SY 2015-2016
School Performance Plan
028, School Number
William Pinderhughes Elementary/Middle, School Name
Federico Adams, Principal
Sonya Goodwyn, Executive Director
N/A, 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 William Pinderhughes Elementary/Middle
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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.................................................................................................................................................................................................................10
V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS ..................................................................................................................................................................11
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:............................................................................................................................................................................................................23
VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN ..........................................................................................................................................................25
VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION ..........................................................................................................................................29
IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION .......................................................................................................................................32
APPENDIX A: TEMPLATES AND TOOLS ..................................................................................................................................................................................................35
APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS .....................................................................................................................................36
Appendix B.1: Family and Community Engagement Plan .................................................................................................................................................................36
Appendix B.2: Title I School Wide Plan..............................................................................................................................................................................................40
APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE ) ............................................................................................................................................43
SPP SUBMITTAL PAGE ...........................................................................................................................................................................................................................44
School Performance Plan for William Pinderhughes Elementary/Middle
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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
Adams, Federico R.
Principal
HIlton, LaTosha
Educational Associate
Matthews, Kimberly P.
Educational Associate - SPED
McGlaughlin, Michael
Teacher
Hall, Erika
Teacher
Means-Atiomo, Michelle
Teacher
Robinson, Quincy
Teacher
Diedhiou, Regisse
Teacher
Moore, Tanea
Teacher
School Performance Plan for William Pinderhughes Elementary/Middle
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Key Points of Contact at Your School
Position
Email Contact
Name
Professional Development Point of Contact/Monitor
LaTosha HIlton
[email protected]
New Teacher Mentor(s)
Michael McGlaughlin
[email protected]
New Teacher Mentor (s)
LaTosha Hilton
[email protected]
Mathematics Representative
LaTosha HIlton
[email protected]
Literacy Representative
Michael McGlaughlin
[email protected]
Test Coordinator
LaTosha Hilton
[email protected]
School Family Council Chair
Tsanonda Edwards
[email protected]
Family and Community Engagement Representative
Tsanonda Edwards
[email protected]
Technology Contact
Erika Hall
[email protected]
SST Chair
HayimZeif
[email protected]
Attendance Monitor
Bertha Chinn
[email protected]
SLO Ambassador
Erika Hall
[email protected]
Other (e.g. CTE or Bridge Coordinator)
School Performance Plan for William Pinderhughes Elementary/Middle
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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
School Performance Plan for William Pinderhughes Elementary/Middle
Feedback
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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: 50% or more of the students in grades 1st-8th will
score proficient or advanced on the interim 4 assessment
that is to be administered in June 2015.
Met
Goal 2:
ELA Goal: The percent of students in grades K-4th scoring
at the proficient in reading comprehension as measured
by TRC will increase from ____ to ____ by the EOY (June
2015) as detailed below:
Not Met
Grade K: 62% to 50%
Grade 1st: 14% to 50%
Grade 2nd: 29% to 50%
Grade 3rd: 30% to 50%
Grade 4th: 70% to 80%
Goal 3: By June 2015, the school will reduce the
EOY SY 2014-2015 indicates that 30 students
percentage of students identified as ARCA (62 students
were classified as ARCA.
still currrently enrolled) from 14% to 10% or less when
comparing students who attended the school during 20132014 SY.
Met
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

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?
School Performance Plan for William Pinderhughes Elementary/Middle
Responses
The SER generally aligned with most of the internal perceptions of the school.
The SER was conducted at the start of the 2014-2015 SY and may not have
captured the efforts made by the school community throughout the school
year.
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
In reviewing the SER findings along with your performance data (qualitative
The main areas of focus remain reading comprehension and mathematics.
and quantitative) what is the school identifying as an area of focus?

Define your current state. What preferred state would you like to reach?
The current state would best be described as emerging, trending positively.
Gains have been made in most academic as well as climate/culture measures.

What actions you would take to reach your preferred state?
Continued consistent diligent effort by all internal and external stakeholders.
School Performance Plan for William Pinderhughes Elementary/Middle
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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
Climate & Culture
Climate & Culture
Climate & Culture
1. What actions did staff members take to support
our ARCA students and their families?
1. How do chronic absence and/or tardiness impact
ARCA students' academic progress when compared
to their non ARCA peers?
1. What readily identifiable factors impact the
attendance of our ARCA students?
