contents being taught in the classroom/lead teachers helping deliver workshop to parents for specific grade levels, newletters, updates, parent/teacher/student conferences
See attachment Professional Development CalendarSee School Improvement Section of SPP SY 2012-2013
The Parent Workshops will include the results from NWEA and report the percentage of students progressing through intervention groups/strategies to reinforce learning will be taught in these workshops and make and take activities will be created.
Has this strategy been implemented?
What were the supports or barriers to implementing this strategy?
Has this activity had impact?
What are the contributing factors?
What is the evidence of the strategy’s impact on instructional practice and/or student learning?
Did the strategy work? If not how do you plan to modify it?
School Performance Plan for Furman L. Templeton 45 of 68
School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date:Furman L. Templeton Gillian Gregroy
April Harkless
Pansy Covell
Debra Santos
Yusef DaShiell
Michael Brandt
Kalamis Maduro
August 20, 2012---------------
Goal 3:
The percentage of students in grades 3-5 scoring proficient or higher in Math will increase from 63.5% to 73.5% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
Instructional Strategy 3:Teachers will use "What Every (K,1st,2nd,3rd....) Needs To Know" aligned with MCCSS to implement mathematics in the classroom. Instruction in math will be guided by Singapore Math a systemic approach to building deep conceptual understanding of mathematics topics.The CK sequence will be used to build prior knowledge and guide instruction in reading, writing, and problem solving in math.
Has this strategy been implemented?
What were the supports or barriers to implementing this strategy?
Has this activity had impact?
What are the contributing factors?
What is the evidence of the strategy’s impact on instructional practice and/or student learning?
Did the strategy work? If not how do you plan to modify it?
School Performance Plan for Furman L. Templeton 46 of 68
School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date:Furman L. Templeton Gillian Gregroy
April Harkless
Pansy Covell
Debra Santos
Yusef DaShiell
Michael Brandt
Kalamis Maduro
---------------
Goal 3:
The percentage of students in grades 3-5 scoring proficient or higher in Math will increase from 63.5% to 73.5% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
Professional Development Strategy 3:School-Based Professional Development;Singapore Math/Consultant Professional Development (June, October, and January)
Core Knowldege Foundation-best practices/lesson planning/ meaningful instruction
Twice a month PD on best practices in the classroom, meaningful planning, and rigorous instruction aligned with the Common Core Standards this will be lead by the educational associate and the staff developer
Has this strategy been implemented?
What were the supports or barriers to implementing this strategy?
Has this activity had impact?
What are the contributing factors?
What is the evidence of the strategy’s impact on instructional practice and/or student learning?
Did the strategy work? If not how do you plan to modify it?
School Performance Plan for Furman L. Templeton 47 of 68
School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date:Furman L. Templeton Gillian Gregroy
April Harkless
Pansy Covell
Debra Santos
Yusef DaShiell
Michael Brandt
Kalamis Maduro
August 20, 2012---------------
Goal 3:
The percentage of students in grades 3-5 scoring proficient or higher in Math will increase from 63.5% to 73.5% in SY 2012-2013 measured by the Maryland State Assessment (March 2013).
Engaged Family and Community Strategy 3:Monthly meetings with parents, SFC, PTO to identify skills and concepts being taught in the classroom/lead teachers helping to deliver workshops to parents for specific grade levels, newsletter, parent/teacher/students conferences
See PD calendarsee School Improvement Portion of the SPP
The Parent Workshops will include the results from NWEA and report the percentage of students progressing through intervention groups/strategies to reinforce learning will be taught in these workshops and make and take activities will be created.
Has this strategy been implemented?
What were the supports or barriers to implementing this strategy?
Has this activity had impact?
What are the contributing factors?
What is the evidence of the strategy’s impact on instructional practice and/or student learning?
Did the strategy work? If not how do you plan to modify it?
School Performance Plan for Furman L. Templeton 48 of 68
Appendix 1: Title I Family and Community Engagement Plan
Does your school receive Title I funds?Yes
If yes, complete Appendix 1 below.
If no, continue to Appendix 4.
Building Family Capacity for InvolvementYour school should provide assistance to families in order to support their:• Familiarity with Title I requirements;• Understanding of MSDE’s Common Core State Standards and assessments; • Connections to other programs and activities, including Head Start, HIPPY, and parent resource centers; • Involvement in school activities and governance; and• Engagement in actively supporting academic progress and achievement.
Provide the dates of 3 school-level opportunities that will contribute to building parent capacity for involvement.• Date 1: Back-to-School Night / Community Event (August 26, 2011) August 15, 2012• Date 2: Title I Parent Meeting (September 15, 2011) September 12, 2012 • Date 3: Parent Informational Workshop (January 27, 2011) January 29, 2013
√ File SANE
School-Parent CompactThe School-Parent Compact is an agreement between families, students, and school staff to support each other in ensuring that students are successful. The compact addresses communication between teachers and parents on an ongoing basis about their children’s progress and achievement. Your school should provide opportunity for families to take part in the development of the School-Parent Compact.
Provide the dates of at least one school-level opportunity that will contribute to building parent capacity for involvement.• Date 1: Community Literacy Night (November 16, 2011) November 14, 2012 • Date 2: American Education Week Parent Workshop (November 14, 2011) November 14, 2012
√ File SANE
School Performance Plan for Furman L. Templeton 49 of 68
Annual MeetingYour school should invite families to attend the Annual Meeting (at Back to School Night or another time convenient for the school community) to learn about your school’s Title I programs and requirements. Families should be given opportunity to review and provide feedback in the following areas:• Annual Yearly Progress (AYP)/School Data• Overall School Budget• Overview of Parent Involvement Plan• School-Parent Compact• Rights of Title I Parents
Provide the date of the planned Annual Meeting below.• Date 1: September 14, 2012
√ File SANE
Title I Parent Involvement BudgetYour school should invite families to take part in decisions about how Title I Parent Involvement Funds are spent.
Provide the date of the planned meeting for parents to take part in Title I Parent Involvement budget allocation decisions below.• Date 1: PTO Meeting Budget Review (May 9, 2012) May 9, 2013
√ File SANE
School Performance Plan for Furman L. Templeton 50 of 68
Appendix 2: Title I Schoolwide
Does your school receive Title I Schoolwide funds?Yes
If yes, complete Appendix 2 below.
