School Progress Plan for Continuous School Improvement: Raising the Bar and Closing Gaps 2015 2016 Submitted by

Creating a culture of deliberate excellence for every student, every school, every community. School Progress Plan for Continuous School Improvement: Raising the Bar and Closing Gaps 2015 2016 Submitted by Signature of Principal Signature of Assistant Superintendent Date Office of the Assistant Superintendents 1

School Visioning: Creating a Shared Vision School visioning is a process that enables schools to create a vision that is feasible and attainable, connected to deeper values and hopes, creates a compelling picture of what the school can become in the future, and can be translated into action that can and will be implemented. For school leadership, knowing where we want the school to be makes it easier to identify the steps needed to get there. The vision reflects the vision and goals of Baltimore County Public Schools (BCPS) to graduate globally competitive students and is based on a set of core beliefs to which the school community can commit. Goals and key actions identified in the SPP for the next school year are aligned with the school vision. Having a shared vision for a school is a key to improving its effectiveness. Our beliefs are about our capacity to ensure that all students learn and graduate globally competitive varies depending on our lived experiences. Establishing a shared vision that s rooted in equity starts with unpacking our beliefs so that we come to an agreement about what is possible and within our control. The final vision statement is an amalgamation of what we collectively believe can be achieved. School Visioning School Vision Statement: Hawthorne Elementary School will provide for every student a high-quality, 21 st century education that contributes to the development of tomorrow s leaders in a safe, and positive environment. We value- Holding high expectations for every student. Promoting a positive environment in which to grow leaders. Empowering students with the qualities of leadership. Developing life-long learners who demonstrate curiosity, creativity, determination, initiative and who collaborate and communicate effectively. Working together as a team in which every member is valued and treated with dignity. Office of the Assistant Superintendents 2

Comprehensive Needs Assessment Data Analysis Using Resource 1-Activities for Data Analysis and Resource 2- Types of Data for Analysis analyze the school s data in order to uncover and reveal opportunities to close performance gaps for targeted sub-groups and raise the bar for all students. Identification of Priority Needs Record priority needs determined in Activity 4 from Resource 1-Activities for Data Analysis. Priority Needs What is the greatest need (school wide, by grade level or subgroup) for the priority area of Reading? Based on fall to Winter MAP growth scores, 49.5% students met their reading growth target. Gap data reflects that 34. 8% of special education students met their growth target. A gap was also identified in grade 2 with 35.4% students meeting growth target. Based on Grade 1 and 2 Guided Reading Level Assessments, at the end of the 2014-2015 school year, 68% students are on level and 32% students are at risk. Based on Grade 3-5 Guided Reading Level Assessments, at the end of the 2014-2015 school year, 33% students are on level and 67% students are at risk. Increase the overall reading achievement as measured by GRLs and MAP. Decrease the gap in growth for incoming grade and special education students. What is the greatest need (school wide, by grade level or subgroup) for the priority area of Mathematics? On average, Hawthorne students are 11 points below the nationally normed mean score. Based on Winter MAP growth scores, 51.3% met their math growth target. The gap focus is on increasing the average mean score for all students. Office of the Assistant Superintendents 3

What is the greatest need (school wide, by grade level or subgroup) for the priority area of Climate? Based on the Satisfaction Survey, 85% of students give up when they can t easily solve a problem. All stakeholders need to develop a growth mindset. Gap data reflects a need to address chronic absenteeism for identified students. 43.5% of students did not meet the 94% BCPS attendance standard. Office of the Assistant Superintendents 4

Priority Area I Reading / English Language Arts Root Cause Analysis Reading / English Language Arts Possible Contributing Factors (STEP 2) It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if: The problem may have occurred even if the factor had not been present. The problem may reoccur as the result of the same factor if the cause is dissolved. Dissolution of the factor leads to similar events. Greatest need for the priority area of Reading/English Language Arts (STEP 1) Increase the overall reading achievement as measured by GRLs and MAP. Decrease the gap in growth for incoming grade and special education students. Factor #1 50% of the staff are non-tenured teachers. Inexperienced teachers often lack a deep understanding of grade level expectations (CCSS). Factor #2 Student goal setting was implemented inconsistently. Factor #3 lack the knowledge and skills to personalize and individualize instruction. Validity Test QDC (STEP 3) (Question, Data, Control) (Next to each possible contributing factor, mark an in each column if the factor passes that validity test question) Q Question: Does the contributing factor address the greatest need? D Data: Does data support the contributing factor? Refer to available supporting data. C Control: Is the contributing factor within the school s control? Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminated Question Question Question Office of the Assistant Superintendents 5 Data Data Data Control Control Control