2. How does the Community Resource Center and
it's support services meaningfully impact ARCA
students and their families?
2. What support services have proven to be
impactful for RCA students?
2. What support services are currently in place for
ARCA students and how might they be
revised/improved?
3. What strategies and staff actions need to be
considered for the 2015-2016 SY to support ARCA
students and their families?
3. What academic support services and
3. What additional internal and/or external support
interventions need to be considered to support
services need to be considered for the families of
ARCA students and their families for the 201502016 ARCA students for the 2015-2016 SY?
SY?
ELA
ELA
ELA
1. What instructional activities and interventions are 1. What previously used activities and support
available for teachers to use to provide the
services had the greatest impact on improving
necessary supports for students in meeting this
student outcomes?
goal?
1. What does the currently available student
performance data tell us about the impact of both
systemic and school-based professional
development for new and veteran teachers?
2. How did teachers use student performance data
to meet the needs of their students? What
formative and summative data was used and how?
2. Which data sources provided the greatest insight
into the student learning outcomes?
2. What modifications need to be considered for the
current school year in order to accelerate student
performance?
Mathematics
Mathematics
Mathematics
1. What instructional activités and supports did
What instructional actives had the greatest impact
teacher use during the 2014-2015 SY? What was the on student learning?
impact of these activities?
School Performance Plan for William Pinderhughes Elementary/Middle
What does our student performance data tells us
about our instructional program and it's strengths
and weaknesses?
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2. How did teachers use student performance data 2. What reliable data sources provide the greatest
to drive their instructional practices? What supports insight into student learning outcomes?
are needed in this area?
School Performance Plan for William Pinderhughes Elementary/Middle
2. What operational and/or structural modifications
should be considered for the 2015-2015 SY to drive
student learning outcomes?
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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)
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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.
Climate & Culture: Based on EOY attendance data the students maintained The school continues to be impacted by the external issues that affect our
an attendance of + 93% for the second consecutive year.
student population and the greater school community including homelessness,
high mobility rates, and social/emotional issues.
2.
ELA: Continued effective use of data and interventions to drive student
learning performance, especially in the lower grades.
Prioritized Needs based on Effect Data (Student Outcomes)
ELA: Despite the loss of key support personnel, the staff members received
effective coaching and were able to use performance data to drive their
instructional practices.
Inferences (Why is this an area for growth?)
1.
Climate & Culture: Continued, consistent effort and energy must be placed Climate & Culture: The continued relatively elevated number of ARCA students
on the development of sustainable school and community based support and families has a continued long-term impact on the academic progress and
structures for ARCA students and their families.
social/emotional development of a large number of students attending our
school.
2.
Mathematics: School leadership and instructional personnel must remain
focused on high leverage instructional strategies that have a meaningful
impact on student learning outcomes.
School Performance Plan for William Pinderhughes Elementary/Middle
Mathematics: Teachers will need continued consistent support and direction
from both school-based and district personnel in the
development/implementation/analysis/revision and action plans to support
student learning outcome improvements.
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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
School Performance Plan for William Pinderhughes Elementary/Middle
Feedback
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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 percent of students in grades 3rd -8th will score at the grade level or higher on the EOY iReady math assessment to be administered in the spring of 2016:
3rd Grade: 0% (BOY) to 32% (EOY)
4th Grade: 8% (BOY) to 40% (EOY)
5th Grade: 8% (BOY) to 40% (EOY)
6th Grade: 3% (BOY) to 25% (EOY)
7th Grade: 0% (BOY) to 25% (EOY)
8th Grade: 13% (BOY to 45% (EOY
Instructional
Strategies (If...)
Results Indicators (Then...)
1.
If teachers provide instruction that is scaffolded
2.
if teachers develop effective small group instructional activities
based on current performance data
If teachers analyze math assessment data through the data analysis
protocol
1. the students will demonstrate improved
conceptual understanding
2. then student outcomes accross all student
groups will improve
3. then studens will be provided with instruction
that meets their individual needs.
3.
Organizational Strategies
1.
If teachers are engaged in effective collaborative planning
2.
If teachers develop effective small group instructional activities in
mathematics
School Performance Plan for William Pinderhughes Elementary/Middle
1. then students will be provided with well
devloped lession that will increase their
understandign of mathematical concepts
2. then students will develop a better
understanding around mathematical standards.
