BALTIMORE COUNTY PUBLIC SCHOOLS
School Progress Plan for Continuous School Improvement: Raising the Bar and Closing Gaps
“Creating a culture of deliberate excellence for every student, every school, every community.”
School Progress Plan for
Continuous School Improvement: Raising the Bar and
Closing Gaps
2015–2016
Carney Elementary School
School
Submitted by
Barbara McLennan
______________________
______________________
Signature of Principal
Signature of Assistant Superintendent
______________________
Date
Office of Performance Management
Office of the Assistant Superintendents
1
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
School Visioning: Creating a Shared Vision
School visioning is a process that enables schools to create a vision that is feasible and attainable, connected to deeper values and
hopes, creates a compelling picture of what the school can become in the future, and can be translated into action that can and will be
implemented. For school leadership, knowing where we want the school to be makes it easier to identify the steps needed to get there.
The vision reflects the vision and goals of Baltimore County Public Schools (BCPS)—to graduate globally competitive students—and
is based on a set of core beliefs to which the school community can commit. Goals and key actions identified in the SPP for the next
school year are aligned with the school vision. Having a shared vision for a school is a key to improving its effectiveness.
Our beliefs are about our capacity to ensure that all students learn and graduate globally competitive varies depending on our lived
experiences. Establishing a shared vision that’s rooted in equity starts with unpacking our beliefs so that we come to an agreement
about what is possible and within our control. The final vision statement is an amalgamation of what we collectively believe can be
achieved.
School Visioning
School Vision Statement:
At Carney Elementary School we strive to be a Collaborative and Engaged community of Supportive life-long learners.
Office of Performance Management
Office of the Assistant Superintendents
2
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
Comprehensive Needs Assessment
Data Analysis
Using Resource 1-Activities for Data Analysis and Resource 2- Types of Data for Analysis analyze the school’s data in order to
uncover and reveal opportunities to close performance gaps for targeted sub-groups and raise the bar for all students.
Identification of Priority Needs
Record priority needs determined in Activity 4 from Resource 1-Activities for Data Analysis.
Priority Needs
What is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Reading?
Primary students are not showing as much growth as intermediate students. MAP- Grade 1 34.1%, Grade 2 46.9%, Grade 3 60%, Grade 4
65.5%, Grade 5 53.9%. DIBELS data shows that 41% of first graders did not make benchmark for ORF.
What is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Mathematics?
Students of color are not showing as much growth in math as other subgroups. MAP Winter 53.8% Black) Hispanic 63%, MU 44%, White
73%
What is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Climate?
Respect as indicated through the Stakeholders survey.
38% of 203 office referrals were related to “respect” issues.
Office of Performance Management
Office of the Assistant Superintendents
3
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
Priority Area I – Reading / English Language Arts
Root Cause Analysis
Reading / English Language Arts
Possible Contributing Factors
(STEP 2)
It is important to understand that there are often factors that contribute to the root but that are not the
root. Contributing factors are separate issues that may, in combination with others, contribute to the
problem. It is a contributing factor if:
 The problem may have occurred even if the factor had not been present.
 The problem may reoccur as the result of the same factor if the cause is dissolved.
 Dissolution of the factor leads to similar events.
Validity Test QDC
(STEP 3)
(Question, Data, Control)
(Next to each possible contributing factor, mark an
“X” in each column if the factor passes that validity
test question)
Q –Question: Does the “contributing factor” address
the greatest need?
D –Data: Does data support the “contributing
factor”? Refer to available supporting data.
C–Control: Is the “contributing factor” within the
school’s control?
Note: If a contributing factor does not pass all three
Validity Test questions, the factor is eliminated
Greatest need for the
priority area of
Reading/English
Language Arts
(STEP 1)
Factor #1
Small group instruction not meeting needs of all subgroups
Question
x
Data
x
Control
x
Factor #2
Lack of access to resources necessary for differentiation
Question
x
Data
Control
x
Factor #3
Question
Data
Control
Time needed for planning
Examine each of the possible factors using “why” questions to determine the root of the problem.
Office of Performance Management
Office of the Assistant Superintendents
4
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
(STEP 4)
Why #1: Why is differentiation for subgroups not occurring?
Answer: Data could be used more effectively to plan differentiated instruction.
Why #2: Why is data not being used more effectively?
Answer: Teachers are giving the assessments but not using them to drive instruction.
Contributing Factor
Factor #1
Why #3: Why are teachers giving the assessment but not using it to drive instruction?
