SY 2015-2016
School Performance Plan
229, School Number
Holabird Academy, School Name
Pedro Cartagena, Principal
Marc Etienne, Executive Director
, Network Facilitator
SER Visit in SY 2014-15:
Purpose:
The School Performance Plan (SPP) is a tool designed to support principals and school leadership teams in improving overall school performance, with an
emphasis on instruction and student achievement. The tool acts as an anchor in a year-round reflective evaluation process that relies on data-informed decision
making to drive documented school-level strategic planning. It is designed to capture strategies aligned with resources that support instructional priorities, a
culture of achievement, and community and parent engagement to promote improved student outcomes.
School Performance Plan for Holabird Academy
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Contents
I. COMPOSITION of ILT and KEY POINTS OF CONTACT............................................................................................................................................................................3
II. PREVIOUS YEAR SPP OUTCOMES AND REFLECTION...........................................................................................................................................................................6
III. INQUIRY.............................................................................................................................................................................................................................................. 8
IV. SCHOOL'S DATA SECTION...................................................................................................................................................................................................................9
V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS ..................................................................................................................................................................10
VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS .......................................................................................................................................13
ACADEMIC SMART Goal #1: ..............................................................................................................................................................................................................13
ACADEMIC SMART Goal #2: ..............................................................................................................................................................................................................17
CLIMATE/SCHOOL CULTURE SMART Goal #3: ...................................................................................................................................................................................21
ADDITIONAL SMART Goal #4:............................................................................................................................................................................................................25
VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN ..........................................................................................................................................................28
VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION ..........................................................................................................................................34
IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION .......................................................................................................................................38
APPENDIX A: TEMPLATES AND TOOLS ..................................................................................................................................................................................................42
APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS .....................................................................................................................................43
Appendix B.1: Family and Community Engagement Plan .................................................................................................................................................................43
Appendix B.2: Title I School Wide Plan..............................................................................................................................................................................................48
APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE ) ............................................................................................................................................61
SPP SUBMITTAL PAGE ...........................................................................................................................................................................................................................62
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I. COMPOSITION of ILT and KEY POINTS OF CONTACT
•
In this section, document your school’s Instructional Leadership Team members and additional points of contact at your school.
Instructional Leadership Team Members
Name
Position
Pedro Cartagena
Principal
Brian Baker
Assistant Principal
Andrew Canterna
Educational Associate
Sara Hoosier
IEP Chair / Dean of Students
Laura Hartman
Instructional Coach/ New Teacher Mentor / SFA Facilitator
Leanne Riordan
ESOL Teacher
Simone Garrison
Community Schools Coordinator
Amanda Evans
BTU Rep
Erika Savage
Elementary (ELA) Teacher
Carolyn Spencer
Elementary (Math) Teacher
Katlyn Fincke
Early Childhood (PK) Teacher
Anna Sannes
Middle School (Math) Teacher
Ethan Glemaker
Middle School (ELA) Teacher
Danielle Dravenstadt
Resource (Art) Teacher
Nicole WIlliamsen
Elementary Teacher
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Key Points of Contact at Your School
Position
Name
Email Contact
Professional Development Point of Contact/Monitor
Brian Baker / Laura Hartman
[email protected] / [email protected]
New Teacher Mentor(s)
Laura Hartman
[email protected]
New Teacher Mentor (s)
Andrew Canterna
[email protected]
Mathematics Representative
Laura Hartman
[email protected]
Literacy Representative
Laura Hartman
[email protected]
Test Coordinator
Laura Hartman/ Brian Baker
[email protected]/ [email protected]
School Family Council Chair
Andrew Canterna
[email protected]
Family and Community Engagement Representative
Katlyn Fincke
[email protected]
Technology Contact
Brian Baker
[email protected]
SST Chair
Emmanuelle O'Grady
[email protected]
Attendance Monitor
April Nieto
[email protected]
SLO Ambassador
Leanne Riordan
[email protected]
Other (e.g. CTE or Bridge Coordinator)
Brian Baker
[email protected]
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Principal, please confirm that this section is complete in order to inform reviewers so that feedback can be provided
X
I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual
Network Feedback
Date of Feedback
Name
Title
Feedback
Executive Director Feedback
Date of Feedback
Feedback
Peer Review Feedback
Date of Feedback
10/9/2015
Feedback
Done. Looks ok.
School Performance Plan for Holabird Academy
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II. PREVIOUS YEAR SPP OUTCOMES AND REFLECTION
•
In this section, document the outcomes from last year's goals and reflect on the root causes surrounding why your school met or did not meet those
goals.
Outcomes (Effect Data): Complete the chart below
Last Year's Goals (auto-populate)
Final Outcome (Do not analyze here, just
state end outcome)
Was the goal met Analyze and provide reflection
or not met?
on last year’s outcome(s)
Goal 1: Increase the number of students in K-8 who are on We do not have final data.
or above grade level from 20% on or above GL to 30% on
or above GL according to the ADAM K-7 by the end of the
school year (June 2015).
Not Met
The Administrative Team chose
to discontinue the use of this
test due to students being overtested with Interims and PARCC.
Goal 2:
In grades K-5 increase the number of students reading on
or above grade level as measured by the TRC from 43%
(on or above grade level) to 53% (on or above grade level
by EOY 2014/15.
In grades K-5, 51% of students were on or
above grade level as measured by the TRC.
In grades 6-8, 23% of students were on or
above grade level as measured by GATES
MacGinitie.
Not Met
Students were measure by TRC,
but instructed using Success For
All Program.
The school wide attendance rate was 93.3%.
Not Met
Although the middle school goal
was not met by 2%, the average
growth in grades 6-8 was 1.48
years.
Increase in middle grades (6-8) the number of students on
or above grade level as measured by the GATES
MacGinitie data from 10% to 25% by EOY 2014/15.
Goal 3: We will successfully increase average school wide
student attendance to reach or exceed 95% (last year’s
overall attendance was 94.5%) while simultaneously
holding the school wide chronic attendance rate to under
10% (last year’s chronic absence rate was 9.1%) as
measured by the climate reports and ILT tools by EOY
2014/15.
Student enrollment increased
by roughly 100 students. New
students may not have been
familiar with our school wide
attendance policy.
Goal 4:
Reflections on SER Visit: If your school had SER visit then reflect on your SER visit to answer the following questions.
Reflection Questions

Responses
Did the findings from the SER align with your perception of your school’s
performance at the time of the site visit? Which findings were surprising?
Deflating? Encouraging?
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
In reviewing the SER findings along with your performance data (qualitative
and quantitative) what is the school identifying as an area of focus?

Define your current state. What preferred state would you like to reach?

What actions you would take to reach your preferred state?
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III. INQUIRY


In this section, document your questions that your Instructional Leadership Team has regarding teaching, learning, and leadership to support planning
for the next academic school year. Keep a focus on past and future shifts in instructional programming in response to standards; and expectations
regarding programmatic goals, scheduling and collaborative planning.
This is a tool to support the activity of Inquiry which should come before looking at data.
o Generating questions before looking at your school’s data supports a focus for the data analysis.
o Questions focused on a deeper understanding of contents and grade level expectations for MCCRC and PARCC assessments.
o Ask questions directly related to raising the “Bar” for every student.
Teaching (Adult Actions) Questions
Learning (Student Outcomes) Questions
Leadership (ILT Actions) Questions
How are teachers finding time and planning for
small group instruction?
Where do our students stand in Common Core math How are we supporting all teachers in Common core
knowledge? CC ELA? CC Writing? MSA Science (5,
instruction and lesson planning?
8)?
How do we identify individual teacher and staff
kowledge of the MCCRS?
To what level are our students familiar with the
MCCRS?
What PD does our staff need to provide high quality
content instruction?
Waht resources do we need to increase knowledge
and use of MCCRS?
How do we enhance the students' knowledge and
ability to use the MCCRS?
What PD does our staff need to ensure a positive
climate or culture?
What types of PD is required to ensure the teachers Where should the MCCRS be posted and displayed? What expertise do we have in building capacity in
increase knowledge of MCCRS?
order to share knowledge?
How do we recruit the teachers to work with
admnistration on the improvement and use of the
application of MCCRS?
What PD does our staff need in respect to the use of
technology as a teaching tool?
How is leadership distributed and developed
throughout the building?
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IV. SCHOOL'S DATA SECTION



In this section, provide additional data that supports your school's understanding of previous years' performance.
This section will also contain the EOY ILT Tool provided by the district with the following data.
o Climate
 Attendance, Chronic Absence, Suspensions as of 5/30
o HS Academic Data
 Bridge (# of students with 1 Bridge, # of projects by subject)
 GPA and At Risk indicators by grade
 HS Subject Exams (MOC/MT and EOC/Finals) % Proficient
o K-8 Academic Data
 TRC/Dibels BOY and EOY (% Proficient , % Well Below)
 RISE Reading Comprehension BOY and EOY (% Proficient , % Warning)
 Math Units (% Proficient on all Post Tests)
 Literacy Modules (% Proficient)
o Administration rates or # tested for all district assessments
For previous years' State Assessment data, please refer to the student-level files on Data Link and/or Principal's Dashboard.
List additional school based data here:
Additional School-Based Data (if applicable)
SFA Mastery Data, GATES Reading level, common core aligned writing rubrics
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V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS



Select the data that can answer your inquiry questions and analyze it to document top three strengths and needs within your school.