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The percent of students in grades 3rd -8th will score at the grade level or higher on the EOY iReady math assessment to be administered in the spring of 2016:
3rd Grade: 0% (BOY) to 32% (EOY)
4th Grade: 8% (BOY) to 40% (EOY)
5th Grade: 8% (BOY) to 40% (EOY)
6th Grade: 3% (BOY) to 25% (EOY)
7th Grade: 0% (BOY) to 25% (EOY)
8th Grade: 13% (BOY to 45% (EOY
Family Involvement Strategy
Strategies (If...)
Results Indicators (Then...)
1.
If parents/guardians are actively engaged in activities such as
Family Math & Science Night
If parents/guardians are engaged in grade band/level math
workshops
If parents are engaged in Common Core Math Exploration Night
1. the students will increase their interest and
abilitis in the areas of math and Science through
authentic, real world connections.
2. then students will be able to demonstrate
improved math strategies and problem solving
skills.
3. then students will increase thier interest and
ability in the areas of math and make authentic,
real world connections.
If the leadership team provides consistent monitoring of
instruction with appropriate targeted feedback in the area of
mathematics and small group instructional activities
If school leaders consistently provide feedback through teh use of
informal and formal observations
1. then students will be provided with instruction
that is focused on thier individual needs;
thereby increasing students problem solving
skills and conceptual understanding.
2. then teacher will be given actionable feedback
on thier effective implemetnation of small group
instructional activities.
If teachers include developmental activities such as First in Math
into their instructional program
1. then students will increase thier conceptual
understanding and processing skills.
2.
3.
Leadership Strategies
1.
2.
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
1.
School Performance Plan for William Pinderhughes Elementary/Middle
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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
10/9/15
Name
Title
Mueni Muthui
SEL
Feedback
Great to see the inclusion of First in
Math as a program support. Consider
intervention training and
implementation by Special Educators
to support students receiving
specialized services to increase overall
performance in the area of math and
mastery of individualized IEP
goals/objectives. New guidelines
require documented use of
researched-based interventions (i.e.
Do the Math) in order for students
with IEP’s to qualify for certain PARCC
accommodations.
How will special educators (and
general educators) document student
progress towards grade level standards
and mastery of IEP goals/objectives
with the intervention programs?
Executive Director Feedback
Date of Feedback
Feedback
Peer Review Feedback
Date of Feedback
School Performance Plan for William Pinderhughes Elementary/Middle
Feedback
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School Performance Plan for William Pinderhughes Elementary/Middle
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ACADEMIC SMART Goal #2:
ELA Goal: The percent of students in grades 3rd-8th scoring at grade or higher level in reading as measured by the iReady assessment will increase from __ to
__ by EOY 2016.
Grade3rd: 16% (BOY) to 50% (EOY)
Grade 4th: 15% (BOY) t0 50% (EOY)
Grade 5th: 11% (BOY) to 41% (EOY)
Grade 6th: 7% (BOY) to 25% (EOY)
Grade 7th: 7% (BOY) to 25% (EOY)
Grade 8th: 13% (BOY) to 35% (EOY)
Strategies (If...)
Results Indicators (Then...)
1.
2.
If teachers use available student performance data via the data
analysis protocol
If teachers use guided reading strategies
1. then students will be placed into the
appropriate small instructional groups with the
opportunty to gain increased strategies and
comprehension.
2. then students will have opportunities to engage
with materials on their instructional levels
thereby gaining more strategies and increased
opportunities to increase fluency and
comprehension.
Organizational Strategies
1.
If teachers focus on the data analysis protocol
1. then students will demonstrate an increase in
their fluency and comprehension rates, thereby
driving improve student outcomes
Family Involvement Strategy
1.
If parents are provided with multiple strategies through workshops
focused in improving ELA performance
If parents participating in the school-based HIPPY (Home
Instruction for Parents & Pre-School Youth
1. then studetns will engage in continued ELA
practices at home threby resulting in improved
student outcomes
2. then students will be able to access books and
related reading materials at home; thereby
increasing their levels/frequency of engagemetn
with literacy materials and increasing their
reading fluency.
Instructional
2.
