SY2018-19 School Performance Planning

SY2018-19 School Performance Planning Guidance Manual Phase 1 Release

Introduction

This Guidance Manual supports schools and their communities in building SY2018-19 School Performance Plans (SPPs). The SPP is the tool by which schools identify and communicate to stakeholders their school-level goals that address student needs, are supported by evidence-based strategies based on an analysis of data, and are aligned to strategic school-level resourcing. Principals should use their drafted SPP for Budget Collaborative discussions in support of their SY 1819 school budget decisions.

The SPP serves as a year-round anchor in conversations between the district office, schools, and communities. As such, it is updated periodically by the school to address changing needs and strategies targeted to improve student outcomes. The SPP also satisfies the ESSA requirements for school wide Title I schools to conduct a comprehensive needs assessment, prepare a comprehensive school wide plan, and conduct an annual review of that plan.

Charter schools implementing a Title l School wide Program must complete the School Performance Plan template or provide a written one-year plan comprised of the required Title l School wide elements identified in the Every Student Succeeds Act listed below:

1. A comprehensive needs assessment to identify priorities [Section 1114(b)(6)]

2. A description of school wide reform strategies that may include interventions that provide opportunities for all children, including each of the subgroups of students to meet challenging State academic standards [Section 1114(b)(7)(A)(i)]

3. A description of school wide reform strategies that (1) use methods and instructional strategies that strengthen the academic program; (2) increase the amount and quality of learning time; and (3) help provide an enriched and accelerated curriculum which may include programs, activities, and courses necessary to provide a well-rounded education. [Section 1114(b)(7)(A) (ii)]

For SY2018-19, principals will complete their SPP in phases. This allows schools to integrate the school-budget making process, their strategic priorities, City Schools’ blueprint for success, and family and community engagement into one process.  Phase 1: Composition of ILT, Mission and Vision Statement, Identification of Prioritized Areas of Need, Identification of Evidence-Based Goals and Strategies o Completed by February 12, 2018 o As part of this process, schools should engage with their communities and families in drafting their goals and strategies and solicit their input on the plan during the School Community Budget Forum  Phase 2: Action Steps, Partnerships, Family and Community Engagement o Completed by start of SY 18-19 o Action Steps, Family and Community Engagement Template, Partnerships, and Monitoring Plan will be added in SPP template updates o Schools will complete remaining components of their SPP (e.g., Action Steps) and will revise their SPPs as Blueprint implementation is rolled out (for example, as SEL intensive site plans and goals are completed)

Contents I. Composition of ILT...... I. Composition of ILT

This section describes the role and composition of the Instructional Leadership Team. The ILT leads the development and execution of the SPP.

Examples of who should be on the ILT:

Person Reason Principal  Leads the work to realize the vision for the school, and focuses on ensuring student college and career readiness.  Engages families, communities, and partners to ensure the success of every student  Provides feedback to teachers for continuous improvement  Conducts overall evaluation of staff Assistant Principal(s) or  Assists the principal in supporting staff to create conditions for learning and continuous other administrators improvement  Primary source of feedback to teachers  Evaluates staff members Support Personnel  Provides coaching and on-the-ground guidance  Integrates district professional development with school context  Involved in Instructional Teacher Teams meetings Teacher Leaders  Serve as Teacher Team facilitators for their teams  Facilitate two-way conversation between ILT and teacher teams Opinion Leaders, if any  Influences others with their strong opinions, but they may not be in a leadership position Central Office support  Provide support for specific needs of the school Personnel, if appropriate  Build Capacity

Counselor(s)  Work directly with students  Required by COMAR to create and implement a plan that considers academic growth, college and career awareness, and socio-emotional learning. Other(s)  Affiliated directly with student learning

II. Mission and Vision Statement In this section, schools state their school’s mission and vision. These statements highlight each school’s guiding principles, which serve as the foundation for the rest of the SPP.

