School Performance Plan - Baltimore City Public Schools

School Performance Plan for Mergenthaler Vocational-Technical High School 1 of 50

SY 2012-2013

School Performance PlanHigh Schools

410Mergenthaler Vocational-Technical High School

Craig L. Rivers, PrincipalDaryl Kennedy, Executive Director

Byra Cole, Network Facilitator

PLEASE REFER TO THE SCHOOL PERFORMANCE PLAN IMPLEMENTATION GUIDE FORSTEP-BY-STEP INSTRUCTIONS, ADDITIONAL GUIDANCE, AND ITEM DEFINITIONS.


Your School’s Instructional Leadership Team

Name Position

Craig Rivers Principal

Marcia Martin Special Education Assistant Principal

Jenifer Perkins History/Facilitator

Zaharah Hill Educational Associate

Jermaine Skinner English Teacher I/Facilitator

John Blake Algebra II & Geometry Facilitator

Muriel Cole-Webber Assistant Principal-CTE Facilitator

Chris Stewart Mathematics Administrator

Muriel Cole-Webber Social Studies Administrator

Laura Schulz Science Administrator

Richard Gold English III/Facilitaor

Gena Yates English II/Facilitator

Cynthia Robinson Biology/Facilitator

Vonciel Anderson Chemistry/Facilitator

James Allison Algebra I/Facilitator

Key Points of Contact at Your School

Position Name Email Contact

Professional Development Point of Contact/Monitor Zaharah A. Hill [email protected]

New Teacher Mentor Coordinator Anthony Schell [email protected]

School Family Council Representative Sherri Holt [email protected]

Family and Community Engagement Representative Muriel Cole-Webber [email protected]


Reflect on SY 2011-2012 School Performance Plan

Guidance: Complete these questions by reflecting with your Instructional Leadership Team, Executive Director and Network Facilitator prior to Step 1. Record your answers below.

1. What progress did you make toward meeting your SPP SY 2011-12 goals?Goal 1: By the end of the 2011-2012 school year, our teachers will be equipped with the necessary tools to deliver high quality instruction that benefit students, by partaking in professional development that addresses Common Core and overall weaknesses within our institution.Overall, Professional Development was a success. However, our goal specifically stated that we would address the Common Core and we partially infused it. This year we focused heavily on the Instructional Framework with efforts to prepare our teachers and students for success. As a result, we will attempt in the 2012-2013 SPP to find ways that will intensify the delivery of the Common Core Standards.

Goal 2: By the end of the 2011-2012 school year, our students will evolve into global leaders by receiving the essential tools such as; advanced literacy skills, advanced mathematics skills, engaging tasks that relate to students’ real life experiences, college preparedness, and a career and technological education.This particular goal will and should grow from academic school year to the next. There weren’t any assessments made or created to track the regression or progression of students receiving these advanced skills or engagement. Consequently, we have learned that when formulating our school wide goals they must be created with the SMART components. Next year, we will focus on using formative assessments to track and monitor the academic student results we seek.

Goal 3: By the end of the 2011-2012 school year, our administration, leadership team and educators will collaborate, in order to create common bi-weekly assessments, use multiple data resources and Common Core to guide instruction, vertically and horizontally lesson plan, and monitor each other’s professional growth in our established learning community, that includes our ED, Facilitator, and Support Network staff.As an instructional staff, we have come so close to attaining this goal and seek positive results once all stakeholders have been trained and equipped with the necessary tools. Data Link was a valuable resource to help kick off the creation of common assessments. However, no one was aware that only individuals with lead roles in this data system could create common assessments for classroom teachers. Taking that option away from teachers made it hard for the process to continue with fidelity. As a result, the attempt to use that information to guide instruction came to a halt. We have reflected and created an action plan, so by next school year, we will be prepared due to the challenges and obstacles we incurred during this academic school year.

2. Were your strategies fully implemented, partially implemented, not implemented at all? Why?From a diagnostic point of view, our strategies were partially implemented. Many of the strategies listed in goal one were achieved. Goal two and three strategies would have been more effective if the Data Link issues were discovered and corrected at the earlier stages of implementation.