If no, continue to Appendix 3.
Title 1 Schoolwide StrategiesPerson(s)
ResponsibleTimeline Title I Funding
The high achieveing students will receive pull out services through a Gifted and Talented Program using "Junior Great Books" and researching African American authors for reading and writing and Singapore Math for math. Author studies will be used for students Kindergarten - 1st in the area of reading and writing and Singapore Math will be used for math. Project Learning will be implemented for Social Studies and Science.
Debra SantosKalamis MaduroMichael BrandtDavid FosterSonia Hall
SY 2011-20124 times a week
Salary - $90,932 (K. Maduro)Supplies - $2,000
Enrichment Clubs Denia PaytonBeverley Pierre-LouisDebra SantosKalamis MaduroDavid FosterSonia Hall
SY 2012-2013 Weekly (Friday afternoons)
Salary - $90,932 (K. Maduro)Supplies - $2,000
1. How will your school support student achievement among high achieving students?
Field Trips Denia PaytonBeverlye Pierre-LouisDebra SantosDavid FosterSonia Hall
SY 2012-2013Once a month
School Performance Plan for Furman L. Templeton 51 of 68
Title 1 Schoolwide StrategiesPerson(s)
ResponsibleTimeline Title I Funding
Community Service Denia PaytonBeverley Pierre-LouisDebra SantosMichael BrandtDavid FosterSonia Hall
SY 2012-2013Twice a year
NWEA Assessments
(Differentiated instruction)
Debra Santos Yusef DaShiellLeadership Team
SY 2012-2013 Seasonally4 assessments
SuccessMaker Debra SantosDavid ClawsonKalamis MaduroMichael Brandt
SY 2012-2013 Daily Salary - $90,932 (K. Maduro)
Intervention Pullout Debra SantosYusef DaShiellKalamis MaduroMichael BrandtLeadership Team
3 Intervention TeachersK-1st2nd-3rd4th-5th
SY 2012-20133 times a week
Salary - $90,932 (K. Maduro)
2. How will your school support low-performing students achieve at proficient or advanced levels?
STS Meetings Debra SantosYusef DaShiellKristine Rose
SY 2012-2013Bi-monthly
School Performance Plan for Furman L. Templeton 52 of 68
Title 1 Schoolwide StrategiesPerson(s)
ResponsibleTimeline Title I Funding
IEP Meetings Debra SantosYusef DaShiellDonna DurelTeresa SerkesKristine RoseGrade Level Teacher
SY 2012-2013When Planned
Salary - $90,736 (K. Felix)
NWEA Assessments
(Differentiated Instruction)
Debra SantosYusef DaShiellLeadership Team
SY 2012-2013Seasonally4 assessments
Intervention Program
NWEA Assessment Scores/Differentiated Instruction Pullout
Debar SantosYusef DaShiellLeadership Team
3 Intervention TeachersK-1st2nd-3rd4th-5th
SY 2012-20133 times a week
Salary - $90,932 (K. Maduro)Salary - $90,736 (K. Felix)Supplies - $2,000
SST Debra santosYusef DaShiellKristine Rose
SY 2012-2013Bi-monthly
SuccessMaker Debra SantosKalamis Maduro
Weekly Data Analysis Salary - $90,932 (K. Maduro)
3. What are the processes within your school for identifying students struggling to meet high academic standards, and providing and monitoring instructional interventions?
Lexia Yusef DaShiellMichael Brandt
Weekly DataAnalysis
School Performance Plan for Furman L. Templeton 53 of 68
Title 1 Schoolwide StrategiesPerson(s)
ResponsibleTimeline Title I Funding
MClass/Wireless Generation Debra SantosYusef DaShiellMichael Brandt
Weekly Data Analysis
3 times a year assessments
21st Century Classrooms Debra SantosYusef DaShiellKalamis MaduroMichael BrandtDavid ClawsonShyrene SmallDenia Payton
SY 2012-2013Continued Research on updating technology
Salary - $90,932 (K. Maduro)Salary - $90,736 (K. Felix)Salary - $100,377 (S. Small)
Promethean Boards Debra SantosDavid ClawsonShyrene SmallDenia Payton
SY 2012-2013ContinuedResearch on updating technology
Salary - $100,377 (S. Small)
Laptops Debra SantosDavid ClawsonDenia Payton
SY 2012-2013Conitinually updating and adding programs
4. What does your school do to recruit and retain highly qualified and effective teachers in core subjects? Include a description of principal support.
Active Sound System Debra SantosDavid ClawsonDenia Payton
SY 2012-2013Installed 2011-2012
School Performance Plan for Furman L. Templeton 54 of 68
Title 1 Schoolwide StrategiesPerson(s)
ResponsibleTimeline Title I Funding
Professional Development
for all areas listed above plus
Core Knowledge CurriculumSingapore MathAll technologyPBISCharacter Education
ILTDebra SantosDenia PaytonDavid ClawsonLead teachersIST Ed AssociatePBIS Coach
SY 2012-2013 Salary - $90,932 (K. Maduro)Salary - $90,736 (K. Felix)Salary - $100,377 (S. Small)
Child First After School Program Denia Payton SY 2012-2013
Kids Rock Denia Payton SY 2012-2013
Reading Club L. Ballard SY 2012-2013 Supplies - $1,000
Intersession Intervention Program Debra SantosDenia PaytonMichael BrandtTeachers
SY 2012-20133 times a year
Salary - $90,736 (K. Felix)
5. How will your school incorporate extended learning activities, before/after-school, summer and school year extension opportunities into your instructional and student support strategies?
After-School Partnership with Robert E. Marshall Recreation Center
Gillian Gregory SY 2012-2013
Judy Center Activities Shantel Thigpin SY 2012-2013
Partnership with MLK Early Head Start ProgramShantel ThigpinDebra SantosDenia Payton
SY 2012-2013
6. What are your school’s plans for assisting children in transition from: - Early learning programs to
elementary school; - Elementary to middle
school;- Middle to high school; and
High school to college and career?