III. Identification of Prioritized Areas of Need

To complete this section, school teams should conduct root cause analyses. A root cause analysis can be used reactively, to investigate an adverse event that has already occurred and proactively, to analyze and improve processes and systems before they break down (Preuss, 2003). Root cause provides clarity to what the underlying success or issue identified. In addition, root causes can be influenced and controlled by the school. In this section, schools reflect on last year’s SPP progress (reactive) and identify their prioritized areas of need for SY2018-19. There are two sections: Reflection and Identification of Need. Reflection: For SY18-19 planning, the Reflection serves as a resource for the principal, ILT, and community to reflect on when conducting their root-cause analysis. This information is from the SY16-17 SPP Reflection which includes any updates to goals made in SY-18.

Identified Areas of Need: In this section, school teams should conduct a root cause analyses in four categories which also are the four areas where goals, strategies and action plans will be set:  Literacy  Math  Student Wholeness  College and Career Readiness

In conducting a root cause analysis, school teams collect data, examine the data, and complete a data analysis. Data collected and analyzed includes: 1) Quantitative data (e.g., attendance, behavior, diagnostic and summative assessments, school survey) and; 2) Qualitative data (SERs, learning walks, student work).

Schools should consider and utilize the data supplied by the district through its systems (e.g., Data Link, Infinite Campus), assessment platforms (e.g., i-Ready, ANet), and reports (e.g., EOY ILT tool SY 1617, Climate Dashboard and EWI Dashboard on Infinite Campus). Content Summative Data Examples Formative Data Examples

Literacy Prior-year PARCC scores LDCs, i-Ready, Amplify (DIBELS/TRC)

Math Prior-year PARCC scores ANet, i-Ready

S Student Wholeness SY1617 Attendance, Chronic Absence, Monthly attendance rates, attendance Suspensions tiers, Early Warning Indicators

College and Career Readiness SAT scores, AP performance, CTE completion PSAT scores, students enrolled in AP classes

IV: Identification of Goals and Strategies

Goals:

Schools should identify SMART Goals targeting their identified areas of need and determine the evidence-based strategies they will use to accomplish them.

SMART goals should be:  Specific: Targeted content area, grade level, and student population  Measurable: Performance/ target area must be measurable and include baseline and growth targets  Achievable: Percentage of expected change  Relevant: Content areas; is the goal addressing an urgent need?  Timely: Bound by a timeframe; current reality or baseline data point (if available)

All schools are required to set one math, one literacy, and one student wholeness goal. Additionally, all High Schools and any other school that does not hire a school counselor must set one College and Career Readiness (CCR) goal. School teams should consider what data sources they have available and the timeframe for that data. Additionally, in creating goals, schools should consider both historical and current performance data. Goals can reflect a target for an entire school population or specific groups of students (such as student subgroups or grades/grade bands).

 Literacy/Math: address student mastery of standards based on PARCC performance. Schools can consider historical data in crafting targets, possibly including performance trends year-over-year. o K-8 schools must set their Literacy and Math goal targets using PARCC performance. o In discussions with their ILED and a result of their root cause analyses identifying greatest areas of need, high schools may set a goal not using PARCC as their measure.  Student Wholeness: address wellness, social-emotional, and behavioral needs; wraparound, climate, and extension services; and enrichment opportunities.  College and Career Readiness: addresses the three goal areas mandated by Code of Maryland Regulations (COMAR) - personal and academic growth, educational and career decision-making, and social/emotional growth and interpersonal relations. COMAR 13A.05.05.02 mandates a planned, systematic program of counseling, consulting, appraisal, information, and placement services for students, grades PreK-12. Completion of the CCR goals in SPP can fulfill this requirement.  Goals should be grade-band appropriate and can address the following areas: o College application, acceptance, or financial aid data o CTE achievement, such as certifications o Student demonstration of college, career, and socio-emotional knowledge. o College Board assessments and Khan Academy Usage o Key pathway course enrollment

See Appendix I for example goals.

Evidence-Based Strategies:

Evidence-Based Strategies are activities, strategies, or interventions designed to achieve a goal. Evidence- based strategies are supported by research indicating a statistically significant outcome.

The decision on selecting strategies depends on three factors: 1. The effectiveness of the strategy: If the strategy is implemented well, will positive outcomes be reflected in quantitative data and qualitative evaluations (the Results Indicators)? 2. Leadership focus and school structures to enable staff to implement the strategy with fidelity. 3. The capacity of the school (people, technology, facility, materials) to execute the strategy.