Answer: Drilling down to discover the individual needs of all children is time consuming.
Why #4: Why is drilling down to discover the individual needs of all children time consuming?
Answer: Teachers are overwhelmed with planning for multiple groups.
Why #5: Why are teachers overwhelmed with planning for multiple groups.
Answer: Teachers need time to analyze data to develop lessons for small groups.
Foremost Factor/Possible Root Cause:
Teachers need time to analyze data in order to plan for small group instruction.
Test the possible root causes against the questions. (STEP 5)
Foremost
Factor/Possible Root
Cause
Root Cause Test Questions
Yes/No
You’ve run into a dead end asking what caused the proposed root cause.
Yes
Everyone agrees that this is the root cause.
Yes
The cause is logical, makes sense, and provides clarity to the problem.
Office of Performance Management
Office of the Assistant Superintendents
5
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
The cause is something the school can influence or control.
If the cause is dissolved, there is a realistic hope that the problem can be reduced or
prevented in the future.
Yes
Yes
Yes
Determine next steps based on the results.
IF:
IF:
The answer is “No” to ANY of the questions, The answer is “Yes” to ALL of the Questions,
THEN:
It is a still a factor, and the analysis needs to
continue. . .
THEN:
It is a root cause . . .
NEXT STEPS:
 Revisit or redirect the analysis
 Consider other valid factors from
STEPS 2 and 3
NEXT STEPS:
Consider strategies/key actions to address the root of the greatest need.
Office of Performance Management
Office of the Assistant Superintendents
6
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
Goal Setting, Strategy and Key Action Selection
Reading / English Language Arts
Given the root cause determined for Reading/English Language Arts, state one goal for the 2015–2016 school year. In BCPS, each
school is measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in
reading and math for the elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly,
progress in high school is measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout
rates, and SAT participation and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets
should be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals
and targets for the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder
(i.e. student, parent, and staff/teacher) perception data.
The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior
school year.
Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure
success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of
learning walks and monitoring visits from the superintendent, chief academic officer, the office of performance management (OPM),
and/or the assistant superintendents of schools.
Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions
will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action,
identify:




What will be done, specifically (including as much detail as possible)
Who will implement it (who is responsible)
Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan)
How you will monitor task completion (Who will be involved? When? What evidence will you collect?)
Office of Performance Management
Office of the Assistant Superintendents
7
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
PRIORITY AREA 1—Reading/English Language Arts
Priority Area 1—Reading/English Language Arts Goal: 65% of students in grades 1 through 5 will meet or exceed their growth targets in reading.
Strategy: (Click twice in the box to choose one or more.)
Implementing the curriculum responsively and with fidelity
Providing customization
Providing safe school environment
Persons Responsible
(persons leading
implementation and
monitoring)
Timeline
(specific dates or
windows of time for
completion)
Monitoring
(Who will be involved? When? What
evidence will you collect?)
Engaging parents and stakeholders
Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Title I
schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis results.
Key Action 1: Closing the Gap
(Given effective first instruction, consider
students who require customization to
reach expected levels of performance)
Primary students will be provided with
appropriate reading interventions by the
reading specialist and special educators
based on progress monitoring data.
Key Action 2: Closing the Gap
(Given effective first instruction, consider
students who require customization to
reach expected levels of performance)
Teachers will progress monitor students
in grades one through three every ten
days in order to flexibly regroup students
Reading specialist,
Teachers, Administration
3
September 2015 through
June 2016
Title I Components
-Classroom teachers, reading specialist
-DIBELS, MAP, running records,
intervention assessments, use of data
collection templates
Classroom teachers
3
Title I Components
September 2015-June
2016
-Classroom teachers, special educators
-running records, DIBELS, MAP, formal
and informal observations, use of small
group data collection templates
January – June 2016
-Classroom teachers
Walk through tool based on Key Actions
Classroom teachers
Key Action 3: Raising the Bar
(Given effective first instruction, consider
key actions to support the increased
performance of all students)
Students will be actively engaged in
learning activities which are aligned with
standards and challenge them at their
3
Office of Performance Management
Office of the Assistant Superintendents
Title I Components
8
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
academic level.
Office of Performance Management
Office of the Assistant Superintendents
9
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
Professional Learning Plan
Reading / English Language Arts
Create a high-level professional learning plan to support your key actions for this priority area. Identify outcomes, leadership, learning
communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where
appropriate.
Outcome(s)
(What is the desired result of the
professional learning?)
