SY 2014-2015
School Performance Plan
418, School Number
W.E.B. DuBois High, School Name
Rudean Harris, Principal
Saliyah Cruz, Executive Director
Adrienne Chavis, Network Facilitator
SER Visit in SY 2013-14:
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 W.E.B. DuBois High
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Contents
I. COMPOSITION of ILT and KEY POINTS OF CONTACT............................................................................................................................................................................3
II. PREVIOUS YEAR SPP OUTCOMES AND REFLECTION...........................................................................................................................................................................5
III. INQUIRY.............................................................................................................................................................................................................................................. 6
IV. SCHOOL'S DATA SECTION...................................................................................................................................................................................................................7
V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS ....................................................................................................................................................................8
VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS .........................................................................................................................................9
ACADEMIC SMART Goal #1: ................................................................................................................................................................................................................9
ACADEMIC SMART Goal #2: ..............................................................................................................................................................................................................11
CLIMATE/SCHOOL CULTURE SMART Goal #3: ...................................................................................................................................................................................12
ADDITIONAL SMART Goal #4:............................................................................................................................................................................................................13
VII. FEDERALLY FUNDED PLANS.............................................................................................................................................................................................................14
PART A: FAMILY AND COMMUNITY ENGAGEMENT PLAN.................................................................................................................................................................14
PART B.1: TITLE I SCHOOLWIDE PLAN ...............................................................................................................................................................................................17
PART B.2: TITLE I TARGET ASSISTANCE PLAN ....................................................................................................................................................................................20
VII. MONITORING AND EVALUATING PROGRESS ..................................................................................................................................................................................23
PART A: MONITORING PLAN .............................................................................................................................................................................................................23
PART B: EVALUATION PLAN...............................................................................................................................................................................................................25
APPENDIX A: EVALUATING PROGRESS TEMPLATE ................................................................................................................................................................................27
APPENDIX B: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE ) ............................................................................................................................................29
SPP SUBMITTAL PAGE ...........................................................................................................................................................................................................................30
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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
Rudean Harris
Managing Assistant Principal
Tricia Lawrence
Assistant Principal
Nicholas Smith-Rengarts
Literacy Rep
Mark Campbell
Math Rep
Brian Mosher
Social Studies
Williette Harbor
Science Rep
David Lanore
CollegeBound Specialist
Linda Mitchell-Holmes
SPAR Classes (Spanish, Music, P.E.)
Jocelyn Hermoso
SPED Representative
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Key Points of Contact at Your School
Position
Name
Email Contact
Professional Development Point of Contact/Monitor
Tricia Lawrence
[email protected]
New Teacher Mentor(s)
Kimberly Fogle
[email protected]
Mathematics Representative
Mark Campbell
[email protected]
Literacy Representative
Nicholas Smith-Rengarts
[email protected]
Test Coordinator
Tricia Lawrence
[email protected]
School Family Council Chair
Marlena Spencer
[email protected]
Family and Community Engagement Representative
Phyllis Larimore
[email protected]
Technology Contact
Nicholas Smith-Rengarts
[email protected]
SST Chair
Keon Chavez
[email protected]
Attendance Monitor
Phyllis Larimore
[email protected]
SLO Ambassador
Allyson Williams
[email protected]
Other (e.g. CTE or Bridge Coordinator)
Gina Rogers-Queen
[email protected]
New Teacher Mentor (s)
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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
Final Outcome (Do not analyze here,
just state end outcome)
Goal 1: The percentage of students in grades 9-10 scoring “proficiencyhigh” in reading comprehension will increase from 5% to 43% as measured
by the RISE assessment administered in May 2014.
Was the goal met
or not met?
Analyze and
provide reflection
on last year’s
outcome(s)
Not Met
Goal 2: The percentage of students in grades 9-12 scoring proficient or
higher in a math class will increase from 0-10% to 60% by the end of the
course as measured by the End of Course Assessment administered in
January or June.
First 9th grade students passed the HSA
exam at 50%.
Not Met
Students increased
their math skills on
the end-of-course
assessments. Data
reviews needed to
address
instructional
modifications.
Goal 3: Student Naviance usage will be increased from 30% to 70% by
completing the Naviance program
The student use of Naviance increased
from 30% to 75%.