Partnership with Metro Delta Head StartProgram
Shantel ThigpinDebra SantosDenia Payton
SY 2012-2013
School Performance Plan for Furman L. Templeton 55 of 68
Title 1 Schoolwide StrategiesPerson(s)
ResponsibleTimeline Title I Funding
Middle School Choice Fair Debra SantosDenia PaytonYusef DaShiellKalamis MaduroMichael Brandt
SY 2012-2013 Salary - $90,932 (K. Maduro)
FLT #125Pre-Kindergarten Boot Camp
Debra SantosDenia PaytonYusef DaShiellMichael BrandtAnne WhelanA. JeffersonC. Richardson
July 2012 Supplies - $755
Core Knowledge Collaborative Planning Debra SantosYusef DaShiellKalamis MaduroMichael Brandt
June 2012Oct 2012Jan 2013
Salary - $90,932 (K. Maduro)
Power of Teaching
PLC's
ILTDebra SantosYusef DaShiellL. Ballard
SY 2012-2013Bi-monthly feedback
Teacher weeklyfeedback
7. How will your school ensure that teachers are actively engaging in collaborative planning and instructional adjustment strategies?
Grade Level Team Planning Kalamis MaduroMichael BrandtYusef DaShiellDebra Santos
Lead Teachers
SY 2012-2013Weekly
Salary - $90,932 (K. Maduro)Salary - $90,736 (K. Felix)Supplies - $2,000
School Performance Plan for Furman L. Templeton 56 of 68
Title 1 Schoolwide StrategiesPerson(s)
ResponsibleTimeline Title I Funding
Weekly Observations Debra SantosYusef DaShiell
SY 2012-2013Weekly Classroom visits
Mentor Teaching Meetings Kalamis MaduroMichael Brandt
SY 2012-2013Bi-monhtly meetings
Salary - $90,932 (K. Maduro)
Judy Center Shantel ThigpinDenia payton
Monthly meeting
Early Head Start Program Shantel ThigpinDebra SantosDenia Payton
SY 2012-2013Weekly Meeting
Head Start Program Shantel ThigpinDebra SantosDenia Payton
SY 2012-2013Weekly meeting
Community Resource Program Gillian GregoryDebra SantosDenia Paton
SY 2012-2013Weekly Meeting
Supplies - $1,000
8. How will your school ensure that federal, state and local services and programs are coordinated and integrated?
Network Support(Title I)
Debra SantosDenia PaytonLindey Anderson (Network)
SY 2012-2013
School Performance Plan for Furman L. Templeton 57 of 68
Appendix 5: School Family Council SANE
√ This page must be attached to the SPP as SANE.
#125 - Furman L. Templeton
The School Performance Plan has been reviewed and approved by the School Family Council as indicated by the signatures below:
Name Signature Position Date
Debra Santos Principal
Ladaisha Ballard Teacher 1
Melanie Oliver Teacher 2
Teresa Serkes Student Support Service Provider
Michael Brandt Classified Staff
Sonia Hall Paraprofessional
April Harkness Parent 1
LaRhonda Brown Parent 2
Ethel Whiterspoon Parent 3
Bromwyn Mayden Community Representative 1
Andy Bertamini Community Representative 2
Kalamis Maduro Instructional Support Teacher
Shyrene Small PBIS Coach
School Performance Plan for Furman L. Templeton 58 of 68
Appendix 6: School Update Sign-Off
√ Please press “Save Data” after checking the appropriate box for each step.
#125 - Furman L. Templeton
School Update Sign-Off:
[X] Initial Draft Submitted by May 11
[X] Peer Review Input Entered by June 29
[ ] SPP Edits Submitted by July 15
[ ] Check Point 1: Start of School Year Update Completed
[ ] Check Point 2: October 31 Updated Completed
[ ] Check Point 3: January 15 Update Completed
[ ] Check Point 4: April 15 Update Completed
School Performance Plan for Furman L. Templeton 59 of 68
Appendix 7: Executive Director Review Sign-Off
√ Please press “Save Data” after checking the appropriate box for each step.
#125 - Furman L. Templeton
Executive Review Sign-Off:
Check Point 1: Start of School Year Update Completed by September 15
Check Point 2: October 31 Updated Completed
Check Point 3: January 15 Update Completed
Check Point 4: April 15 Update Completed
School Performance Plan for Furman L. Templeton 60 of 68
Appendix 8: Common Core State Standards School Transition Plan
Our School’s Transition Plan for the New Maryland Common Core State Curriculum
#125 - Furman L. Templeton
By June 2013, EEA teams will:
Outcome #1: Facilitate opportunities for school staff to navigate the curriculum toolkits using English Language Arts model units and model lessons and resources to support CCSC implementation.
Outcome #2: Facilitate opportunities for school staff to navigate the curriculum toolkits using Mathematics model units and model lessons and resources, to support CCSC implementation
Outcome #3: Create and deliver professional development that increases the skills and knowledge of school staff in the history/social studies, science and technology literacy standards to support CCSC implementation
Outcome #4: Create and deliver professional development that increases the skills and knowledge of school staff in the Maryland STEM Standards of Practice and Frameworks
Outcome #5: Provide to school staff PARCC assessment development, design and timeline as available
Outcome #What specific
activities are we goingto include?
Who are the identified faculty
members involved?
What resources are needed to
implement?
Who is leadteam memberresponsible?
Whatis timeframe?
Howwill outcome
be measured?
1 Professional DevelopmentCore Knowledge aligned to the Common Core Standards (school wide and grade level collaboration)
ILTIntermediate Teachers
Online Access to the MCCSSCommon Core StandardsLanguage Arts Teachr's GuideCore Knowledge
Debra SantosPrincipal
Kalamis MaduroIST
June 18-20, 2012
3 school days• ---------------------
-------------Continued PD:Oct. 2012Jan. 2013Apr. 2013(3 day visits)
Weekly Collaborative Planning
Curriculum Plans, Curriculum Mapping, Daily Lesson Plans, Core Knowledge Foundation Acknowledgement, Student Growth NWEA/SuccessMaker/MClass
School Performance Plan for Furman L. Templeton 61 of 68
Outcome #What specific
activities are we goingto include?
Who are the identified faculty
members involved?
What resources are needed to
implement?
Who is leadteam memberresponsible?
Whatis timeframe?
Howwill outcome
be measured?