Use this data to identify the problem(s) of practice by conducting a root cause analysis (strengths and needs based on evidence)
Prioritize the problem of practice (needs)
Prioritized Strengths based on Effect Data (Student Outcomes)
Inferences (Why is this an area of strength?)
1.
Reduction in Out-School Suspensions
Suspensions were limited to just ___ students over 1___ incidents - all of which
were "last resort" consequences following a series of in-school interventions
including mediation, counseling, restorative practices and alternatives to
suspension. Special Education students were disproportionally represented in
this category as a result of our city-wide ED PRIDE program.
2.
Excellent Teaching Staff
The association with Loyola College and Urban Teachers enable our school to
provide effective teaching and learning through highly qualified and welltrained teaching staff.
3.
Association with School-Community Partners
Association with Loyola, Brown Advisory, Urban Teachers and Johns Hopkins
University.
Prioritized Needs based on Effect Data (Student Outcomes)
1.
Increased math mastery as measured by the ADAM K-7 to have an
increase in the percentage of students on or above grade level.
School Performance Plan for Holabird Academy
Inferences (Why is this an area for growth?)
There are currently no math assessments given by the district that measure
GROWTH. Using the ADAM K-7, we are able to accurately measure grade level
growth, growth over time, and grade level in comparison to precise student
grade levels. Our students need to increase overall skills to come in line with
the Common Core State Standards in order to be fully prepared for high school
and college. A major root cause for math being an area of growth overall is the
new Common Core State Standards for math and the disproportionate number
of specific math skills now addressed in grade levels other than those covered
under the MD Voluntary State Curriculum (our previous standards and
curricular map).
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Prioritized Needs based on Effect Data (Student Outcomes)
2.
3.
Inferences (Why is this an area for growth?)
Increased percentage of student on or above grade level as measured by
Success for All Mastery and TRC data.
Increased the percentage of African American and Hispanic students to on
or above grade level so that they are scoring about the same as their white
peers.
The students will improve academic performance and achievement on PARCC
test if they do well on SFA and TRC.
Maintain Chronic Absence Rate below 10% and increase overall student
attendance to at least 95% (an increase of 0.9%)
New incentives and strategies will improve school attendance.
School Performance Plan for Holabird Academy
As we analyzed our data throughout the year, there was no focus on the
subgroup data. Teachers focused on the entire child and didn't focus on their
classifications.
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Principal, please confirm that this section is complete in order to inform reviewers so that feedback can be provided
X
I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual
Network Feedback
Date of Feedback
Name
Title
Feedback
Executive Director Feedback
Date of Feedback
Feedback
Peer Review Feedback
Date of Feedback
Feedback
10/9/2015
Missing data points for out of school suspensions; wondering - what tool are you using to quantify "excellent teaching staff";
in the inference section, please address why these are areas of need for ELA and attendance
School Performance Plan for Holabird Academy
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VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS




In this section, document your school's SMART goals, strategies, and results indicators for the year.
SMART goals are derived from prioritized needs (Problems of Practice).
Strategies should be directly related to prioritized needs.
A Result Indicator will be identified for each strategy. A result indicator refers to the measurable interim steps that take place to progress towards an
identified goal: If we use (strategy), then the following will result (student impact, effective implementation behavior).
ACADEMIC SMART Goal #1:
The percentage of students in PreK and K scoring proficient or higher on EOY Benchmark Assessment in SY 15/16 will increase from 10% at BOY to 80% at EOY.
The percentage of students in grades 1 scoring proficient or higher on quarter 4 district modules will increase by 12%, from 29% in 2014/15 to 41% in 2015/16.
The percentage of students in grade 2 scoring proficient or advanced on quarter 4 district module in math will increase by 12%, from 53% in 2014/15 to 65% in
2015/16.
The percentage of students in grades 3-8 who are on or above grade level in math based on iReady will increase from Boy to EOY from 5.7% to 20%
Instructional
Strategies (If...)
Results Indicators (Then...)
1.
1. Then students will be identified for being at risk
of being below grade level to provide additional
supports including small group instruction.
2. Then we will see increased student awareness
and understanding of high-level math
vocabulary and standards of mathematical
practice; increased student resilience in problem
solving and working independently.
3. Then students will use a variety of computation
strategies and apply them to solve problems.
2.
3.
If we implement Data Driven Instructional (DDI) Cycle for data
captured to create small groups and target learning experiences…
If we explicitly engage students in the standards of mathematical
practice (CCSS) through district-provided lesson plans and
curricular guides…
If we implement regular fluency practice in every math classroom…
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The percentage of students in PreK and K scoring proficient or higher on EOY Benchmark Assessment in SY 15/16 will increase from 10% at BOY to 80% at EOY.
The percentage of students in grades 1 scoring proficient or higher on quarter 4 district modules will increase by 12%, from 29% in 2014/15 to 41% in 2015/16.
The percentage of students in grade 2 scoring proficient or advanced on quarter 4 district module in math will increase by 12%, from 53% in 2014/15 to 65% in
2015/16.
The percentage of students in grades 3-8 who are on or above grade level in math based on iReady will increase from Boy to EOY from 5.7% to 20%
Organizational Strategies
Strategies (If...)
Results Indicators (Then...)
1.
If we departmentalize 3rd-8th grades in such a way that each
teacher of math teaches only one other content...
If we schedule common planning time for teachers to plan, reflect
and analyze data…
If we provide a full time teacher-leader to act as a math and
literacy support to teachers…
1. Then teachers will be better able to develop as
practitioners in the field of mathematics, which
will increase the effectiveness of instruction
2. Then teachers will be able to work together to
analyze data and determine appropriate action
steps
3. Then we will be able to provide frequent
coaching and support as it relates to content
instruction and implementation of new curricula
in mathematics; increased teacher comfort
levels with new models of math instruction
1.
If the school hosts Family Math Night...
2.
If the school offers Take-Home Math Book bags then...
3.
If the school hosts Homework training for Parents on how to help
their student academically then...
1. Then families will learn math practices, discuss
everyday ways to emphasize math at home and
show parents how they can support their
childrens' math progress out of school.
2. Then families will have resources that can be
used for home learning.
3. Then parents will have a better understanding of
how to support home learning.
2.
3.
Family Involvement Strategy
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The percentage of students in PreK and K scoring proficient or higher on EOY Benchmark Assessment in SY 15/16 will increase from 10% at BOY to 80% at EOY.
The percentage of students in grades 1 scoring proficient or higher on quarter 4 district modules will increase by 12%, from 29% in 2014/15 to 41% in 2015/16.
The percentage of students in grade 2 scoring proficient or advanced on quarter 4 district module in math will increase by 12%, from 53% in 2014/15 to 65% in
2015/16.
The percentage of students in grades 3-8 who are on or above grade level in math based on iReady will increase from Boy to EOY from 5.7% to 20%
Leadership Strategies
Strategies (If...)
Results Indicators (Then...)
1.
If we coordinate with network math representatives so that
network math representatives can provide feedback and
instructional strategies to math teachers...
If we mentor early career teachers (1-3 years of experience) by
observing them twice per month...
If we coach teachers quarterly in intentional planning strategies...
1. then teachers will receive targeted feedback
from instructional expert.
2. then teachers will receive targeted feedback
from instructional expert.
3. then teachers will plan for specific students in
their lessons.
If we administer 3 times annually the iReady assessment to
measure student growth and performance levels…
1. Then the school will have access to accurate and
standardized ability levels for all students in all
sub-levels to effectively plan for and implement
instruction/interventions.
2.
3.
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
1.
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Principal, please confirm that this section is complete in order to inform reviewers so that feedback can be provided
X
I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual
Network Feedback
Date of Feedback
Name
Title
M. Berish and D. Bernhardy
ACL and SEL
Feedback
Please consider including two result
indicators (i.e. adult outcome and
student outcome) for each
instructional strategy as referenced in
the SPP guidance document on pages
11-12. This will allow the school to
measure effectiveness of the selected
strategy through observation of both
observable adult and student actions.
You might want to explicitly say that
Goal#1 is a math goal. As it was stated,
I wasn't sure if I was reading an ELA
goal or math.
Executive Director Feedback
Date of Feedback
Feedback
Peer Review Feedback
Date of Feedback
10/9/2015
Feedback
OK
School Performance Plan for Holabird Academy
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ACADEMIC SMART Goal #2:
The percentage of students scoring proficient or advanced will increase in PreK as measured by district benchmark assessment form 12% at BOY in SY 2015/16 to
80% at EOY in SY 2015/16.
The percentage of students scoring on grade level or higher will increase in grades K-2 as measured by TRC from 37% at BOY in SY 2015/16 to 49% at EOY in SY
2015/16.
The percentage of students scoring on or above grade level will increase in grades 3-8 as measured by Lexile in iReady from 22.5% at BOY in SY 2015/16 to 35%
at EOY in SY 2015/16.
Instructional
Strategies (If...)
Results Indicators (Then...)
1.
1. we will see an increase in student performance
based on individually tailored instruction
2. we will successfully produce differentiated
rigorous lesson plans while setting obtainable
goals and objectives for students with targeted
dates.
3. teachers will implement knowledge and
strategies gained from observations and
conferences.
4. students will be demonstrate increased efficacy
and growth.
2.
3.
4.
If we provide targeted small group instruction (with supporting
action plans created by teachers) to students to provide additional
rigorous instruction then...
If we successfully implement SFA to students in grades 1 - 5 to
provide individualized instruction then...
If we consistently conduct peer to peer observations within the
building to provide feedback, observe best practices and
conference with other staff members then...
