school performance plan (spp) introduction q1 assessmen ts literacy mastery benchmark performance by...

Dr. Sonja Brookins SantelisesChief Executive Officer, Baltimore City Public Schools

School Performance Plan (SPP) Introduction

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Principal CLN Meeting

Theresa Jones, Chief Achievement and Accountability Officer, Baltimore City Public Schools

Purpose of Today’s Presentation

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By the end of today’s discussion, we will develop a common understanding of the process for developing and monitoring a school’s strategic plan.

Agenda

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1) SPP Purpose and Changes

2) Overview of SPP Creation Process

3) SPP Logistics

4) Reflection Activity

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Purpose of the School Performance Planning Process

SPP Principles

Supports principals and Instructional Leadership Teams (ILTs) in improving overall school performance, with an emphasis on instruction and student outcomes.

Acts as an anchor in a year-round evidenced-based inquiry process that relies on data-informed decision-making to drive documented school-level strategic planning.

Serves as an essential means of “knowing our schools” for alignment of supports and special initiatives.

Meets federal, state and district compliance requirements.

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The SPP Process

Key Changes 2016-17 SPP

School goals and strategies for the 2016-17 SPP will pre-populate from the 2015-16 SPP. 1

• Principals with their ILT team should conduct an inquiry and analysis cycle (step 2 of the SPP process) to determine if SY 15-16 goals and strategies as well as targets remain appropriate for SY 16-17.

Climate and Culture Component replaces Climate and Culture Strategies Section2

• High Schools that complete the Culture and Climate component on DTS will have their strategies for the Climate and Culture goal populated in their SPP templates.

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Framing the School Performance Plan

Components of the School Performance Plan:

1. Reflect and gather data

2. Analyze data to prioritize needs

3. Establish SMART goals

4. Identify strategies to support plans

5. Determine Results Indicators

6. Monitor and evaluate results

Step 1: Reflect on last year’s process

Step 2: Analyze Data to

Prioritize Needs

Step 3: Establish SMART Goals

Step 4: Select

Specific Strategies

Step 5: Determine

Results Indicators

Step 6: Monitor

and Evaluate Results

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Step 1: Reflection

Purpose(s):

1) To determine whether or not the previous year’s goals were met.

2) To reflect upon the root causes surrounding why your school met or did not meet those goals.

If you are a Year 1 Principal, this should be completed based on your current knowledge of the school and feedback from stakeholders who were at the school last year.



Prioritize Needs


Step 4: Select

Specific Strategies

Step 5: Determine

Results Indicators

Step 6: Monitor


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Previous Year SPP Outcomes and Reflection

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The SPP process begins with a reflection on the prior-year SPP:

Step 2: Inquiry and Analysis

Purpose:To determine the focus areas that your SPP will

address.

There are two parts of this part of the process:

1. Inquiry: Inquiry is to anchor the

thinking of the leadership team to where they need to focus their attention based on the available evidence.

2. Analyzing Data to Prioritize Strengths and Needs: This step is

used to guide through the examination and analysis of the district provided and schools data and to avoid substituting strongly held opinions for the fact –based conclusion that would be derived from a review of actual data.



Prioritize Needs


Step 4: Select

Specific Strategies

Step 5: Determine

Results Indicators

Step 6: Monitor


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Part 1: Inquiry

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1) Inquiry questions should be generated from within the school ILT:

2) Identify the most pressing questions for Teaching, Learning, and Leadership in the SPP. These are your guiding questions for data analysis.

Teaching (Adult Actions)

Questions

Learning (Student Outcomes)

Questions

Leadership (ILT Actions)

Questions

Which teachers/teams are successful now and which are not successful? Do we have specific reasons for their success or lack thereof? (What is the evidence?)

What strategies are teachers using in the early childhood grades that cause more students to score proficient? Can these strategies be shared with other grades?

Are students using strategies that teachers are teaching on Literacy Assessments?

What are the achievement levels in reading, writing, and math?

How is administration monitoring progress and efforts school-wide in order to show improvement between benchmarks?

How much urgency is there for improvement? Is that urgency shared? What systems and processes are in place to ensure support and monitoring?

Prioritized Strengths and Needs

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• As part of the SPP process, your school will be provided a large suite of academic and climate related data. The basis for much of the data is your End of Year ILT. Other data is available from other sources. Examples include:

• Assessment Data: I-Ready, DIBELS, TRC, PARCC, HSA

• Climate Data: Attendance Rate, At-Risk for Chronic Absence, Suspensions

Data Systems and Access

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Prioritized Strengths and Needs—Part 2: Identify Strengths and Needs

Performance Behavior Inference

Strengths

10th grade – vocabulary usage

Free and reduced lunch (F/RL) girls - reading

Students use words in context, therefore they understand the meaning.