1 Professional DevelopmentCore Knowledge aligned to the Common Core Standards (school wide and grade level collaboration)
ILTEarly Childhood TeachersHead Start Teachers
Online Access to the MCCSSCommon Core StandardsLanguage Arts Teacher's GuideCore Knowledge Sequence
Debra SantosPrincipal
Michael BrandtEd. Associate
Shantel Thigpin(Judy Center)
June 18-19, 2012
2 school days• ---------------------
-------------Continued PD:Oct.2012Jan. 2013Apr. 2013(3 day visits)
Weekly Collaborative planning
Curriculum Plans, Curriculum Mapping, Daily Lesson Plans, Core Knowledge Foundation Acknowledgement, Student Growth NWEA/Successmaker/MClassMMSR
1 Educator's Effectiveness Training
MSDE (Heritage HS)
Debra SantosKalamis MaduroMichael BrandtShyrene Small
MCCSS BinderLanguage Arts
Debra SantosPrincipal
June 26-28, 2012 Professional development for staff/power point presentation-updated information
School Performance Plan for Furman L. Templeton 62 of 68
Outcome #What specific
activities are we goingto include?
Who are the identified faculty
members involved?
What resources are needed to
implement?
Who is leadteam memberresponsible?
Whatis timeframe?
Howwill outcome
be measured?
2 Professional DevelopmentCore Knowledge aligned to the Common Core Standards (school wide and grade level collaboration)
ILTIntermediate Teachers
Online Access to the MSSCCCommon Core StandardsLanguage Arts Teacher's GuideCore Knowledge SequenceSingapore Math Curriculum
Debra SantosPrincipal
Kalamis MaduroIST
June 18-20, 2012
3 school days• ---------------------
------------Continued PD:Oct. 2012Jan. 2013Apr. 2013(3 day visit)
Weekly Collaborative Planning
Curriculum Plans, Curriculum Mapping, Daily Lesson Plans, Core Knowledge Foundation Acknowledgement, Student grwoth NWEA/SuccessMaker
2 Professional DevelopmentCore Knowledge aligned to the Common Core Standards (school wide and grade level collaboration)
ILTEarly Childhood TeachersHead Start Teachers
Online Access to the MSSCCCommon Core StandardsLanguage Arts Teacher's GuideCore Knowledge SequenceSingapore Math Curriculum
Debra SantosPrincipal
Michael BrandtEd. AssociateShantel Thigpin (Judy Center)
June 18-19, 2012
2 school days• ---------------------
-------------Oct.2012Jan. 2013Apr. 2013(3 day visits)
Weekly Collaborative Planning
Curriculum Plans, Curriculum Mapping, Daily Lesson Plans, Core Knowledge Foundation Acknowledgement, Student Growth NWEA/SuccessMakerMMSR
2 Educator's Effectiveness Training
MSDE (Heritage HS)
Debra SantosKalamis MaduroMichael BrandtShyrene Small
MCCSS BinderMathematics
Debra SantosPrincipal
June 26-28, 2012 Professional development for staff/power point presentation-updated information
School Performance Plan for Furman L. Templeton 63 of 68
Outcome #What specific
activities are we goingto include?
Who are the identified faculty
members involved?
What resources are needed to
implement?
Who is leadteam memberresponsible?
Whatis timeframe?
Howwill outcome
be measured?
3 Professional Development
Core Knowledge aligned with MCCSS
ILTIntermediate Teachers
Online Access to the MCCSSCommon Core StandardsLanguage Arts Teacher's GuideCore Knowledge SequenceHistory/Social StudiesTechnology
Up-date Power point presentation
Debra SantosPrincipal
Kalamis MaduroIST
Shyrene Small
David Clawson
SY 2012-2013Bi-monthly TrainingCollaborative Planning
Curriculum Plans, Curriculum Mapping, Daily Lesson Plans, Core Knowledge Foundation Acknowledgement, Student Growth NWEA/SuccessMakerProfessional development for staff/power point presentation-updated information
3 Professional Development
Core Knowledge aligned with MCCSS
ILTEarly Childhood TeachersHead Start Teachers
Online Access to the MCCSSCommon Core StandardsLanguage Arts Teacher's GuideCore Knowledge Sequence
Debra SantosPrincipal
Michael BrandtEd. Associate
Shyrene Small
David Clawson
SY 2012-2013Bi-Monthly TrainingCollaborative Planning
Curriculum Plans, Curriculum Mapping, Daily Lesson Plans, Core Knowledge Foundation Acknowledgement, Student Growth NWEA/SuccessMakerProfessional development for staff/power point presentation-updated information
School Performance Plan for Furman L. Templeton 64 of 68
Outcome #What specific
activities are we goingto include?
Who are the identified faculty
members involved?
What resources are needed to
implement?
Who is leadteam memberresponsible?
Whatis timeframe?
Howwill outcome
be measured?
3 Educator Effectiveness Training
MSDE (Heritage HS)
Debra SantosKalamis MaduroMichael BrandtShyrene Small
MCCSS BinderHistory/Social Studies
Debra SantosPrincipal
June 26-28, 2012 Professional development for staff/power point presentation-updated information
4 Professional development
Core Knowledge aligned with MCCSS
ILTIntermediate Teachers
Online Access to the MCCSSCommon Core StandardsLanguage Arts Teacher's GuideCore Knowledge Sequence
Debra SantosPrincipal
Kalamis MaduroIST
Shyrene Small
David Clawson
SY 2012-2013Bi-Monthly TrainingCollaborative Planning
Curriculum Plans, Curriculum Mapping, Daily Lesson Plans, Core Knowledge Foundation Acknowledgement, Student Growth NWEA/SuccessMakerProfessional development for staff/power point presentation-updated information
School Performance Plan for Furman L. Templeton 65 of 68
Outcome #What specific
activities are we goingto include?
Who are the identified faculty
members involved?
What resources are needed to
implement?
Who is leadteam memberresponsible?
Whatis timeframe?
Howwill outcome
be measured?