3. What evidence of actual impact did you see on instructional practice and/or student learning?The evidence of actual impact on instructional practices and student learning was apparent in several domains. Objective writing was evident in every class which guided teachers and students to focus on the actual skills and strategies being taught during daily lessons. Collaborative planning every Tuesday allowed for teachers to analyze student work, visit each other’s classrooms, examine the instructional framework rubric and the different domains, preview the Common Core Standards, and attempt to create common assessments throughout the school. Our professional learning community strengthened and


teachers felt more comfortable sharing what worked and didn’t work during their lessons. Having knowledgeable teachers who make the effort to reach out to their coaches, colleagues, and administrators to improve their craft always impacts student learning. Cooperative learning increased as we used this Marzano's high yield instructional strategy as one of our professional learning cycles in attempt to increase the accountable talk and academic collaboration amongst students. Impactful and engaging teaching/lessons are a part of our main focus heading into the 2012-2013 academic school year so that the impact on student learning is more evident and clearly defined.

4. What practices are in place that we are unable to link to increased student achievement?Teachers were creating common pre and post assessments monthly to track student growth or regression of skills and strategies; however, the capabilities in Data Link did not allow the teachers to share the assessments created. Some of our teachers (the creators of the common assessments) were the only individuals who were successful with testing their students. In addition, the leadership team was unable to monitor and track the regression or progression of student results from the teacher created exams because Data Link has that particular feature unavailable (only parents and students can see the results of teacher created assessments). We are now aware that whoever is selected to be a facilitator for the 2012-2013 academic school year, will need leadership capabilities in the system in order to make sure everyone can use the common assessments to ensure that the Data Team Processing and Decision Making for Results meetings run accordingly.

5. If your school participated in the 2011-12 School Effectiveness Review (SER) process, how will that feedback influence your strategic planning for 2012-13?Our school partook in the 2010-2011 School Effectiveness Review (SER) process. As a result, we created a two year action plan to address our areas for growth. From that action plan we created a year-at-a-glance professional development calendar. We still use that feedback to assist the Instructional Leadership Team with our instructional decision making for results and that valuable constructive criticism often guides our focus. Many of the areas addressed in the SER are still a part of our 2012-2013 needs assessment.


Step 1: Collect and Chart Data

Effect Data: Outcomes or Results

• State Test Data (MSA, HSA)• Stanford 10• District Benchmarks and End of Course Assessments• Formative Assessments (teacher developed assessments)• Diagnostic Assessments (RISE, STEP, DIBBELS, NWEA)• Attendance• Discipline/Suspension Data• Student Work (i.e. writing samples)• Grades & GPA• School Effectiveness Review (if applicable)• Climate Survey• Advanced Placement (AP) test rate and scores• PSAT/SAT test rate and scores

ACCESS DATA LINK & THE RAPID RESPONSE TOOL DIRECTLY BY VISITING: https://ebs.bcps.k12.md.us/bcpss.html


School Demographics

08-09 09-10 10-11 11-12 12-13

Total Enrollment 1317 1469 1602

% of Students by Subgroup

• African-American 94.8 95.2 95 95.9

• American Indian/Alaskan Native 0.0 0.0 0.0 0.1

• Asian/Pacific Islander 0.2 0.3 0.1

• Hispanic 0.6 0.5 1 0.9

• White 4.4 4.1 4 2.9

• Free and Reduced Meals (FARM) 8.4 12.1 10.6 82.2

• English Language Learners (ELL) 0.0 0.0 0.0 0.1

• Students with Disabilities (SWD) 23 14.7 26.8 15.1

% Mobility 13.9 13.7 14.8

% of Highly Qualified Teachers 31.8 14.7

% of Teachers with Less than Five Years of Experience

Principal’s Years of Experience

Principal’s Tenure at the School

School Improvement Status

Attendance Data

08-09 09-10 10-11 11-12 12-13

All 87.9 85.8 85.9

% habitually truant > 20 days 32.7 39.1 37.6

% chronically absent < 5 days 16.6 11.7 14.3


Graduation Rate

08-09 09-10 10-11 11-12 12-13

Cohort Graduation Rate

Leaver Graduation Rate

Graduation Rate 91.73 85.86 89.21

# of Graduates 244 261 281


HSA Data (% Passing)

Subject Area Algebra Biology English 2

Year 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13 08-09 09-10 10-11 11-12 12-13