School Performance Plan for William Pinderhughes Elementary/Middle
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ELA Goal: The percent of students in grades 3rd-8th scoring at grade or higher level in reading as measured by the iReady assessment will increase from __ to
__ by EOY 2016.
Grade3rd: 16% (BOY) to 50% (EOY)
Grade 4th: 15% (BOY) t0 50% (EOY)
Grade 5th: 11% (BOY) to 41% (EOY)
Grade 6th: 7% (BOY) to 25% (EOY)
Grade 7th: 7% (BOY) to 25% (EOY)
Grade 8th: 13% (BOY) to 35% (EOY)
Leadership Strategies
Strategies (If...)
Results Indicators (Then...)
1.
1. then students will be provided with instruction
that is focused on thier individual needs in the
areas of ELA; thereby increasing fluency and
comprehension in all content areas.
2. then teachers will be given feedback on their
effective implementation of small group
instructional activities.
2.
Ifthe school leadership team consistently provides consistent
monitoring of ELA instruction focusing on small group instructional
activities
If school leaders consistently provide teacghers with informal and
formal feedback via classroom observations
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
School Performance Plan for William Pinderhughes Elementary/Middle
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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
10/9/15
10/11/2015
Name
Mueni Muthui
K.Jones
Title
Feedback
SEL
Consider intervention training and
implementation outside of SFA by
Special Educators to support students
receiving specialized services to
increase overall performance in the
area of reading and mastery of
individualized IEP goals/objectives.
New guidelines require documented
use of researched-based interventions
(i.e. SPIRE, LLI, or Other) in order for
students with IEP’s to qualify for
certain PARCC accommodations.
ACL
Implementing guided reading will
support students at their instructional
reading level. Data analysis supports
determining the effectiveness of
instructional strategies implemented.
What programmatic strategies will be
used?
Executive Director Feedback
Date of Feedback
Feedback
Peer Review Feedback
Date of Feedback
School Performance Plan for William Pinderhughes Elementary/Middle
Feedback
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School Performance Plan for William Pinderhughes Elementary/Middle
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CLIMATE/SCHOOL CULTURE SMART Goal #3:
By June 2016, the school will reduce the percent of students identified as ARCA (31 students still currently enrolled) from 17% (EOY 2014-2015 SY) to 10% (EOY
2015-2016 SY) of less when comparing students who attended the school during both the 2014-2015 and 2015-2016 SY.
Instructional
Organizational Strategies
Strategies (If...)
Results Indicators (Then...)
1.
If the teachers use the daily attendance monitoring tool
2.
If teachers plan highly effective and engaging lessons
1. then as risk students will be identified for early
intervention and support services related to
both attendance and academic development.
2. then students will demonstrate a greater
interest and level of engagement;therefore
resulting in a reduction in their pattern of
chronic absence.
1.
If the Attendance Committee consistently evaluates the results
from the Daily Attendance Monitoring Tool to identify "at risk"
students as both the grade and school-wide levels
If the ILT, SST and CRC have identified and tracked those students
identified ARCA and provided appropriate student services to those
students and their families
1. then, students will increase their attendance
rates for the month and reduce the percentage
of chronic absenteeism
2. then, students will increase their attendance
rates and thereby reduce the overall ARCA
rating for the school
If the school-based Community Resource Center is able to
effectively engaged parents and families of ARCA students in a
proactive manner
If the parents of ARCA students participate in support program and
services
1. then, students will demonstrate a reduction on
the school's ARCA rating
2. then students will demonstrate improved
attendance and academic outcomes
If school leadership team members effectively analyze the
attendance monitoring tool on a daily basis
If school leadership team members work in a collaborative manner
with network and district level support personnel
1. then students will be identifies quickly and
support services may be established in a prompt
and proactive manner including services for
chronically ill and homeless students.
2. then, students will decrease their rate of chronic
absence and increase their academic
performance outcomes
2.
Family Involvement Strategy
1.
2.
Leadership Strategies
1.
2.
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
School Performance Plan for William Pinderhughes Elementary/Middle
21 of 44
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
School Performance Plan for William Pinderhughes Elementary/Middle
Feedback
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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
Strategies (If...)
Results Indicators (Then...)