Met
All grade levels
were given
opportunities to
access Naviance
and set up student
goals.
Met
Planning and
implementing a
detailed survey
completion process
created better
response and buy-in
from students,
staff, and parents.
Goal 4: W.E.B. DuBois High School will increase parent involvement by 50% There was an increase in parent
on School Climate Surveys and Parent Teacher Conference sign-in forms by involvement relatie to both surveys and
May of 2014.
PTC attendance.
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III. INQUIRY


In this section, document your questions that your Instructional Leadership Team has regarding teaching (adult actions), learning (student outcomes),
and leadership (ILT actions) to support planning for this academic school year (SY 2014-15). Keep a focus on past and future shifts in instructional
programming that provide the understanding of the content and grade level expectations for the Maryland College and Career Readiness (MCCR)
standards; and set expectations regarding programmatic goals for scheduling and collaborative planning.
This is a tool to support the activity of Inquiry which should come before looking at your school data.
o Generate questions to support a focus in the analysis of your school data.
o Questions should guide schools towards a deeper understanding of content and grade level expectations for MCCR.
o Ask questions that focus on where every student needs to be to be MCCR.
Teaching (Adult Actions) Questions
What supports are needed for teachers to improve
classroom management skills?
Learning (Student Outcomes) Questions
What are expectations of surrounding being an
active and engaged learner?
Leadership (ILT Actions) Questions
Do we have a deep shared understanding of what
high-quality instruction looks like in the classroom?
How will The ILT create and develop data teams?
What will be the process used to develop and
implement effective instructional rounds?
What are the established norms for each content
team?
How will the ILT determine the major problem of
practice for the SPP?
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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 contain as an attachment the end of year ILT Tool provided by the district with the following data.
o Climate
• Attendance, Chronic Absence, Suspensions
o K8 Academic Data
• TRC/Dibels BOY and EOY (% Proficient , % Well Below)
• RISE Reading Comprehension BOY and EOY (% Proficient , % Warning)
• Math Units (% Proficient)
• Literacy Modules (% Proficient)
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 Administration rates or # tested for all district assessments
For previous years' State Assessment data, please see the public School Profiles located on the district website on School Effectiveness and Achievement
page or locate student-level files on Data Link and/or Principal's Dashboard.
In this section, provide additional data used by the school that helps to answer your Inquiry questions and supports your school’s understanding of
previous years’ performance.
List additional school based data here:
Additional School-Based Data (if applicable)
CollegeBound
CASS Attendance
In-house Surveys
Quarterly Report Card Pass/Fail Rates
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V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS
•
•
Identify and analyze the data that can answer your inquiry questions and document top three strengths and needs within your school.
List the inferences by conducting a root cause analysis of your identified strengths and needs (or Problems of Practice).
Prioritized Strengths based on Effect Data (Student Outcomes)
Inferences (Why is this an area of strength?)
Prioritized Needs based on Effect Data (Student Outcomes)
Inferences (Why is this an area for growth?)
1.
1.
Vocabulary development and reading strategies
2.
Improvement in basic mathematics skills
School Performance Plan for W.E.B. DuBois High
Students continue to struggle with the reading comprehension and teachers
need improvement in the area of incorporating more reading opportunities
during instructional time; across content
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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.
Strategies should be directly related to prioritized needs.
A Result Indicator should be identified for each strategy. A result indicator refers to the measurable interim steps that take place to gauge progress
towards an identified goal.
ACADEMIC SMART Goal #1:
By the end of June 2015, 50% of the students in grades 9th -11th taking Intensified Algebra, Algebra II, or Geometry will move from the basic level to the
proficient level as measured by BCPS district benchmarks.
Instructional
Strategies (If...)
Results Indicators (Then...)
1.
Analyze benchmark/assessment data
1. Tiered student levels for student groupings
2.
4.
Implement the eight math practice standards with a focus of
writing in mathematics
Math teachers will develop small-flexible groupings to assist
students in the acqusitions of skills.
Devise re-teaching plans/strategies
2. Review student work for rubric developments
and collaboratively plan lessons
3. To familiarize students with using technology to
understand math
4. Increase number of students scoring at the
proficient level
1.
Collaborative Planning
1. Goal setting based on data results
2.
Revise the utilization of the Agile Minds resource
3.