Examine each of the possible factors using why questions to determine the root of the problem. (STEP 4) Why #1: Why are teachers not effectively utilizing formative assessment data to become aware of individual student needs? Answer: do not have a clear understanding of the learning targets and success criteria. Contributing Factor Why #2: Why do teachers not have a clear understanding of the learning targets and success criteria? Answer: need to deepen their understanding of the learning targets (CCSS) and grade level standards. Why #3: Why do teachers need to deepen their understanding of learning targets (CCSS) and grade level standards? Answer: need to have an adequate knowledge base in order to provide descriptive and specific feedback to students. Why #4: Why do teachers need to provide descriptive and specific feedback to students? Answer: Feedback is an essential component of the goal setting process and an effective practice for increasing achievement. Foremost Factor/Possible Root Cause: need to deepen their understanding of the learning targets and grade level standards in order to provide effective feedback to students. Test the possible root causes against the questions. (STEP 5) Foremost Factor/Possible Root Cause Root Cause Test Questions Yes/No You ve run into a dead end asking what caused the proposed root cause. Everyone agrees that this is the root cause. The cause is logical, makes sense, and provides clarity to the problem. The cause is something the school can influence or control. If the cause is dissolved, there is a realistic hope that the problem can be reduced or prevented in the future. yes yes yes yes yes Office of the Assistant Superintendents 6

Determine next steps based on the results. IF: The answer is No to ANY of the questions, THEN: It is a still a factor, and the analysis needs to continue... NET STEPS: Revisit or redirect the analysis Consider other valid factors from STEPS 2 and 3 IF: The answer is Yes to ALL of the Questions, THEN: It is a root cause... NET STEPS: Consider strategies/key actions to address the root of the greatest need. Office of the Assistant Superintendents 7

Goal Setting, Strategy and Key Action Selection Reading / English Language Arts Given the root cause determined for Reading/English Language Arts, state one goal for the 2015 2016 school year. In BCPS, each school is measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and staff/teacher) perception data. The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior school year. Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of learning walks and monitoring visits from the superintendent, chief academic officer, the office of performance management (OPM), and/or the assistant superintendents of schools. Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action, identify: What will be done, specifically (including as much detail as possible) Who will implement it (who is responsible) Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan) How you will monitor task completion (Who will be involved? When? What evidence will you collect?) Office of the Assistant Superintendents 8

PRIORITY AREA 1 Reading/English Language Arts Priority Area 1 Reading/English Language Arts Goal: Increase student growth as measured on MAP from 49.5% to 60%. Strategy: (Click twice in the box to choose one or more.) Implementing the curriculum responsively and with fidelity Providing customization Providing safe school environment Engaging parents and stakeholders Persons Responsible (persons leading implementation and monitoring) Timeline (specific dates or windows of time for completion) Monitoring (Who will be involved? When? What evidence will you collect?) Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Title I schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis results. Key Action 1: Closing the Gap Students in grades one through five will receive personalized and individualized instruction in order to reach explicit learning targets within GRLs and grade level CCSS expectations. Fall and Winter MAP data and Guided Reading level data will be used to identify students performing below, at, or above grade level. For students performing below grade level, support staff will be utilized to provide targeted small 1,3, 4,5, 6,7 Title I Components 8 and 9 Administrators Reading Resource Teacher STAT Teacher Classroom Ongoing August 2015 - June 2016 Classroom teacher Administrators Reading Resource Teacher STAT Teacher Growth will be measured for special education students and students in grade one through five using GRL and Fall and Winter MAP data. Office of the Assistant Superintendents 9