If we share individual performance data and set goals with
students (modules, SLOs, reading levels), putting in place timelines
and observable outcomes then...
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The percentage of students scoring proficient or advanced will increase in PreK as measured by district benchmark assessment form 12% at BOY in SY 2015/16 to
80% at EOY in SY 2015/16.
The percentage of students scoring on grade level or higher will increase in grades K-2 as measured by TRC from 37% at BOY in SY 2015/16 to 49% at EOY in SY
2015/16.
The percentage of students scoring on or above grade level will increase in grades 3-8 as measured by Lexile in iReady from 22.5% at BOY in SY 2015/16 to 35%
at EOY in SY 2015/16.
Organizational Strategies
Strategies (If...)
Results Indicators (Then...)
1.
If we continually hold bi-weekly Principal led ILT instructional
meetings and weekly intervention meetings based upon reviewing
student data and discussing best practices then...
If we continually utilize collaborative team planning time as a
chance to conference about student performance, behavior and
attendance then...
If we hold regular Data meetings to analyze and disaggregate
student work in collaborative grade level teams then...
If we provide a full time teacher-leader to act as a math and
literacy support to teachers then...
1. we will be able to target individual student
needs to create student action plans.
2. we will discuss best practices and teacher
strategies to obtain set goal we will be able to
target individual student needs to create
student action plans.
3. teachers can provide frequent (daily) coaching
and support as it relates to content instruction
and implementation of curricula in Literacy;
increased teacher comfort levels with MCCRS
Literacy instruction.
4. teachers will feel supported in implementing
their action plans to increase student
achievement.
4.
If school host Literacy Night to provide families with reading
strategies that can be incorporated at home with their children
then...
If the school increases the number of parents continually attending
School Family Council Meetings then...
If the school implements a school wide homework policy for
reading log and vocabulary then...
If school celebrates student achievement quarterly then...
5.
Parent Fair......SImone....PTA
1. families will have strategies to improve reading
that can be implemented at home.
2. the number of parents aware of reading goals
will increase.
3. parents will feel more comfortable knowing the
classroom instruction and expectations and their
child's needs.
4. families will continue to be motivated to support
their child's education.
2.
3.
4.
Family Involvement Strategy
1.
2.
3.
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The percentage of students scoring proficient or advanced will increase in PreK as measured by district benchmark assessment form 12% at BOY in SY 2015/16 to
80% at EOY in SY 2015/16.
The percentage of students scoring on grade level or higher will increase in grades K-2 as measured by TRC from 37% at BOY in SY 2015/16 to 49% at EOY in SY
2015/16.
The percentage of students scoring on or above grade level will increase in grades 3-8 as measured by Lexile in iReady from 22.5% at BOY in SY 2015/16 to 35%
at EOY in SY 2015/16.
Leadership Strategies
Strategies (If...)
Results Indicators (Then...)
1.
If we provide Quality Feedback and individual goal setting
conferences with teachers then...
If we implement literacy action plan as a collaborative grade level
team and for individual teachers then...
If we hold biweekly check ins with individual teachers in order to
help them with their individual needs then...
If we implement weekly data meetings in which a leadership team
member participates then...
1. we will be able to share best practices and
strategies that can be taken back into the
classroom to increase student performance.
2. teachers work to implement the plans based on
best practices and improve student
achievement.
3. teachers are supported and more connected to
the leadership team.
4. teachers are given more guidance on a DDI cycle
and check ins on difficulties with meeting action
plan goals.
1.
If we utilize Reading Partners then...
2.
If we use an SFA Abell tutor then...
3.
If we use UTC for small group tutoring then...
4.
If we use the SFA coach
1. we will be able to provide additional
differentiated one on one instruction based of
data received from SFA and ELA teachers.
2. we will be able to provide additional small group
instruction based on data received from SFA and
ELA teachers.
3. teaches will have more support in providing
differentiated instruction.
2.
3.
4.
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
School Performance Plan for Holabird Academy
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Principal, please confirm that this section is complete in order to inform reviewers so that feedback can be provided
X
I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual
Network Feedback
Date of Feedback
Name
10.15.15
M. Watkins
Title
Feedback
Lit ACL
Please consider including two result
indicators (i.e. adult outcome and
student outcome) for each strategy as
referenced in the SPP guidance
document on pages 11-12. This will
allow the school to measure
effectiveness of the selected strategy
through observation of both
observable adult and student actions.
Executive Director Feedback
Date of Feedback
Feedback
Peer Review Feedback
Date of Feedback
Feedback
10/9/2015
Programmatic strategies - missing the 4th results indicator; 5th family involvement strategy does not appear complete; Is prek goal attainable?
School Performance Plan for Holabird Academy
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CLIMATE/SCHOOL CULTURE SMART Goal #3:
We will successfully increase average school wide student attendance to reach or exceed 93.3% (last year’s overall attendance was 94.5%) while simultaneously
holding the school wide chronic attendance rate to under 10% (last year’s chronic absence rate was 9.1%) as measured by the climate reports and ILT tools by
EOY 2015/16.
Instructional
Strategies (If...)
Results Indicators (Then...)
1.
If we successfully implement individually tailored reading
instruction to all students through SFA in grades 1-5 then...
If we successfully identify and target students for small group
instruction in both mathematics and ELA then...
If we set individual student goal conferencing sessions enabling
teachers and students to collaboratively set academic and behavior
goals then...
If we successfully implement Arts Every Day Program for arts
integration school-wide then...
1. we will see an increase in student attendance
and decrease in student tardiness as students
will be excited to come to school and learn
because instruction is tailored to their
independent reading level.
2. we will see an increase in student attendance
and decrease in student tardiness as students
will be excited to come to school and learn
because instruction is tailored to their
independent reading and math level.
3. students take ownership for their grades and
ensuring they will come to school on a daily
basis to achieve set goals.
4. we will see an increase in student attendance
and decrease in student tardiness as students
will be excited to come to school to learn
because instruction is designed to engage a
variety of learners while integrating the arts.
If we implement weekly, monthly and quarterly PBIS incentives
based upon behavioral, academic and attendance goals then...
If we successfully utilize the CASS System to track student arrival
times, number of times tardy, and number of student absences
then we then...
If we continue to utilize a full time Attendance monitor who can
successfully reach out to parents and families who are struggling
with truancy issues then...
If we continue to closely monitor attendance and refer students to
SST who are chronically absent or tardy then...
1. we will decrease time lost to redirecting off task
behavior and keep students motivated to attend
school on a daily basis.
2. we be able to have improve accuracy of data
tracking to effectively target students to who
are chronically absent or tardy.
3. we will be able to efficiently run SST meetings,
communicate with families in a timely manner,
conduct home visits and provide supports to
families.
4. we will be able to proactively intervene to
ensure instructional time is not lost.
2.
3.
4.
Organizational Strategies
1.
2.
3.
4.
School Performance Plan for Holabird Academy
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We will successfully increase average school wide student attendance to reach or exceed 93.3% (last year’s overall attendance was 94.5%) while simultaneously
holding the school wide chronic attendance rate to under 10% (last year’s chronic absence rate was 9.1%) as measured by the climate reports and ILT tools by
EOY 2015/16.
Family Involvement Strategy
Strategies (If...)
Results Indicators (Then...)
1.
If the Attendance Monitor works to ensure that parents are
informed about any absences or tardies that involve their students
then...
If school continues to utilize the SST process to combat attendance
issues then..
If school celebrates students with perfect or improved attendance
quarterly then..
1. any opportunities for students to miss school
without their parents knowledge will be
eliminated.
2. parents will be informed of student attendance
and truancy issues and can take action
3. the school's attendance priority will be
highlighted in a positive, visible forum, and
students with perfect or improved attendance
will feel acknowledged or valued.
If the administrative team increases the number of feedback
opportunities for teachers in the classroom then...
If we provide professional development on "Teach Like a
Champion" concepts that can immediately be integrated into the
classroom for first year teachers, new staff member to the building
and any staff member that needs to be retrained then...
If we incorporate the importance of addressing the whole child in
PD opportunities then...
1. we decrease time lost to redirecting off task
behavior and keep students motivated and
excited to come to school to learn everyday.
2. we improve attendance by improving the overall
climate of the classrooms allowing for more
rigorous instruction.
3. we provide opportunities for administration to
model new concepts learned from professional
development to keep the teachers abreast of
current research to connect good attendance
with performance.
2.
3.
Leadership Strategies
1.
2.
3.
School Performance Plan for Holabird Academy
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We will successfully increase average school wide student attendance to reach or exceed 93.3% (last year’s overall attendance was 94.5%) while simultaneously
holding the school wide chronic attendance rate to under 10% (last year’s chronic absence rate was 9.1%) as measured by the climate reports and ILT tools by
EOY 2015/16.
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
Strategies (If...)
Results Indicators (Then...)
1.
1. students will be excited to come to school on
time everyday to get the opportunity to utilize
the new found technology in every classroom.
2. we can customize incentives to student interests
and students will be excited to come to school
every day on time.
3. teacher, parents and student will have a venue
to participate and improve student and school
performance and achievement. through
collaboration.
4. we will improve attendance by improving the
classroom climate, while maximizing
instructional time using preventative strategies.
2.
3.
4.
If we purchase one to one iPads for each student in the building
that can be used in the classroom on a daily basis then...
If we successfully implement a Holabird Principal's Cabinet
(Student Advisory Board) where students can voice their opinions
and provide feedback on school-wide programs then...
If we successfully assist the parents, students and teachers in
establishing a Parent, Teacher & Student Association then...