4 Professional Development
Core Knowledge aligned with MCCSS
ILTEarly Childhood TeachersHead Start Teachers
Online Access to the MCCSSCommon Core StandardsLanguage Arts Teacher's GuideCore Knowledge Sequence
Debra SantosPrincipal
Michael BrandtEd. Associate
Shyrene Small
David Clawson
SY 2012-2013Bi-Monthly TrainingCollaborative Planning
Curriculum Plans, Curriculum Mapping, Daily Lesson Plans, Core Knowledge Foundation Acknowledgement, Student Growth NWEA/SuccessMakerProfessional development for staff/power point presentation-updated information
4 Educator Effectiveness Training
MSDE (Heritage HS)
Debra SantosKalamis MaduroMichael brandtShyrene Small
MCCSSSTEM Binder
Debra SantosPrincipal
June 26-28, 2012 Professional development for staff/power point presentation-updated information
5 Educator Effectiveness Training
MSDE (Heritage HS)
Debra SantosKalamis MaduroMichael brandtShyrene Small
Online Access to the PARCC
Debra SantosPrincipal
June 26-28, 2012 Professional development for staff/power point presentation-updated information
School Performance Plan for Furman L. Templeton 66 of 68
Outcome #What specific
activities are we goingto include?
Who are the identified faculty
members involved?
What resources are needed to
implement?
Who is leadteam memberresponsible?
Whatis timeframe?
Howwill outcome
be measured?
5 PARCC Professional development Debra SantosKalamis MaduroShyrene SmallMichael Brandt
PARCC Materials/MSDE info.
Debra SantosPrincipal
Kalamis MaduroShyrene SmallDavid Clawson
SY 2012-1013Bi-monthly Training Up-datesTechnology Up-date
Professional development for staff/power point presentation-updated information
School Performance Plan for Furman L. Templeton 67 of 68
Outcome #What specific
activities are we goingto include?
Who are the identified faculty
members involved?
What resources are needed to
implement?
Who is leadteam memberresponsible?
Whatis timeframe?
Howwill outcome
be measured?
5 PARCC Professional Development ILTLead TeachersTeachersParaeducators
Fall 2011 Grades 3-8 Model Content Frameworks for Mathematics and the revised High School Model Content Frameworks for Mathematics in PDF format.
Download the PARCC Model Content Frameworks for ELA-Literacy in PDF format.
Listen to the recording of the PARCC Model Content Frameworks for Mathematics Webinar that took place on Monday, Nov. 21, 2011
Listen to the recording of the PARCC Model Content Frameworks for ELA-Literacy Webinar that took place on Tuesday, Nov. 22, 2011.
Debra SantosKalamis MaduroYusef DaShiellMichael Brandt
SY 2012-2013Bi-monthly training up-dates
Professional development for staff/power point presentation-updated information
PARCC webitereadingsvideosaudio messages
School Performance Plan for Furman L. Templeton 68 of 68
[X] By checking this box, I confirm that my school’s Common Core State Standards Transition Plan is complete.
June 2012
Sun Mon Tue Wed Thu Fri Sat
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10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26MSDE
27EffectivenessTraining
28EffectivenessTraining
29 30
calendarlabs.com
July 2012
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4Independence Day
5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23Lead Teachers
24Professional
25Development
26Lead
27Teachers 28
29 30School Wide
31PD
calendarlabs.com
August 2012
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4
5 6Reading CircleFaculty Meeting
7 8 9 10 11
12 13Reading Circle
14Collaborative Data PD
15Back to SchoolNight
16 17 18
19 20Reading Circle
African Dance & Drum Class
21CollaborativeData PD
22 23 24 25
26 27Lead Teacher Meeting African Dance & Drum Class
Clothing & Household Goods Pantry
28CollaborativeData PD
29 30 31
September 2012
Sun Mon Tue Wed Thu Fri Sat
1
2 3Labor Day School closed
4Collaborative Data PD
5 6 7 8
9 10Reading Circle
First Day of After
School TutoringAfrican Dance & Drum Class
11Collaborative Data PD
12 13 14 15
calendarlabs.com
16 17Reading CircleAfrican Dance & Drum Class
18Collaborative Data PD
19 20 21 22
23 24Reading Circle
African Dance & Drum Class
25Collaborative Data PD
26 27 28 29
30
October 2012
Sun Mon Tue Wed Thu Fri Sat
1Reading Circle
Social Studies FairAfrican Dance & Drum Class
2 3First Intersession
4 5 6
calendarlabs.com
7 8Columbus DayIntervention Week
African Dance & Drum Class
9Intervention Week
10Intervention Week
11Intervention Week
12Intervention Week 13
14 15African Dance & Drum Class
16 17 18Staff PD
19 QuestPATHS PD 20
21 22Students returnReading CircleChildfirst After School Program BeginsAfrican Dance & Drum Class
233rd-5th PD- Re-Teaching Strategies
24Select BenefitsOpen Enrollment Teacher Lounge
25Lead Teacher Check InClothing & Household Goods Pantry
26 27
28Last day to orderMarket Day Online
29Reading CircleAfrican Dance & Drum Class
30Character ParadeFarmers Market for Student PBIS celebration for month: Farmers Market
31HalloweenPrek-k field trip
November 2012
Sun Mon Tue Wed Thu Fri Sat
13rd-5th PD – Real World Connections
2NWEAclosed3rd-5th School Wide Elections
3
4 5Reading Circle
6Election DaySchools Closed
7Market Day order pick up
8 Day of the Girl Celebration
9 10
calendarlabs.com
11Veterans Day
12Reading Circle3rd grade field tripNewseum, DCAfrican Dance & Drum Class
13Collaborative Data PD
14Pre-k field Sharp’s Farm
15 16 17
18 19Reading CircleFLT Showcase Performance with African Dance & Drum & Choir
203rd-5th PD – Down Time Activities
21 22Thanksgiving DaySchools ClosedClothing & Household Goods Pantry
23Schools Closed 24
25 26Reading Circle