All schools should identify one to three strategies for each goal. Establishing the action plan to execute the strategies should be completed by the school during the summer prior to the start of the school year. For each strategy, schools should identify which school staff or other personnel will be implementing the strategy in the school. In addition, schools should list the amount and source of any additional funding (outside of regular salaries for school-based staff) that may be required to implement the strategy. Note if these funds are tied to FSF, Title I, or other grants. See Appendix II for example Strategies.

Partnerships and Family and Community Engagement – to be completed by the start of SY18-19: During the SY 1819 school budget process, and soliciting feedback during community budget forums, schools should begin thinking about any partnerships that will assist schools in accomplishing their goals and how families and communities will be engaged in meeting their SPP goals:

 Partnerships: For each goal written, schools must identify any partnerships that will help the school accomplish that goal. Schools must name the partnership, note which services the partnership will provide in support of the goal, describe when and how the partnership will be monitored by the school, and the funding source and amount (if applicable).  Family and Community Engagement: Schools must identify when and how they will engage with their communities around their SPP goals. Schools should name the activity in which they will engage their communities and select the type of activity from the drop-down menu. If the type of activity is not included in the menu, schools should select "Other" and describe the activity in the following column. Schools should also specify the date(s) of the engagement and the funding source and amount (if needed) required by that engagement.

As a resource for the drafting of goals and strategies and to support the school budget process, schools will have their Family and Community Engagement Plans, completed in December 2017, available in the SPP template. See Appendix 3 for additional information.

SY 2018-19 SPP Timeline Key Steps Dates

 Schools receive SPP template and guidance CLN Week (1/16/18)

 Schools complete draft goals, strategies, positions, and funding 2/12

 CLN Week – discussion and review 2/12 - 2/16

 Iterations of SPP, updated during Budget process 2/12 - 3/16

 CLN Week – discussion and review 3/12 - 3/16

 Schools write Action Steps for Strategies Summer 2018

 Schools complete Partnerships and FCE section for Goals Summer 2018

 Schools write SY2018-19 FCE Plan Summer 2018

 ILEDs give input to principals on updated SPPs Summer 2018  Final SPPs approved October 2018

Appendix I – Sample Goals

Note that the goals provided here serve as examples of goals. Schools can use these as guides in drafting their own goals after conducting reviews of their data and in discussion with their families and communities.

Literacy Goals

1. The percentage of all students scoring a 4 or 5 on PARCC ELA will increase from 23% in SY 1617 to 30% in SY 1819. 2. 30% of students grades 3-5 will Meet or Exceed Expectations on the Writing Expression subclaim in the PARCC ELA assessment in SY 1819, an increase from 25% in SY 1617. 3. The percentage of students in grades 6-8 scoring a 1 or 2 on PARCC ELA will decrease from 18% in SY 1617 to 12% in SY 1819.

1. In SY 18-19, 20% of the students scoring in the 1-2 range on the PARCC ELA 10 and PARCC ELA 11 in SY16-17 will improve and score in the 3-5 range. 2. In SY 18-19, 40% of students testing on the PARCC ELA 10 for the first tim, will score a level 3 or higher. 3. In SY 18-19, 70% of 11th grade students will have met their graduation requirement on the PARCC English 10 assessment by scoring a level 3 or higher.

Math Goals

1. The percentage of all students in all grades scoring a 1 or 2 on the PARCC Math assessment will decrease from 27% in SY 1617 to 18% in SY 1819. 2. There will be a 7 percentage point increase in grade band 3-5 of the percent of students scoring a 4 or 5 from SY 16 17 to SY 1819; an increase from 28% to 35% respectively. 3. 25% of students in grades 6-8 will Meet or Exceed Expectations on the Major Content subclaim in the PARCC Math assessment in SY 1819, an increase from 18% in SY 1617.

1. In SY 18-19, the percent of students performing at a level 3 or above in Algebra 1 will increase by 10 percentage points, from 21% in SY 16-17 to 31% in SY 18-19. 2. In SY 18-19, 80% of 11th grade students will have met their graduation requirement on the PARCC Algebra 1 assessment by scoring a level 3. 3. In SY 18-19, 60% of students testing on the PARCC Algebra 1 for the first time will score a level 3 or higher.