group instruction in addition to whole and small group instruction provided by the classroom teacher. Utilize iready assessment and blended learning opportunities for students with IEPs. BALTIMORE COUNTY PUBLIC SCHOOLS Key Action 2: Closing the Gap Students will receive specific descriptive feedback from teachers based on the GRL Learning Progressions in order to determine their goals and next steps for learning. Students are assessed in September, November, January, March, and May. However, students below grade level are progress monitored and assessed monthly. Students chart progress towards Common Core Learning Progressions by setting and monitoring personalized goals in the areas of CCSS grade level standards. 3,4, 5,6, 7 Title I Components 2, 8, and 9 Administrators Reading Resource Teacher STAT Teacher Classroom Ongoing August 2015 - June 2016 and students will review and revise GRL goals and growth monthly. Growth will be measured for special education students and students in grades one through five monthly. Key Action 3: Raising the Bar will assist students and parents with assessing their achievement towards mastery of the grade level standards utilizing success criteria. will utilize rubrics, success criteria, and checklists to 3,4, 5,6, 7 Title I Components 2, 8, and 9 Administrators Reading Resource Teacher STAT Teacher Classroom Students Daily self-assessments and monthly goal setting GRL Fall and Winter MAP data Office of the Assistant Superintendents 10

inform students of grade level expectations. will individually confer and provide descriptive feedback on students performance toward mastery of grade level expectations. Utilizing BCPSOne to create formative assessments aligned to CCSS in order to provide immediate feedback to students. BALTIMORE COUNTY PUBLIC SCHOOLS Office of the Assistant Superintendents 11

Professional Learning Plan Reading / English Language Arts Create a high-level professional learning plan to support your key actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate. Outcome(s) (What is the desired result of the professional learning?) ILO (Which Outcomes?) Leadership (Who are the owners?) Learning Communities (Who s receiving the professional learning? Differentiate groups of learners as appropriate and necessary.) Learning Designs (How will this be delivered?) Resources (What human, technological, fiscal, and time resources are needed?) Implementation (When will the professional learning be implemented? How will feedback be provided?) will participate in EOLs and PREP meetings that include time for unpacking the CCSS and planning for personalized and individualized instruction. 1,3,4,5,6,7 Administrators, STAT Teacher, and Resource General Education and Special Education During the EOL, PREP Collaborative Planning, and Learning Walks.. Resource, STAT Teacher, Administrators, Classroom General and Title I Budget EOL s are weekly PREP sessions are 4-6 weeks. Informal and formal observations will collaboratively analyze student work utilizing rubrics and other success criteria in order to provide meaningful feedback and to plan effectively. 3,4,5,6,7 Administrators, STAT Teacher, and Resource General Education and Special Education During grade level EOLS, PREP sessions, school wide PD, and Hawthorne Institute. Resource, STAT Teacher, Administrators, Classroom General and Title I Budget EOL, PREP, and Hawthorne Institute. Informal and formal observations Surveys Evaluations will deepen their understanding of how to personalize (student choice) and individualize (differentiation) instruction. 3,4,5,6,7 Administrators, STAT Teacher, and Resource General Education and Special Education During grade level EOLS, PREP sessions, school wide PD, Learning Walks, and Hawthorne Institute. Resource, STAT Teacher, Administrators, Classroom General and Title I Budget Kristen Ziemke Ongoing Surveys Evaluations Office of the Assistant Superintendents 12

will refine and deepen their conferring skills and their ability to provide meaningful continuous feedback to students. BALTIMORE COUNTY PUBLIC SCHOOLS 3,4,5,6,7 Administrators, STAT Teacher, and Resource General Education and Special Education During grade level EOLS, PREP sessions, school wide PD, Learning Walks and Hawthorne Institute. Resource, STAT Teacher, Administrators, General and Title I Budget Ongoing Surveys Evaluations Priority Area 2 Mathematics Root Cause Analysis Mathematics Possible Contributing Factors (STEP 2) It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if: The problem may have occurred even if the factor had not been present. The problem may reoccur as the result of the same factor if the cause is dissolved. Dissolution of the factor leads to similar events. Validity Test QDC (STEP 3) (Question, Data, Control) (Next to each possible contributing factor, mark an in each column if the factor passes that validity test question) Q Question: Does the contributing factor address the greatest need? D Data: Does data support the contributing factor? Refer to available supporting data. C Control: Is the contributing factor within the school s control? Greatest need for the priority area of Mathematics (STEP 1) The gap focus is on increasing the Factor #1 50% of our staff are non-tenured. Inexperienced teachers often lack a deep understanding of grade level expectations (CCSS). Factor #2 Student goal setting was implemented inconsistently. Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminated Question Question Office of the Assistant Superintendents 13 Data Data Control Control