Increase teachers’ ability to
align data and use available
resources for responsive
planning for small group
instruction.
Define roles and
expectations of resource
staff in order to maximize
support to students and
teachers
Teachers will unpack the
standards in alignment with
the curriculum
ILO
(Which
Outcomes?)
7,4
Leadership
Learning Communities
(Who are the
owners?)
(Who’s receiving the professional
learning? Differentiate groups of
learners as appropriate and
necessary.)
Teachers,
Reading
Specialist,
Special
Educators,
STAT Teacher
Teachers, Reading Specialist,
Special Educators
Support Staff, Support Staff
Administration
7,4
Teachers
Office of Performance Management
Office of the Assistant Superintendents
Teachers/Support Staff
Learning
Designs
(How will this be
delivered?)
Resources
(What human,
technological, fiscal,
and time resources
are needed?)
Monthly grade
level meetings,
planning with
STAT teacher
Implementation
(When will the
professional learning
be implemented? How
will feedback be
provided?)
-STAT teacher,
Reading
Specialist,
Special
Educators
-Funds for
additional
leveled readers
BCPS
Will be
Administration discussed as
necessary
- Grade level
meetings or
individually as
needed
-Informal/formal
observations
Biweekly
STAT,
planning with
Clarification
STAT/monthly Document
planning
Informal and
formal
observations/grade
level meetings
Support staff will
be included in
monthly grade
level meetings
10
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
Priority Area 2—Mathematics
Root Cause Analysis
Mathematics
Possible Contributing Factors
(STEP 2)
Validity Test QDC
(STEP 3)
It is important to understand that there are often factors that contribute to the root but that are not the
root. Contributing factors are separate issues that may, in combination with others, contribute to the
problem. It is a contributing factor if:
 The problem may have occurred even if the factor had not been present.
 The problem may reoccur as the result of the same factor if the cause is dissolved.
 Dissolution of the factor leads to similar events.
(Question, Data, Control)
(Next to each possible contributing factor, mark an
“X” in each column if the factor passes that validity
test question)
Q –Question: Does the “contributing factor” address
the greatest need?
D –Data: Does data support the “contributing factor”?
Refer to available supporting data.
C–Control: Is the “contributing factor” within the
school’s control?
Note: If a contributing factor does not pass all three
Validity Test questions, the factor is eliminated
Greatest need for the
priority area of
Mathematics
(STEP 1)
Factor #1
Students lack basic number sense.
Question
x
Data
x
Control
x
Factor #2
Students need more interactive learning opportunities.
Question
Data
Control
x
Factor #3
Students lack perseverance/motivation when solving math
problems.
Question
x
Data
x
Control
x
Examine each of the possible factors using “why” questions to determine to root of the problem.
(STEP 4)
Contributing Factor
Factor 3
Why #1: Why do students lack perseverance and motivation when solving math problems?
Answer: Students have difficulty explaining their thinking and understanding.
Office of Performance Management
Office of the Assistant Superintendents
11
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
Why #2: Why are students having difficulty explaining their thinking and understanding?
Answer: Students do not have a conceptual understanding of skills and language needed to explain their
thinking
Why #3: Why don’t students have the skills and language needed to explain their thinking?
Answer: Math instruction does not include enough collaborative discussions.
Why #4:
Answer:
Why #5:
Answer:
Foremost Factor/Possible Root Cause:
Small group instruction does not include enough collaborative discussions.
Test the possible root causes against the questions. (STEP 5)
Foremost Factor/Possible Root Cause
Root Cause Test Questions
You’ve run into a dead end asking what caused the proposed root
cause.
Everyone agrees that this is the root cause.
Office of Performance Management
Office of the Assistant Superintendents
Yes/No
Yes
Yes
The cause is logical, makes sense, and provides clarity to the
problem.
The cause is something the school can influence or control.
Yes
If the cause is dissolved, there is a realistic hope that the problem can
be reduced or prevented in the future.
Yes
Yes
12
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
Determine next steps based on the results.
IF:
IF:
The answer is “No” to ANY of the questions, The answer is “Yes” to ALL of the Questions,
THEN:
It is a still a factor, and the analysis needs to
continue. . .
THEN:
It is a root cause . . .
NEXT STEPS:
 Revisit or redirect the analysis
 Consider other valid factors from
STEPS 2 and 3
NEXT STEPS:
Consider strategies/key actions to address the root of the greatest need.