Instructional
Organizational Strategies
Family Involvement Strategy
Leadership Strategies
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
School Performance Plan for William Pinderhughes Elementary/Middle
23 of 44
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
School Performance Plan for William Pinderhughes Elementary/Middle
Feedback
24 of 44
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
Goal 1:
The percent of
students in
grades 3rd -8th
will score at the
grade level or
higher on the
EOY iReady math
assessment to be
administered in
the spring of
2016:
3rd Grade: 0%
(BOY) to 32%
(EOY)
4th Grade: 8%
(BOY) to 40%
(EOY)
5th Grade: 8%
(BOY) to 40%
(EOY)
6th Grade: 3%
(BOY) to 25%
(EOY)
7th Grade: 0%
(BOY) to 25%
(EOY)
8th Grade: 13%
(BOY to 45%
(EOY
Person(s)
Responsible for
Collection and
Reporting
ILT Meeting Dates to Review
Data
Outcomes
Federico R. Adams,
Principal
September 2015
iReady
Assessment
December 2015
March 2016
School Performance Plan for William Pinderhughes Elementary/Middle
LaTosha Hilton, E.A.
Michael Mclauglin,
Teacher Leader
September 2015
December 2015
March 2016
Erika Hall, Teacher
Leader
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Goals
Data To be
Collected
Data Collection Dates
Goal 2:
ELA Goal: The
percent of
students in
grades 3rd-8th
scoring at grade
or higher level in
reading as
measured by the
iReady
assessment will
increase from __
to __ by EOY
2016.
ILT Meeting Dates to Review
Data
Outcomes
Federico R. Adams,
Principal
September 2015
Grade3rd: 16%
(BOY) to 50%
(EOY)
Grade 4th: 15%
(BOY) t0 50%
(EOY)
Grade 5th: 11%
(BOY) to 41%
(EOY)
Grade 6th: 7%
(BOY) to 25%
(EOY)
Grade 7th: 7%
(BOY) to 25%
(EOY)
Grade 8th: 13%
(BOY) to 35%
(EOY)
Person(s)
Responsible for
Collection and
Reporting
iReady
Assessment
December 2015
March 2016
School Performance Plan for William Pinderhughes Elementary/Middle
LaTosha Hilton, E.A.
Michael Mclauglin,
Teacher Leader
September 2015
December 2015
March 2016
Erika Hall, Teacher
Leader
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Goals
Goal 3:
By June 2016,
the school will
reduce the
percent of
students
identified as
ARCA (31
students still
currently
enrolled) from
17% (EOY 20142015 SY) to 10%
(EOY 2015-2016
SY) of less when
comparing
students who
attended the
school during
both the 20142015 and 20152016 SY.
Data To be
Collected
Data Collection Dates
Person(s)
Responsible for
Collection and
Reporting
ILT Meeting Dates to Review
Data
Outcomes
September 2015
Quarterly:
November 2015
District ILT &
ARCA
January 2016
April 2016
June 2016
School Performance Plan for William Pinderhughes Elementary/Middle
Federico R. Adams,
Principal
LaTosha Hilton, E.A.
Michael Mclauglin,
Teacher Leader
Erika Hall, Teacher
Leader
December 2015
January 2016
February 2016
March 2016
April 2016
May 2016
June 2016
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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
School Performance Plan for William Pinderhughes Elementary/Middle
Feedback
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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
Are you on pace
to meet your
goal?
What data point(s)
support your
answer?
The percent of students Yes
in grades 3rd -8th will
No
score at the grade level
or higher on the EOY
iReady math
assessment to be
administered in the
spring of 2016:
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)
Not Implemented:
Partially Implemented:
Implemented Fully:
3rd Grade: 0% (BOY) to
32% (EOY)
4th Grade: 8% (BOY) to
40% (EOY)
5th Grade: 8% (BOY) to
40% (EOY)
6th Grade: 3% (BOY) to
25% (EOY)
7th Grade: 0% (BOY) to
25% (EOY)
8th Grade: 13% (BOY to
45% (EOY
School Performance Plan for William Pinderhughes Elementary/Middle
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Goals
Are you on pace
to meet your
goal?
What data point(s)
support your
answer?
ELA Goal: The percent
Yes
of students in grades
No
3rd-8th scoring at grade
or higher level in
reading as measured by
the iReady assessment
will increase from __ to
__ by EOY 2016.
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)
Not Implemented:
Partially Implemented:
Implemented Fully:
Grade3rd: 16% (BOY)
to 50% (EOY)
Grade 4th: 15% (BOY)
t0 50% (EOY)
Grade 5th: 11% (BOY)
to 41% (EOY)
Grade 6th: 7% (BOY) to
25% (EOY)
Grade 7th: 7% (BOY) to
25% (EOY)
Grade 8th: 13% (BOY)
to 35% (EOY)
School Performance Plan for William Pinderhughes Elementary/Middle
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Goals
By June 2016, the
school will reduce the
percent of students
identified as ARCA (31
students still currently
enrolled) from 17%
(EOY 2014-2015 SY) to
10% (EOY 2015-2016
SY) of less when
comparing students
who attended the
school during both the
2014-2015 and 20152016 SY.