10th grade Teachers implemented the Frayer model for vocabulary in English, Social Studies, and Science classes.

Students are self-selecting reading material, therefore they are engaged in reading.

Teachers implemented specific lessons around how to select just right books and consistently provided independent reading time daily.

Needs

Reading comprehension – inferences

4th grade – problem solving

Students are not combining their prior knowledge when reading content.

Teacher training is needed around strategies for supporting students with making inferences. This would include the use of teacher modeling, graphic organizers, etc…

Students do not understand the problem solving process.

Teacher training is needed around strategies for problem solving in mathematics.

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Purpose: • To identify your most

critical goals for student achievement based on the challenges and needs identified

Criteria:• Specific• Measurable• Achievable• Relevant• Timely• Aligned with prioritized area

of need



Prioritize Needs


Step 4: Select

Specific Strategies

Step 5: Determine

Results Indicators

Step 6: Monitor


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SPP Goals Guidance

4 SMART Goals

• 2 Academic goals

• 1 each in ELA and Math

• 1 College and Career Readiness goal

• 1 Climate/Culture goal

3 SMART Goals

• 2 Academic goals

• 1 each in ELA and Math

• 1 Climate goal

• Optional fourth academic goal

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6-12 & High SchoolK-5, K-8, 6-8

Example SMART Goals Aligned with District Assessment Strategy

Assessment Grade Levels

Baseline Data

Content Growth/Mastery

Reports Sample SPP Goal

TRC K-2 BOY Literacy Growth TRC Effectiveness by grade and teacher

Comparing Measures for all Reading 3D Subtests by grade and teacher

93 percent of students in grades K-2 that are on and above level on BOY TRC will show one year of growth by EOY TRC AND 93 percent of students in grades K-2 that are below and far below level on BOY TRC will show a year plus of growth by EOY TRC.

i-Ready 3-11 (Literacy)

1-11 (Math)

BOY Literacy, Math Growth Intervention Screener

Performance by Grade and Class

Student Growth by Grade and Class

The percentage of 3rd – 5th grade students scoring two or more levels below grade level on the literacy i-Ready assessment will decrease by __% from __% on admin 1 to __% on admin 3.

ACCUPLACER 12 BOY Literacy, Math Mastery TBD 93 percent of students will score a 79 or above on the reading ACCUPLACER by EOY

LDC Writing (Data Link)

6-12 Q1 assessments

Literacy Mastery Benchmark Performance by Standard and Subject

Standards Analysis by Section

93 percent of students will score a 3 or 4 on the Q4 writing task for the Reading LDC module

End of Course(Data Link)

9-12 BOY Math, English Mastery (use district provided EOC)

Benchmark Performance by Standard and Subject

Standards Analysis by Section

93 percent of students will score at least a 70 percent on the EOC assessment in Algebra 1.

SAT 11 EOY Literacy, Math Growth ILT Tool 93 percent of students in grade 12 will score at least 25 points higher on the SAT compared to their score in grade 11.

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Additional Considerations Goal Setting

Goals from your school’s 2015-16 SPP will be pre-populated.

1

Goals should match prioritized areas of need based on your inquiry and analysis cycle.

2

Based on last year’s EOY ILT data, determine if your previous goals are still SMART.

3Work with your ILED to determine if aligning your SPP academic goal with your SLO goal will help you execute your school’s vision.

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Select assessments with final results available in June.5

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It’s Time to Play...

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Which Goal Would

You Choose?

Math i-Ready Goal

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Option 1) Students will show growth in math skills over the course of the year.

Option 2) 90 percent of students tested in Window 1 and Window 3 will meet their .75 year growth target in math at EOY as measured by i-Ready.

Option 3) 12 percent of 9th graders will reach benchmark.

Option 4) 10 percent of 10th graders will reach benchmark or above as measured by the math EOY i-Ready.

Option 5) 11 percent of this year’s 11th

graders (last year’s 10th graders) will score at or above benchmark as measured by math EOY i-Ready.

Step 4: Select Strategies

P u r p o s e : • A d u l t a c t i o n s w i l l i m p a c t

s t u d e n t a c h i e v e m e n t s

C o n s i d e r a t i o n s : • H o w a r e t h e s t r a t e g i e s y o u ’ v e

i d e n t i f i e d : • A c t i o n - o r i e n t e d • M e a s u r a b l e / a c c o u n t a b l e • S p e c i f i c• R e s e a r c h - b a s e d

• C o n s i d e r s t r a t e g i e s t h a t a r e i n s t r u c t i o n a l , o r g a n i z a t i o n a l , p r o g r a m m a t i c , a n d f o c u s e d o n e v o l v e d l e a d e r s h i p a c t i o n s



Prioritize Needs


Step 4: Select

Specific Strategies

Step 5: Determine

Results Indicators

Step 6: Monitor


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The Five Types of Strategies

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Schools are required to have at least one strategy in each of these five types for your academic and college and career ready goals.