average mean score for all students. BALTIMORE COUNTY PUBLIC SCHOOLS Factor #3 Question Data lack the knowledge and skills to personalize and individualize instruction. Control Examine each of the possible factors using why questions to determine the root of the problem. (STEP 4) Why #1: Why are teachers not effectively utilizing formative assessment data to become aware of individual student needs? Answer: do not have a clear understanding of the learning targets and success criteria. Contributing Factor Why #2: Why do teachers not have a clear understanding of the learning targets and success criteria? Answer: need to deepen their understanding of the learning targets (CCSS) and grade level standards. Why #3: Why do teachers need to deepen their understanding of learning targets (CCSS) and grade level standards? Answer: need to have the knowledge base in order to provide descriptive and specific feedback. Why #4: Why do teachers need to provide descriptive and specific feedback to students? Answer: Feedback is an essential component of the goal setting process. Foremost Factor/Possible Root Cause: need to deepen their understanding of the grade level standards and students use and understanding of mathematical practices in order to provide effective feedback to students. Office of the Assistant Superintendents 14

Test the possible root causes against the questions. (STEP 5) Foremost Factor/Possible Root Cause Root Cause Test Questions Yes/No You ve run into a dead end asking what caused the proposed root cause. Everyone agrees that this is the root cause. The cause is logical, makes sense, and provides clarity to the problem. The cause is something the school can influence or control. If the cause is dissolved, there is a realistic hope that the problem can be reduced or prevented in the future. yes yes yes yes yes Determine next steps based on the results. IF: The answer is No to ANY of the questions, THEN: It is a still a factor, and the analysis needs to continue... NET STEPS: Revisit or redirect the analysis Consider other valid factors from STEPS 2 and 3 IF: The answer is Yes to ALL of the Questions, THEN: It is a root cause... NET STEPS: Consider strategies/key actions to address the root of the greatest need. Office of the Assistant Superintendents 15

Goal Setting, Strategy and Key Action Selection Mathematics Given the root cause determined for Mathematics, state one goal for the 2015 2016 school year. In BCPS, each school is measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and staff/teacher) perception data. The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior school year. Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of learning walks and monitoring visits from the superintendent, chief academic officer, the office of performance management (OPM), and/or the assistant superintendents of schools. Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action, identify: What will be done, specifically (including as much detail as possible) Who will implement it (who is responsible) Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan) Office of the Assistant Superintendents 16

How you will monitor task completion (Who will be involved? When? What evidence will you collect?) PRIORITY AREA 2 Mathematics Priority Area 2 Mathematics Goal: Increase student growth as measured on MAP from 51.3% to 60%. Strategy: (Click twice in the box to choose one or more.) Implementing the curriculum responsively and with fidelity Providing customization Providing safe school environment Engaging parents and stakeholders Persons Responsible (persons leading implementation and monitoring) Timeline (specific dates or windows of time for completion) Monitoring (Who will be involved? When? What evidence will you collect?) Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Title I schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis results. Key Action 1: Closing the Gap Students in grades one through five will receive personalized and individualized instruction in order to reach explicit learning targets within the CCSS. Fall and Winter MAP data and Math Unit Assessments will be used to identify students performing below, at, or above 3,4,5, 6,7 Title I Components 8 and 9 Administrators Math Resource Teacher STAT Teacher Classroom Ongoing August 2015 - June 2016 Classroom teacher Administrators Math Resource Teacher STAT Teacher Fall and Winter MAP data and Unit Assessments grade level. Office of the Assistant Superintendents 17