Utilize the ILT Tool for data review
2. A more effective Implementation of the Agile
Mind activities during instruction
3. Monitor and track individual student progress
1.
Host a Mathematics Night
2.
Gallery Walk of Student Work
3.
Organizational Strategies
Family Involvement Strategy
School Performance Plan for W.E.B. DuBois High
1. Families can support and participate in
completing assignments with students
2. Increase parent participation in after-school
events
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By the end of June 2015, 50% of the students in grades 9th -11th taking Intensified Algebra, Algebra II, or Geometry will move from the basic level to the
proficient level as measured by BCPS district benchmarks.
Leadership Strategies
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
Strategies (If...)
Results Indicators (Then...)
1.
Classroom Observations
2.
PD on effective math strategies
3.
Coordinate the development of follow-up sessions for teachers
needing additional assistance
1. Feedback will be given to teachers on the
implementation of strategy
2. Select, implement and monitor one effective
math strategy
3. Increase and/or develop teachers' levels of
expertise
1.
Agile Mind
2.
Research/Purchase Math Resources
School Performance Plan for W.E.B. DuBois High
1. Students will have access to a room where
optional reading materials are available
2. To provide additional instructonal support for
math department
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ACADEMIC SMART Goal #2:
By the end of June 2015, at least 45% of students in grades 9th and 10th (English I and II) will move from the basic level to the proficient level as measured by
BCPS district benchmarks.
Instructional
Organizational Strategies
Family Involvement Strategy
Leadership Strategies
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
Strategies (If...)
Results Indicators (Then...)
1.
Analyze benchmark/assessment data
1. Tiered student levels for student groupings
2.
3.
English teachers will meet weekly to address content delivery and
pacing instructional stategies
Develop and score in-house PARCC exemplars
2. Effective monitoring of instruction and student
engagement
3. Facilitate student's ability to comprehend
content
1.
Collaborative Planning
1. Goal setting based on data results
2.
Utilize the ILT Tool for data review
2. Monitor and track individual student progress
1.
Monthly home reading assignments
2.
Host a Reading/Discussion Night
1. Families can support and participate in
completing assignments with students
2. Increase parent participation in after-school
events
1.
Classroom Observations
2.
PD on effective reading and reading comprehension strategies
3.
Coordinate the development of follow-up sessions for teachers
needing additional assistance
1.
Open Reading Room on English floor
2.
Research/Purchase Reading Comprehension Resources
School Performance Plan for W.E.B. DuBois High
1. Feedback will be given to teachers on the
implementation of strategy
2. Select, implement and monitor one effective
reading strategy (across contents)
3. Increase and/or develop teachers' levels of
expertise
1. Students will have access to a room where
optional reading materials are available
2. To provide additional support to our striving
readers
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CLIMATE/SCHOOL CULTURE SMART Goal #3:
By June 2015, school-wide attendance will increase from 60% to 70% and decrease ARCA rate by 5% as measured by SMS attendance reports.
Instructional
Organizational Strategies
Strategies (If...)
Results Indicators (Then...)
1.
Implement effective classroom management strategies
2.
Create more student-to-student interactions
1. Students will be less distracted during
instruction
2. Teachers will be able to facilitate more of the
environment as student lead discussions
2.
Acknowledge and celebrate improved student/staff
accomplishments
Display attendance results
1. Implement and monitor PBIS strategies for
student and staff buy-in
2. Increase student ownership and responsibility
3.
3. Monitor and track progress
Family Involvement Strategy
1.
ParentLink
2.
Attendance Rallies
Leadership Strategies
1.
Attendance Committee Meetings
1. Review ARCA data and develop actions plans for
at-risk students
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
1.
Attendance that Works Strategies
1. Review and select at most three strategies to
implement and monitor for improvement
School Performance Plan for W.E.B. DuBois High
1. Utilize to inform and communicate activities to
families
2. Parents will be able to collaborate and discuss
the importance of school attendance and
positve school climate
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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
By June 2015, 85% of 9-12 grade students will utilize the Naviance program to establish college/career goals as reviewed by the school guidance and
CollegeBound specialist.
Instructional
Organizational Strategies
Family Involvement Strategy
Leadership Strategies
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
Strategies (If...)
Results Indicators (Then...)
1.
SAT Question of the Day
2.
