kasa (knowledge and success academy)

School Performance Plan for KASA (Knowledge and Success Academy) 1 of 43

SY 2015-2016

School Performance Plan

342, School NumberKASA (Knowledge and Success Academy), School Name

Tony Edwards, PrincipalDaryl Kennedy, Executive Director

, Network FacilitatorSER 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.


Contents

I. COMPOSITION of ILT and KEY POINTS OF CONTACT............................................................................................................................................................................3

II. PREVIOUS YEAR SPP OUTCOMES AND REFLECTION...........................................................................................................................................................................6

III. INQUIRY..............................................................................................................................................................................................................................................9

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: ...................................................................................................................................................................................20

ADDITIONAL SMART Goal #4:............................................................................................................................................................................................................24

VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN ..........................................................................................................................................................26

VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION ..........................................................................................................................................29

IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION .......................................................................................................................................31

APPENDIX A: TEMPLATES AND TOOLS ..................................................................................................................................................................................................33

APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS .....................................................................................................................................34

Appendix B.1: Family and Community Engagement Plan .................................................................................................................................................................34

Appendix B.2: Title I School Wide Plan..............................................................................................................................................................................................37

Appendix B.3: Title I Targeted Assistance .........................................................................................................................................................................................39

APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE ) ............................................................................................................................................42

SPP SUBMITTAL PAGE ...........................................................................................................................................................................................................................43


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

Tony Edwards Principal

Clifton Williams Assistant Principal

Danielle Lee Assistant Principal

Tanika Sykes Language Arts Department Head

Shelton Stanley Math Department Head

Aimee Puffenbarger Special Educator

Christine Caporale English Teacher

Eleanor Francis Social Studies Teacher

Shannon Hayes Guidance Counselor


Key Points of Contact at Your School

Position Name Email Contact

Professional Development Point of Contact/Monitor Danielle Lee [email protected]

New Teacher Mentor(s) Epiphany McCant [email protected]

New Teacher Mentor (s)

Mathematics Representative Shelton Stanley [email protected]

Literacy Representative Tanika Sykes [email protected]

Test Coordinator Tanika Sykes [email protected]

School Family Council Chair Saprina Stafford [email protected]

Family and Community Engagement Representative Danielle Lee [email protected]

Technology Contact John Merrill [email protected]

SST Chair Shannon Hayes [email protected]

Attendance Monitor Michell Vaughn [email protected]

SLO Ambassador Shelton Stanley [email protected]

Other (e.g. CTE or Bridge Coordinator) Shannon Hayes- Bridge Coordinator [email protected]


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



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 or not met?

Analyze and provide reflection on last year’s outcome(s)

Goal 1: 80% of students in each grade will earn a proficient average score as measured by the Quarter 4 Interim Literacy Assessment

6th grade-17.8%, 7th Grade 37.%, 8th Grade 31.2%, English I- 0%, English II- 2.2%, English III- 9.7%, English IV-77%

Not Met Although the goal was not met in any grade, improvement was shown in most grades from 1st to 4th quarter. 6th grade improved from 16.3% to 17.8%, 7th grade improved from 0% to 37.5%, 8th grade improved from 1.6% to 31.2%, English IV improved from 66.7% to 77%. The only subjects which showed decline throughout the year were English I, II, and III. Therefore, although the goal was not met in the middle grades, significant gains were shown, especially in 7th and 8th grade. An analysis of additional data from English I, II, and III indicates the poor student attendance and a large number of enrolled "repeaters" in these classes contributed to the observed lack of progress.Other problems of practice identified by the ILT team were:• Lack of teacher planning

engaging and rigorous lesson

• Lack of teacher content knowledge


• Lack of pedagogy• Teachers do not know

students

Goal 2: 80% of students in each grade level will achieve a proficient score as measured by the 4th interim math assessment

Algebra II- 8.2%, Geometry- 0% Not Met Although the goal was not met in Algebra II, the total number of students achieving a proficient or advanced score improved from 3.5% to 8.2%. Geometry scores declined from 3.8% achieving proficient scores 1st semester to 0% for the end of course assessment. Possible root causes for low student performance in this area include poor student attendance and insufficient differentiation and intervention/remediation processes by teachers

Goal 3: The percentage of students identified as chronically absent will decrease from 24% to 14% by the end of the 2014/2015 shcool year as measured by the End of Year ILT tool and SMS attendance data.