Student Wholeness Goals

1. The school will reduce the overall percentage of moderate to severely chronically absent students (tier 2 and tier 3) by 9% from 34% SY17-18 to no more than 25% in SY18-19. 2. By June 2019 the school’s attendance rate will increase by 5 percentage points from 75% to 80%. 3. By the end of 2017, the total number of suspensions will decrease from 135 suspensions to less than 100 suspensions. 4. The number of students with 3 or more core course failures at the end of the school year will decrease from 7.9% of the total student population during the SY17-18 to 7.5% of the total student population during SY18- 19 5. By the end of SY18-19 school year, school will improve Staff climate/culture by increasing the number 2 focus area on the six key items of the school survey "I feel like I belong at this school" by 2% from SY17-18 90.8% to 92.8%.

College and Career Readiness Goals

Elementary or Middle School:

1. 100 percent of students will complete 100 percent of Naviance tasks. 2. A 20 increase in the number of students who receive their first or second middle or high school choice from SY17-18 to SY18-19. 3. A percent growth on the number of students who can identify key college knowledge based on a pre-post assessment from SY17-18 to SY18-19. a. E.g., students can identify salaries of different professions. b. Students can identify their areas of interest and how they can pursue them. c. Students can identify the steps of the college application process

High School

1. Increase the percent of students who graduate with a CTE certification from 50 to 65 percent in SY18-19 compared to SY17-18. 2. Increase the number of students who use Khan Academy for School Day SAT prep from five to fifty percent from SY17-18 to SY18-19. 3. Increase the on-time FAFSA completion rate for seniors from 40 to 70 percent from SY17-18 to SY18-19. 4. Increase the average school SAT score from 900 to 980 for 11th and 12th graders in SY18-19 compared to SY17-18.

Appendix II – Sample Strategies

Note that the strategies provided here are only examples of strategies. Schools can use these as guides in drafting their own evidence-based strategies after conducting reviews of their data and in discussion with their families and communities.

Academic-Related Strategies

1. Professional Development Related to Areas of Focus: Development of the PD plan should be based on gaps in data and founded in specific research techniques, and should include development for all staff members that is differentiated based on skills and needs. Time needs to be allocated to execute the plan and funding must be allocated for needs such as consultants, workshop fees, or an on-staff content specialist. For example, if your school has a literacy focus, teaching strategies which would need a professional development plan could include: a. Reciprocal Teaching: Instructional process to teach students cognitive strategies, such as summarizing, questioning, clarifying, and predicting. Teachers enable students to teach each other and check their own understanding of material. a. Meta-cognitive strategies: Selecting and monitoring strategies to help solve problems. For instance, planning how to approach a given learning task, evaluating progress, and monitoring comprehension. b. Concept mapping: The development of graphic representations of conceptual information of the content. Students synthesize, summarize, and organize information. 2. In School Intervention Strategies: Students who are below-proficient in ELA and/or math receive additional instructional time in those subjects. Intervention courses in ELA and math are embedded in the schedule and serve as key opportunities to proactively support students at-risk of failure. Tutors, partnerships, or staff might need to be purchased in order to staff these programs. 3. Outside of School Interventions (Integrated Academic Program): Include specialized summer school programs, APEX courses twilight/evening courses, and weekend school. These strategies provide afterschool instruction in ELA and math to help prevent course failure and likely require funding for staffing and/or partnerships. 4. Programmatic Purchases; Are there programs or materials, such as extra i-Ready materials or Read 180 to aide instructions or provide extra intervention. This year’s budget guidance proposes some of these purchases and estimated costs. 5. Scheduling to Empower Collaboration: Arrangements of time and staff to ensure regular meetings of shared content teams (90 minutes per week), observations of staff, and ILT teams to review data and adjust instruction accordingly. While these structures are expected in all schools, master schedules can be aligned to maximize the effectiveness of these structures.