BALTIMORE COUNTY PUBLIC SCHOOLS For students performing below grade level, support staff will be utilized to provide targeted small group instruction in addition to whole and small group instruction provided by the classroom teacher. Utilize DreamBox and blended learning opportunities for all students. Key Action 2: Closing the Gap Students will receive specific descriptive feedback within each unit of instruction in order to determine their goals and next steps for learning. Students chart progress towards Common Core Learning Progressions by setting and monitoring personalized goals in the areas of CCSS grade level standards. 3,4,5, 6,7 Title I Components 2, 8, and 9 Administrators Math Resource Teacher STAT Teacher Classroom Ongoing August 2015 - June 2016 Unit Assessments Key Action 3: Raising the Bar will assist students and parents with assessing their achievement towards mastery of the grade level standards utilizing success criteria. will utilize rubrics, success criteria, and checklists to inform students of grade level expectations. 3,4,5, 6,7 Title I Components 2, 8, and 9 Administrators Math Resource Teacher STAT Teacher Classroom Students Daily self-assessments and monthly goal setting Unit Assessments will individually confer and provide descriptive Office of the Assistant Superintendents 18

BALTIMORE COUNTY PUBLIC SCHOOLS feedback on students performance toward mastery of grade level expectations. Utilizing BCPSOne to create formative assessments aligned to CCSS in order to provide immediate feedback to students. Office of the Assistant Superintendents 19

Professional Learning Plan for Priority Area 2 Mathematics Create a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate. Outcome(s) (What is the desired result of the professional learning?) ILO (Which Outcomes?) Leadership (Who are the owners?) Learning Communities (Who s receiving the professional learning? Differentiate groups of learners as appropriate and necessary.) Learning Designs (How will this be delivered?) Resources (What human, technological, fiscal, and time resources are needed?) Implementation (When will the professional learning be implemented? How will feedback be provided?) will participate in EOLs and PREP meetings that include time for unpacking the CCSS and planning for personalized and individualized instruction. 1,3,4,5,6,7 Administrators, STAT Teacher, and Resource General Education and Special Education During the EOL, PREP Collaborative Planning, and Learning Walks.. Resource teachers, STAT teacher, administrators, teachers General and Title I Budget EOL s are weekly PREP sessions are 4-6 weeks. Informal and formal observations will collaboratively analyze student work utilizing rubrics and other success criteria. 3,4,5,6,7 Administrators, STAT Teacher, and Resource General Education and Special Education During grade level EOLS, PREP sessions, school wide PD, and Hawthorne Institute. Resource teachers, STAT teacher, administrators, teachers General and Title I Budget EOL, PREP, and Hawthorne Institute. Informal and formal observations Surveys Evaluations Office of the Assistant Superintendents 20

will deepen their understanding of how to personalize (student choice) and individualize (differentiation) instruction. BALTIMORE COUNTY PUBLIC SCHOOLS 3,4,5,6,7 Administrators, STAT Teacher, and Resource General Education and Special Education During grade level EOLS, PREP sessions, school wide PD, Learning Walks, and Hawthorne Institute. Resource teachers, STAT teacher, Administrators, teachers General and Title I Budget John Staley Problem Solving Course Ongoing Surveys Evaluations will refine and deepen their conferring skills and their ability to provide meaningful continuous feedback to students. 3,4,5,6,7 Administrators, STAT Teacher, and Resource General education and special education teachers During grade level EOLS, PREP sessions, schoolwide PD, Learning Walks and Hawthorne Institute. Resource teachers, STAT teacher, administrators, teachers General and Title I Budget Ongoing Surveys Evaluations Office of the Assistant Superintendents 21