The overall year to date ARCA score on the End of Year ILT was identified as 46.7%

Not Met Student attendance continued to be a struggle for the 2014-2015 school year. Staff did monitor attendance reports, notify parents, and schedule SST/IEP meetings, but a lack of overall resources hindered attempts to reengage students in school. Family Preservation Referrals were sent with minimal to no response from that agency.

Goal 4: Average student GPA will increase from 1.69 to 2.0 by the end of the 2014-2015 school year as measured by end of year ILT tool.

The 4th quarter average GPA in high school, as indicated in the End of the Year ILT Tool was 1.56

Not Met Although the overall 12th grade GPA improved to 2.38, the 9th grade GPA was the outlier, with an average GPA of .98. It is clear from this data that additional interventions need to


be targeted at 9th grade students

Reflections on SER Visit: If your school had SER visit then reflect on your SER visit to answer the following questions.

Reflection Questions Responses

Did the findings from the SER align with your perception of your school’s performance at the time of the site visit? Which findings were surprising? Deflating? Encouraging?

In reviewing the SER findings along with your performance data (qualitative and quantitative) what is the school identifying as an area of focus?

Define your current state. What preferred state would you like to reach?

What actions you would take to reach your preferred state?


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

What data are teachers using on a regular basis to inform practice and instruction?

Are students attending all classes daily and on time? How is the ILT analyzing and using data?

How are teachers using student data to plan interventions?

Are students utilizing the strategies taught in class on assessments?

How is the ILT monitoring the use of school based practices and strategies?

Do teacher lesson reflect accommodations for students with SWD?

Are students taking assessments seriously or suffering from testing "burn out"?

How is administration monitoring the implementation of the instructional framework?

Are teachers utilizing small group instruction in the classroom to provide interventions?

Are students utilizing on line Agile Minds Resources? How is administration providing feedback to teachers on their implementation of the instructional feedback?

Are teachers utilizing the common core curriculum with fidelity?

Are students engaging ini productive academic habits?

How consistently is administration holding scheduled professional development sessions?

Are teachers utilizing the instruction framework in their planning, teaching and reflections?

Are students taking adavantage of teacher and school created academic interventions?

Is the ILT effectively communicating findings with the entire staff?

Are teachers meeting with grade level teams as applicable to plan?Are teachers using strategies and practices presented at schoolwide and district wide PD?


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)


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. Significant gains were shown in English Language Arts end of year assessments

middle school teachers meet weekly in grade level teams to analyze data and plan

2. 12th grade student average GPA increased to 2.38 high school teachers and counselors have implemented a variety of programs and strategies to increase college and career awareness which has been most successful with the senior class

3. Students failing 2 or more classes decrease in high school. with only 22.9% of 12 graders failing 2 or more classes as compared to 68.8% in 9th grade

high school teachers and counselors have implemented a variety of programs and strategies to increase college and career awareness which has been most successful with the senior class

Prioritized Needs based on Effect Data (Student Outcomes) Inferences (Why is this an area for growth?)

1. 9th grade attendance, GPA, and failing classes The 9th grade class had the lowest attendance and GPA in the high school. 87.5% of the repeating 9th grades are failing 2 or more classes

2. Overall student attendance On the End of the Year ILT tool, 46.7% of students were identified as being at risk for chronically absent, with an overall attendance rate of 83.4%

3. Math performance across all grades no students in middle school were proficient or advanced on the EOY math assessments. Only 8.2% of all students enrolled in Algebra II or Geometry were advanced or proficient on EOY math assessments




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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 #1:25% of students in all grades will show at least one years growth in reading as measured by the end of the year I-Ready Assessment

Strategies (If...) Results Indicators (Then...)

Instructional 1. Implement explicit instructional model, including an emphasis on focused instruction by teacher, guided instruction by teacher, collaborative learning among students, and independent learning among students.