Student Wholeness Related Strategies

1. Wraparound Services and Partnerships: The school partners with community organizations in a community school model in order to provide services—particularly social-emotional services—targeted to the needs of the students in the building. A school-based community partner liaison works closely with partner organizations to ensure that services are targeted to the needs of the students, and to create schedules for services (e.g., counseling) that work within students’ academic schedules. 2. Shared Student Support Teams: Teachers work in grade-level teams that meet monthly, facilitated by members of the school’s student services team (social workers and guidance counselors). These meetings focus on establishing a positive culture for learning for all students as well as addressing students’ academic and behavior needs and developing plans for individualized supports. 3. Provide Personalized Early Outreach to Engage Students, Parents, and Community Effectively: This strategy requires using school systems for effective communication with parents and other stakeholders to include ParentLink, emails, phone trees, newsletters, web-based opportunities, and other two-way communication mechanisms to provide early outreach and engage families and communities in social events. Additionally, this strategy requires leadership-based school wide processes to determine root causes as a means to positively change student attendance based on reports through individualized teams (SST, IEP, and others) to create specific plans to support individual and targeted groups. In order to execute this strategy, the leadership will provide a team to address proactive attendance strategies and activities/incentives to eliminate attendance concerns while analyzing data to track students with attendance concerns to provide tailored supports (e.g., SST, reward systems, mentorships) using funds and resources to be budgeted for celebration and improvements. 4. Recognizing Good and Improved Attendance through Monitoring Data: This strategy requires using reports generated through Infinite Campus and the Student Level ILT tool to identify and recognize students with good attendance. In order to execute this strategy, points of contact to monitor data and hold recognition ceremonies to be determined and money for celebration supplies should be budgeted. 5. Analyze Attendance Data and Practices to Develop Programmatic Responses to Barriers (as needed): This strategy requires using reports, school-wide and targeted practices (e.g. phone trees, SST, rewards systems), and qualitative and quantitative data to identify strategies, interventions and supports (e.g. attendance letters, clinician/student workgroups, schoolwide celebrations) to students and families in order to decrease the barriers to good attendance. In order to execute this strategy, an active and effective attendance point of contact and school -based team (inclusive of necessary stakeholders) must be designated and appropriate tracking systems must be created as well as funds and other resources must be allocated for programmatic needs. 6. Positive Behavioural Intervention and Supports (PBIS): PBIS is a multi-tiered system of support that implements school wide teaching practices that are supported by administrative systems and data collection and analysis. This structure provides a technical framework for developing and teaching positive expectations and rules, providing explicit reinforcements, consequences with due process, and data systems to inform decision-making. PBIS has ten features to develop and implement school-wide: o PBIS Team and Assigning Roles, o Faculty Commitment, o School-wide Expectations & Rules, o Lesson Plans for Teaching Expectations/Rules, o Reward/Recognition/Acknowledgement Program, o Effective Procedures for Dealing with Discipline, o Data Entry & Analysis Plan, o Classroom Systems, o Evaluation Process, o Implementation Plan. 7. Restorative Practices: Restorative Practice (RP) addresses the needs of the school community with a focus on building healthy connections between educators, students, and families. RP develops social and emotional capacity and competence by cultivating self-reflection; providing protocols to deepen relationships, and to repair harm when there is wrong-doing. RP is primarily an adaptive model with eleven essential elements to embed school-wide: o Affective Statements o Restorative Questions o Small Impromptu Conferences o Proactive Circles o Responsive Circles o Restorative Conferences o Fair Process o Re-integrative Management of Shame o Restorative Staff Community o Restorative Approach with Families o Fundamental Hypothesis Understandings.

College and Career Readiness Strategies

1. Baltimore City Schools released the CCR Trajectory for grades 6-12 to provide a districtwide standard of care for College and Career knowledge. 2. Implementation of City Schools’ comprehensive school counseling program. City Schools will release additional details in the summer to support goals Appendix III – Family-Community Engagement – to be updated by the start of SY18-19

As a resource during the budget process and drafting of goals and strategies, schools will have their Family and Community Engagement Plans, completed in December 2017, available in the SPP template. Schools should update this section in summer 2018, before the start of SY2018-19. While key engagements will be identified and spelled out in the goals section above, school must meet the Board Policy KCA requirements, which mandates that each Baltimore City public school will ensure that a family and community engagement program is implemented and will involve parents in jointly developing school-level family and community engagement plans. Schools will document this in their SY18-19 FCE plans.