All 48.3 32.9 23.4 59.2 54.7 32.5 47.6 48.2 43.8

Subgroups

Asian/Pacific Islander

African-American 23.3 32.6 44.0

American Indian/Alaskan Native

White 41.2 45.0 47.4

Hispanic 100.0

SWD 6.6 9.3 13.5

HSA Data (% Passing)

Subject Area Government

Year 08-09 09-10 10-11 11-12 12-13

All 71.3 66.5 48.1

Subgroups

Asian/Pacific Islander

African-American 48.3

American Indian/Alaskan Native

White 50.0

Hispanic


Advanced Placement Course Enrollment and Performance

Year 08-09 09-10 10-11 11-12 12-13

# of AP Courses Offered 1 2 2

# of Students Enrolled in AP Courses 7 22

# of AP Examinations Taken 10 22 27

# of AP Examinations Scored “3” or Higher 0 0 1


Charting Additional Effect Data Points

Guidance: Additional Effect Data should be charted in the Charting Additional Effect Data table below.

Gather and organize data in order to gain insights about teaching, learning, and leadership practices. Consider charting data that is disaggregated and triangulated.

Data PointWhat do the data tell you about trends in student achievement

and other aspects of your school performance?

District Benchmark and End of Course AssessmentsEnglish Benchmarks:English I Test C 6.2% 39.6% 54.2% 371English I Test B 6.1% 36.8% 57.1% 380English I Test A 0.3% 20.9% 78.9% 369English II Test C 0.3% 14.1% 85.6% 355English II Test B 0.9% 23.4% 75.7% 321English II Test A 0.5% 15.1% 84.3% 185Biology Benchmarks:HS Biology Skills, Processes & Chemistry of the Cell Unit Test 1.4% 8.4% 90.2% 346Algebra Benchmarks:Algebra/Data Analysis Test C 1.3% 18.3% 80.4% 387Algebra Data Analysis Test B 6.6% 21.4% 72.0% 346Algebra Data Analysis Test A 0.0% 11.3% 88.7% 319(End of Course Assessment results are currently unavailable)----------

According to the benchmark data, major interventions need to be put in place to address the academic needs of our students. For example, English II benchmark C is considered a mock HSA for our students. Close to 86% of our sophomores were basic. On the other hand, Mrs. Yates sections resembled some of the highest scores (one of her three courses is honors).In Algebra I, the disparities from class to class is tremendous. In Mr. Allison's classes his students out perform all freshman, including those in honors. Class results range from 45% basic to 92% basic. The same dynamics are present in the English II benchmarks.Collaboration occurs every Tuesday; however the emphasis on best practices, student task analysis, skills and strategies need to be the major focus from here on out. The Data Team Processing will help many of the disparities subside as we attempt to put forth more an effort to ensure we are reflecting and growing from one another's instructional strengths and weaknesses.




9th grade RISE Assessment Pre-test):Word Recognition and Decoding LevelProficiency High 73Proficiency Low 155Warning 107Total: 335

Vocabulary LevelProficiency High 62Proficiency Low 163Warning 110Total: 335

Morphology LevelProficiency High 67Proficiency Low 160Warning 108Total: 335

Sentence Processing LevelProficiency High 63Proficiency Low 163Warning 109Total: 335

Efficiency of Basic Reading Comp LevelProficiency High 78Proficiency Low 147Warning 110Total: 335

Reading Comp LevelProficiency High 60Proficiency Low 129Warning 146Total: 335

(Post test results are not unavailable yet)----------

Our student’s vocabulary level was the lowest next to reading comprehension. The results mirror the vocabulary acquisition issues occurring from class to class. To address this issue that is apparent throughout Mergenthaler (not just in the 9th grade) we have pre and post assessments in place to track each student. In addition, teachers will use those results to provide appropriate interventions and differentiate instruction.




Monthly AttendanceSeptemberTeacher: 95.2%Student: 88.4%

OctoberTeacher: 90.5%Student: 84.7%

NovemberTeacher: 92.3%Student: 83.0%

DecemberTeacher: 93.4%Student: 80.2%

JanuaryTeacher: 99.2%Student: 81.4%

FebruaryTeacher: 92.3%Student: 80.6%

MarchTeacher: 92.7%Student: 80.0%

AprilTeacher: 90.5%Student: 78.3%

MayJune----------

Our attendance has been a concern this academic school year. We are compiling an attendance action plan to ensure that next academic school year the attendance rate increases. As the temperature increases the attendance decreases with our students and we have to find creative ways to make coming to school more appealing.