2. Implement close reading strategies across all content areas and grade levels.

3. Increase the amount of independent student reading across all content areas and grade levels.

4. Utilize explicit vocabulary building activities across all content areas and grade levels

5. Implement the district created cycles of professional learning.

1. Teachers will model using think alouds prioviding insight into their thought processes for students. Students will be given gradual release of learning responsibility and be able to replicate teacher modeled strategies.

2. Students will self select from a variety of close reading strategies, including text annotation and Cornell Notes. This will lead to improved reading comprehension.

3. Students will increase time on task during independent reading activities, as welll as in the areas of word recognition and fluency.

4. Students will utilize vocabulary strategies like Freyer models both independently and with teacher prompting.

5. Students will utilize various writing strategies when completing routine writing tasks. Both the scope and frequency of student writing will increase across grade levels and content areas.


25% of students in all grades will show at least one years growth in reading as measured by the end of the year I-Ready Assessment


Organizational Strategies 1. Content and grade level teams will meet weekly.

2. Provide all teachers with a trained teacher and/or peer mentor.

3. Frequent peer/ILT lead observation and timely feedback for teachers.

4. Implement common instructional practices across all grade and content areas. For example, language frames, discussion norms, sentence starters.

5. Implement intervention strategies from i-Ready assessment during regular instrucitonal time, intervention blocks, and after school.

1. Opportunities for student work analysis and peer support for teachers will increase student outcomes.

2. Instructional practice will improve for all teachers.

3. Norming of instructional practice will occurr and students will experience increased consistency and quality of instruciton from all teachers.

4. ILT determined instructional strategies and practices will be more evident across all grade levels and content areas.

5. Student performance on the i-Ready assessment will improve.

Family Involvement Strategy 1. A literacy night will be planned for parents to include a discussion of the i-Ready assessment and SPP Goals.

2. i-Ready assessment results will be sent home to parents.

3. Individually tailored activities from i-Ready will be sent home with students.

4. A monthly newsletter will be created to highlight literacry efforts in school and how paents can contnuie to support literacy efforts.

5. A drive to sign up all parents for parent portal to improve student monitoring and teacher communication.

1. Parents will become familiar with i-Ready assessments, its benefits and supports.

2. Parents will have a more concrete understanding of their child's performance.

3. Students will have the support fo parents at home for activities designed to support their specific reading weaknesses.

4. School to parent communication surrounding academic goals will improve.

5. Parents will be better able to communicate with teachers regarding concerns and participate in needed interventions early in the process.




Leadership Strategies 1. Weekly job embedded professional development.

2. Bi-Weekly informal observations and corresponding coaching and feedback conversations.

3. Implementaiton of bi-weekly learning walks

4. Ensure the weekly efficient functioning of the ILT.

5. Create a protocol for the examination of student work and school data.

1. Teacher practice and student performance will imporve.

2. Teachers will have additonal opportunities for meaningful feedabck on their instructional practice.

3. Increased teacher accountability and im[poprved practice.

4. Key stakeholders involved in the improvement process

5. Consistent data analysis and more informed instruction.

Programmatic Strategies (Programs to Purchase or Adopt if applicable)




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ACADEMIC SMART Goal #2:25% of students will show at least one years growth in Math as measured by the EOY I-Ready assessment


Instructional 1. Implement explicit instructional model, including an emphasis on focused instruciton by teacher, guided instruction by teacher, collaborative learning among students, and independent learning among students.

2. Implement close reading strategies across all content areas and grade levels.

3. Implement focused, varied, and more frequent checks for understanding.

4. Align daily instruction with district established Agile Minds scope and sequence, including all required topic assessments.

5. Implement intervention strategies identified by I-Ready assessment during school, in afterschool program, and as homework assignments.

1. Teachers will model using think alouds prioviding insight into their thought processes for students. Students will be given gradual release of learning responsibility and be able to replicate teacher modeled strategies.

2. Students will self select from a variety of close reading strategies, including text annotation and Cornell Notes. This will lead to improved reading comprehension and understanding of complex mathematical tasks.

3. Teachers will be better able to provide immediate correction of student misunderstanding leading to increased student achievment.