27Collaborative Data PD
28 29 Lead Teacher Check In
30
December 2012
Sun Mon Tue Wed Thu Fri Sat
calendarlabs.com
1
2 3 NWEA OpensReading Circle 4
3rd-5th PD – Turn and Talk
5 6 7 NWEA Close 8
9 10NWEAMake-upsReading Circle
11Collaborative Data PD
12 13Lead Teacher Check InClothing & Household Goods Pantry
14NWEA Make-ups ClosedChoir Field TripHershey Park
15
16 17Reading Circle 18
3rd-5th PD – Text Sets
19 20Literacy Fair
21 Early Release 22
23 24 25Christmas Day
26 27 28 29
30 31
January 2013
Sun Mon Tue Wed Thu Fri Sat
1New Year's Day
2Second Intersession
3 4 5
6 7 8 9 10Staff PD
11Staff PD 12
calendarlabs.com
13 14Students returnReading Circle
153rd-5th PD – Math Talk
16 17 18 19
20 21M L King DaySchool Closed
223rd-5th PD – Testing Strategies
23 24Lead Teacher Check InClothing & Household Goods Pantry
25 26
27 28Reading Circle
29Collaborative Data PD
30 31
February 2013
Sun Mon Tue Wed Thu Fri Sat
calendarlabs.com
1 2
3 4Reading Circle 5
3rd-5th PD – MSA Trainging Part 1
6 7 8 9
10 11Reading Circle
12Collaborative Data PD
13 14Clothing & Household Goods Pantry
15 16
17 18Presidents' DaySchool Closed
193rd-5th PD – MSA Training Part 2
20 21Lead Teacher Check In
22 23
24 25Reading Circle
26Collaborative Data PD
27 284th grade field tripAfrican American Museum, Clothing & Household Goods Pantry
March 2013
Sun Mon Tue Wed Thu Fri Sat
1 2
3 4MSAOpensReading Circle
5 6 7 8 9
10 11Reading Circle 12 13 14
MSA ClosedClothing & Household Goods Pantry
15NWEA Primary Grades
16
calendarlabs.com
17 18Reading Circle
19MSA Make-ups close
20Math Fair
21Lead Teacher Check In
22 NWEA Primary CloseEarly Release
23
24 25Spring Break 26 27 28 29
Good Friday30
31
April 2013
Sun Mon Tue Wed Thu Fri Sat
1 2Third Intersession
3 4 5 6
calendarlabs.com
7 8 9 10 11Staff PD
12Staff PD
13
14 15 Reading CircleStudents returnSAT 10 openNWEA 3-5Open
16MSA Scienceopen
174th grade field tripSpirit of Baltimore
183rd-5th PD – Science Fair Ideas
19SAT 10close
20
21 22NWEA 3-5CloseReading Circle
23 CollaborativeData PD
24 25Lead Teacher Check InClothing & Household Goods Pantry
26MSA Scienceclose
27
28 29Reading Circle 30
Logo School Name
May 2013
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4
5 6Reading Circle
7 CollaborativeData PD 8 9
Budget MeetingClothing & Household Goods Pantry
10 11
12 13Reading Circle 14
3rd-5th PD –Rigor in Independent Activities
153rd grade field tripColonial Williamsburg
16 17 18
calendarlabs.com
19 20 Reading Circle 21 Collaborative Data PD
22 23Lead Teacher Check In Clothing & Household Goods Pantry
24 25
26 27Memorial DaySchools Closed
28 29 30Science Fair
31
Logo School Name
June 2013
Sun Mon Tue Wed Thu Fri Sat
1
2 3Reading Circle
4 5 6 7 8
9 10Reading CircleNWEA K-4th grades opens
11 124th grade field tripSix Flags
13Clothing & Household Goods Pantry
14NWEA K-4th grades closed
15
16 17Reading Circle 18 19 20
Lead TeacherCheck In
21Last day of school
22
calendarlabs.com
23 24 25 26 27 28 29
30
Logo School Name
July 2013
Important Information
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4Independence Day
5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
calendarlabs.com
28 29 30 31
Logo School Name
August 2013
Important Information
Sun Mon Tue Wed Thu Fri Sat
1 2 3
4 5 6 7 8 9 10
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18 19 20 21 22 23 24
calendarlabs.com
25 26 27 28 29 30 31
Logo School Name
September 2013
Important Information
Sun Mon Tue Wed Thu Fri Sat
1 2Labor Day
3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
calendarlabs.com
Grade Level Analysis (K-5) EOY DIBELS Instructional Recommendations
21
15
42
78
32
21 24
77
41
15 17
73
41
24
12
77
31
17 22
70
30
17 14
61
0
10
20
30
40
50
60
70
80
90
Intensive Strategic Benchmark Students Assessed
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
School Performance (K-5) MOY/EOY DIBELS Instructional Recommendations
39.6%
30.0% 30.4%
45.0%
25.0%
30.0%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Intensive Strategic Benchmark
School Performance (K-5) MOY/EOY TRC Instructional Recommendations
58.8%
11.5%
7.2%
22.5%
46.5%
18.3% 17.4% 17.8%
0%
10%
20%
30%
40%
50%
60%
70%
Intensive Strategic Benchmark Above Proficient
Grade Level Analysis (1-5) EOY TRC Instructional Recommendations
0
51
23
3
42
7
19
9
41
6 7
19
44
3 3
25
37
10
18
5
37
2 5
16
0
10
20
30
40
50
60
Intensive Strategic Benchmark Above Proficient
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade One Analysis TRC – School Year Comparison
0
49
19
9
50
10 10 12
42
7
19
9
0
10
20
30
40
50
60
Intensive Strategic Benchmark Above Proficient
BOY
MOY
EOY
Grade Two Analysis TRC – School Year Comparison
46
9
13
9
47
5 3
21
41
6 7
19
0
5
10
15
20
25
30
35
40
45
50
Intensive Strategic Benchmark Above Proficient
BOY
MOY
EOY
Grade Three Analysis TRC – School Year Comparison
51
4 3
19
46
6
2
20
44
3 3
25
0
10
20
30
40
50
60
Intensive Strategic Benchmark Above Proficient
BOY
MOY
EOY
Grade Four Analysis TRC – School Year Comparison
45
7
3
19
37
10
18
5
0
5
10
15
20
25
30
35
40
45
50
Intensive Strategic Benchmark Above Proficient
MOY
EOY
Grade Five Analysis TRC – School Year Comparison
32
15
9
12
37
2
5
16
0
5
10
15
20
25
30
35
40
Intensive Strategic Benchmark Above Proficient
MOY
EOY
Stanford 10 Achievement Test Grade 1– Reading
22
33
25
19
26 24
31 30
22
25
30
34
27 27
43
0
5
10
15
20
25
30
35
40
45
50
Total Reading Work Study Word Reading Sentence Reading Reading Comprehension
2010
2011
2012
Stanford 10 Achievement Test Grade 1– Mathematics
25
22
34
37
32
47
41
35
51
0
10
20
30
40
50
60