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:
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 be checked by the Executive Director:
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 William Pinderhughes Elementary/Middle
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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
Are you on pace to
meet your goal?
What data point(s)
support your
answer?
The percent of students Yes
in grades 3rd -8th will
No
score at the grade level
or higher on the EOY
iReady math
assessment to be
administered in the
spring of 2016:
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:
3rd Grade: 0% (BOY)
to 32% (EOY)
4th Grade: 8% (BOY) to
40% (EOY)
5th Grade: 8% (BOY) to
40% (EOY)
6th Grade: 3% (BOY) to
25% (EOY)
7th Grade: 0% (BOY) to
25% (EOY)
8th Grade: 13% (BOY to
45% (EOY
ELA Goal: The percent
Yes
of students in grades
No
3rd-8th scoring at grade
or higher level in
reading as measured by
the iReady assessment
will increase from __ to
__ by EOY 2016.
School Performance Plan for William Pinderhughes Elementary/Middle
Not Implemented:
Partially Implemented:
Implemented Fully:
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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?
Grade3rd: 16% (BOY)
to 50% (EOY)
Grade 4th: 15% (BOY)
t0 50% (EOY)
Grade 5th: 11% (BOY)
to 41% (EOY)
Grade 6th: 7% (BOY) to
25% (EOY)
Grade 7th: 7% (BOY) to
25% (EOY)
Grade 8th: 13% (BOY)
to 35% (EOY)
By June 2016, the
school will reduce the
percent of students
identified as ARCA (31
students still currently
enrolled) from 17%
(EOY 2014-2015 SY) to
10% (EOY 2015-2016
SY) of less when
comparing students
who attended the
school during both the
2014-2015 and 20152016 SY.
Yes
No
Not Implemented:
Partially Implemented:
Implemented Fully:
Yes
No
Not Implemented:
Partially Implemented:
Implemented Fully:
School Performance Plan for William Pinderhughes Elementary/Middle
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To be checked by the Executive Director:
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 William Pinderhughes Elementary/Middle
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APPENDIX A: TEMPLATES AND TOOLS
Template 1: ILT Team Data Analysis
Performance Behaviors
Inferences
Strengths:
School Performance Plan for William Pinderhughes Elementary/Middle
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APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS
Appendix B.1: Family and Community Engagement Plan
The percent of students in grades 3rd -8th will score at the grade level or
higher on the EOY iReady math assessment to be administered in the spring of
2016:
Goal #1
3rd Grade: 0% (BOY) to 32% (EOY)
4th Grade: 8% (BOY) to 40% (EOY)
5th Grade: 8% (BOY) to 40% (EOY)
6th Grade: 3% (BOY) to 25% (EOY)
7th Grade: 0% (BOY) to 25% (EOY)
8th Grade: 13% (BOY to 45% (EOY
1.
Family Involvement Strategy #1
2.
If parents/guardians are actively engaged in activities such as Family
Math & Science Night
If parents/guardians are engaged in grade band/level math workshops
3. If parents are engaged in Common Core Math Exploration Night
ELA Goal: The percent of students in grades 3rd-8th scoring at grade or higher
level in reading as measured by the iReady assessment will increase from __
to __ by EOY 2016.
Goal #2
Grade3rd: 16% (BOY) to 50% (EOY)
Grade 4th: 15% (BOY) t0 50% (EOY)
Grade 5th: 11% (BOY) to 41% (EOY)
Grade 6th: 7% (BOY) to 25% (EOY)
Grade 7th: 7% (BOY) to 25% (EOY)
Grade 8th: 13% (BOY) to 35% (EOY)
1.
Family Involvement Strategy #2
Goal #3
School Performance Plan for William Pinderhughes Elementary/Middle
If parents are provided with multiple strategies through workshops
focused in improving ELA performance
2. If parents participating in the school-based HIPPY (Home Instruction for
Parents & Pre-School Youth
By June 2016, the school will reduce the percent of students identified as ARCA
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(31 students still currently enrolled) from 17% (EOY 2014-2015 SY) to 10% (EOY
2015-2016 SY) of less when comparing students who attended the school
during both the 2014-2015 and 2015-2016 SY.
