SY 2014-2015
School Performance Plan
734, School Number
Middle Alternative Program at Lombard , School Name
Rosa Carmon, Principal
Roger Shaw, Executive Director
Andrea Schanbacher, 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 Middle Alternative Program at Lombard
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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.............................................................................................................................................................................................................................................. 8
IV. SCHOOL'S DATA SECTION...................................................................................................................................................................................................................9
V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS ..................................................................................................................................................................10
VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS .......................................................................................................................................11
ACADEMIC SMART Goal #1: ..............................................................................................................................................................................................................11
ACADEMIC SMART Goal #2: ..............................................................................................................................................................................................................13
CLIMATE/SCHOOL CULTURE SMART Goal #3: ...................................................................................................................................................................................14
ADDITIONAL SMART Goal #4:............................................................................................................................................................................................................16
VII. FEDERALLY FUNDED PLANS.............................................................................................................................................................................................................17
PART A: FAMILY AND COMMUNITY ENGAGEMENT PLAN.................................................................................................................................................................17
PART B.1: TITLE I SCHOOLWIDE PLAN ...............................................................................................................................................................................................19
PART B.2: TITLE I TARGET ASSISTANCE PLAN ....................................................................................................................................................................................22
VII. MONITORING AND EVALUATING PROGRESS ..................................................................................................................................................................................25
PART A: MONITORING PLAN .............................................................................................................................................................................................................25
PART B: EVALUATION PLAN...............................................................................................................................................................................................................28
APPENDIX A: EVALUATING PROGRESS TEMPLATE ................................................................................................................................................................................30
APPENDIX B: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE ) ............................................................................................................................................32
SPP SUBMITTAL PAGE ...........................................................................................................................................................................................................................33
School Performance Plan for Middle Alternative Program at Lombard
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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
Rosa Carmon
Principal
Cassetta Jenkins
Educational Associate
Tracy Allen
Social Worker
Stephen Jacobs
Data Manager
Marie Rebecca Rayos
Special Educator
Shenita Baldwin
Guidance Counselor
Maurice Allen
Behavior Specialist
Lena Lumongsod
General Educator
Monte Crowell
Paraeducator
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Key Points of Contact at Your School
Position
Name
Email Contact
Professional Development Point of Contact/Monitor
Marie Rebecca Rayos
[email protected]
New Teacher Mentor(s)
Cassetta Jenkins
[email protected]
New Teacher Mentor (s)
Marie Rebecca Rayos
[email protected]
Mathematics Representative
Marie Rebecca Rayos
[email protected]
Literacy Representative
Cassetta Jenkins
[email protected]
Test Coordinator
Stephen Jacobs
[email protected]
School Family Council Chair
Tracy Allen
[email protected]
Family and Community Engagement Representative
Donell Heard
[email protected]
Technology Contact
Stephen Jacob
[email protected]
SST Chair
Shenita Baldwin
[email protected]
Attendance Monitor
Paulette Hill
[email protected]
SLO Ambassador
Marie Rebecca Rayos
[email protected]
Other (e.g. CTE or Bridge Coordinator)
Maurice Allen
[email protected]
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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
Goal 1: Students will increase literacy scores from those earned on
baseline assessments.
School Performance Plan for Middle Alternative Program at Lombard
Final Outcome (Do not analyze here,
just state end outcome)
Was the goal met
or not met?
Scores increased or progressed based on Met
baseline assessments
Analyze and
provide reflection
on last year’s
outcome(s)
Student usage of
program in and out
of the building
resulted in increase
in baseline data. On
the average
students spent
approximately 11
hours using achieve
3000 as an
intervention tool.
Based on Achieve
3000 report data
students showed
great improvement
text structures, cite
evidence, main
ideas and
summarization.
The areas with the
least amount of
growth was
vocabulary building.
Although students
completed 15,720
vocabulary
questions. Students
demonstrated an
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average 18.1 gain
on the vocabulary
components of
Maryland's Content
Standards Lexile
levels made
significant growth.
