Furman L. Templeton Elementary School - Baltimore City Public

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.


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 [email protected]

New Teacher Mentor Coordinator Michael Brandt/Kalamis Maduro [email protected]

School Family Council Representative Yusef DaShiell [email protected]

Family and Community Engagement Representative Gillian Gregory [email protected]


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


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


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


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


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.


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


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


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


Hispanic

FARM 24.1 39.5 18.8 23.8

SWD 33.3 73.7 28.6 20


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.




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.




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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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%.


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.


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.


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


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


Needs Contributing Factors Data Source

Informal and Formal Observations (Educators) and understanding the importance of the Instructional framework and Rubric

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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


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


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;


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.


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).


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.


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


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


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.


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.



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).


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


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.


School-Based Professional Development;


Singapore Math/Consultant Professional Development (June, October, and January)

Core Knowldege Foundation-best practices/lesson planning/ meaningful instruction


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



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


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 #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.



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




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


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



Assessment Scores


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





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.





NWEA Assessment Scores

Core Knowledge Foundation Site Visit

SuccessMaker Program Student Completion of program Advancement to next Level

Core Knowledge/Teacher Collaboration Assessments



MSA

Assessment ScoresStudent Progress Reports/Report Cards







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.


NWEA Assessment Scores

Core Knowledge Foundation Site Visit

Core Knowledge/Teacher Collaboration Assessments

Emerging/Developing/Exemplary Rubric/ConsultantFeedback

Teacher Feedback

MSA








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



SANE

Parent Suggestions

Greater Student Attendance

Newletters

School-Home Connection Letter

Global Connect


Daily Planner Thursday Folder








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


MSA


Assessment Scores


Singapore Math/Consultant Professional Development (June, October, and January)



Singapore Math Assessmentsweekly

Teacher Created Assessmentsweekly


MSA

Assessment Scores

Teacher Feedback

Data Posted onSchool Website





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



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


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.




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


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



April Harkless

Pansy Covell

Debra Santos

Yusef DaShiell

Michael Brandt

Kalamis Maduro

---------------


Professional Development Strategy 1:School-Based Professional Development;Singapore Math/Consultant Professional Development (June, October, and January)



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?



April Harkless

Pansy Covell

Debra Santos

Yusef DaShiell

Michael Brandt

Kalamis Maduro

July 10, 2012 September 6, 2012---------------


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.









April Harkless

Pansy Covell

Debra Santos

Yusef DaShiell

Michael Brandt

Kalamis Maduro

August 20, 2012---------------

Goal 2:


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.














April Harkless

Pansy Covell

Debra Santos

Yusef DaShiell

Michael Brandt

Kalamis Maduro

---------------

Goal 2:













April Harkless

Pansy Covell

Debra Santos

Yusef DaShiell

Michael Brandt

Kalamis Maduro

August 20, 2012---------------

Goal 2:


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











April Harkless

Pansy Covell

Debra Santos

Yusef DaShiell

Michael Brandt

Kalamis Maduro

August 20, 2012---------------

Goal 3:


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.









April Harkless

Pansy Covell

Debra Santos

Yusef DaShiell

Michael Brandt

Kalamis Maduro

---------------

Goal 3:













April Harkless

Pansy Covell

Debra Santos

Yusef DaShiell

Michael Brandt

Kalamis Maduro

August 20, 2012---------------

Goal 3:


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










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


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


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




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


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




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


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




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




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




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


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




Weekly Observations Debra SantosYusef DaShiell

SY 2012-2013Weekly Classroom visits

Mentor Teaching Meetings Kalamis MaduroMichael Brandt

SY 2012-2013Bi-monhtly meetings


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


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


Appendix 6: School Update Sign-Off

√ Please press “Save Data” after checking the appropriate box for each step.


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


Appendix 7: Executive Director Review Sign-Off

√ Please press “Save Data” after checking the appropriate box for each step.


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


Appendix 8: Common Core State Standards School Transition Plan

Our School’s Transition Plan for the New Maryland Common Core State Curriculum


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





members involved?


implement?


Whatis timeframe?

Howwill outcome

be measured?


ILTEarly Childhood TeachersHead Start Teachers

Online Access to the MCCSSCommon Core StandardsLanguage Arts Teacher's GuideCore Knowledge Sequence


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


June 26-28, 2012 Professional development for staff/power point presentation-updated information





members involved?


implement?


Whatis timeframe?

Howwill outcome

be measured?