4. Students will be exposed to all required topics and instrucitonal strategies built into the program.

5. Students will gain explicit instruciton and support for identified areas of need.

Organizational Strategies 1. Content and grade level teams will meet weekly.

2. Provide all teachers with a trained teacher and/or peer mentor.

3. Frequent peer/ILT lead observation and timely feedback for teachers.

4. Implement intervention strategies from i-Ready assessment during regular instructional time, intervention blocks, and after school.

1. Opportunities for student work analysis and peer support for teachers will increase student outcomes.

2. Instructional practice will improve for all teachers.

3. Norming of instructional practice will occur and students will experience increased consistency and quality of instruction from all teachers.

4. Student performance on the i-Ready assessment will improve.


25% of students will show at least one years growth in Math as measured by the EOY I-Ready assessment


Family Involvement Strategy 1. A math night will be planned for parents to include a discussion of the i-Ready assessment and SPP Goals.



4. A monthly newsletter will be created to highlight math improvement efforts in school and how parents can continue to support our efforts.


1. Parents will become familiar with i-Ready assessments, its benefits and supports.

2. Parents will have a more concrete understanding of their child's performance.

3. Students will have the support of parents at home for activities designed to support their specific math weaknesses.

4. School to parent communication surrounding academic goals will improve.

5. Parents will be better able to communicate with teachers regarding concerns and participate in needed interventions early in the process.

Leadership Strategies 1. Weekly job embedded professional development.

2. Bi-Weekly informal observations and corresponding coaching and feedback conversations.

3. Implementation of bi-weekly learning walks.

4. Ensure the weekly efficient functioning of the ILT.

5. Create a protocol for the examination of student work and school data.

1. Teacher practice and student performance will improve.

2. Teachers will have additional opportunities for meaningful feedback on their instructional practice.

3. Increased teacher accountability and improved practice.

4. Key stakeholders involved in the improvement process.

5. Consistent data analysis and more informed instruction.





Network Feedback







CLIMATE/SCHOOL CULTURE SMART Goal #3:Decrease the individual chronic absence rate for targeted students by 20% during the 2015-2016 school year


Instructional 1. Explicit instruction on the impact of attendance during advisory and/or homeroom periods.

2. ILT will discuss attendance at each meeting to identify at risk students and discusss strategies for uincreasing attendance.

1. Lessonplans from advisory will reflect explicit instruciton on the importance of daily attendance.

2. ILT agenda will reflexct time dedicated to attendance at each meeting.

Organizational Strategies 1. Implementation of schoolwide attendance plan including the Get Schooled Program

2. Implementation of PBIS and related attendance incentives.

3. Use of SST to address attendance concerns.

4. Designation of an attendance monitor.

1. Get Schooled documents and attendance monitor data will reflect consistent implementation of the plan.

2. PBIS plan will reflect the importance of attendance and positive rewards associated with it. The "p" in PRIDE stands for puncutality and is devoted to attendance.

3. SST invitations and plans will be entered in SMS to be implmented and monitored.

4. Michele Vaughn will be designated as attendance monitor and be given specific steps to take to identify and address attendance concerns.


Decrease the individual chronic absence rate for targeted students by 20% during the 2015-2016 school year


Family Involvement Strategy 1. Monthly PBIS incentive trips.

2. Monthly attendance meetings.

3. Student and family recognition events for attendance.

4. Use of Parent Link to communicate with parents regarding attendance.

5. Home visists will be made to students identified as at-risk for chronic absenteeism.

1. Parents will be notified of monthly incentive trips for good attendance and invitedto attend with their child.

2. An attendance team consiting of the attendance monitor, principal, and social worker will meet monthly to identify and address attendance concerns.

3. A student/family recognition event will be scheduled quarterly.

4. Patrent Link will be used to remind parents of the importance of attendance and communicate about important upcoming events such as attendance recogtion programs and trips.

5. Hiome visit documentation forms will be used to document home visists and their outcomes.

Leadership Strategies 1. Monitor and publish attendance rates daily for the entire staff.