If we incorporate Restorative Practices as a strategy for building
culture and resolving conflict, then...
School Performance Plan for Holabird Academy
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Principal, please confirm that this section is complete in order to inform reviewers so that feedback can be provided
X
I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual
Network Feedback
Date of Feedback
Name
Title
Feedback
Executive Director Feedback
Date of Feedback
Feedback
Peer Review Feedback
Date of Feedback
10/9/2015
Feedback
OK
School Performance Plan for Holabird Academy
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ADDITIONAL SMART Goal #4:
Note: For schools serving grade 9-12, this SMART goal should be focused on college and career preparation
The percentage of staff, student and parents overall satisfaction score will increase from _30%____ to __80___ , as measured by the School Profile and Climate
Survey on March 2016.
Strategies (If...)
Results Indicators (Then...)
Instructional
1.
If the percentage of staff, student and parents overall satisfaction
score can be increase from _____ to _____ , as measured by the
School Profile and Climate Survey on March 2016 then...
1. the school will experience increases in student
performance, teacher job satisfaction and
parent and family school involvement.
Organizational Strategies
1.
If we engage families and community through a safe and
supportive learning environment for students, families, teachers
and staff; cultivating and sustaining open communication and
decision-making opportunities with families about school events,
policies and the academic and social development of their children,
and creating a culture of the school that reflects and embraces
student, staff and community diversity …
If we create a PTA …
1. then student, parents and teachers will have a
strong venue to voice concerns, suggestions for
improvement and engage the community in the
school.
2. then parents, students and teachers have an
organized vehicle to communicate with the
school administration and exert changes
desired.
If we promote and encourage school participation in FCE, School
Family Council Meetings, SGA Board sponsor events ,and Parent
Volunteer programs ...
If the parents raise concerns…
1. then parents will have ample opportunity to
learn how to help their students learn,
participate in school activity and provide
student-parent led decision-making.
2. then the student, parents and teachers can
bring these concerns to the attention of the
administration using the newly installed PTA.
2.
Family Involvement Strategy
1.
2.
School Performance Plan for Holabird Academy
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The percentage of staff, student and parents overall satisfaction score will increase from _30%____ to __80___ , as measured by the School Profile and Climate
Survey on March 2016.
Leadership Strategies
Strategies (If...)
Results Indicators (Then...)
1.
If we provide the community with a clear vision and mission that
promotes a welcoming and supportive learning environment for
students, families, staff, and other stakeholders …
If we cultivate and sustain open communication and decisionmaking opportunities with families and create a school culture that
embraces students, staff and community diversity ...
1. then the community, parents, teachers, and
students can work together to increase student
achievement in Mathematics and Reading
(English Language Arts).
2. then the parents, families and community share
a clear understanding of the school vision,
mission, and values, including a clear
understanding of the school’s strategic
initiatives and goals.
1.
Install a new PTA
2.
Provide instruction to parents, teacher, community and student to
install a community
Design and execute a Parent Fair to establish a PTA...
1. then provide the support and resources to
install a new PTA to provide a conduit for open
communication between parents, teachers and
students.
2. then this instruction and assistance will enable
the school to create a "Community of Readers"
through the Reading Marathon in May 2016.
3. then this organization can be instrumental in
helping the school install the PTA and enhance
community involvement.
2.
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
3.
School Performance Plan for Holabird Academy
26 of 62
Principal, please confirm that this section is complete in order to inform reviewers so that feedback can be provided
I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual
Network Feedback
Date of Feedback
Name
Title
Feedback
Executive Director Feedback
Date of Feedback
Feedback
Peer Review Feedback
Date of Feedback
10/9/2015
Feedback
section appears incomplete
School Performance Plan for Holabird Academy
27 of 62
VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN
•
In this section, develop a monitoring plan for how your school will collect data and monitor progress towards your goals.
Goals
Data To be
Collected
Data Collection Dates
Person(s)
Responsible for
Collection and
Reporting
ILT Meeting Dates to Review
Data
Outcomes
Goal 1:
The percentage
of students in
PreK and K
scoring
proficient or
higher on EOY
Benchmark
Assessment in SY
15/16 will
increase from
10% at BOY to
80% at EOY.
Formative and
Summative
assessments
including ADAM
K-7, First in
Math, Agile
The percentage
Minds, IXL
of students in
District
grades 1 scoring
Benchmarks).
proficient or
higher on
quarter 4 district
modules will
increase by 12%,
from 29% in
2014/15 to 41%
in 2015/16.
August 2015
To
June 2016
Laura Hartman
Twice a month from
September 2015-June 2016
Increase student performance
and achievement on
standardized tests
administered
The percentage
of students in
grade 2 scoring
proficient or
School Performance Plan for Holabird Academy
28 of 62
Goals
Data To be
Collected
Data Collection Dates
Person(s)
Responsible for
Collection and
Reporting
ILT Meeting Dates to Review
Data
Outcomes
advanced on
quarter 4 district
module in math
will increase by
12%, from 53%
in 2014/15 to
65% in 2015/16.
The percentage
of students in
grades 3-8 who
are on or above
grade level in
math based on
iReady will
increase from
Boy to EOY from
5.7% to 20%
Goal 2:
The percentage
of students
scoring
proficient or
advanced will
increase in PreK
as measured by
district
benchmark
assessment form
12% at BOY in SY
2015/16 to 80%
Formative and
Summative
assessments
including SFA
August 2015
levels (assessed To
four times
June 2016
yearly), Wireless
data (DIEBELS,
TRC, RISE).
School Performance Plan for Holabird Academy
Laura Hartman
Twice a month from
September 2015-June 2016
Increase student performance
and achievement on
standardized tests
administered
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Goals
Data To be
Collected
Data Collection Dates
Person(s)
Responsible for
Collection and
Reporting
ILT Meeting Dates to Review
Data
Outcomes
at EOY in SY
2015/16.
The percentage
of students
scoring on grade
level or higher
will increase in
grades K-2 as
measured by
TRC from 37% at
BOY in SY
2015/16 to 49%
at EOY in SY
2015/16.
The percentage
of students
scoring on or
above grade
level will
increase in
grades 3-8 as
measured by
Lexile in iReady
from 22.5% at
BOY in SY
2015/16 to 35%
at EOY in SY
2015/16.
Goal 3:
We will
Daily Attendance August 2015
To
Reports
School Performance Plan for Holabird Academy
Laura Hartman
ILT Twice a month from
September 2015-June 2016
Increase quality of student
work and projects
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Goals
Data To be
Collected
successfully
increase average
school wide
student
attendance to
reach or exceed
93.3% (last
year’s overall
attendance was
94.5%) while
simultaneously
holding the
school wide
chronic
attendance rate
to under 10%
(last year’s
chronic absence
rate was 9.1%)
as measured by
the climate
reports and ILT
tools by EOY
2015/16.
Teacher
Attendance
Goal 4:
The percentage
of staff, student
and parents
overall
satisfaction
score will
increase from
_30%____ to
__80___ , as
School Climate
Survey
Data Collection Dates
Person(s)
Responsible for
Collection and
Reporting
Outcomes
June 2016
Monthly Meetings from
September 2015 - June 2016/
SST Meetings scheduled upon
teacher or administrative
request.
SMS attendance
data, CASS data,
SST plans
Parent
Student
Teacher
ILT Meeting Dates to Review
Data
August 2015
To
June 2016
School Performance Plan for Holabird Academy
Increase student performance
and achievement on
standardized tests
administered.
Improved quality of school life
and school climate
Laura Hartman
Twice a month from
September 2015-June 2016
Safer school environment
Improved Student and
Teacher Atendance
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Goals
Data To be
Collected
Data Collection Dates
Person(s)
Responsible for
Collection and
Reporting
ILT Meeting Dates to Review
Data
Outcomes
measured by the
School Profile
and Climate
Survey on March
2016.
School Performance Plan for Holabird Academy
32 of 62
Principal, please confirm that this section is complete in order to inform reviewers so that feedback can be provided
X
I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual
Network Feedback
Date of Feedback
Name
Title
Feedback
Executive Director Feedback
Date of Feedback
School Performance Plan for Holabird Academy
Feedback
33 of 62
VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION
 The purpose of this section is for ILTs to evaluate progress towards accomplishing the SMART goals and decide whether the school will stay the course or
make midcourse corrections to the strategies.
Mid-Year Evaluation Plan
Goals
The percentage of
students in PreK and K
scoring proficient or
higher on EOY
Benchmark Assessment
in SY 15/16 will increase
from 10% at BOY to
80% at EOY.
Are you on pace
to meet your
goal?
Yes
No
X
The percentage of
students in grades 1
scoring proficient or
higher on quarter 4
district modules will
increase by 12%, from
29% in 2014/15 to 41%
in 2015/16.
What data point(s)
support your
answer?
ADAM K-7 Data,
Interim Assessment
Data
What is the progress of strategy
implementation
Not Implemented:
Partially Implemented:
Implemented Fully:
X
Will you continue to use these
strategies in the future? Why or
why not?
What will you do differently to
implement these strategies at a
higher level?
YES - More interventions are
needed with greater frequency,
iPads have not been purchased
yet,
preventing
individualized
remediation across
grade levels.
Fluency stations have
been put into place in
most, but not all
classrooms.
Family engagement has
been less than optimal,
New strategies? (As
applicable)
Obtain iPads,
increased pull out
and push in
interventions with
student teachers.