Monthly Discipline/Suspension RateSeptember 1.7October 1.9November 1.8December 2.2January 2.2February 2.9March 3.8April 3.0MayJune----------

Student suspension rates began to significantly increase during or around break times (winter and spring break). One of our school wide goals addresses the need to decrease the suspension rates which should also have an impact on our daily attendance rates.

Semester Overall GPASemester One: 1.62Semester Two:----------

(Work in progress, awaiting semester two GPA information)

----------

----------

----------

----------

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Annual Measurable Objectives

Objective #1:Between June 2012 and June 2013, the proficient/passing rate on the English High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from 43.8% to 58.8%; African-American students from 44.0% 59%; White students from 47.4% to 62.4%; Hispanic students from % to %; LEP students from % to %; Special Education students from 13.5% to 28.5%.

Objective #2:Between June 2012 and June 2013, the proficient/passing rate on the Government High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from 48.1% to 63.1%; African-American students from 48.3% 63.3%; White students from 50.0% to 65%; Hispanic students from % to %; LEP students from % to %; Special Education students from 23.8% to 38.8%.

Objective #3:Between June 2012 and June 2013, the proficient/passing rate on the Biology High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from 32.5% to 47.5%; African-American students from 32.6% 47.6%; White students from 45.0% to 60%; Hispanic students from % to %; LEP students from % to %; Special Education students from 9.3% to 24.3%.

Objective #4:Between June 2012 and June 2013, the proficient/passing rate on the Algebra High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from 23.4% to 38.4%; African-American students from 23.3% 38.3%; White students from 41.2% to 56.2%; Hispanic students from 100.0% to 100%; LEP students from 23.2% to 38.2%; Special Education students from 6.6% to 21.6%.

Objective #5:Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Reading portion of the Alt-HSA will increase a minimum of 15 percentage points from the previous year from % to %. (Only applies to schools administering the Alt-HSA.)

Objective #6:Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Mathematics portion of the Alt-HSA will increase a minimum of 15 percentage points from the previous year from % to %; (Only applies to schools administering the Alt-HSA.)

Objective #7:Between June 2012 and June 2013, the student attendance will increase from 85.9% to % to meet the annual measurable objective.

Objective #8:Between June 2012 and June 2013 the graduation rate will increase from 89.21% to % to meet the annual measurable objective.


Step 2: Analyze Data to Prioritize Needs

Guidance: Complete these questions by meeting with your Instructional Leadership Team, School Family Council, Executive Director, and Network Facilitator to begin the development of your school’s 2012-13 School Performance Plan. Record your answers below.

1. What do your data tell you about students’ overall performance?The data informs us that we need major interventions in the Special Education Department and for our low achieving students in all content areas (Algebra, Biology, and English). Furthermore, every classroom needs to be re-examined because of the Maryland Coalition for Inclusive Education Program currently implemented at Mergenthaler to ensure all students accommodations and modifications are being addressed daily. Making sure our teachers are differentiating instruction, implementing services for student with IEP’s, creating multiple learning style activities, and ensuring students are engaged is how students transform into global leaders.

2. How are subgroups of students performing, e.g. particular grade levels; content areas; accelerated learners; SWD, FARMS? Please discuss those groups with the largest achievement gaps.Our student’s vocabulary level was the lowest next to reading comprehension according to the RISE assessment. The results mirror the vocabulary acquisition issues occurring from class to class. To address this issue that is apparent throughout Mergenthaler (not just in the 9th grade) we have pre and post assessments in place to track each student. In addition, teachers will use those results to provide appropriate interventions and differentiate instruction. The grade level that seems to be performing the lowest is the 10 graders. As the years progress the students are excelling and meeting the requirements. More instructional support needs to emerge doing those critical years.