Naviance Surveys
1. Students will become familiar with SAT
questions and the academic level expectations
2. Teachers can create surveys for students to
access in order to gather data related to college
preparedness
1.
Provide computer access for student use
2.
College Fair
3.
Career Day
1.
Naviance Night
2.
College and Career Forum
1.
Student Naviance Reviews
2.
College/Unvisersity Partnerships
1.
CollegeBound Specialist
School Performance Plan for W.E.B. DuBois High
1. Students and teachers can communicate via
technology on assignments and/or projects
2. Students will be able to speak with college reps
and explore college options
3. Community members will present to students
and offer real-world experience conversations
1. Families will be able to understand the tool that
students and the CollegeBoard uses to track
college and career readiness
2. Families can ask clarifying questions about the
way to and through college and/or careers
1. Monitor and track the grade level use of
Naviance
2. Develop and identify additional resources for
students and staff
1. Provide additional support to families, staff and
students; Prepare and coach students towards
their goals beyond high school.
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VII. FEDERALLY FUNDED PLANS
PART A: FAMILY AND COMMUNITY ENGAGEMENT PLAN
• This plan should address the school’s activities to build parent capacity and detail the support offered to parents and children in gaining access to
high quality education.
SCHOOL PERFORMANCE PLAN (SPP) SMART GOALS
Goal #1
By the end of June 2015, 50% of the students in grades 9th -11th taking Intensified Algebra, Algebra II, or Geometry
will move from the basic level to the proficient level as measured by BCPS district benchmarks.
Family Involvement Strategy #1
1.
Host a Mathematics Night
2.
Gallery Walk of Student Work
Goal #2
By the end of June 2015, at least 45% of students in grades 9th and 10th (English I and II) will move from the basic
level to the proficient level as measured by BCPS district benchmarks.
Family Involvement Strategy #1
1.
Monthly home reading assignments
2.
Host a Reading/Discussion Night
Goal #3
By June 2015, school-wide attendance will increase from 60% to 70% and decrease ARCA rate by 5% as measured
by SMS attendance reports.
Family Involvement Strategy #1
1.
ParentLink
2.
Attendance Rallies
Goal #4
By June 2015, 85% of 9-12 grade students will utilize the Naviance program to establish college/career goals as
reviewed by the school guidance and CollegeBound specialist.
Family Involvement Strategy #1
1.
Naviance Night
2.
College and Career Forum
BACK TO SCHOOL NIGHT
PARENT MEETINGS AND WORKSHOPS
Date: 9/17/2014Time: 5:00 p.m.
Parents please join us throughout the school year for the following meetings
Families are invited to attend the Back to School Night to learn about our
and workshops:
programs and requirements. Families will gain further knowledge on grade□ Workshop/Meeting #1:
level expectations, curriculum, and student progress. Families will have
opportunities to receive and review information in order to provide feedback in
the following areas:
□ Workshop/Meeting #2:
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□
□
□
□
□
□
School Performance Data (State Assessment results; Maryland College
and Career Ready Standards; District Benchmark results)
School Budget
Parent Involvement Plan
Service Learning
Parent Portal
College and Career Readiness
□
Workshop/Meeting #3:
□
Workshop/Meeting #4:
COMMUNICATION
We will communicate with all families through:
ACCESSIBILITY
We will accommodate all families by providing:
□
□
□
□
□
□
□
□
□
□
□
□
The Monthly Panther P.A.W.S. School Newsletter
The W.E.B. DuBois HS School website
Monthly parent and community meetings
Quarterly Parent- Teacher Conferences
Parent Link
Flyers
Marquee
Other:
Timely notification of school events
Updated school website (www.baltimorecityschools.org/xxxx)
Flexible meeting times
Staff available via email or by setting up a parent teacher conference with
the specific teacher
PARTNER PROGRAMS
The following partners provide resources for our school community:
Community Partner
Opportunities Offered
ShopRite
Student Job Opportunities; Resources for ABC recognitions
MECU
Family Financial Planning
Morgan State Univeristy
Mentorships
UMES
Agriculture workshops; MANNRS Chapter
PARENT ACTIVITIES / RESOURCES
Please list all activities and resources that will empower parents to support their children academically.
Parent Activities
Describe how this activity or resource supports the identified SMART
Goals
Date
Is Funding Required?