Online Access to the MSSCCCommon Core StandardsLanguage Arts Teacher's GuideCore Knowledge SequenceSingapore Math Curriculum


Kalamis MaduroIST

June 18-20, 2012

3 school days• ---------------------

------------Continued PD:Oct. 2012Jan. 2013Apr. 2013(3 day visit)


Curriculum Plans, Curriculum Mapping, Daily Lesson Plans, Core Knowledge Foundation Acknowledgement, Student grwoth NWEA/SuccessMaker



Online Access to the MSSCCCommon Core StandardsLanguage Arts Teacher's GuideCore Knowledge SequenceSingapore Math Curriculum


Michael BrandtEd. AssociateShantel Thigpin (Judy Center)

June 18-19, 2012

2 school days• ---------------------

-------------Oct.2012Jan. 2013Apr. 2013(3 day visits)


Curriculum Plans, Curriculum Mapping, Daily Lesson Plans, Core Knowledge Foundation Acknowledgement, Student Growth NWEA/SuccessMakerMMSR

2 Educator's Effectiveness Training

MSDE (Heritage HS)


MCCSS BinderMathematics







members involved?


implement?


Whatis timeframe?

Howwill outcome

be measured?

3 Professional Development

Core Knowledge aligned with MCCSS


Online Access to the MCCSSCommon Core StandardsLanguage Arts Teacher's GuideCore Knowledge SequenceHistory/Social StudiesTechnology

Up-date Power point presentation


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







Shyrene Small

David Clawson

SY 2012-2013Bi-Monthly TrainingCollaborative Planning






members involved?


implement?


Whatis timeframe?

Howwill outcome

be measured?

3 Educator Effectiveness Training

MSDE (Heritage HS)


MCCSS BinderHistory/Social Studies



4 Professional development





Kalamis MaduroIST

Shyrene Small

David Clawson







members involved?


implement?


Whatis timeframe?

Howwill outcome

be measured?







Shyrene Small

David Clawson




MSDE (Heritage HS)

Debra SantosKalamis MaduroMichael brandtShyrene Small

MCCSSSTEM Binder




MSDE (Heritage HS)

Debra SantosKalamis MaduroMichael brandtShyrene Small

Online Access to the PARCC







members involved?


implement?


Whatis timeframe?

Howwill outcome

be measured?

5 PARCC Professional development Debra SantosKalamis MaduroShyrene SmallMichael Brandt

PARCC Materials/MSDE info.


Kalamis MaduroShyrene SmallDavid Clawson

SY 2012-1013Bi-monthly Training Up-datesTechnology Up-date

Professional development for staff/power point presentation-updated information





members involved?


implement?


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


[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

1 2

3 4 5 6 7 8 9

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


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


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


1

2 3Labor Day School closed


5 6 7 8

9 10Reading Circle

First Day of After

School TutoringAfrican Dance & Drum Class


12 13 14 15

calendarlabs.com

16 17Reading CircleAfrican Dance & Drum Class


19 20 21 22

23 24Reading Circle



26 27 28 29

30

October 2012


1Reading Circle

Social Studies FairAfrican Dance & Drum Class

2 3First Intersession

4 5 6

calendarlabs.com

7 8Columbus DayIntervention Week


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


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


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


28 29 Lead Teacher Check In

30

December 2012


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


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


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


25 26

27 28Reading Circle


30 31

February 2013


calendarlabs.com

1 2

3 4Reading Circle 5

3rd-5th PD – MSA Trainging Part 1

6 7 8 9

10 11Reading Circle


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


27 284th grade field tripAfrican American Museum, Clothing & Household Goods Pantry

March 2013


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


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


26MSA Scienceclose

27


Logo School Name

May 2013


1 2 3 4

5 6Reading Circle

7 CollaborativeData PD 8 9

Budget MeetingClothing & Household Goods Pantry

10 11


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


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


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



1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

calendarlabs.com

25 26 27 28 29 30 31

Logo School Name

September 2013



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

29 30

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


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


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


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


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


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


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”

Grade Level Math Benchmark Proficiency Results

Pre-K – K Grade

Grade Level Math Benchmark Proficiency Results 1st Grade & 2nd Grade

Grade Level Math Benchmark Proficiency Results Grades 3rd, 4th and 5th

Grade Level Science Benchmark Proficiency Results

Grade 5

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


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


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



2



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



3



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.



4

Title I Targeted Assistance Plan Components Location in SPP


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.



5



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



6



[Section1115(c)(1)(H)] provide the total education program are provided.

Furman L. Templeton Elementary School - Baltimore City Public

Documents