3. How did my teachers perform (test results by grade level, teacher/class, subject area/and subgroup. e.g. SWD)?According to the benchmark data, major interventions need to be put in place to address the academic needs of our students. For example, English II benchmark C is considered a mock HSA for our students. Close to 86% of our sophomores were basic. On the other hand, Mrs. Yates sections resembled some of the highest scores (one of her three courses is honors).In Algebra I, the disparities from class to class is tremendous. In Mr. Allison's classes his students out perform all freshman, including those in honors. Class results range from 45% basic to 92% basic. The same dynamics are present in the English II benchmarks.Next school year the submission and entry of our Biology Benchmarks has to be monitored because they were not entered into Data Link.Collaboration occurs every Tuesday; however the emphasis on best practices, student task analysis, skills and strategies need to be the major focus from here on out. The Data Team Processing will help many of the disparities subside as we attempt to put forth more an effort to ensure we are reflecting and growing from one another's instructional strengths and weaknesses.

Guidance: Based on the answers to the questions above, generate a list of school strengths and needs, and record them below. Consider the contributing factors and identify the sources of data that demonstrate these trends, and record them below.

Limit your Strengths and Needs to the three most important.


Examples of Cause Data (Contributing Factors): Professional Practices that Create Effects or Results

• Use of teacher collaborative planning time• Implementation of effective professional development strategies• Research-based classroom instructional strategies• Classroom visits • Teacher feedback• Professional Learning Communities• Other:

Strengths Contributing Factors Data Source

Collaboration (examples Triad Meetings) with school leadership, Network Staff (especially Facilitator and ED) to create recommendations, guiding questions and an overall plan for the school.----------

Principal has knowledge and concepts adapted from Best Practices and the Common Core State Standards that have be applied into the school's overall plan.

District/Network DataMdreportcard.orgMdk12.orgCorestandards.org

Professional Development every Tuesday---------- Use of teacher collaborative planning timeImplementation of effective professional development strategiesResearch-based classroom instructional strategiesClassroom visitsTeacher feedbackProfessional Learning Communities

School/District/Network DataThe Skillful TeacherCorestandards.orgMdk12.orgMdreportcard.orgCsdl.bcps.k12.md.us

Growth of our Instructional Leadership Team----------

More teachers input on teamProtocols and structuresThe benefits of Data LinkInstructional Action Plan

District/Network DataCorestandards.orgMdk12.orgMdreportcard.orgCsdl.bcps.k12.md.us

Needs Contributing Factors Data Source


Needs Contributing Factors Data Source

Pure Collaboration Time/Unpacking the Common Core Standards, effective planning, student tasks analysis, and more classroom observations of colleagues----------

CTE teachers currently do not have a database to help track student progression or regression in their career or trade standardsScheduling this 2011-2012 academic school year didn't allow for many teachers to plan together or analyze student tasks

Lack of common assessments inputted into Data Link2011-2012 Course Schedule

Decrease in suspensions---------- Student suspension rates began to significantly increase during or around break times (winter and spring break)Poor classroom managementLack of School Wide Behavioral Plan/Protocol

SMS ReportsOffice referrals

School-wide Data and Document Sharing---------- Network Trainer was unaware of major Data Link componentsAll teachers aren’t technological savvyDistrict and school must offer more consistent Data Link training

Csdl.bcps.k12.md.usBenchmarksLack of common pre/post assessments inputtedEnd of Course Assessments


Step 3: Establish SMART Goals and Step 4: Select Strategies

Guidance: Identify your three most critical goals for student achievement based on needs that were identified through the inquiry process. Be sure your goals are Specific, Measurable, Achievable, Relevant, and Timely (SMART).

Then, for each goal, identify specific strategies that support: Highly Effective Instruction or Climate; Professional Development; and Engaged Family and Community. Strategies should be action-oriented, measurable, and research-based. Your school should focus on two Highly Effective Instruction strategies and one Climate strategy. There may be multiple components of a strategy noted within each category. More than one Professional Development strategy may be selected by the dropdown menu.

Please refer to the SPP Implementation Guide for additional guidance on completing this section.

School-Level Goal #1By June 2013, the percentage of students scoring proficient or higher on writing analyses of substantive topics or texts, (using essential skills and knowledge, valid reasoning, and or relevant and sufficient evidence as defined by the Common Core Standards) will increase by 20% compared to the October 2012 results, as measured by monthly writing prompts using common DTP selected rubrics. (Draft)

School-Level Strategies Funding Resources

High Yield Instructional Strategy:(The writing process) Planning, revising, and editing compositions (d=0.82)Strategies for summarizing reading materials (d=0.82)Students working together to plan, draft, revise, and edit (d=0.75)Setting clear and specific goals for what students are to accomplish with their writing product (d=0.70)

Other $10,000

Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal.Attached

Professional Development Strategy:

School-Based Professional Development;Professional development will be held every Tuesday during teachers planning times. Strategic school wide schedule planning will allow for pure collaboration amongst content area teachers. In addition, professional development will shift from Mr. Rivers solely executing PD to model teachers, exemplar teachers, and other staff members facilitating the PLC.