2. Monitor and correct unsubmitted attendance utilizing teacher attendance binders.

3. Publish attendance data for all stakeholders.

4. Utilize outside partnerships and programs to support attendance efforts, including, DSS, DJS, Truancy Court,etc.

1. Attendance binders will be created for each teacher as a tool to manually record attendance in the event that attendance is not or can not be taken in SMS.

2. The administrative team and attendance monitor will review unsubmitted attendance report and correct daily.Teachers who do not submit attendance in SMS will be monitored and addressed for failure to meet professional responsibilties.

3. Parents and othr stakeholders will have up to date attendance data.

4. Efforts to improve student attendance will be supported with additonal concsequences for students and parents that fail to comply with compulsory attendance laws.





1. The school will purchase the CASS system. 1. The system will provide additonal layers of attendance reporting and monitoring to assist our efforts.




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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 preparationThe number of students taking the SAT in school year 2015-2016 will increase from 41% of 11th and 12th graders to 80% of 11th and 12th graders


Instructional 1. Implement explicit lessons for juniors and seniors on the structure, questions, scoring and requirements of the SAT.

2. Implement daily SAT Questions for all English and Mathematics Classes.

3. Meet with juniors and seniors quarterly to discuss college entrance requirements regarding the SAT.

1. Students will have a greater understanding of the SAT's structure and less test anxiety.

2. Students will have additional practice and greater familiarity with test questions.

3. Students will gain specific knowledge of entrance requiremetns of selected schools.

Organizational Strategies 1. Promote the SAT and College awareness with signage and banners throughout the school.

2. Hold SAT informational meetings for staff.

3. Provide all students with appropriate photo identification for test registration.

4. Schedule time for in school/on-line registration for the SAT.

5. Provide student transportation to the test site.

1. All students will become more familiar with SAT and understand its importance.

2. Staff will issue consistent messaging regarding the SAT to all students.

3. Students will be able to register with an appropriate photo ID.

4. Staff can confirm accurate registration.

5. Staff can ensure that students report for the test session.

Family Involvement Strategy 1. Hold Junior and Senior Parent Night during the 1st Quarter.

2. Conduct college and career readiness workshops for parents to include financial aid preparation.

1. Parents willbe able to assist school staff with encouraging students to register and report for SAT testing.

2. Parents will have a better understanding of college entrance requirements and financial aid options.

Leadership Strategies 1. Ensure the guidance counselor meets all required timelines regarding test registration.

2. Communication of SAT goals will be a part of every staff meeting.

1. Student registration will increase.

2. Staff awareness of schoolwide goals regarding the SAT will increase, as will stuent participation.





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VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN• In this section, develop a monitoring plan for how your school will collect data and monitor progress towards your goals.

Goals Data To be Collected Data Collection Dates

Person(s) Responsible for Collection and

Reporting

ILT Meeting Dates to Review Data Outcomes

Goal 1:25% of students in all grades will show at least one years growth in reading as measured by the end of the year I-Ready Assessment

i-Ready test scores October 2015, May 2016 ILT, Test Coordinator Every Tuesday

Goal 2:25% of students will show at least one years growth in Math as measured by the EOY I-Ready assessment

i-Ready test scores October 2015, May 2016 ILT, Test Coordinator Every Tuesday

Goal 3:Decrease the individual chronic absence rate for targeted students by 20% during the 2015-2016 school year

SMS attendance Data, unsubmitted attendance reports, SST data

WeeklyILT, Attendance Team, Attendance Monitor, SST

Every Tuesday

Goal 4:The number of students taking the SAT in school

9/3/15, 10/9/15, 11/5/15, 12/28/15, 2/5/16, 4/8/16, 5/5/16

ILT, Guidance Counselor Every Tuesday


Goals Data To be Collected Data Collection Dates

Person(s) Responsible for Collection and

Reporting

ILT Meeting Dates to Review Data Outcomes

year 2015-2016 will increase from 41% of 11th and 12th graders to 80% of 11th and 12th graders




Network Feedback





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

GoalsAre you on pace

to meet your goal?

What data point(s) support your

answer?

What is the progress of strategy implementation

Will you continue to use these strategies in the future? Why or

why not?