Priority Area 3 Climate BALTIMORE COUNTY PUBLIC SCHOOLS Root Cause Analysis Climate Possible Contributing Factors (STEP 2) It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if: The problem may have occurred even if the factor had not been present. The problem may reoccur as the result of the same factor if the cause is dissolved. Dissolution of the factor leads to similar events. Validity Test QDC (STEP 3) (Question, Data, Control) (Next to each possible contributing factor, mark an in each column if the factor passes that validity test question) Q Question: Does the contributing factor address the greatest need? D Data: Does data support the contributing factor? Refer to available supporting data. C Control: Is the contributing factor within the school s control? Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminated Greatest need for the priority area of Climate (STEP 1) Factor #1 Students frequently miss time from school and fall behind in their school work. Question Data Control All stakeholders need to develop a growth mindset. Factor #2 The vast majority (85%) of students feel that students in our school give up when faced with a challenge. Question Data Control Factor #3 Question Data Control Office of the Assistant Superintendents 22

Contributing Factor BALTIMORE COUNTY PUBLIC SCHOOLS Examine each of the possible factors using why questions to determine to root of the problem. (STEP 4) Why #1: Why do students not come to school? Answer: School is challenging for students. Why #2: Why is school challenging? Answer: Students feel that they will never be successful. Why #3: Why do students feel that they will never be successful? Answer: Students lack a growth mindset. Why #4: Why do students lack a growth mindset? Answer: Failure in school and/or poor grades make students feel like they cannot achieve. Why #5: Why does failure in school and/or poor grades make students feel like they cannot achieve? Answer: Students and teachers need to consider the value of feedback in order to grow. Foremost Factor/Possible Root Cause: Students and teachers need to consider the value of feedback in order to grow. Test the possible root causes against the questions. (STEP 5) Office of the Assistant Superintendents 23

Foremost Factor/Possible Root Cause Root Cause Test Questions Yes/No You ve run into a dead end asking what caused the proposed root cause. Everyone agrees that this is the root cause. The cause is logical, makes sense, and provides clarity to the problem. The cause is something the school can influence or control. If the cause is dissolved, there is a realistic hope that the problem can be reduced or prevented in the future. yes yes yes yes yes Determine next steps based on the results. IF: The answer is No to ANY of the questions, THEN: It is a still a factor, and the analysis needs to continue... NET STEPS: Revisit or redirect the analysis Consider other valid factors from STEPS 2 and 3 IF: The answer is Yes to ALL of the Questions, THEN: It is a root cause... NET STEPS: Consider strategies/key actions to address the root of the greatest need. Office of the Assistant Superintendents 24

Goal Setting, Strategy and Key Action Selection Climate Given the root cause determined for Climate, state one goal for the 2015 2016 school year. In BCPS, each school is measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and staff/teacher) perception data. The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior school year. Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of learning walks and monitoring visits from the superintendent, chief academic officer, the office of performance management (OPM), and/or the assistant superintendents of schools. Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action, identify: What will be done, specifically (including as much detail as possible) Who will implement it (who is responsible) Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan) How you will monitor task completion (Who will be involved? When? What evidence will you collect Office of the Assistant Superintendents 25

PRIORITY AREA 3 Climate Priority Area 3 Climate Goal: We will decrease the percentage of students from 85% to 50% that give up when faced with a challenge as documented on the Satisfaction Survey by developing growth mindsets in both teachers and students. Strategy: (Click twice in the box to choose one or more.) Implementing the curriculum responsively and with fidelity Providing customization Providing safe school environment Engaging parents and stakeholders Persons Responsible (persons leading implementation and monitoring) Timeline (specific dates or windows of time for completion) Monitoring (Who will be involved? When? What evidence will you collect?) Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Title I schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis results. Key Action 1: Closing the Gap will implement catch up strategies when students are absent more than 2 consecutive days. A variety of strategies including: work folders, classroom buddy, screen casted direct instruction, and lunch bunch. 1, 2, 7 2 and 9 Administrators Reading and Math Resource STAT Teacher Classroom Ongoing August 2015- June 2016 Classroom, PPW, Attendance Committee, Administrators Quarterly Monitoring of grade level attendance data Office of the Assistant Superintendents 26