Instructional: Research-based strategies that are implemented in the classroom to activate the knowledge

of students, engage the learner, and strengthen reading, writing, speaking, listening, and thinking.

Organizational: Strategies that will be used throughout the school, district, (organization).

Strategies that will impact all stakeholders.

Family Involvement: Strategies that will be used that specifically targets family engagement in a student’s

learning. Identifies activities to build parent capacity and detail the support offered to parents and children in gaining access to high quality education.

Leadership: Strategies that involve the principal/leader to take specific actions that impact

implementation of recommended strategies.

Programmatic: Strategies that are based on the utilization of programs that lead to student improvement

(academic and non-academic success).

Key Question

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Which strategies are known to help students make progress towards college and career readiness? Instructional

Organizational

Family Involvement

Leadership

Programmatic

Considerations: Strategies

Strategies from your school’s 2015-16 SPP will be pre-populated.

1

If you selected new goals, make sure you identify the appropriate strategies for those goals.

2If you select the same goals, based on your school’s considerations, consider whether you are using the same strategies to achieve the goals, or if your school need to revise strategies from last year to achieve the same goals.

3Use strategies listed in other planning documents, such as the High School Success Plan and your Title I Priority School Plan (if applicable).

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Additional Considerations: Climate and Culture Component

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Strategy Requirement Definition

School-wide Values, Systems, and Routines

1-3 Strategies A school-wide system of values sets the foundation for a community of shared expectations for behavior of both students and adults.

Campus Monitoring Strategies 1-3 Strategies A comprehensive plan will address management and prevention of school-specific issues related to monitoring students in, outside of and around the school campus.

Attendance Strategy 1: Recognize Good and Improved Attendance through the Monitoring of Attendance Data and Practices

Required Attendance Strategy

Action plan will be communicated in SPP.

Attendance Strategy 2: Provides Personalized Early Outreach to Engage Students, Parents, and Community



Attendance Strategy 3:Analyze Attendance Data and Practices to Develop Programmatic Responses to Barriers



Step 5:Determine Results Indicators

Purpose: Results indicators set the qualitative

standard to determine if strategies were executed successfully.

Results Indicators…

• set criteria for effective implementation of a strategy

• are created for each implemented strategy

• determine if strategy is having the desired impact

• describe precise adult behaviors that will be seen as evidence of successful implementation

• describe expected short term changes in student performance/achievement if strategy is effective

• identify potential need for midcourse corrections

• establish cause and effect relationship



Prioritize Needs


Step 4: Select

Specific Strategies

Step 5: Determine

Results Indicators

Step 6: Monitor


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Results Indicators, Examples

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Step 6: Monitor and Evaluate Results

Considerations

• What, Who, When, How

• Cycle for when data is available

• Alignment to Goals

• Strategies (Instructional, Leadership, Programmatic, Organizational)

• Results Indicators

• Gather reflections as evidence of effective monitoring

• Sharing with all stakeholders

• Celebrate incremental results



Prioritize Needs


Step 4: Select

Specific Strategies

Step 5: Determine

Results Indicators

Step 6: Monitor


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Monitoring and Evaluating Plan

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Monitoring and Evaluating

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ILEDs will formally revisit the SPP with Principals during mid-year and End of Year conversations.

Recommendation:

• ILTs should review progress towards SPP goals at least quarterly.

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SPP Logistics

Anticipated 2016-17 Rollout

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Milestone Date

SPP Materials Released via LAU September 15

OAA Presents SPP at CLN Meetings, ILEDs lead reflective review activity

Week of September 26

SPP Drafts Due to ILEDs October 10

Feedback Process October 10-October 17

SPP Revisited by Principals (week of CLN meetings)

October 17-October 19

Principals Revise SPP October 19-October 23

ILED and Title I Plan Review and Approval

October 24- November 4

Mid-Year SPP Review and Data Cycle February Districtwide Meetings

SPP Appendices

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Per Board policy, all schools (except non-Title I charter schools) must complete the following:

Family and Community Engagement Plan

Schools receiving federal grant funding must also complete the following:

Either the Title I Schoolwide or Targeted Assistance Plans

Title I Funds cannot be released if the Title I appendices are not approved.

All Title I charters must complete:

1) FCE portion (excluding goals and strategies)

2) Either the:

Schoolwide

Targeted Assistance portion

District Support to Schools

45District Support Role Development Approval

OAA

Danny Heller [email protected]

Nelson Vasconcelos [email protected]

Provides technical assistance on SPP and online tool

When requested, support analysis of data, identification ofpriorities, establishment of goals

Tracks and monitors approval rates

When requested, provide feedback and support to schools around SMART Goals during the approval process

ILED Support analysis of data, identification of priorities, establishment of goals and strategies

Approve a school’s SPP

Climate and Culture Your School Support Liaison

FCE (Your FCE Specialist) Supports the development of family and community engagement strategies upon request

Proposes feedback

Data Monitoring and Compliance office /Office of School Turnaround and Transformation (See Printout to see your Title I contact)

Provide written feedback and support for making revisions to the federally funded plans (e.g., Title l plan).