Data reflects that
students spends
approximately 68%
of time reading and
writing. Evidence
show that students
develop the
capacity as
recommended by
the Common Core
Standards in the
following area:
demonstrating
independence;
building strong
content knowledge;
comprehending as
well as critiquing;
valuing evidence
and using
technology and
digital Media
strategically and
capably
Goal 2: Students will increase Math scores from those earned on baseline
assessments.
School Performance Plan for Middle Alternative Program at Lombard
We do not have comparative data to
reflect increase or decrease in Math
scores
Not Met
Lack of a full time
teacher and
inconsistent
substitutes, Agile
Mind was not
implemented with
fidelity therefore
comparative data
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was not available.
Goal 3: Identify and target behavior needs of incoming students during
the intake process.
Identified and targeted behavior needs
of incoming students during the intake
process.
Met
According to SWIS
(School Wide
Intervention
System) data
referrals decreased.
Intake team made
use of the expulsion
conference report
and collaborated
with Behavior
specialist to create
attainable behavior
goals that will
prevent
recidivism.
Goal 4:
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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
Learning (Student Outcomes) Questions
School Performance Plan for Middle Alternative Program at Lombard
Leadership (ILT Actions) Questions
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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)
TeenBiz Data
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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)
2.
Inferences (Why is this an area of strength?)
Students are more inclined to be more proactive instead of
reactive by seeking adult assistance when needed.
Students are involved in setting and managing individual
behavior plans.
PBIS (Positive Behavior Interventions and Supports) is
actively taught in each classroom to reinforce positive
behavior.
Prioritized Needs based on Effect Data (Student Outcomes)
1.
Students need to increase vocabulary.
2.
Students need to use appropriate communication skills with adults and
peers.
3.
Students need to improve daily attendance to meet district's goal of 94%
School Performance Plan for Middle Alternative Program at Lombard
Inferences (Why is this an area for growth?)
Based on Achieve 3000 report data vocabulary has been identified as an area of
need.
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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 2014-2015 school year, the percent correct on questions related to ELA standard 1 (citing evidence) will increase 10 percentage points, from (?) as
measured by the end of course assessments.
Instructional
Strategies (If...)
Results Indicators (Then...)
1.
Teachers will use multiple data sources to determine students
performance and to drive instruction
Teachers use explicit instruction to individualize learning activties
that meet student needs based on skill level
Teachers and students focus on reading a passage and citing
textual evidence to demonstrate comprehension.
1. Students demonstrate progress as indicated by
assessments.
2. Students will engage in differentiated reading
and writing activities using TeenBiz.
School adjusts schedule to implement CPR (Circle of Power and
Respect) activities to build relationships.
School provides weekly professional development during
Academic/Clinical meetings.
School provides weekly collaborative meeting time for teachers
and paraprofessionals.
1. Teacher and student will use CPR to build
relationships.
2. Teachers will use strategies from professional
development to improve instructional practices.
3. Teachers and paras will collaborate to meet the
instructional and behavioral needs of the
students.
School provides monthly FCS (Family Community Supports)
meetings.
School provides monthly information about Literacy Program
(Teenbiz) on the website, newsletter and initial assessment.
1. Parental involvement will increase
2.
3.
Organizational Strategies
1.
2.
3.
Family Involvement Strategy
1.
2.
School Performance Plan for Middle Alternative Program at Lombard
2. Parents and students will gain awareness of
Literacy Program (TeenBiz) and increase literacy
skills.
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By the 2014-2015 school year, the percent correct on questions related to ELA standard 1 (citing evidence) will increase 10 percentage points, from (?) as
measured by the end of course assessments.
Leadership Strategies
Strategies (If...)
Results Indicators (Then...)
1.
Principal and ILT provide on going Literacy PD through Academic
and collaborative meetings
Principal and ILT provide strategic and purposeful educational
rounds and targeted feedback
Principal and ILT utilize the instructional framework during
educational rounds, informal observations, formal observations
and LASW (looking at student work)
1. Teachers will use strategies from Literacy PD to
improve instructional strategies.