The Data Team Process model will play a major role in this particular goal being a success. Creating common rubrics/assessments, long-term planning, and consistently analyzing student work are major components being added to how PD will function during the 2012-2013 academic school year.


Engaged Family and Community Strategy:Parent Education-Provide parents specific information about curriculum, learning goals and reading/writing performance at academy level orientations, Back to School Nights, parent meetings, parent teacher conferences etc. At Parent Teacher Conferences, students will share examples of their writing with their parents during student-led- conferences. Communicate clearly that ALL parents have an important role to play in children’s school success.

Create new – parent-teacher-family structures to enhance communication and involvement (e.g., after-school programs, parent-resource room with academic resources, open schools beyond traditional school hours for adult learning).


School-Level Goal #2By May 2013, the percentage of students scoring on or above grade level in vocabulary acquisition and comprehension will increase by 15% on the posttest compared to the September 2012 pretest, as measured by the Gates McGinitie Diagnostic Assessment.


High Yield Instructional Strategy:(Concept mapping) The Frayer Model is an adaptation of the concept map (it involves the students in the development of the organizational tool)-enhances vocabulary comprehension (d=0.81)May include but not limited to:• Grouping words into semantic clusters to provide meaning through context• Conducting a snapshot assessment to evaluate students' prior knowledge of vocabulary• Using comparison, classification, analogy, and metaphor activities• Providing multiple exposures to words by using inventive games and other activities

Direct Instruction The Skillful Teacher, Chapter 11 (Models of Teaching)General education students (d=0.99)Special education and lower ability students (d=0.86)Reading (d=0.89)Mathematics (d=0.50)Low level word attack (d=0.64)High level comprehension (d=0.54)

Other $13,000



School-Based Professional Development;


Professional development will be held every Tuesday during teachers planning times. Strategic school wide schedule planning will allow for pure collaboration amongst content area teachers. In addition, professional development will shift from Mr. Rivers solely executing PD to model teachers, exemplar teachers, and other staff members facilitating the PLC.

The Data Team Process model will play a major role in this particular goal being a success. Following the Professional Learning cycle with fidelity and giving teachers true opportunities to learn and critique one another’s instructional practices will enhance the engagement and rigor in each classroom. Modeling and providing coachable feedback will allow teachers to trust the implementation of the cycle. Creating common rubrics/assessments, long-term planning, and consistently analyzing student work are major components being added to how PD will function during the 2012-2013 academic school year.

Engaged Family and Community Strategy:Parent Education-Provide parents specific information about curriculum, learning goals and reading performance at academy level orientations, Back to School Nights, parent meetings, parent teacher conferences etc. At Parent Teacher Conferences, students will share examples of their writing with their parents during student-led- conferences. Communicate clearly that ALL parents have an important role to play in children’s school success.

Increase teachers’ capacity for partnering with parents and the greater community to promote strong literacy/writing outcomes.Partners can connect with Network Literacy Liaison to create structures where teachers attend monthly preparatory meetings to read research reviews of the strategies/best practices, discuss the successes and challenges of implementing the literacy/writing approaches and use recordings of their classes to model the strategies for their peers.


School-Level Goal #3By June 2013, the percentage of student suspensions will decrease by 50% compared to the 420 suspensions accumulated during the 2011-2012 academic school year, as measured by the SMS Yearly Discipline Report.


High Yield Instructional Strategy:(Classroom management d=0.52)Stated expectations regarding behavior and clearly articulates rules and procedures that that are negotiated with students (d=0.76)Teacher has the ability to identify and quickly act on potential behavioral problems and retained an emotional objectivity (d=0.71)

Other $40,000



School-Based Professional Development;Assistant Principal, Mr. Neal and School Social Worker, Monica King will attend a National Conference on School Discipline sponsored by the author of "Tools for Teaching", Fred Jones.During this series these topics will be covered:GENERAL SESSIONSThe following is a list of general sessions presented by our keynote presenters.Effectively Reaching the Facebook GenerationPresented by: Dr. Foster Cline

Tools for Teaching: Preventing Discipline ProblemsPresented by: Dr. Fred Jones

Becoming a Master of Challenging MomentsPresented by: Larry Thompson, M.Ed.