1.
Family Involvement Strategy #3
2.
If the school-based Community Resource Center is able to effectively
engaged parents and families of ARCA students in a proactive manner
If the parents of ARCA students participate in support program and
services
Family Involvement Strategy #4
Back to School Night
Date: 15 September 2015 Time: 5:00 - 7:00 p.m.
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
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: October 2015 - Accessing School
and Community Based Support Resources
Workshop/Meeting #2: Decembr 2015 - Math & Science
Night
Workshop/Meeting #3: February 2016 - What is Common
Core Anyway?
Workshop/Meeting #4: May 2016 - It's Summer...What Do
We Do Now?
Service Learning
Parent Portal
College and Career Readiness
Communications
We will communicate with all families through:
Accessibility
We will accommodate all families by providing:
X
The Monthly Shark Tales Parent-Community Newsletter
X
Timely notification of school events.
X
The Shark Tales Parent-Community website
X
Updated school
website(www.baltimorecityschools.org/xxxx)
Flexible meeting times
Monthly parent and community meetings
X
Quarterly Parent – Teacher Conferences
X
Parent Link
Marquee
X
X
X
Staff available via email or by setting up a parent teacher
conference with the specific teacher.
Other: Letters and Posters
School Performance Plan for William Pinderhughes Elementary/Middle
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Partner Programs
The following partners provide resources for our school community:
Community Partner
Opportunities Offered
Humanin
To provide students and families with school and community based support
resoruces and services
Elev8 Baltimore
To provide OST and related support programs for school and thier families
during the school year and summer
Enterprise Community Partners
To provide direct support servics in the form of one-to-one mentoring and
coaching to students in grades 3rd - 8th...the provide direct assistance to in
need students and their families related material and social supports.
EWN Girls Mentoring Program
To provide direct support servics in the form of one-to-one mentoring and
coaching to students in grades 3rd - 8th...the provide direct assistance to in
need students and their families related material and social supports.
The Knights Roundtable
To provide direct support servics in the form of one-to-one mentoring and
coaching to male students in grades 3rd - 8th
Operation Pulse
To provide assistance adn support services to students and their familis on a
case by case basis
Parent Activities/Resources
Please list all activities and resources that will empower parents to support their children automatically.
Parent Activities
Coordinated services
provided through the
school based Community
Resource Center (based
on the systemic
community schools
program via Family
League of Baltimore
Describe how this activity or resources supports
the identified SMART Goals
Date
CRC Director will work with families to identify
and coordinate the delivery of support servicds for 2015 August
students and thier families in the areas of
through 2016
attendance, academic growth/development and
June
social/emotional well being
Is Funding Required?
Yes/No
Yes
Amount
$15,000.00
Funding Source
FSF & Title I
Early identification of ARCA students will allow the October
Quarterly Attedance
school to provide intervention services to imrpoe 2015...Decemb No
Improvement Workshops
conditions that negatively impact school
er
School Performance Plan for William Pinderhughes Elementary/Middle
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attendance
2015...February
2016...April
2016
Provide in home delviery of early education
HIPPY...Home Instruction
105 August
support services to paretns of youngsters ages 3-6
for Parents and Prethrough 2016
to prepare for entry into school and kindergarten
School Youth
June
readiness
School Performance Plan for William Pinderhughes Elementary/Middle
No
Provided through community
based partnership with Park
Heights CDC
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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
1 On-going differentiation instructional activities at all
grade levels
2.Daily enrichment activities integrated into ELA and
Mathematics Program
3.Increased instructional application of instructional
technology across all grade level
leadership team
ILT members
grade level
instructors
Special Education
teachers
2. How will your school support
low-performing students
achieve at proficient or
advanced levels?
1. On-going grade level data analysis
2. Daily enrichment activities integrated into the ELA
and Mathematics Program
3. Increased instructional application of instructional
technology
leadership team
ILT members
grade level
instructors
Special Education
teachers
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?
1. Grade level at risk student identification and parent
notification
2. On-going grade levels data analysis
3. On-going SST referral and monitoring process
4. Daily instructional interventions in ELA and math
5. Grade lelvel and content area coach class
leadership team
ILT members
grade level
instructors
Special Education
teachers
1. How will your school support
student achievement among
high achieving students?