2. the academic rigor and instructional practices
will improve as indicated in the CPL (Cycles of
Professional Learning)
3. Teachers will use instructional framework
feedback to improve instructional practices.
2.
School provides online Literacy programs (TeenBiz) to support
Literacy
School provides access to technology as an instructional tool.
3.
School provides cultural enrichment activities.
1. Student will use Literacy Program (TeenBiz) to
increase literacy skills.
2. Teachers and students will have access to
technology to produce and publish writing and
to interact and collaborate with others.
3. Teachers and students will have opportunities to
participate in educational trips related to
content area.
2.
3.
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
1.
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ACADEMIC SMART Goal #2:
By the end of academic school year 2014-2015, students will increase proficiency on the interims by a 10 percentage point increase per grade band level ( Grade
6 28%-38%, Grade 7 18% - 28% , Grade 8 25%-35%), as measured by the math end of course assessments.
Instructional
Strategies (If...)
Results Indicators (Then...)
1.
Teachers utilize small group instruction to allow for student to
student interaction
Teachers use data to determine students level of performance in
Math to drive instruction
1. Students will engage in peer to peer interaction
to increase understanding of mathematical
concepts as evidenced by group activity.
2. Students will demonstrate progress as indicated
by assessment data.
School adjusts schedule to implement CPR (Circle of Power and
Respect) activities to build relationships
School provides weekly professional development during
Academic/Clinical meeting.
School provides weekly collaborative meeting time for teachers
and paraprofessionals
1. Teacher and student use CPR to build
relationships.
2. Teachers will use the strategies from the
Professional Development to improve
instructional practices.
3. Teachers and paras will collaborate to meet the
instructional and behavioral needs of the
students.
2.
Organizational Strategies
1.
2.
3.
Family Involvement Strategy
1.
School provides monthly FCS (Family Community Supports)
meetings.
1. Parental involvement will increase.
Leadership Strategies
1.
Principal and ILT utilize the instructional framework during
educational rounds, informal observations, formal observations
and LASW (looking at student work)
1. teachers will receive quality feedback that will
improve instructional practices.
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
1.
School provides innovative technology as instructional tools
1. Teachers and students will have access to
technology to solve math problems and to
interact and collaborate with others
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CLIMATE/SCHOOL CULTURE SMART Goal #3:
The number of students referred to the office will decrease by 50% from 57 to 28 by the end of the school year.
Instructional
Strategies (If...)
Results Indicators (Then...)
1.
1. Students will not participate in any incentive
activities unless they comply with the point
sheet expectations.
2. Students will achieve the expected academic
standard of 70% or better as indicated on their
report card.
3. Teachers and paras will implement the
strategies from the professional development to
meet the individual behavioral needs of
students
4. Teachers, para-educators, and students will
engage in positive behavioral approaches to
learning
2.
3.
Organizational Strategies
The school provides both academic and behavioral goals on the
behavioral management plan during the initial assessment
meeting.
The school utilizes behavioral sheets to reinforce daily expected
behaviors such as transition, uniform, individual behavioral goal
(IBG), materials, on task, respect others,respect property ,
communication, appropriate interaction with people and ignore
disruptive behavior.
The school provides continuous professional development based
on the ABC model
( Academic, Behavioral , Clinical)sponsored by the related service
team during the academic/clinical meeting.
4.
The para-educators assist teachers with implementing classroom
expectations and procedures.
1.
The initial assessment team collaborate prior to the initial intake of
students.
The school utilizes PBIS to implement and reinforce positive
behavior.
The school utilize behavioral point sheets to reinforce daily
expected behaviors such as transition, uniform, individual
behavioral goal (IBG), materials, on-task, respects others, respect
property, communication, appropriate interaction with people, and
ignore disruptive behavior.
The behavioral specialist uses data from the Behavioral
Management Plan.
2.
3.
4.
School Performance Plan for Middle Alternative Program at Lombard
1. The behavioral team will implement obtainable
goals on the behavioral management plan that
will prevent re-occurrence of the same suspendable behavior.
2. Staff will identify problematic behaviors and
develop a plan for intervention.