What will you do differently to implement these strategies at a

higher level?

New strategies? (As applicable)


Yes No

Not Implemented: Partially Implemented: Implemented Fully:


Yes No



GoalsAre you on pace

to meet your goal?


answer?


Will you continue to use these strategies in the future? Why or

why not?

What will you do differently to implement these strategies at a

higher level?



Yes No


The number of students taking the SAT in school year 2015-2016 will increase from 41% of 11th and 12th graders to 80% of 11th and 12th graders

Yes No


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.


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?


answer?


Do you need to make a change in your strategy?

Why?



Yes No



Yes No



Yes No



Goals Are you on pace to meet your goal?


answer?


Do you need to make a change in your strategy?

Why?


The number of students taking the SAT in school year 2015-2016 will increase from 41% of 11th and 12th graders to 80% of 11th and 12th graders

Yes No


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.


APPENDIX A: TEMPLATES AND TOOLS

Template 1: ILT Team Data Analysis

Performance Behaviors Inferences

Strengths:


APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS

Appendix B.1: Family and Community Engagement Plan

Goal #1 25% of students in all grades will show at least one years growth in reading as measured by the end of the year I-Ready Assessment

Family Involvement Strategy #1

1. A literacy night will be planned for parents to include a discussion of the i-Ready assessment and SPP Goals.



4. A monthly newsletter will be created to highlight literacry efforts in school and how paents can contnuie to support literacy efforts.


Goal #2 25% of students will show at least one years growth in Math as measured by the EOY I-Ready assessment


1. A math night will be planned for parents to include a discussion of the i-Ready assessment and SPP Goals.



4. A monthly newsletter will be created to highlight math improvement efforts in school and how parents can continue to support our efforts.


Goal #3 Decrease the individual chronic absence rate for targeted students by 20% during the 2015-2016 school year


1. Monthly PBIS incentive trips.

2. Monthly attendance meetings.

3. Student and family recognition events for attendance.

4. Use of Parent Link to communicate with parents regarding attendance.


5. Home visists will be made to students identified as at-risk for chronic absenteeism.

Goal #4 The number of students taking the SAT in school year 2015-2016 will increase from 41% of 11th and 12th graders to 80% of 11th and 12th graders

Family Involvement Strategy #41. Hold Junior and Senior Parent Night during the 1st Quarter.

2. Conduct college and career readiness workshops for parents to include financial aid preparation.

Back to School Night Parent and Meeting WorkshopsDate: 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 review and provide feedback in the following areas:

School Performance Data (State Assessment results; Common Core State Standards; District Benchmark results)

School Budget

Parent Involvement Plan

Service Learning

Parent Portal

College and Career Readiness

Parents please join us throughout the school year for the following meetings and workshops:(Insert topic and brief description)

Workshop/Meeting #1:




Communications AccessibilityWe will communicate with all families through:

The Monthly KASA Baltimore College Preparatory Newsletter

The KASA Baltimore College Preparatory website

Monthly parent and community meetings

Quarterly Parent – Teacher Conferences

Parent Link

Flyers

Marquee

We will accommodate all families by providing:

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.


Other:

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 automatically.

Is Funding Required?Parent Activities Describe how this activity or resources supports

the identified SMART Goals DateYes/No Amount Funding Source


Appendix B.2: Title I School Wide PlanDoes your school receive Title I Schoolwide funds?• If yes, complete Appendix II below.• If no, continue to Appendix III.

Questions Title I Schoolwide Strategies Person(s)Responsible Timeline Title I Funding

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 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


Questions Title I Schoolwide Strategies Person(s)Responsible Timeline Title I Funding

assisting children and families in transition from: Early learning programs to

elementary school; Elementary to middle

school; Middle to high school; and

High school to college and career?

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)?


Appendix B.3: Title I Targeted AssistanceDoes your school receive Title I Targeted Assistance funds? By completing all areas within this Title I Targeted Assistance Plan will comply with federal requirements.

If yes, complete Appendix III below.

Essential Elements for Implementing a Title I Targeted

Assistance PlanTitle I Targeted Assistance Strategies Person(s)

Responsible Timeline Title I Funding

1. 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?