Total Mathematics Problem Solving Procedures
2010
2011
2012
Stanford 10 Achievement Test Grade 2– Reading
34
42
33 34
31
37
30
34
29
37
30 30
0
5
10
15
20
25
30
35
40
45
Total Reading Work Study Reading Vocabulary Reading Comprehension
2010
2011
2012
Stanford 10 Achievement Test Grade 2– Mathematics
41
35
54
39
33
52
40 38
46
0
10
20
30
40
50
60
Total Mathematics Problem Solving Procedures
2010
2011
2012
Math Benchmark Results SY 2011-12
F.L. Templeton Preparatory Academy #125
Title I School“Expect Excellence”
F.L. Templeton Preparatory AcademyTitle I School
Professional Development Calendar SY 2012-13June
Date Title of Professional Development Facilitator6/18/12 – 6/20/12 Professional Development
Core Knowledge aligned to the Common Core Standards
Core Knowledge
6/26/12 – 6/28/12
7/10/12-7/13/12
Educator's Effectiveness Training
Leadership Conference/Principal DinnerMeaningful Instruction
MSDE
Dianne HamiltonCore Knowledge
JulyDate Title of Professional Development Facilitator
7/31/12-8/2/12 Singapore Math Bill Davidson7/31/12 FBA and BIP Informational Session Rose
AugustDate Title of Professional Development Facilitator
8/1/12 – 8/3/12 School Wide Professional Development TBD8/1/12 Child Abuse and Neglect Rose8/2/12 PBIS and Behavior Management Techniques Small8/3/128/7/12 STT Meeting Introduction/Attendance Rose8/9/12
8/15/12 Back to School Night All Faculty8/16/12 Student Centered Workshops K. Maduro
M. Brandt8/20/128/21/12
Data Analysis STT Meeting
LeadershipRose
8/24/12 SuccessMaker Data Analysis C. Solli and K. Maduro8/28/128/30/12 Team Building Workshop for the Classroom K. Maduro
M. BrandtSeptember
Date Title of Professional Development Facilitator9/4/12 STT Meeting Rose
9/6/12Data Analysis
Text Sets and Other Reading StrategiesDaShiell/Santos
K. Maduro9/12/12 Title I Parent Meeting9/14/12 Title I Informational Session Annual Meeting
9/18/12 STT Meeting Rose9/20/12 Core Knowledge PD
Differentiation of InstructionSantos
DaShiellK. MaduroM. Brandt
9/25/129/27/12
OctoberDate Title of Professional Development Facilitator
Professional DevelopmentCore Knowledge aligned to the Common Core
Standards
SantosDaShiell
10/2/12 STT Meeting Rose10/18/12 School Wide Professional Development TBD10/19/12 School Wide Professional Development TBD10/23/1210/25/12 Small Group Instruction K. Maduro10/30/12
NovemberDate Title of Professional Development Facilitator
11/1/1211/8/12 Project Based Learning K. Maduro
M. Brandt11/13/1211/14/12 Community Literacy Night Academic Committee11/14/12 American Education Week Parent Workshop SFC/Academic
Committee11/20/12 STT Meeting Rose11/27/12 TAI Implementation Training K. Maduro11/29/12
December
Date Title of Professional Development Facilitator12/4/12 STT Meeting Rose
12/6/12
12/11/12
12/13/12 K. Maduro
12/18/12 STT Meeting Rose
12/20/12
January
Date Title of Professional Development Facilitator1/10/13 School Wide Professional Development TBD1/11/13 School Wide Professional Development TBD1/15/13 STT Meeting Rose
1/17/131/22/131/24/13 Test Taking Strategies K. Maduro1/29/13 Parent Informational Workshop
Professional DevelopmentCore Knowledge aligned to the Common Core
Standards
Early Learning age 2
1/31/13February
Date Title of Professional Development Facilitator2/5/13 STT Meeting Rose2/7/13
2/12/132/14/13 MSA Administration Training K. Maduro2/19/13 STT Meeting Rose2/21/132/26/132/28/13 Turn and Talk/Student Lead Instruction K. Maduro
M. BrandtMarch
Date Title of Professional Development Facilitator3/5/13 STT Meeting Rose3/7/13
3/12/133/14/13 Student Centered Workshops K. Maduro
3/19/13 STT Meeting Rose3/21/13 SAT 10 Administration Training M. Brandt
April
Date Title of Professional Development FacilitatorProfessional Development Leadership Team
Core Knowledge aligned to the Common Core Standards
4/2/13 STT Meeting Rose4/11/13 School Wide Professional Development TBD4/12/13 School Wide Professional Development TBD4/16/13 STT Meeting Rose4/18/13 Students Centered Workshops K. Maduro
M. Brandt4/23/134/25/134/30/13
MayDate Title of Professional Development Facilitator
5/2/135/7/13 STT Meeting Rose5/9/13 PTO Meeting Budget Review Denia Payton
Debra Santos5/14/135/16/13 Project Based Learning K. Maduro
M. Brandt5/21/13 STT Meeting Rose5/23/135/28/135/30/13 Students Centered Workshop K. Maduro
M. BrandtJune
Date Title of Professional Development Facilitator6/4/13 STT Meeting Rose6/6/13
6/11/136/13/13 Data Analysis K. Maduro
Leadership Team6/18/13 STT Meeting Rose6/20/13
**STT meetings will be held the 1st and 3rd Tuesday’s of every month. **
Office of Federal Programs/Title I School Performance Feedback
School Name and Number: Furman L. Templeton #125 Date: September 4, 2012 Title I Reviewer: Tiffany Thomas/ Toni Worthington School Wide Component
1
Title I Schoolwide Component Location in SPP
Observation Points Yes/No
Comments
Relevant data is presented. Yes
Subgroup performance is discussed. YesRoot causes are identified. Yes
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)]
Step 1: Data ChartsStep 2: Data Analysis and Prioritized Needs
Priorities are aligned to the data discussion.
Yes
SBR strategies are identified. Yes
SBR strategies are aligned with priorities and area(s) of need.
Yes
Extended learning opportunities 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) address how the school will determine if such needs have been met. [Section 1114(b)(1)(C)]
Step 4: Strategies for each goalAppendix 2: #1, #2, #3, #5
Strategies to identify and support the academic needs of struggling students have been identified.