3. Students will develop and implement strategies
to reach the daily IBG.
4. The behavioral team will provide interventions
to help teachers and students address classroom
behaviors that impact learning.
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The number of students referred to the office will decrease by 50% from 57 to 28 by the end of the school year.
Family Involvement Strategy
Strategies (If...)
Results Indicators (Then...)
1.
The school creates a calendar for parent volunteerism during the
initial assessment meeting.
The school conducts monthly family and community engagement
opportunities for parent and community partners.
School provides families access to the food pantry during initial
assessment.
1. Parents will have a regular opportunity to
engage with classroom teachers, paraeducators, and students academic and
behavioral progress.
2. The school will provide engagement
opportunites , parent-friendly strategies and
resources for families to use at home.
3. The school will initiate a relationship with
parents and families to improve student
behavior and school climate.
Principal and ILT monitor and evaluate students' behavior in
alignment with the behavioral management plan during
observations.
The behavioral specialist organizedbi-weekly town meetings where
students voice is heard
1. The school will determine if adjustment is
needed to modify the
behavior management plan of students.
The school participate in Professional Development Seminars
related to anti-bullying, anti-drugs, anti-gangs, child abuse, antiviolence, school retention, ADHD, classroom management, and
safe school climate workshops
THOR Mentoring Program and MAPAL mentoring program meet
with students on a weekly basis
School implements Big Brother/Big Sister Program
1. The school will implement professional learning
that is aligned with academic behavioral clinical
(ABC) supports and therapeutic crisis
intervention (TCI). The new knowledge and skills
are necssary for full implementation of the
students' behavioral management plan and
helping students to self-regulate.
2. Students will have increased appropriate
interactions with adult role models as indicated
on the daily behavioral point sheet.
3. Students will have increased self-esteem,
respect for others and themselves, and the
community as indicated on the daily behavioral
point sheet.
2.
3.
Leadership Strategies
1.
2.
Programmatic Strategies
(Programs to Purchase or
Adopt if applicable)
1.
2.
3.
School Performance Plan for Middle Alternative Program at Lombard
2. The school will create a positive and welcoming
school community.
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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)
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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 2014-2015 school year, the percent correct on questions related to ELA standard 1 (citing evidence) will
increase 10 percentage points, from (?) as measured by the end of course assessments.
Family Involvement Strategy #1
1.
School provides monthly FCS (Family Community Supports) meetings.
2.
School provides monthly information about Literacy Program (Teenbiz) on the website, newsletter and initial
assessment.
Goal #2
By the end of academic school year 2014-2015, students will increase proficiency on the interims by a 10
percentage point increase per grade band level ( Grade 6 28%-38%, Grade 7 18% - 28% , Grade 8 25%-35%), as
measured by the math end of course assessments.
Family Involvement Strategy #1
1.
Goal #3
The number of students referred to the office will decrease by 50% from 57 to 28 by the end of the school year.
Family Involvement Strategy #1
1.
The school creates a calendar for parent volunteerism during the initial assessment meeting.
2.
The school conducts monthly family and community engagement opportunities for parent and community
partners.
School provides families access to the food pantry during initial assessment.
3.
School provides monthly FCS (Family Community Supports) meetings.
Family Involvement Strategy #1
BACK TO SCHOOL NIGHT
PARENT MEETINGS AND WORKSHOPS
Parents please join us throughout the school year for the following meetings
and workshops:
Date: Time:
Families are invited to attend the Back to School Night to learn about our
programs and requirements. Families will gain further knowledge on grade□
level expectations, curriculum, and student progress. Families will have
opportunities to receive and review information in order to provide feedback in
the following areas:
□
School Performance Plan for Middle Alternative Program at Lombard
Workshop/Meeting #1:
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 School Newsletter
The 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
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
School Performance Plan for Middle Alternative Program at Lombard
Date
Is Funding Required?