Parent involvement
campaign around
math and reading
fluency
The percentage of
students in grade 2
scoring proficient or
advanced on quarter 4
district module in math
will increase by 12%,
from 53% in 2014/15
School Performance Plan for Holabird Academy
34 of 62
Goals
Are you on pace
to meet your
goal?
What data point(s)
support your
answer?
What is the progress of strategy
implementation
Will you continue to use these
strategies in the future? Why or
why not?
What will you do differently to
implement these strategies at a
higher level?
New strategies? (As
applicable)
to 65% in 2015/16.
The percentage of
students in grades 3-8
who are on or above
grade level in math
based on iReady will
increase from Boy to
EOY from 5.7% to 20%
The percentage of
students scoring
proficient or advanced
will increase in PreK as
measured by district
benchmark assessment
form 12% at BOY in SY
2015/16 to 80% at EOY
in SY 2015/16.
Yes
No
X
The percentage of
students scoring on
grade level or higher
will increase in grades
K-2 as measured by TRC
from 37% at BOY in SY
2015/16 to 49% at EOY
in SY 2015/16.
Kindergarten data
Not Implemented:
for K-5 does not
Partially Implemented:
support 53% being
Implemented Fully:
on or above grade
level. - HOWEVER,
grades 1-5 DID show
an increase of 10%
in TRC data
Middle School MOY
data is being reevaluated (students
being re-assessed)
due to testing
validity being in
question. If current
data is used, there
would be little
growth overall.
X
YES - Elementary SFA instruction FSA
is near- optimal, Middle School
Tutors
language instruction is strong,
but fluency and remediation in
Reading Marathon
middle school needs to be
addressed.
Parent Fair with
Reading Workshops
More early intervention
strategies are needed for Kinder showing parent how
to help their children
and PK, as the largest gap in
achievement exists in
early childhood for grades K-5. Daily 20-minute
reading at home
The percentage of
School Performance Plan for Holabird Academy
35 of 62
Goals
Are you on pace
to meet your
goal?
What data point(s)
support your
answer?
What is the progress of strategy
implementation
Will you continue to use these
strategies in the future? Why or
why not?
What will you do differently to
implement these strategies at a
higher level?
New strategies? (As
applicable)
students scoring on or
above grade level will
increase in grades 3-8
as measured by Lexile
in iReady from 22.5% at
BOY in SY 2015/16 to
35% at EOY in SY
2015/16.
We will successfully
Yes
increase average school No
wide student
attendance to reach or
exceed 93.3% (last
year’s overall
attendance was 94.5%)
while simultaneously
holding the school wide
chronic attendance rate
to under 10% (last
year’s chronic absence
rate was 9.1%) as
measured by the
climate reports and ILT
tools by EOY 2015/16.
X
School Performance Plan for Holabird Academy
attendance data,
climate reports, ILT
tool, SST Referrals
Not Implemented:
Partially Implemented:
Implemented Fully:
X
NO, strategy is working; the only Parents as Partners
area of concern is in PBIS and
Parent Fair
other incentives to ensure
students feel the benefit of
PTA
being in school on time, every
day.
Parent Party
Strategies (parenting
workshops to help
parent learn how to
increase their
students
performance and
achievement).
36 of 62
Goals
Are you on pace
to meet your
goal?
The percentage of staff, Yes
student and parents
No
overall satisfaction
score will increase from
_30%____ to __80___ ,
as measured by the
School Profile and
Climate Survey on
March 2016.
X
What data point(s)
support your
answer?
School Climate
Survey
Parent
Student
Teacher
What is the progress of strategy
implementation
Not Implemented:
Partially Implemented:
Implemented Fully:
X
Will you continue to use these
strategies in the future? Why or
why not?
What will you do differently to
implement these strategies at a
higher level?
Parent Fair to establish a PTA
Parent Fair
Reading Marathon
Parent Parties
Literacy Night
MD College and
Career Readiness
presentations for
parents and
community
Math Night
Disciplinary
Referrals
New strategies? (As
applicable)
Science Night
Cultural Events
To be checked by the Executive Director:
X
I confirm that in consultation with the Principal, I have reviewed the progress of the school’s goals and implementation of strategies. I approve changes
made to the strategies detailed in the table above.
School Performance Plan for Holabird Academy
37 of 62
IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION

The purpose of this section is for ILTs to evaluate progress towards accomplishing the SMART goals and decide which strategies will be implemented for
the following school year and which new strategies will be added.
End of Year Evaluation Plan
Goals
The percentage of
students in PreK and K
scoring proficient or
higher on EOY
Benchmark Assessment
in SY 15/16 will increase
from 10% at BOY to
80% at EOY.
Are you on pace to
meet your goal?
Yes
No
What data point(s)
support your
answer?
What is the progress of strategy
implementation
Do you need to make a
New strategies? (As
change in your strategy?
applicable)
Why?
Not Implemented:
Partially Implemented:
Implemented Fully:
The percentage of
students in grades 1
scoring proficient or
higher on quarter 4
district modules will
increase by 12%, from
29% in 2014/15 to 41%
in 2015/16.
The percentage of
students in grade 2
scoring proficient or
advanced on quarter 4
district module in math
will increase by 12%,
from 53% in 2014/15
to 65% in 2015/16.
The percentage of
students in grades 3-8
School Performance Plan for Holabird Academy
38 of 62
Goals
Are you on pace to
meet your goal?
What data point(s)
support your
answer?
What is the progress of strategy
implementation
Do you need to make a
New strategies? (As
change in your strategy?
applicable)
Why?
who are on or above
grade level in math
based on iReady will
increase from Boy to
EOY from 5.7% to 20%
The percentage of
students scoring
proficient or advanced
will increase in PreK as
measured by district
benchmark assessment
form 12% at BOY in SY
2015/16 to 80% at EOY
in SY 2015/16.
Yes
No
Not Implemented:
Partially Implemented:
Implemented Fully:
The percentage of
students scoring on
grade level or higher
will increase in grades
K-2 as measured by TRC
from 37% at BOY in SY
2015/16 to 49% at EOY
in SY 2015/16.
The percentage of
students scoring on or
above grade level will
increase in grades 3-8
as measured by Lexile
in iReady from 22.5% at
BOY in SY 2015/16 to
35% at EOY in SY
2015/16.
School Performance Plan for Holabird Academy
39 of 62
Goals
We will successfully
increase average school
wide student
attendance to reach or
exceed 93.3% (last
year’s overall
attendance was 94.5%)
while simultaneously
holding the school wide
chronic attendance rate
to under 10% (last
year’s chronic absence
rate was 9.1%) as
measured by the
climate reports and ILT
tools by EOY 2015/16.
The percentage of staff,
student and parents
overall satisfaction
score will increase from
_30%____ to __80___ ,
as measured by the
School Profile and
Climate Survey on
March 2016.
Are you on pace to
meet your goal?
What data point(s)
support your
answer?
What is the progress of strategy
implementation
Yes
No
Not Implemented:
Partially Implemented:
Implemented Fully:
Yes
No
Not Implemented:
Partially Implemented:
Implemented Fully:
School Performance Plan for Holabird Academy
Do you need to make a
New strategies? (As
change in your strategy?
applicable)
Why?
40 of 62
Goals
Are you on pace to
meet your goal?
What data point(s)
support your
answer?
What is the progress of strategy
implementation
Do you need to make a
New strategies? (As
change in your strategy?
applicable)
Why?
To be checked by the Executive Director:
X
I confirm that in consultation with the Principal, I have reviewed the progress of the school’s goals and implementation of strategies. I approve changes
made to the strategies detailed in the table above.
School Performance Plan for Holabird Academy
41 of 62
APPENDIX A: TEMPLATES AND TOOLS
Template 1: ILT Team Data Analysis
Performance Behaviors
Strengths:
. Quality of Teachers
Needs:
. Strategic Use of Schedules
School Performance Plan for Holabird Academy
Inferences
This year, thru the partnership with Loyola University, Urban Teachers and their
professional ddevelopment programs, guidance, and mentoring programs.
This high calber of teacher preparation supports the improved performance,
achievement and success shown by our student performance and achievement
(quality of student work products/projects).
The School Instructional Leadership Team determined thru student
performance data that set schedules alowed us to improve flow and application
of needed interventions in math and reading. Last year and this year, the
school is using flexible schedules that enable for quick interventions based on
student data performance outcomes. The new flex schedules provide
immediate resources and interventions to correct deficiencies noted by the
student achievement da ta.
42 of 62
APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS
Appendix B.1: Family and Community Engagement Plan
The percentage of students in PreK and K scoring proficient or higher on EOY
Benchmark Assessment in SY 15/16 will increase from 10% at BOY to 80% at
EOY.
The percentage of students in grades 1 scoring proficient or higher on quarter
4 district modules will increase by 12%, from 29% in 2014/15 to 41% in
2015/16.
Goal #1
The percentage of students in grade 2 scoring proficient or advanced on
quarter 4 district module in math will increase by 12%, from 53% in 2014/15
to 65% in 2015/16.
The percentage of students in grades 3-8 who are on or above grade level in
math based on iReady will increase from Boy to EOY from 5.7% to 20%
Family Involvement Strategy #1
1.
If the school hosts Family Math Night...
2.
If the school offers Take-Home Math Book bags then...
3.
If the school hosts Homework training for Parents on how to help their
student academically then...
The percentage of students scoring proficient or advanced will increase in PreK
as measured by district benchmark assessment form 12% at BOY in SY 2015/16
to 80% at EOY in SY 2015/16.
Goal #2
The percentage of students scoring on grade level or higher will increase in
grades K-2 as measured by TRC from 37% at BOY in SY 2015/16 to 49% at EOY
in SY 2015/16.