Office of Performance Management
Office of the Assistant Superintendents
13
BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary School) (7/24/15)
Goal Setting, Strategy and Key Action Selection
Mathematics
Given the root cause determined for Mathematics, state one goal for the 2015–2016 school year. In BCPS, each school is measured
against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the
elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is
measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation
and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on
these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of
Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and
staff/teacher) perception data.
The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior
school year.
Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure
success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of
learning walks and monitoring visits from the superintendent, chief academic officer, the office of performance management (OPM),
and/or the assistant superintendents of schools.
Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions
will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action,
identify:




What will be done, specifically (including as much detail as possible)
Who will implement it (who is responsible)
Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan)
How you will monitor task completion (Who will be involved? When? What evidence will you collect?)
Office of Performance Management
Office of the Assistant Superintendents
14
BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)
PRIORITY AREA 2—Mathematics
Priority Area 2—Mathematics Goal:
70% of students will meet or exceed their growth targets in math.
Strategy: (Click twice in the box to choose one or more.)
Implementing the curriculum responsively and with fidelity
Providing customization
Providing safe school environment
Persons Responsible
(persons leading
implementation and
monitoring)
Timeline
(specific dates or windows of
time for completion)
Monitoring
(Who will be involved? When?
What evidence will you
collect?)
Engaging parents and stakeholders
Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Title I
schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis results.
Closing the Gap
Key Action 1
Students will make connections by
understanding the purposes for learning and
how skills connect to one another through
the use of Essential Questions.
Closing the Gap
Key Action 2
Students will be provided with options in
demonstrating their understanding of skills
and concepts
Raising the Bar
Key Action 3
Teachers are progress monitoring during
small group instruction
Classroom Teachers
3
Beginning Second Quarter
Title I Components
Teachers during daily lessons
Informal walk through template
aligned with key actions
Classroom Teachers
3
Beginning Second Quarter
Title I Components
Informal walk through template
aligned with key actions
Administration/STAT
Unit Assessments
Teachers
3
Office of Performance Management
Office of the Assistant Superintendents
Title I Components
On-going
Progress monitoring forms
15
BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)
Professional Learning Plan for Priority Area 2
Mathematics
Create a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership,
learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green,
where appropriate.
Implementation
Resources
Outcome(s)
Leadership
Learning
Learning Communities
ILO
Designs
(When will the
(What is the desired result of the
professional learning?)
(Which
Outcomes?)
(Who are the
owners?)
(Who’s receiving the professional
learning? Differentiate groups of
learners as appropriate and necessary.)
Discussions using math
vocabulary will occur in whole
and small group lessons to
ensure a conceptual
understanding
3
Teachers
Create questions to probe
student thinking and explain
their responses
3
Teachers
Teachers will be provided with
support for developing
questions to provide
opportunities for group
discussions and to elicit student
thinking
Teachers
Teachers will help students to
make connections during
Investigations lessons in order
for them to understand how
activities connect to math
skills.
3
Teachers
Primary Teachers
Office of Performance Management
Office of the Assistant Superintendents
(How will this
be delivered?)
(What human,
technological, fiscal,
and time resources
are needed?)
professional learning
be implemented?
How will feedback be
provided?)
Monthly
Team
Meetings
STAT teacher
Math office
Administration
Monthly team
meetings
Feedback
template
Monthly
Team
Meetings
STAT
/Admin/Math
Office
Monthly team
meetings
Feedback
template
Monthly team
meetings
Feedback
template
16
BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)
Priority Area 3—Climate
Root Cause Analysis
Climate
Possible Contributing Factors
(STEP 2)
It is important to understand that there are often factors that contribute to the root but that are not the
root. Contributing factors are separate issues that may, in combination with others, contribute to the
problem. It is a contributing factor if:
 The problem may have occurred even if the factor had not been present.
 The problem may reoccur as the result of the same factor if the cause is dissolved.
 Dissolution of the factor leads to similar events.
Validity Test QDC
(STEP 3)
(Question, Data, Control)
(Next to each possible contributing factor, mark an
“X” in each column if the factor passes that validity
test question)
Q –Question: Does the “contributing factor”
address the greatest need?
D –Data: Does data support the “contributing
factor”? Refer to available supporting data.
C–Control: Is the “contributing factor” within the
school’s control?