Yes/No Amount
Funding Source
College/Career Planning
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PARENT ACTIVITIES / RESOURCES
Please list all activities and resources that will empower parents to support their children academically.
Workshop
Service Learning Hours
Forum
Academic Advising
Social/Emotional
Reflections
Health Awareness
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PART B.1: TITLE I SCHOOLWIDE PLAN
Does your school receive Title I Schoolwide funds?
• If yes, complete Section B.1 below.
• If no, continue to Section B.2.
Questions
Title 1 Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
1. How will your school
support student
achievement among high
achieving students?
2. How will your school
support low-performing
students achieve at
proficient or advanced
levels?
3. What are the processes
within your school for (a)
identifying students
struggling to meet high
academic standards, and
(b) providing and (c)
monitoring instructional
interventions?
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?
6. How will your school
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Questions
Title 1 Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
incorporate extended
learning activities,
before/after-school,
summer and school year
extension opportunities
into your instructional and
student support
strategies?
7. What are your school’s
plans for assisting children
in transition from:
• Early learning
programs to
elementary school;
• Elementary to middle
school;
• Middle to high school;
and High school to
college and career?
8. How will your school
ensure that teachers are
actively engaging in
collaborative planning and
instructional adjustment
strategies?
9. How will your school
provide professional
development
opportunities with Title I
Part A resources, and
other resources, to the
extent feasible, for
administrators, teachers,
and other school staff?
10. How will your school
ensure that federal, state
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Questions
Title 1 Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
and local services and
programs are coordinated
and integrated?
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PART B.2: TITLE I TARGET ASSISTANCE PLAN

Does your school receive Title I Target Assistance Funds?
 If yes, complete Appendix B.3 below.
 By completing all areas within this Title Targeted Assistance Plan, the school will comply with federal requirement.
Questions
Title 1 Target Assistance Strategies
Person(s)
Responsible
Timeline
Title I Funding
1. What are the LEA criteria
used for selecting students
participation in the Title I
Targeted Assistance
program?
2. How will your school
ensure that the Title I
Targeted Assistance plan
for participating TA
students is integrated into
the existing school
performance plans?
3. Based on your schools’
comprehensive needs
assessment and the
multiple selection criteria,
what subject(s) reading,
math and/or science and
grade(s) level will be
serviced?
4. What is your school’s
scheduling process in
determining how eligible
students will receive
services under the “90/10”
model either during school
hours or during a Title I
approved after school
program?
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Questions
Title 1 Target Assistance Strategies
Person(s)
Responsible
Timeline
Title I Funding
5. What scientifically-based
intervention strategies will
be utilized to increase
student achievement?
6. How will the Title I
Targeted Assistance
program extend learning
opportunity (before, after,
Saturday, summer
programs) to minimize the
removal of targeted
assistance students from
the regular class and
support the use of a high
quality curriculum?
7. How will you monitor the
progress of the TA
students to meet the
state’s academic
standards?
8. How will staff paid with
Title I, Part A funds
collaborate with non -Title
I staff on planning
intervention strategies and
supplemental instruction
for TA students in their
classes?
9. How will you ensure that
all Title I staff (teacher
and/or paraeducator) are
highly qualified and/or
certified?
10. How will your school
increase TA parents’
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Questions
Title 1 Target Assistance Strategies
Person(s)
Responsible
Timeline
Title I Funding
involvement and improve
family literacy?
11. How will your school
communicate and
coordinate with
stakeholders on support to
students transitioning
from early childhood
programs( for ex., Head
Start, Even start, Early
Reading First or state-run
preschool programs) into
elementary school
programs, from
elementary to middle and
middle to high school?
12. How will your school
provide professional
development
opportunities with Title I,
Part A resources, and
other resources, to the
extent feasible, for
administrators, teachers,
and other school staff
who work with
participating children?
13. 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?
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VII. MONITORING AND EVALUATING PROGRESS
PART A: MONITORING 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:
By the end of
June 2015, 50%
of the students
in grades 9th 11th taking
Intensified
Algebra, Algebra Mid-Year
II, or Geometry Assessments
will move from
the basic level to
the proficient
level as
measured by
BCPS district
benchmarks.
Goal 2:
By the end of
June 2015, at
least 45% of
students in
grades 9th and
10th (English I
Mid-Year
and II) will move Assessments
from the basic
level to the
proficient level
as measured by
BCPS district
benchmarks.