The percentage of students scoring on or above grade level will increase in
School Performance Plan for Holabird Academy
43 of 62
grades 3-8 as measured by Lexile in iReady from 22.5% at BOY in SY 2015/16 to
35% at EOY in SY 2015/16.
1.
2.
Family Involvement Strategy #2
3.
4.
Goal #3
If school host Literacy Night to provide families with reading strategies
that can be incorporated at home with their children then...
If the school increases the number of parents continually attending
School Family Council Meetings then...
If the school implements a school wide homework policy for reading log
and vocabulary then...
If school celebrates student achievement quarterly then...
5. Parent Fair......SImone....PTA
We will successfully increase average school wide student attendance to reach
or exceed 93.3% (last year’s overall attendance was 94.5%) while
simultaneously holding the school wide chronic attendance rate to under 10%
(last year’s chronic absence rate was 9.1%) as measured by the climate reports
and ILT tools by EOY 2015/16.
1.
Family Involvement Strategy #3
If the Attendance Monitor works to ensure that parents are informed
about any absences or tardies that involve their students then...
2. If school continues to utilize the SST process to combat attendance
issues then..
3. If school celebrates students with perfect or improved attendance
quarterly then..
The percentage of staff, student and parents overall satisfaction score will
increase from _30%____ to __80___ , as measured by the School Profile and
Climate Survey on March 2016.
Goal #4
1.
Family Involvement Strategy #4
2.
School Performance Plan for Holabird Academy
If we promote and encourage school participation in FCE, School Family
Council Meetings, SGA Board sponsor events ,and Parent Volunteer
programs ...
If the parents raise concerns…
44 of 62
Back to School Night
Date: 8/28/2015 Time: 4-6PM
Families are invited to attend the Back to School Night to learn about our
programs and requirements. Families will gain further knowledge on gradelevel expectations, curriculum, and student progress. Families will have
opportunities to review and provide feedback in the following areas:
X
X
School Performance Data (State Assessment results; Common
Core State Standards; District Benchmark results)
School Budget
X
Parent Involvement Plan
Parent and Meeting Workshops
Parents please join us throughout the school year for the following meetings
and workshops:
(Insert topic and brief description)
Workshop/Meeting #1:
Family Literacy Night
Information session for parents regarding strategies to
support their children in literacy and language, including
strategies for completing reading homework.
Service Learning
X
Parent Portal
X
College and Career Readiness
Workshop/Meeting #2:
Family Math Night
Information session for parents regarding strategies to
support their children in Math learning, including strategies
for completing math homework.
Workshop/Meeting #3:
Science and STEM Night
Information session for parents regarding strategies to
support their children in science and STEM, including
strategies for completing science projects and homework.
Workshop/Meeting #4:
Attendance is IMPORTANT
Parent information session to discuss the importance of
attendance and how parents can help.
Communications
We will communicate with all families through:
Accessibility
We will accommodate all families by providing:
X
X
Timely notification of school events.
X
Updated school
The Monthly Dolphin Tales Newsletter
School Performance Plan for Holabird Academy
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X
The Dolphin Tales website
website(www.baltimorecityschools.org/xxxx)
X
Monthly parent and community meetings
X
Flexible meeting times
X
Quarterly Parent – Teacher Conferences
X
X
Parent Link
Staff available via email or by setting up a parent teacher
conference with the specific teacher.
X
Marquee
X
Other: Connect call
Partner Programs
The following partners provide resources for our school community:
Community Partner
Opportunities Offered
Y in Central Maryland
Community School Partner- provides a full time community school coordinator
to give an extra layer of support around attendance, school climate, parent
engagement/ involvement , and community partnerships.
Reading Partners Tutoring Program
1:1 reading tutoring for students below grade level - volunteers read with
students 2 times a week for 45 minutes and discuss reading strategies and
comprehension
Bmore Fit
Staff and student coaching on healthy eating and living habits, including in-class
fitness breaks to activate minds for learning.
UMD Law Peer Mediating
Law school and peer mediation for students/staff/families struggling with
conflict.
Urban Teachers Center
Resident teachers supporting the school by decreasing adult to student ratios,
teaching small groups and interventions with struggling students - also a
pipeline for staff recruitment
Success for All (SFA)
Reading groups by teachers and mentors daily.
Parent Activities/Resources
Please list all activities and resources that will empower parents to support their children automatically.
Parent Activities
Describe how this activity or resources supports
the identified SMART Goals
Date
Is Funding Required?
Yes/No
Amount
Funding Source
Vocabulary Parade
Increase awareness of literacy
November
No
0
N/A
Family Literacy Night
Increase awareness of literacy
December
Yes
1100
Title I and FSF
School Performance Plan for Holabird Academy
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Family Math Night
Increase awareness of Math
Janurary
Yes
1100
Title I and FSF
Family Science Night
Increase awareness of Science
February
Yes
1500
Title I, FCE and FSF
School Performance Plan for Holabird Academy
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Appendix B.2: Title I School Wide Plan
Does your school receive Title I Schoolwide funds?
•
If yes, complete Appendix II below.
•
If no, continue to Appendix III.
Questions
Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
Development of after school cultural and educational
enrichment activities through our School-Based
Afterschool Program. Students will receive tiered
academic supports
1. How will your school support
student achievement among
high achieving students?
Ninety minute individually tiered ELA instructional
block
through the implementation of Success for All
program
designed to meet the needs of students based on
individual reading level
Supplying independent leveled libraries in each
classroom that allow students, both high performing
and
low performing, to engage in books at their
independent
reading level.
Cartagena, Hartman, September 2015 Baker, Canterna,
June 2016
Team Leads
9000 - Title I
Cartagena, Hartman, September 2015 Baker, Canterna,
June 2016
Team Leads
200 - FSF
Implementation of Vex Robotix clubs for high
achieving
STEM students
2. How will your school support
low-performing students
achieve at proficient or
advanced levels?
Utilization of formative assessment measures
including
SFA levels (assessed four times yearly), Wireless data
(DIEBELS, TRC, RISE), Gates McIntity, ADAM K-7, First
in
Math, Agile Minds, IXL, to examine student progress
School Performance Plan for Holabird Academy
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Questions
Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
and
identify both individuals and groups of students who
require strategic intervention and remediation
Mutilation of Reading Partners, Abell SFA Tutor and
UTC
Residents to provide small group differentiated
instruction to students who are in need of intervention
and remediation.
Supplying independent leveled libraries in each
classroom that allow students to engage in books at
their independent reading level.
Utilize PBIS incentives and rewards to help reach tier II
and III students curb off task behavior and increase
academic performance.
Utilization of formative assessment measures
including SFA levels (assessed four times yearly),
Wireless data (DIEBELS, TRC, RISE), Gates McIntity,
ADAM K-7, First in Math, Agile Minds, IXL, to examine
student progress and identify both individuals and
groups of students who require strategic intervention
and remediation
3. What are the processes within
your school for (a) identifying
students struggling to meet high
academic standards, and (b)
Bi-weekly ILT meetings to analyze and disaggregate
providing and (c) monitoring
data in an effort to identify students struggling to
instructional interventions?
meet academic goals.
Cartagena, Hartman, September 2015 Baker, Canterna,
June 2016
Team Leads
200 - FSF
Utilization of SST process for students who are in need
additional instructional supports to achieve academic
goals.
School Performance Plan for Holabird Academy
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Questions
Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
Engage in an extensive interview process that includes
principal interview, resume review, and multiple
reference checks.
Provide non-tenure teacher mentoring that includes a
buddy teacher, targeted observation feedback,
observation of exemplar teacher within and outside
the building, professional learning during team
meetings, ongoing support in the classroom, additional
classroom personnel to aid with small group
instruction and differentiation.
4. What does your school do to
recruit and retain highly
qualified and effective teachers
in core subjects? Include a
description of principal support.
5. What is your process for
informing parents if teachers
are not Highly Qualified?
Cartagena, Hartman, September 2015 Provide structures to create a professional learning
Baker, Canterna,
June 2016
community, empowering teachers with administrative
Team Leads
responsibilities, emphasize teacher instructional
expertise, working in collaborative teams to conduct
lesson studies, examine video, share best practices,
visit other schools/classrooms, and facilitate progress
towards model teacher completion.
If needed a notification letter will be sent home to
parents, information will be shared at the School
Family
Council meeting and proper documentation will be
added to the Title I Binder.
School Performance Plan for Holabird Academy
Cartagena, Hartman, September 2015 Baker, Canterna,
June 2016
Team Leads
200 - FSF
200 - FSF
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Questions
6. How will your school
incorporate extended learning
activities, before/after-school,
summer and school year
extension opportunities into
your instructional and student
support strategies?
Title I Schoolwide Strategies
Continued work with Work with local partners to
create
a collaborative system of after school supports that
operate daily out of
the school. Local partners include Reading Partners
and
the Urban Teacher Center.
Person(s)
Responsible
Timeline
Cartagena, Hartman,
Baker, Canterna,
Team Leads
Title I Funding
9000 - Title I
Utilize partnership with boys/girls club.
Implementation of Vex Robotics program for extended
STEM activities.
Presentation will be delivered to parents and students
about High School Choice and the necessary
requirements in October/November.
Notification and discussion with parents and students
about the school choice process and the various
opportunities open to them
7. What are your school’s plans for
assisting children and families in
transition from:
 Early learning programs to
elementary school;
 Elementary to middle
school;
 Middle to high school; and
High school to college and
career?