Note: If a contributing factor does not pass all three
Validity Test questions, the factor is eliminated
Greatest need for the
priority area of
Climate
(STEP 1)
Factor #1 School-wide implementation of behavioral
expectations is not consistent
Question
x
Data
x
Control
x
Factor #2 School-wide implementation of consequences is not
consistent
Question
x
Data
x
Control
x
Office of Performance Management
Office of the Assistant Superintendents
17
BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)
Factor #3
Students lacking the tools they need to be respectful to adults
and students.
Contributing Factor
Students lacking the
tools they need to be
respectful to adults and
students
Question
x
Data
x
Control
x
Examine each of the possible factors using “why” questions to determine to root of the problem.
(STEP 4)
Why #1: Why do students lack the tools they need to be respectful to adults and students?
Answer:
They are not provided with adequate instruction in school
Why #2: Why are they not provided with instruction in school?
Answer:
Training and time are not adequate
Why #3:Why is training not adequate?
Answer: A lot of competing new programs, just introductory, lack of follow-up, didn’t start at the
beginning of the school year
Why #4: Why isn’t time being provided for the program?
Answer: Curriculum, not a priority
Why #5: Why wasn’t it a priority?
Answer: It was seen as “one more thing” and behaviors weren’t as big of a problem.
Foremost Factor/Possible Root Cause: Students lacking the tools they need to be respectful to adults and students.
Test the possible root causes against the questions. (STEP 5)
Foremost Factor/Possible Root Cause
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Office of the Assistant Superintendents
Root Cause Test Questions
Yes/No
18
BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)
Students lacking the tools they need to be
respectful to adults and students.
You’ve run into a dead end asking what caused the proposed root
cause.
Everyone agrees that this is the root cause.
yes
yes
The cause is logical, makes sense, and provides clarity to the problem.
yes
The cause is something the school can influence or control.
yes
If the cause is dissolved, there is a realistic hope that the problem can
be reduced or prevented in the future.
yes
Determine next steps based on the results.
IF:
IF:
The answer is “No” to ANY of the questions, The answer is “Yes” to ALL of the Questions,
THEN:
It is a still a factor, and the analysis needs to
continue. . .
THEN:
It is a root cause . . .
NEXT STEPS:
 Revisit or redirect the analysis
 Consider other valid factors from
STEPS 2 and 3
NEXT STEPS:
Consider strategies/key actions to address the root of the greatest need.
Office of Performance Management
Office of the Assistant Superintendents
19
BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)
Goal Setting, Strategy and Key Action Selection
Climate
Given the root cause determined for Climate, state one goal for the 2015–2016 school year. In BCPS, each school is measured against
its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the
elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is
measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation
and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on
these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of
Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and
staff/teacher) perception data.
The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior
school year.
Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure
success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of
learning walks and monitoring visits from the superintendent, chief academic officer, the office of performance management (OPM),
and/or the assistant superintendents of schools.
Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions
will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action,
identify:




What will be done, specifically (including as much detail as possible)
Who will implement it (who is responsible)
Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan)
How you will monitor task completion (Who will be involved? When? What evidence will you collect?)
Office of Performance Management
Office of the Assistant Superintendents
20
BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)
PRIORITY AREA 3—Climate
Priority Area 3—Climate Goal:
To improve respectful peer to peer relations and adult student relations, through school-wide implementation of evidence-based models and
specific interventions for targeted students, in order to decrease office referrals by 10%.
Strategy: (Click twice in the box to choose one or more.)
Implementing the curriculum responsively and with fidelity
Providing customization
Providing safe school environment
Persons Responsible
(persons leading
implementation and
monitoring)
Timeline
(specific dates or windows of
time for completion)
Monitoring
(Who will be involved? When?
What evidence will you
collect?)
Engaging parents and stakeholders
Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Title I
schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis results.
Closing the Gap
Key Action 1
Check-in Check-out and/or buddy
mentoring program for top tier students
Closing the Gap
Key Action 2
Individualized behavior charts/programs for
targeted students who are not responding to
school-wide behavior program and/or
CICO/buddy mentoring programs
Raising the Bar
Key Action 3
Implementing school-wide research-based
initiatives, such as Second Step program and
PBIS with fidelity
9
Title I Components
Safe schools action team,
school counselor, behavior
interventionist
Safe schools action team,
school counselor, behavior
interventionist
9
Title I Components
October 1, 2015- end of school
year
-Classroom teachers, school
counselor, behavior
interventionist, Safe schools
action team
-Behavior sheets and office
referral data
October 1, 2015-end of school
year
-Classroom teachers, school
counselors, behavior
interventionist, Safe schools
action team
-Behavior sheets and office
referral data
August 24, 2015- end of school
year
-All staff
-School climate survey, office
referral data
All staff
9
Office of Performance Management
Office of the Assistant Superintendents
Title I Components
21
BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)
Professional Learning Plan for Priority Area 3
Climate
Create a high-level professional learning plan to support your key actions for this priority area. Identify outcomes, leadership, learning
communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where
appropriate.