Key Action 2: Raising the Bar and students will increase their use of strategies and language that facilitate growth mindsets. will engage in a book study to build a repertoire of strategies to promote a growth mindset in the classroom. Second Step lessons, restorative circles, social skills groups. BALTIMORE COUNTY PUBLIC SCHOOLS 1,2, 8 Administrators Resource Staff Ongoing August 2015- June 2016 Self-assessment survey Key Action 3: Raising the Bar Students will establish growth mindset goals (persistence, tenacity, determination, empathy, optimism, flexibility, and resilience.) will work with students and parents to provide feedback on observed behaviors and evidence of growth in a digital portfolio. 1, 2, 8 2 and 9 Administrators Parent Service Coordinator Ongoing September 2015- June 2016 Self-assessment survey Office of the Assistant Superintendents 27

Professional Learning Plan for Priority Area 3 Climate Create a high-level professional learning plan to support your key actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate. Outcome(s) (What is the desired result of the professional learning?) will participate in book studies such as, Mindset the New Psychology of Success by Carol Dweck in order to increase and use of strategies that promote a growth mindset in students. ILO (Which Outcomes?) Leadership (Who are the owners?) 1,2,7,8 Administrators, STAT Teacher, and Resource Learning Communities (Who s receiving the professional learning? Differentiate groups of learners as appropriate and necessary.) All teachers and staff Learning Designs (How will this be delivered?) ELOs Workshop Hawthorne Institute Resources (What human, technological, fiscal, and time resources are needed?) 40 copies of the Mindset book; Title I funding; Implementation (When will the professional learning be implemented? How will feedback be provided?) Back to School Workshop evaluations, informal and formal observations, anecdotal notes, photographs, displays will provide instruction to students to promote executive functioning skills and strategies. (7 Habits of Happy Kids by S. Covey). will provide instruction to students through the use books such as: What Do You Do with an Idea?, The Dot, Ish, The Most Magnificent Thing, and Extra Yarn in order to promote and support growth mindsets in children and teachers. 1,2,7,8 Administrators, STAT Teacher, and Resource 1,2,7,8 All classroom teachers and staff Classroom meetings 7 Habits of Happy Kids Informal, formal observations, and anecdotal notes Office of the Assistant Superintendents 28

Parents will be provided information and resources to support a growth mindset with their children. BALTIMORE COUNTY PUBLIC SCHOOLS 1,2,7,8 Parent Service Coordinator, Parents, parent service coordinator After school workshops, lunch bunches, evening events Books, games, articles evaluations Office of the Assistant Superintendents 29

Title I Requirements (As Applicable) Title I Components (See component numbers below.) Key Actions to Implement Strategies (Address by student group.) For Title I Schools Only Person(s) Leading Implementation, Monitoring, and Evaluation Timeline (Indicate specific dates whenever possible) The green-shaded actions below apply to all Title I schools and should appear in school-progress plans as they are written. Measures and Monitoring (Formative and summative data, data analysis, and dialogue to monitor progress, determine results, and make adjustments.) Status and Modifications (Implementation status and data-based changes resulting from data analysis and dialogue.) 3 3 5 7 Dissemination of Right to Know Letter informing parents of their right to request information about teacher credentials) Dissemination of Four Week Notice Letter informing parents of instruction provided by non- HQ teacher for 4 consecutive weeks or longer, as appropriate Implement strategies to attract high-quality highly qualified teachers to high need schools Plan for assisting preschool children in the transition to elementary school programs (Gradual Entrance) Principal September Current Staffing Report September 2015 Principal Ongoing Current Staffing Report As needed Principal Ongoing Ongoing Principal/Leadership Team Fall Enrollment completion August/September 2015 Office of the Assistant Superintendents 30

School Progress Team Membership Name Title Signature of Stakeholder Yvonne Barhight Kate Miller Kristi Enriquez Courtney Warlick Debbie McClintock Jen De Roso Veronica Rider Julie Krause Jenny Evans Amanda Buckingham Katherine Todd Danielle Mignon Kershaw Principal Assistant Principal Assistant Principal S.T.A.T. Teacher Resource Teacher Resource Teacher Teacher Teacher Teacher Teacher Teacher Teacher Office of the Assistant Superintendents 31

Amy Bess Teacher Rachael Varnell Jessica Ross Melissa DeRuchie Pat Butler Kristen Garrett April Johnson Mrs. Canon Resource Teacher Teacher Teacher Parent Parent Parent Parent Office of the Assistant Superintendents 32