Meeting for kindergarten parents during May to
discuss
elevated behavioral and academic expectations within Cartagena, Hartman,
September 2015 Baker, Canterna,
first grade and overview of Success for All.
June 2016
Team Leads
First grade/kindergarten buddy program during the
month of June to help ease transition into the first
grade classroom
500 - FSF
Pre-K to Kinder transition to be a focus for June 2016
and will include classroom visits, shadowing and
presentations from rising kindergarten students.
Kinder Buddy Program and PK Transition - June 2016
In the Middle School Transition Program begins in
School Performance Plan for Holabird Academy
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Questions
Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
November 2015. The inaugurating event is the
Middle School Day. This is a venue to promote the
Middle School Program (Middle School Choice) by
engaging the parents and the students in an
interactive night where students in transition spend
time with the Middle School students and are able to
see and experience the activities in the MS curriculum
as well as the authentic projects and student work
required and assigned at middle school level and
middle school students’ work displayed for public
viewing. Activities include social activities- parent
student workshops and social activities and the events
mark the beginning of the school’s recruiting season
for the school at-large.
In the school wide transition program, the academy
will host an Open House to provide a positive
transition perspective to Pre-K and Kinder scholars and
their families the opportunity to learn about our
academic and extracurricular programs. They are also
afforded the opportunity to review and discuss our
school mission, vision, meet faculty and staff, and tour
the school.
Families schedule classroom visits and conferences
with their student’s future teacher and staff. In
addition, families can arrange to have incoming
students to shadow an IHEAYS and be “paired” with a
“buddy” from the kinder, 1st grade for the early
program and 6th grade for the graduating 5th graders
to help them get acclimated in the next grade. The
academy takes care to make every effort transition as
smooth as possible for 8th grader going into a high
school environment thru pre-arranged high school
visits.
The School's Academic Dean introduces the 6th and 7
School Performance Plan for Holabird Academy
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Questions
Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
graders to the high school programs and their
entrance criteria via classroom presentation and by
conducting meetings with parents. Information
meetings with the students include calculating their
scores and the scores required to be eligible for their
high of choice. This is followed by high school toursthe School's Academic Dean invites the students to
school choice presentations and faculty from the
various district’s high schools to present informational
presentations about high schools to the students and
their families.
The School's Academic Dean extends the opportunity
to every 8th grade student and their families to have a
one-on-one high school selection consultation. During
the meeting, the academic dean makes
recommendations and assists the student and his/her
parents complete the High School Choice Application.
8. How will your school ensure
that teachers are actively
engaging in collaborative
planning and instructional
adjustment strategies?
Use of weekly team meeting protocols to develop
professional learning among the staff through group
sharing strategies, feedback, student work (data
analysis, best practice sharing, student work
conversations, co-investigations, etc.), Weekly team
meeting will be utilized to overview the data analysis
cycle.
Team meeting times will also be utilized to review
lesson plans, conduct observations, and provide
professional development on schoolwide instructional
initiatives including Success for All, IXL, integrating
technology, etc.).
Cartagena, Hartman,
September 2015 Baker, Canterna,
June 2016
Team Leads
500 - FSF
The Principal, Instructional Leadership, Grade Level
and Collaborative Teams will develop and facilitate the
week y planning meeting, on-site professional
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Questions
Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
development training, workshops, Cycle of
Professional Learning, learning walks (as part of the
Cycle of Professional Learning ), and modeling
effective teaching practices while providing on-going
coaching. The goal is to facilitate the planning of highly
effective instruction, delivery of highly effective
instruction, use of multiple sources of student
performance data to adjust practice, provide school
leadership that supports highly effective instruction,
and to establish a classroom environment in which
teaching and learning can occur.
The Principal, School’s Instructional Leadership Team
and Professional Development Coordinator will
organize school wide Study Teams and offer college
level professional development opportunities such as
the Skillful Teacher Course to all staff. The Skillful
Teacher Course provides a unique synthesis of brainbased, scientific research and knowledge based
teaching strategies with a powerful repertoire for
matching teaching strategies specific to the students’
needs. In addition, the Study Team will make use of
Fred Jones book and workshop entitled, “Tools for
Teaching.” This course is designed as practical guide
for practitioners working to broaden their skills, the
class combine theory with research-based practice and
focuses on 18 critical areas of classroom instruction.
Study Groups explore the reading of literature to
support professional growth for all teachers. During
the Cycle of Professional Learning, the Study Groups
are exploring the book by Fred Jones “Tools for
Teaching.” The Study Groups also complete: Failure is
Not an Option and Teaching Like a Champ.
The Principal and ILT provide weekly opportunities for
grade levels teams to meet, collaborate, share student
work/projects, identify strategies for instruction, and
School Performance Plan for Holabird Academy
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Questions
Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
explore the Cycle of Professional Learning (discussion
of selected readings articles that support the teachers
instruction, practice and new district initiatives, peer
observations, and learning walks), and planning for
inter-rater reliability. During these meetings teachers
learn about effective practices, examine and expand
their knowledge on the Maryland College and Career
Readiness Standards, analyze student performance
data and reflect on instructional practices they have
learned.
ILT provides total group workshops on city wide PD
days on topics that include rigorous literacy
conversation based on text, pre-reading strategies,
writing strategies, backward mapping for lesson plans,
data analysis, action planning, vocabulary
development for reading and mathematics, Special
Education Models, MD College and Career Readiness
Standards and standard/lesson alignment, analysis and
strategies for dealing with challenging and difficult
students in the classroom.
Teachers are an essential part of the decision making
process at Holabird Academy. They collect student
performance and achievement data on a scheduled
basis, analyze the data and construct action plans for
corrective and maintenance action by the Instructional
Leadership and Collaborative Teams, Family and
Community Engagement Council, Study Teams, and
individual teacher. The Instructional Leadership design
includes teachers, parents and community advocates,
staff, and administrators. The teachers and students
are also members of the Family and Community
Engagement Council and the role of the Instructional
Leadership Team is to collect student performance and
achievement data, organize the data and analyze the
data for gaps in the sub-groups, the students in
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Questions
Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
general, school patterns, and formulate action by all
stakeholders to resolve issues. They also identify
needed resources for the administrative team and
Principal to obtain and provide in order to resolve
these issues. In addition, the ILT and FCEC assist in
deciding what would be best practices, present and
discuss possible alternative actions and together with
the Principal and CLN # 4 arrive at the best decision to
resolve these issues. Last, they provide information for
future preventive and improvement action for the
school wide programs.
9. Describe how professional
We will continue to build the professional capacity of
School Performance Plan for Holabird Academy
Cartagena, Hartman, September 2015 -
500 - FSF
56 of 62
Questions
development opportunities will
be provided to enable teachers,
paraeducators, and
administrators to increase the
number of students who meet
state standards.
Title I Schoolwide Strategies
our staff members by providing ongoing and jobembedded professional development opportunities
throughout the year.
Person(s)
Responsible
Baker, Canterna,
Team Leads
Timeline
Title I Funding
June 2016
Teachers will be engaged with ongoing professional
development sessions throughout the year around
writing and mathematics.
Teacher-Led Professional Development will also be a
focus for SY 14-15, with special attention paid to
developing teacher-leaders to effectively run and
present professional development.
We use Title I funds to reduce classroom size and
provide
classroom academic interventions for our students to
supplement our Fair Student Funding.
Fair Student Funding is used to provide our core
instructional program.
10. How will your school coordinate
and integrate federal, state and
local services and programs (for
ex. violence prevention,
nutrition, housing, adult
education, vocational and
technical training)?
Work with local partners to create a collaborative
system
Cartagena, Hartman,
of after school supports that operate daily . Local
September 2015 Baker, Canterna,
partners include: Girls in the Game, Reading Partners,
June 2016
Team Leads
Vex
Robotics and others. The coordination of all school
funding (federal, state, local, Title I) will be discussed
for
strategic allocation at bi-weekly leadership team
meetings, School Family Council Meetings, and parent
involvement meetings.
500 - FSF
The law requires a local educational agency to have an
approved plan in place in order to coordinate with
other federal programs under the No Child Left Behind
School Performance Plan for Holabird Academy
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Questions
Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
Act and other federal programs.
At the Holabird Academy coordinated planning is
accomplished by ensuring that the staff members in
the LEA responsible for implementing programs are
involved in phases of the formula programs (budget
design; planning how money is awarded, accounted
for, and used) coordination of necessary resources for
the successful execution of the plan, and ensuring that
staff members that manage these programs are given
time to work with other staff members to place
internal controls on these services and programs.
The Principal; School’s Instructional Leadership and
Grade Level Collaborative Teams and Parent, Teacher,
and Student Association; and Family and Community
Engagement Council provide needed resources for
managing the programs and facilitates the
coordination by the ILT and other key stakeholders.
The Principal, School’s Leadership Team Instructional
Team together with the Professional Development
Coordinator, ensures that these members are well
trained and know how to effectively manage the
myriad of projects, funding, and that the programs are
evaluated on an on-going basis to ensure the programs
are executed with the fidelity required by the federal
mandates.
The Principal through the Community Learning
Network # 4 maintains direct communication with the
Department of Education, LEA, all BCPS program
managers (such as Title I) to provide training,
direction, accountability, and coordination for all
programs.
Our funding sources are:
School Performance Plan for Holabird Academy
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Questions
Title I Schoolwide Strategies
•
.
•
•
Person(s)
Responsible
Timeline
Title I Funding
Title I funds are used to supplement the school
wide program together with Fair student Funding
that provides the main support for the total
program
Grant funds are used to supplement the school
program by providing partial funding for salaries
supplies and other school materials beyond
funding provided by Fair Student Funding.