Approve Title I plans

mailto:[email protected]


Work with us to make the SPP Better

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Pre-population of goals and strategies was a result of Principal feedback at the CEO’s institute. Based on this feedback, we are considering a number of other changes, including an earlier start to the next SPP, and would like to consult with you along the way.

If you are interested in participating in these discussions, please email the Achievement and Accountability Office at [email protected].


Comments or Questions?

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Nelson Vasconcelos

Data Specialist

[email protected]

Board Of School CommissionersMarnell Cooper, Chair

Tina Hike-Hubbard, Vice-Chair

Lisa Akchin

Muriel Berkeley

Cheryl Casciani

Linda Chinnia

Andrew “Andy” Frank

Martha James-Hassan

Peter Kannam

Jonathan Townes, Student Commissioner

A.J. Bellido de Luna, Board Executive Officer

Senior Management TeamDr. Sonja Brookins Santelises, Chief Executive Officer

Alison Perkins-Cohen, Chief of Staff

Sean L. Conley, Chief Academic Officer

Theresa Jones, Chief Achievement and Accountability Officer

Donald Kennedy, Sr., Chief Financial Officer

Karl Perry, Sr., Chief School Supports Officer

Keith Scroggins, Chief Operations Officer

DeRay Mckesson, Interim Chief Human Capital Officer

Kenneth Thompson, Chief Technology Officer

Tammy L. Turner, Esq., Chief Legal Officer

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Accessing the Document Tracking Services Tool

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• W e b s i t e :

• w w w . d o c - t r a c k i n g . c o m

• A c c e s s :

• P r i n c i p a l s a r e g r a n t e d a c c e s s t o D T S

• U s e r n a m e : F i r s t N a m e . L a s t N a m e ( J o h n . D o e )

• P a s s w o r d : I n i t i a l o f l a s t n a m e t h e n f i r s t n a m e ( D j o h n )

• P r i n c i p a l s c a n e m a i l [email protected] t o r e q u e s t a d d i t i o n a l I L T m e m b e r s a c c e s s t o t h e S P P t o o l

http://www.doc-tracking.com/


SPP in Doc-Tracker

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NOTE:

• The Climate and Culture Component will auto-fill the Climate and Culture Component of the SPP.

• Your end of year ILT tool will also be loaded in Doc-Tracker

Systems Overview –Reading and Math Assessments

Report Description Level Preview

Window 1: Intervention

Screener

How can students be

placed into performance

tiers for RTI?

School summary; detail

by grade; student-level

list, sortable by grade,

teacher, etc.

Windows 1 and 3:

Performance by Grade

and Class

By grade and class, how

did students perform on

the Diagnostic

Assessment?

By grade and class

(teacher); by Window

Windows 2 and 3:

Student Growth by Grade

and Class

How much growth have

students achieved

between diagnostics? Did

students meet their

growth targets (after

Window 3)

School summary; by

grade; by class

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Systems Overview –Math Assessments

• NOTE: For SY16-17, reporting for Agile Assessments, the test platform for the Agile Mind curriculum, is redesigned for this year. After each window, school leaders should run:

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Report Description Level Preview

School: Test Design Results

Shows overall performance on the assessment at the school level.

School-level results by test.

Examples—Instructional Strategies

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• Cycle of Professional Learning (CoPL)

• Explicit Instruction

• Quality Feedback

• Nonlinguistic Representation

• Co-teaching

• Note-taking

• Collaborative Learning

Examples—Leadership Strategies

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• How leaders spend money/resources

• How staff are provided with resources and direction on how to use resources to support all students

• Learning walks to check strategies

• Examination of student work

• Monitoring and evaluation

• Professional development

• Increase frequency and quality of ILT meetings.

Examples—Organizational Strategies

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• Common planning time

• Schedule support for teacher teams

• Schedule to support a common instructional focus (across the curriculum – i.e. writing block)

• Link family engagement to school goals

• Crete a place that parents can call their own

• Intervention Time

• Develop a cross-functional college and career readiness work group

Examples—Programmatic Strategies

• K-5 Writing program aligned to the career and college readiness standards (Write Steps)

• Read 180

• Student based programs (mentoring)

• School based programs (community partnerships)

• PSAT/SAT

• CTE participation

• Rigorous course offerings

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Examples—Family Involvement Strategies

• Online Literacy Resources

• Family Math Night

• Mobile App

• Attendance Summit

• Walking School Bus

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