KASA will review the comprehensive needs assessment and multiple selection data to determine the subject areas and grade levels that have the greatest needs. We have assessed that our sudents are deficient in the area of reading. Students will be ranked in the TA console to determine those with the greatest needs and the subject area with student performance that is less than proficient.

Administration, Title I Teacher

September 2015- June 2016 n/a

2. Explain how your school will deliver services to eligible Targeted Assistance students?

The Title 1 teacher will do 90% push in in Language Arts classes and 10% pull out. Those students who qualify for the TA program will ainvited to attend the KASA Kares after school program.

Administration, Title I Teacher

September 2015- June 2016

Highly Qualified teachers and other programmatic materials for the after school program (KASA Kares) $12.,000Highly Qualified TA teacher $? (my salary)

3. What scientifically-based intervention strategies will be utilized to increase student achievement?

Re-teaching, I-Ready, progress monitoring, modeling and demonstration, Kahn Academy, direct instruction, flexible grouping, small group instruction, silent reading, Read Naturally and other researched based programs and strategies.

Title I Teacher and othe HQ teachers


IReady - $cost?

4. How will the Title I Targeted Assistance program extend learning opportunity (before, after, Saturday, summer

Learning opportunities will be extended during the 10% pull out providing intensive instruction.

The 90% push in instructional delivery model will help

Title I Teacher September 2015- June 2016

$12,000 for the After School Program





programs) to minimize the removal of targeted assistance students from the regular class and support the use of a high quality curriculum?

minimize the removal of students from the regular langague arts classroom.

Ms. Sykes and the language arts teachers will collaborate during planning periods and team meetings. They will plan together with the common core standards and ldc modules.

Eligible students will be nvited to participate in the KASA Kares after school program where they will focus on math and reading improvement. Students are expected to show growth in deficient areas.

5. How will you monitor the progress of the TA students to meet the state’s academic standards?

The ILT will review student performance data to track the performance of all students. Student prgress will be tracked through IReady. Students are assessed three times this year. The goal is for them to show a years' growth.

Administration, Title I Teacher, ILT

September 2015- June 2016 N/A

6. 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?

Ms. Sykes and the language arts teachers will plan together implementing the common core standards. She will share any and all data gathered from researched based instructuion and assessments with all school stakeholders.

Administration, Title I Teacher, middle school teachers


7. How will you ensure that all Title staff (teachers and/or para educators) are highly qualified and/or certified?

The school will review the HQ list from Human Capital monthly and will assign teachers in their areas of certification.

Administration September 2015- June 2016 N/A

8. How will your school increase TA parents’ involvement and improve family literacy?

A Literary and Math Night will be planned for families quarterly, Common Core/PARCC workshops will be offered for families, a Title I Parent Room will be available and stocked with academic resources for families.

Administration, Title I Teacher, middle school teachers


9. How will your school communicate and coordinate with stakeholders in support of

The guidance counselor will meet with rising 8th grades and assist them in the High School Articulation process. Quarterly newsletters will be sent out and

Administration, Title I Teacher, middle school

September 2015- June 2016(Decemebr 2015,

N/A





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?

Parent Link calls will be made to families of transitioning 8th graders during high school choice time and to the families of feeder elementary schools. We will reach out to rising 6th grade families in neighboring schools and invite them in for a KASA Night where they can tour the building, meet staff and learn all about what our middle school program looks like. We will do the same for potential high schoolers. We have scheduled open houses for interested and accepted students in December and in April. The PTO president will reach out to PTO organizations at the schools in the area and invite them to our PTO meetings to discuss transition.

teachers, guidance counselor, pto president

April 2016)

10. How will your school provide professional development opportunities with Title I Part A resources, and other resources for administrators, teachers, and other school staff who work with participating children?

Teachers will receive ongoing professional development in reading and math strategies and methods to assess and inform instruction. The need areas of the student group will determine the types of professional development that will be provided to staff. We will follow the provided cycles of learning for the year.

Membership to various professional organizations.

Administration, Title I Teacher, middle school teachers, ILTAdministration, Title I Teacher, middle school teachers, ILT


ASCD Membership for TA and administrators $1200

11. 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?