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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
Goal 3:
By June 2015,
school-wide
attendance will
increase from
60% to 70% and Monthly
decrease ARCA
rate by 5% as
measured by
SMS attendance
reports.
Goal 4:
By June 2015,
85% of 9-12
grade students
will utilize the
Naviance
program to
establish
college/career
goals as
reviewed by the
school guidance
and
CollegeBound
specialist.
Monthly
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PART B: EVALUATION PLAN


This section is to be filled out twice(yearly).
The purpose is for ILTs to evaluate its 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
Are you on pace to
meet your goal?
By the end of June
2015, 50% of the
students in grades 9th 11th taking Intensified
Algebra, Algebra II, or
Geometry will move
from the basic level to
the proficient level as
measured by BCPS
district benchmarks.
Yes
No
By the end of June
2015, at least 45% of
students in grades 9th
and 10th (English I and
II) will move from the
basic level to the
proficient level as
measured by BCPS
district benchmarks.
Yes
No
X
X
School Performance Plan for W.E.B. DuBois High
What data point(s)
support your
answer?
As of midterm
exams 0% of
students at DuBois
were proficient or
advanced in math
What is the progress of strategy
implementation
Not Implemented:
Partially Implemented:
Implemented Fully:
X
Not Implemented:
Partially Implemented:
Implemented Fully:
X
Do you need to make a
New strategies? (As
change in your strategy?
applicable)
Why?
School needs to begin
implementing the
strategies outlined in the
SPP
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Goals
Are you on pace to
meet your goal?
By June 2015, schoolYes
wide attendance will
No
increase from 60% to
70% and decrease ARCA
rate by 5% as measured
by SMS attendance
reports.
By June 2015, 85% of 9- Yes
12 grade students will
No
utilize the Naviance
program to establish
college/career goals as
reviewed by the school
guidance and
CollegeBound specialist.
X
X
School Performance Plan for W.E.B. DuBois High
What data point(s)
support your
answer?
Year to date
attendance is
currently 68.7%
What is the progress of strategy
implementation
Not Implemented:
Partially Implemented:
Implemented Fully:
X
Not Implemented:
Partially Implemented:
Implemented Fully:
X
Do you need to make a
New strategies? (As
change in your strategy?
applicable)
Why?
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APPENDIX A: EVALUATING PROGRESS TEMPLATE

Use the template below twice yearly (mid-year and end of year) to document your evaluation of progress and whether your school will stay the course
or make midcourse corrections to your strategies.
End of Year Evaluation Plan
Goals
By the end of June
2015, 50% of the
students in grades 9th 11th taking Intensified
Algebra, Algebra II, or
Geometry will move
from the basic level to
the proficient level as
measured by BCPS
district benchmarks.
By the end of June
2015, at least 45% of
students in grades 9th
and 10th (English I and
II) will move from the
basic level to the
proficient level as
measured by BCPS
district benchmarks.
By June 2015, schoolwide attendance will
increase from 60% to
70% and decrease ARCA
rate by 5% as measured
by SMS attendance
reports.
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:
Yes
No
Not Implemented:
Partially Implemented:
Implemented Fully:
School Performance Plan for W.E.B. DuBois High
Do you need to make a
New strategies? (As
change in your strategy?
applicable)
Why?
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Goals
Are you on pace to
meet your goal?
By June 2015, 85% of 9- Yes
12 grade students will
No
utilize the Naviance
program to establish
college/career goals as
reviewed by the school
guidance and
CollegeBound specialist.
School Performance Plan for W.E.B. DuBois High
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:
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APPENDIX B: 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.
The School Performance Plan has been reviewed and approved by the School Family Council as indicated by the signatures below:
Name
Signature
Position
Rudean Harris
Principal
Grace Bulindah
Teacher 1
Allyson Williams
Teacher 2
William Goldsmith
Student Support Service Provider
Keon chavez
Classified Staff
Harry Gray
Paraprofessional
Marlena Spencer
Parent 1
D. Curtis
Parent 2
C. Daniels
Parent 3
Date
Community Representative 1
School Performance Plan for W.E.B. DuBois High
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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 W.E.B. DuBois High
Press SAVE DATA to Submit.
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