Yes
Strategies to retain HQ teachers are identified.
Yes3. 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
Appendix 2: #4 A process for parent notification is
provided.*Yes Include a statement that describes how
parents will be informed of a Non-HQ staff
Office of Federal Programs/Title I School Performance Feedback
School Name and Number: Furman L. Templeton #125 Date: September 4, 2012 Title I Reviewer: Tiffany Thomas/ Toni Worthington School Wide Component
2
Title I Schoolwide Component Location in SPP
Observation Points Yes/No
Comments
areas in which they are qualified to teach.)[Section 1114(b)(1)(C)]
member.
HQ PD is planned for all staff. Yes4. High Quality and Ongoing Professional Development for… Teachers , Principals, Paraprofessionals[Section1114(b)(1)(D)]
Step 4: PD strategies for each goal
PD will build teacher capacity to implement high yield strategies.
Yes
5. Strategies to Attract High-Quality Highly Qualified Teachers to “High-Need” Schools[Section 1114(b)(1)(E)]
Appendix 2: #4
Strategies to recruit and retain HQ teachers are identified.
Yes
Strategies to build parents’ capacity for helping students improve performance are provided.
Yes6. Strategies to Increase Parent Involvement [Section1114(b)(1)(F)]
Appendix 1 & Step 4: Family & community engagement strategies under each goal
The Parent Involvement Plan works as a stand-alone document that informs parents of planned activities.
Yes FCE Plan should include specific dates with planned activities.
7. Plans for Assisting Preschool Children in the Transition from Early Childhood Programs to Elementary School Programs. [Section1114(b)(1)(G)]
Appendix 2: #6
Transition plans for supporting students and their families are identified.
Yes
A plan for implementing collaborative planning is provided.
Yes8. Measures to Include Teachers in Decisions Regarding the Use of Academic Assessments[Section1114(b)(1)(H)]
Appendix 2: #7
A plan to ensure that collaborative planning occurs is provided.
Yes
9. Activities to Ensure that Students Having Difficulty Mastering Proficient or Advanced Levels of Academic Achievement Standards Are Provided Timely Additional
Appendix 2: #2, #3 Specific interventions are identified
to support struggling students.
Yes
Office of Federal Programs/Title I School Performance Feedback
School Name and Number: Furman L. Templeton #125 Date: September 4, 2012 Title I Reviewer: Tiffany Thomas/ Toni Worthington School Wide Component
3
Title I Schoolwide Component Location in SPP
Observation Points Yes/No
Comments
Assistance [Section1114(b)(1)(I)]
The use of federal, local, and other funding sources is specified.
10. Coordination and Integration of Federal, State, and local services and programs.[Section 1114(b)(1)(J)]
Appendix 2: #8
Details on how funding is coordinated and integrated to provide the total education program are provided.
*Principals will need to add this information in the Title I school wide attachment, #4.**Please ensure that the SFC Sane document is signed and uploaded as an attachment.
Office of Federal Programs/Title I School Performance Feedback
School Name and Number: Furman L. Templeton #125 Date: September 4, 2012 Title I Reviewer: Tiffany Thomas/ Toni Worthington School Wide Component
4
Title I Targeted Assistance Plan Components Location in SPP
Observation Points Yes/No
1. Use Title I resources to help participating children meet state’s challenging student academic standards for all children[Section1115(c)(1)(A)]
Appendix 3: #1, #2, #3
The use of time, people, and funds to support participating students is identified.SBR strategies have been identified.2. Ensure that planning for students served under Title
I is incorporated into existing school planning[Section1115(c)(1)(B)]
Appendix 3: #5, #6
A process for communication between Title I teacher and classroom teachers has been provided.Extended learning opportunities are provided.
A plan to implement a HQ curriculum is provided.
3. Use effective methods and instructional strategies that rely on scientifically-based research that strengthen the core academic program for the school that
Give primary consideration to providing extended learning time, such as an extended school year, before-school and/or after school programs
Help provide an accelerated, high-quality curriculum, including applied learning; and
Minimize removing children from the regular classroom during regular school hours for instruction provided under Title I
[Section1115(c)(1)(C)]
Appendix 3: #4,#6, #7,
#8
A plan for scheduling interventions is identified.
4. Coordinate with and support the regular education program, which may include services to assist preschool in the transition from early childhood programs such as
Appendix 3: #9
A plan to ensure that programs and services are integrated and coordinated is provided.
Office of Federal Programs/Title I School Performance Feedback
School Name and Number: Furman L. Templeton #125 Date: September 4, 2012 Title I Reviewer: Tiffany Thomas/ Toni Worthington School Wide Component
5
Title I Targeted Assistance Plan Components Location in SPP
Observation Points Yes/No
Head Start, Even Start, Early Reading first or state-run preschool programs to elementary schools[Section1115(c)(1)(D)]5. Provide instruction by “highly qualified teachers”[Section1115(c)(1)(E)]
Appendix 3: #12
A plan for ensuring a HQ Title I teacher is provided.
PD strategies are outlined.
6. Provide opportunities for PD using Title I resources and to the extent practicable from other sources for teachers, principals, and paraprofessionals, including if appropriate pupil services personnel, parents, and other staff who work with participating children in programs under this section or in the regular education program[Section1115(c)(1)(F)]
Step 4: PD strategies for each goal . PD strategies target identified
area(s) of need.
Strategies for increasing parents’ capacity for supporting students’ performance are identified.
7. Provide strategies to increase parent involvement, such as family literacy services[Section1115(c)(1)(G)]
Appendix #1 &Step 4: Family & community engagement strategies under each goal.
The Parent Involvement Plan is an adequate stand -alone document for informing parents
Information on all funding sources is provided. how they are integrated to provide the total education program
8. Coordinate and integrate Federal, State, and local services and programs including programs supported by ESEA, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training
Appendix 3: #9
Details on how funding is coordinated and integrated to
Office of Federal Programs/Title I School Performance Feedback
School Name and Number: Furman L. Templeton #125 Date: September 4, 2012 Title I Reviewer: Tiffany Thomas/ Toni Worthington School Wide Component
6
Title I Targeted Assistance Plan Components Location in SPP
Observation Points Yes/No
[Section1115(c)(1)(H)] provide the total education program are provided.
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