School administrators, the School Family Council, IEP/SST team, guidance counselors and Network Staff will work to develop meaningful partnerships that implement best practices in these areas. Title 1 funds are used to provide supplemental instructional resources (staff and instructional materials). This will support the core instructional program which is fully funded by FSF. Special Education funds support students with disabilities. The Title II grant will provide additional PD opportunities for all teachers in the area of comprehension strategies.

Administration, Title I Teacher, middle school teachers, guidance counselor, Network Staff


Specify Title 1 funding amount


APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE )

• This page must be attached to the SPP as SANE for schools receiving Title I targeted or schoolwide funds. SANE =

The School Performance Plan has been reviewed and approved by the School Family Council as indicated by the signatures below:

Name Signature Position Date

Principal

Teacher 1

Teacher 2

Student Support Service Provider

Classified Staff

Paraprofessional

Parent 1

Parent 2

Parent 3

Community Representative 1


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.

1

Data Monitoring and ComplianceFeedback for 2016 Title I Targeted Assistance Plans

Name of School: KASA #342 Title I Reviewers: Yvonne Woods-Howard/Lynne Wilmer Phone # of Title I Reviewers: 443-642-4004/443-642-3838 Date: November 24, 2015

Title I Targeted Assistance Plan Components

Location in SPP Observation Points Yes/No/Partial

1. Use Title I resources to help participating children meet state’s challenging student academic standards for all children[Section1115(c)(1)(A)]

Section VIII. Part B.3: Question #1, 2, 5

The use of time, people, and funds to support participating students is identified.

Y

2. Ensure that planning for students served under Title I is incorporated into existing school planning[Section1115(c)(1)(B)]

Section VIII. Part B.3: Question #6

A process for communication between Title I teacher and classroom teachers has been provided.

Y

Strategies based on scientifically based research have been identified

Y

Extended learning opportunities have been provided

Y

3. Use effective methods and instructional strategies that rely on scientifically-based research that strengthen the core academic program for the school that Give primary consideration to

providing extended learning time, such as an extended school year, before-school and/or after school programs

Minimize removing children from the regular classroom during regular school hours for instruction provided under Title I

[Section1115(c)(1)(C)]

Section VIII. Part B.3: Question #3, 4, 2

A plan for scheduling interventions is identified.

Y

2



4. Coordinate with and support the regular education program, which may include services to assist preschool in the transition from early childhood programs such as Head Start, Even Start, Early Reading first or state-run preschool programs to elementary schools[Section1115(c)(1)(D)]


Evidence of planned transition activities/events with timeline

Y

5. Provide instruction by “highly qualified teachers”[Section1115(c)(1)(E)]


A plan for ensuring that the Title I teacher is highly qualified is provided

Y

One or two areas for sustained study have been identified.

Y

PD topics are aligned with the content taught by teachers and para-educators who are servicing eligible students.

Y

Participants for PD are identified.

Y

6. Provide opportunities for PD using Title I resources and to the extent practicable from other sources for teachers, principals, and paraprofessionals, including if appropriate pupil services personnel, parents, and other staff who work with participating children in programs under this section or in the regular education program [Section1115(c)(1)(F)]


PD participants are only staff who work with eligible students and/or administrators (Conferences)

Y

3



Section VI: Establishing SMART Goals, Strategies, and Results Indicators- Family Involvement Strategy under each goal

Parent involvement strategies will build parents’ capacity to help students improve performance in academic areas identified as priorities.

Y7. Provide strategies to increase parent involvement, such as family literacy services[Section1115(c)(1)(G)]

Section VIII. Part B.3:Question #8

The Parent Involvement Plan is aligned with the goals and priorities identified in the School Performance Plan

Y

8. Coordinate and integrate Federal, State, and local services and programs including programs supported by ESEA, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training[Section1115(c)(1)(H)]

Section VIII. Part B.2:Question #11

The use of federal, local, and any other funding source is specified.

Y

Status of Plan:

____X______Approved __________Conditionally Approved ________ Incomplete/Needs Revisions

kasa (knowledge and success academy)

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