Implementation
Resources
Outcome(s)
Leadership
Learning
Learning
Communities
ILO
Designs
(When will the
(What is the desired result of the
professional learning?)
Teachers will feel comfortable
implementing the Second Step
program in their classrooms
(Which
Outcomes?)
Key
Action 3
Office of Performance Management
Office of the Assistant Superintendents
(Who are the
owners?)
School
counselor
(Who’s receiving the professional
learning? Differentiate groups of
learners as appropriate and necessary.)
Classroom teachers, special area
teachers
(How will this
be delivered?)
Half day of
the first
grade level
meeting of
the year
and
updates at
grade level
meetings
and faculty
meetings
(What human,
technological, fiscal,
and time resources
are needed?)
Second Step
online training
program and kits
-Set of posters
for classrooms
will need to be
purchased
professional learning
be implemented?
How will feedback be
provided?)
-By October 1,
2015, teachers
will have
received their
training and have
implemented the
first lesson
-Counselor will
establish a time
each week for
school-wide
Second Step
teaching
-Counselor will
model lessons
when requested
by the teacher
22
BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)
-Counselor will
send out a survey
each quarter
All staff will be trained and
given resources needed to
implement PBIS with fidelity
and consistency
Key
Action 3
School
All staff
counselor, Safe
Schools Action
Team,
Behavior
Interventionist
Teachers will learn how and
when to refer top tier students
to CICO program or
individualized behavior plans
Key
Action 1
and 2
Classroom
Classroom teachers, special area
teachers,
teachers, and resource teachers
school
counselor, Safe
Schools Action
Team,
behavior
interventionist
Office of Performance Management
Office of the Assistant Superintendents
PD during
teachers’
first week
back and
updates at
grade-level
meetings
and faculty
meetings
PD at a
faculty
meeting
during the
first month
of school
PBISworld.org,
training
resources,
visuals, and
classroom
lessons
-Teachers will
have received
initial training by
the first day of
school for
students
-end of year SAS
survey
PBISworld.org
-By October 1,
2015, teachers
will have
received initial
training
-Surveys from
the counselor
23
BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)
Title I Requirements (As Applicable)
For Title I Schools Only
Measures and Monitoring
(Formative and summative
Title I
Person(s) Leading
data, data analysis, and
Key Actions to
Timeline
Components
Implementation,
(Indicate specific dates
dialogue to monitor
Implement Strategies
(See component
Monitoring, and
(Address by student group.)
whenever possible)
progress, determine
numbers below.)
Evaluation
results, and make
adjustments.)
The green-shaded actions below apply to all Title I schools and should appear in school-progress plans as they are written.
3
3
5
7
 Dissemination of Right to Know
Letter informing parents of their
right to request information
about teacher credentials)
 Dissemination of Four Week
Notice Letter informing parents
of instruction provided by nonHQ teacher for 4 consecutive
weeks or longer, as appropriate
 Implement strategies to attract
high-quality highly qualified
teachers to high need schools
 Plan for assisting preschool
children in the transition to
elementary school programs
(Gradual Entrance)
Office of Performance Management
Office of the Assistant Superintendents
Principal
September
Current Staffing Report
Principal
Ongoing
Current Staffing Report
Principal
Ongoing
Principal/Leadership Team
Fall
Status and Modifications
(Implementation status and
data-based changes
resulting from data
analysis and dialogue.)
Enrollment completion
24
BALTIMORE COUNTY PUBLIC SCHOOLS (Insert School Name) (Insert Date)
School Progress Team Membership
Name
Title
Barbara McLennan
Principal
Barbie Roemer
Assistant Principal
Assistant Principal
Jennifer Pelfrey
S.T.A.T. Teacher
Kirstin Hadfield
Reading Specialist
Rachel Pardew
Teacher
Cara Liggett
Teacher
Stacey Seiler
Parent
Nancy Friedman
School Counselor
Holly Burnett
Teacher
Heather Oettel
Teacher
Becky Kerschner
Teacher
Barb Pohlman
Teacher
Office of Performance Management
Office of the Assistant Superintendents
25
Signature of Stakeholder