Yes/No Amount
Funding Source
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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
Agendas,
minutes,
artifacts, sign-in
sheets,
feedback forms,
daily point
Goal 1:
sheets, journals,
By the 2014student
2015 school
notebooks,
year, the percent
student work
correct on
folders, lesson
questions
plans,
related to ELA
assessment data,
standard 1
assessment chart
(citing evidence)
data, teacherwill increase 10
made
percentage
assessments,
points, from (?)
IEPs, progress
as measured by
reports, report
the end of
cards, behavioral
course
management
assessments.
plans,
attendance data,
communication
logs, anecdotal
notes
Goal 2:
Agendas,
By the end of
minutes,
academic school artifacts, sign-in
Person(s)
Responsible for
Collection and
Reporting
ILT Meeting Dates to Review
Data
Outcomes
Wednesdays
Date of meetings
School Performance Plan for Middle Alternative Program at Lombard
Wednesdays
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Goals
year 2014-2015,
students will
increase
proficiency on
the interims by a
10 percentage
point increase
per grade band
level ( Grade 6
28%-38%, Grade
7 18% - 28% ,
Grade 8 25%35%), as
measured by the
math end of
course
assessments.
Goal 3:
The number of
students
referred to the
office will
decrease by 50%
from 57 to 28 by
the end of the
school year.
Data To be
Collected
Data Collection Dates
Person(s)
Responsible for
Collection and
Reporting
ILT Meeting Dates to Review
Data
Outcomes
sheets,
feedback forms,
daily point
sheets, journals,
student
notebooks,
student work
folders, lesson
plans,
assessment data,
assessment chart
data, teachermade
assessments,
IEPs, progress
reports, report
cards, behavioral
management
plans,
attendance data,
communication
logs, anecdotal
notes
Agendas,
minutes,
artifacts, sign-in
sheets,
feedback forms,
daily point
sheets, IEPs,
progress reports,
report cards,
behavioral
School Performance Plan for Middle Alternative Program at Lombard
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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
management
plans, referral
forms, SWIS
data, PBIS data,
SST data, Initial
assessment data,
exit data, climate
surveys,
attendance data,
communication
logs, anecdotal
notes
School Performance Plan for Middle Alternative Program at Lombard
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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?
What data point(s)
support your
answer?
What is the progress of strategy
implementation
By the 2014-2015
Yes
school year, the percent No
correct on questions
related to ELA standard
1 (citing evidence) will
increase 10 percentage
points, from (?) as
measured by the end of
course assessments.
Not Implemented:
Partially Implemented:
Implemented Fully:
By the end of academic Yes
school year 2014-2015, No
students will increase
proficiency on the
interims by a 10
percentage point
increase per grade band
level ( Grade 6 28%38%, Grade 7 18% - 28%
, Grade 8 25%-35%), as
measured by the math
end of course
assessments.
Not Implemented:
Partially Implemented:
Implemented Fully:
School Performance Plan for Middle Alternative Program at Lombard
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?
What data point(s)
support your
answer?
What is the progress of strategy
implementation
The number of
Yes
students referred to the No
office will decrease by
50% from 57 to 28 by
the end of the school
year.
Not Implemented:
Partially Implemented:
Implemented Fully:
Yes
No
Not Implemented:
Partially Implemented:
Implemented Fully:
School Performance Plan for Middle Alternative Program at Lombard
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 2014-2015
school year, the percent
correct on questions
related to ELA standard
1 (citing evidence) will
increase 10 percentage
points, from (?) as
measured by the end of
course assessments.
By the end of academic
school year 2014-2015,
students will increase
proficiency on the
interims by a 10
percentage point
increase per grade band
level ( Grade 6 28%38%, Grade 7 18% - 28%
, Grade 8 25%-35%), as
measured by the math
end of course
assessments.
The number of
students referred to the
office will decrease by
50% from 57 to 28 by
the end of the school
year.
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 Middle Alternative Program at Lombard
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?
What data point(s)
support your
answer?
Yes
No
School Performance Plan for Middle Alternative Program at Lombard
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
Date
Principal
Teacher 1
Teacher 2
Student Support Service Provider
Classified Staff
Paraprofessional
Parent 1
Parent 2
Parent 3
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.
Press SAVE DATA to Submit.
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