Special Education Funding is used to support the
school’s special needs population in such areas
assessment I.E.P. meetings, office and
instructional supplies, and technology support.
These fund are coordinated with Fair Student Funding
to provide out total education program.
School Performance Plan for Holabird Academy
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Questions
Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
.
School Performance Plan for Holabird Academy
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APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE )
• This page must be attached to the SPP as SANE for schools receiving Title I targeted or schoolwide funds.
 SANE =
The School Performance Plan has been reviewed and approved by the School Family Council as indicated by the signatures below:
Name
Signature
Position
Date
Pedro A. Cartagena
Principal
9/30/2015
Laura Hartman
Teacher 1
9/30/2015
Leanne Riordan
Teacher 2
9/30/2015
Sara Hoosier
Student Support Service Provider 9/30/2015
Lee Palmer
Classified Staff
9/30/2015
Kim Butler
Paraprofessional
9/30/2015
April Nieto
Parent 1
9/30/2015
Joanne Espinoza
Parent 2
9/30/2015
Miriam Jara
Parent 3
9/30/2015
Simone Garrison
Community Representative 1
9/30/2015
School Performance Plan for Holabird Academy
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SPP SUBMITTAL PAGE
I am acknowledging completion of the School Performance Plan, and am submitting the document for review by my Executive Director. This School
Performance Plan is completed in accordance with the SPP Guidance Manual and rubric.
X
School Performance Plan for Holabird Academy
Press SAVE DATA to Submit.
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(10/1/15)
SCHOOL NAME/SCHOOL NUMBER
Parent Involvement Plan Addendum SY 15-16
□
School-wide Title I Program
School – Level Goal #1
Family Involvement Strategy #1
School – Level Goal #2
Targeted Assistance Title I Program
Date
SCHOOL
PERFORMANCE
Add
2012-2013 PLAN (SPP) SMART GOALS
Non Title I Program
Increase the number of students in K-8 who are on or above grade level from
20% on or above GL to 30% on or above GL according to the ADAM K-7 by the
end of the school year (June 2016).
1.
If the school host Family Math Night...
2.
If the school offers Take-Home Math Book bags...
3.
If the school host Homework "Training" for Parents on how to help their
student academically...
4.
Reading Marathon
In grades K-5 increase the number of students reading on or above grade
level as measured by the TRC from 43% (on or above grade level) to 53%
(on or above grade level by EOY 2015/16.
Increase in middle grades (6-8) the number of students on or above grade level
as measured by the GATES MacGinitie data from 10% to 25% by EOY 2015/16.
1.
2.
Family Involvement Strategy #2
3.
School - Level Goal #3
If the school host Literacy Night to provide families with reading
strategies that can be incorporated at home with their children then...
If the school increases the number of parents continually attending
School Family Council Meetings...
If the school implements a school wide homework policy for reading log
and vocabulary...
4. If the school celebrates student achievement quarterly...
We will successfully increase average school wide student attendance to reach
or exceed 95% (last year’s overall attendance was 94.5%) while simultaneously
holding the school wide chronic attendance rate to under 10% (last year’s
chronic absence rate was 9.1%) as measured by the climate reports and ILT
tools by EOY 2015/16.
1.
If the Attendance Monitor works to ensure that parents are
informed about any absences or tardies that involve their
students...
2.
If the school continues to utilize the SST process...
Family Involvement Strategy #3
TITLE I ANNUAL MEETING / BACK TO SCHOOL NIGHT
Parent Involvement Plan Addendum SY 15-16
SCHOOL – PARENT COMPACT
1
(10/1/15)
SCHOOL NAME/SCHOOL NUMBER
Parent Involvement Plan Addendum SY 15-16
Date: August 28, 2015
Time: 4pm-6pm
Date
Families are invited to attend the Title I Annual Meeting /
Add 2012-2013
Back to School Night to learn about our school’s Title I
programs and requirements. Families will have opportunities
to review and provide feedback in the following areas:
The School - Parent Compact is a communication tool for
parents, school staff, and students. The School – Parent
Compact is an agreement explaining how school staff,
parents, and students will support each other to ensure that
students are successful.
□ Title I School Status/Rights of Title I Parents
□ School Performance Data
□ School Budget
□ Parent Involvement Plan
□ School-Parent Compact
Ways Parents can be involved in the school including
volunteering
Integrating the School – Parent Compact with the SPP:
□ Initial Planning Session Dates: 10/06/2015______
□ Compact Review Dates: _ 10/28/2015____________
□
The School – Parent Compact will be addressed in the
following manner:
□ Title I Annual Meeting
□ Quarterly Parent-Teacher Conferences
Other: Parent Fair October 14, 2015
COMMUNICATION
ACCESSIBILITY
We will communicate with all families through
□
□
□
□
□
□
□
The School Newsletter – Dolphin Tales
The Holabird Academy website
Monthly Parent and Community Meetings
Quarterly Parent- Teacher Conferences
Parent Link
Flyers
Marquee
□ Other:
We will accommodate all families by providing:
□
□
□
□
□
Student tutoring during parent events
Timely Notification of school events
Updated school website
Flexible meeting times
Interpretation/Translations for English Language
Learner Families (ELL), and ASL for Hearing Impaired
families
□ Staff are also available via email or by setting up a
parent teacher conference by ________________
Other:___________________________
TITLE I PARENT INVOLVEMENT ALLOCATION
As part of our school’s Title I program, we receive additional funds each year that help support the implementation of our
Parent Involvement Plan.
FY 16 Allocation: $__TBA______
Parents were invited on ________at _______to give input on how these dollars should be spent. We will work together to
create the Title I Parent Involvement Spending Plan.
PARTNER PROGRAMS
These school community partners provide resources for our school community:
COMMUNITY PARTNER
OPPORTUNITIES OFFERED:
Parent Involvement Plan Addendum SY 15-16
2
(10/1/15)
SCHOOL NAME/SCHOOL NUMBER
Parent Involvement Plan Addendum SY 15-16
Reading Partners
UMD Law Peer Mediation
Urban Teacher Center
Y of Central Maryland
Maryland Food Bank
1:1 reading tutoring
Datefor students below grade level - volunteers read with students 2
times a week
for2012-2013
45 minutes and discuss reading strategies and comprehension
Add
Law school and peer mediation for students/staff/families struggling with conflict
Resident teachers supporting the school by decreasing adult to student ratios,
teaching small groups and interventions with struggling students - also a pipeline for
staff recruitment.
Community School Partner; provides a full time community school coordinator to support the
areas of attendance, school climate, academic support, community engagement, and
partnerships.
Provides lessons and materials to study food sources, healthy living and other topics
related to farming and agriculture.
PARENT ACTIVITIES / RESOURCES
Please list all activities and resources that will empower parents to support their children academically.
Parent Activities
Vocabulary Parade
Family Literacy Night
Family Math Night
Family Science Night
Parent Fair
Describe how this activity or resource
supports the identified SMART Goals
Increase awareness of literacy
Increase awareness of literacy
Increase awareness of Math
Increase awareness of Science
Teach parent how to help their children
Date
10/31/2015
December
January
February
October
Is Funding Required?
Yes/
No
No
Amount
Funding Source
0
N/A
Yes
Yes
Yes
No
1100
1100
1100
0
Title I & FSF
Title I & FSF
Title I & FSF
N/A
CONTINGENT PARENT ACTIVITIES / RESOURCES
List parent related activities that your school may provide should additional funds or resources become available.
Parent Activities
Muffins with Mom
Using Parent Parties Strategies
Donuts with Dad
Using Parent Parties Strategies
Parent Parties
Describe how this activity or resource
supports the identified SMART Goals
The event will afford parents the opportunity
to be enlightened about their child’s
academic and behavioral progress. Students
will get the chance to demonstrate their
academic and behavioral progress. Also,
parent volunteers will be acknowledged.
Date
Is Funding Required?
Yes/No
July 2015
to
June
2016
The event will afford parents the opportunity July 2015
to be enlightened about their child’s
to
academic and behavioral progress. Students June
will get the chance to demonstrate their
2016
academic and behavioral progress. Also,
parent volunteers will be acknowledged
Workshops to help parent learn how to assist July 2015
their student’s academic achievement
to
Details on separate page
June
2016
Parent Involvement Plan Addendum SY 15-16
Amount
Funding Source
YES
300
Title I
YES
300
Title 1
1,500
FCE
3
(10/1/15)
SCHOOL NAME/SCHOOL NUMBER
Parent Involvement Plan Addendum SY 15-16
Common Core Books and
Summer Bridge Books
Parent Fair
Date
Add 2012-2013
Informational seminar as vehicle to form a
PTA, provide information to parents on
math, science, and English Language Arts
strategies that can help them assist their
students in improving their performance and
academic achievement as well as involve the
community in the school activities.
July 2015
to
June
2016
October
14
2015
Yes
1,100
FCE
0
Community
contributions
This Parent Involvement Plan was jointly developed with parents on 10/06/2015 during the Annual meeting and on
_8/28/2015__ at the Title I Parent meeting. Copies of the Parent Involvement Plan and School-Parent Compact are available in
the school’s main office. These documents can also be accessed on the school website
(http://www.baltimorecityschools.org/Domain/2631). All questions, suggestions, or concerns regarding this plan should be
forwarded to the Family and Community Engagement Lead, __Simone Garrison____ at [email protected]
Parent Involvement Plan Addendum SY 15-16
4