A. The school has established strategic partnership
4. What does your school do to
with the following external partners to identify any
recruit and retain highly
viable external candidates due the spring recruitment
qualified and effective teachers window and on-going as needed:
TFA, BCTR, UTC, Morgan State University, Coppin State
in core subjects? Include a
description of principal support. University
School Performance Plan for William Pinderhughes Elementary/Middle
Principal
Teachers
ILT
Educational
Associates
Timeline
Title I Funding
Funding to secuer
classroom teachers
August 2015 - June
2016
Approximately
$150,000.00 in Title
I funding used for
this purpose
Funding to secure
classroom teachers
August 2015 - June
2016
Approximately
$150,000.00 in Title
I funding used for
this purpose
Funding to secure
classroom teachers
August 2015 - June
2016
Approximately
$150,000.00 in Title
I funding used for
this purpose
On-going
N/A
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Questions
Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
B. Teachers participate in a multi-level vetting process
the includes initial interviews with peer teachers,
interviews with ILT members and final interview with
school leadership.
C. Newly onboard teachers are matched with an onsite mentor to provide on-gonig daily support and
coaching.
D. Dedicated 1.5 FTE Educational Associate to provide
coaching and non-evaluative feedback on an on-going
and consistent basis.
C. Consistent and on-going informal and formal
observation conducted by Principal.
E. Monthly staff recognition and awards for effort,
dedication and observable student performance and
professional outcomes.
5. What is your process for
informing parents if teachers
are not Highly Qualified?
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?
7. What are your school’s plans for
assisting children and families in
transition from:
 Early learning programs to
elementary school;
 Elementary to middle
If necessary letters are mailed to the homes of all
impacted students in September 2015 and subsequent Principal
updates are mailed to the impacted families as needed
On-going...if needed
A. Before and after school coach class
B. Referral services for the Morgan State University
Tutorial Program
C. Elev8 After School and OST Program (school-based)
Instructional Staff
MSU volunteer staff
Elev8 Program Staff
HIPPY Program for students in PK-K classrooms
High School Choice Parent Information Night
High School Choice Application Individualized Family
Support Program
HIPPY staff
Principal
September 2015 Guidance Counselor
June 2016
School Performance Plan for William Pinderhughes Elementary/Middle
N/A
N/A
N/A
41 of 44
Questions

Title I Schoolwide Strategies
Person(s)
Responsible
Timeline
Title I Funding
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. Describe how professional
development opportunities will
be provided to enable teachers,
paraeducators, and
administrators to increase the
number of students who meet
state standards.
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)?
A. 5 planning period with weekly collaborative
planning sessions have been built into the schedule for
all teachers across all grades.
B. School leadership team members, with support
from district personnel, will monitor and aid in the
develop of these weekly sessions.
C. Data Analysis and action plan development to be
guided by dedicated 1 FTE Educational Associate.
5 planning period with weekly collaborative planning
sessions have been built into the schedule for all
teachers across all grades.
B. School leadership team members, with support
from district personnel, will monitor and aid in the
develop of these weekly sessions.
C. Data Analysis and action plan development to be
guided by dedicated 1 FTE Educational Associate.
School leadership, in conjunction with internal and
external partners, will monitor school's coordination
and integration of federal,state and local programs to
ensure compliance and implementation of all
mandated services and supports.
School Performance Plan for William Pinderhughes Elementary/Middle
Leadership Team
ILT Members
Educational
Associate
Instructional Staff
Leadership Team
ILT Members
Educational
Associate
Instructional Staff
Leadership Team
ILT Members
CRC Director
August 2015 - June
2016
N/A
August 2015 - June
2016
N/A
August 2015 - June
2016
N/A
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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
Adams, Federico R.
Principal
MCGalughlin, Michael
Teacher 1
Hall, Ericka A.
Teacher 2
Edwards, Tsanonda
Student Support Service Provider
Date
Classified Staff
Wynn, Lynn
Paraprofessional
Poole, Donna
Parent 1
Parent 2
Parent 3
Alexis Warwick-Adams
School Performance Plan for William Pinderhughes Elementary/Middle
Community Representative 1
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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 William Pinderhughes Elementary/Middle
Press SAVE DATA to Submit.
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