Dare to Take ChargePresented by: Judge Glenda Hatchett


Engaged Family and Community Strategy:Existing or new Community Partners will be solicited to provide money, gifts, trips and other resources for incentives for those youth abiding by PBIS or other behavioral management standards. Staff can use incentives for “Star of the Month”, raffles and other forms of recognition etc.

Creation of a Community Resource Center (within the school) for parents and students who are in need of assistance; establish relationships with organizations and businesses in the community for referrals of students and families.

Utilize a new or existing Community Partner to provide intervention/prevention strategies/programs around anger management training, positive behavior supports, violence prevention, restorative justice practices, and workshops.

Solicit additional mental health partners to assist youth (and parents).

Mandatory Parent Conferences (with school’s support team) for those youth suspended (especially for violent offenses). Students will be given Personal Improvement Plans and all parties will sign a contract with expectations of student behavior etc and/or listen to speakers (administrators, counselors, experts, teachers, health care providers, students) on the importance of positive behavior.


What strategies will your school use to support new teachers? Funding Resources

1. Identify teacher mentor

2. Monthly after school meeting with principal

3. Quarterly Book Talk (Book club for new teachers and mentors)

Quarter I: Harry K. Wong, The First Days of School(New teachers will also receive the implementation guide for The First Days of School)

Quarter II: Doug Lemov, Teach Like a Champion(49 Techniques that put students on the path to college)

Quarter III: Daniel Coyle, The Talent Code: Greatness Isn't Born. It's Grown. Here's How(This book is in relation to setting high expectations for all students)

Quarter IV: Stephen H. White, Beyond the Numbers(This book serves as guidance for the new teachers with the Data Teams Process and how to interrupt and provide interventions based off students’ results)

Other $1,000


Step 5: Determine Results Indicators

Results Indicator Statements: Results Indicators describe:

• What to look for in monitoring the implementation of the strategy; and• What relationships can be established between strategies and outcome data.

Your ILT should identify results indicators for each of the three strategies connected to each school-level goal.

(NOTE: The 3 primary strategies identified below will pre-populate here: Highly Effective Inst./Climate, Professional Development, and Engaged Fam and Comm.)


School-Level Goal #1 Strategies Results Indicator Reporting Mechanism

(The writing process) Planning, revising, and editing compositions (d=0.82)Strategies for summarizing reading materials (d=0.82)Students working together to plan, draft, revise, and edit (d=0.75)Setting clear and specific goals for what students are to accomplish with their writing product (d=0.70)

If we use the writing process as a strategy to increase student writing analyses, then we will see students using essential skills and knowledge, valid reasoning, and or relevant and sufficient evidence to answer monthly writing prompts.

Data Link:"Open Response" Prompt SelectionIndividualized Student Item Analysis





The Data Team Process model will play a major role in this particular goal being a success. Creating common rubrics/assessments, long-term planning, and consistently analyzing student work are major components being added to how PD will function during the 2012-2013 academic school year.

If we collaboratively create common DTP selected rubrics and writing prompts, then we will see regression or progression of student writing analyzes and discover what interventions need to occur in order for students to reach academic success.

If we use the DTP model to track the strengths and weaknesses of student performances in CCSS/CLG standards, then we will be able to identify the correct strategies and inventions to meet the needs of all learners.

Data Link"Open Response" Prompt SelectionIndividualized Student Item AnalysisOverall Classroom performancePre and Post assessment Results

Parent Education-Provide parents specific information about curriculum, learning goals and reading/writing performance at academy level orientations, Back to School Nights, parent meetings, parent teacher conferences etc. At Parent Teacher Conferences, students will share examples of their writing with their parents during student-led- conferences. Communicate clearly that ALL parents have an important role to play in children’s school success.

Create new – parent-teacher-family structures to enhance communication and involvement (e.g., after-school programs, parent-resource room with academic resources, open schools beyond traditional school hours for adult learning).

If parents are educated on the curriculum, learning goals, and student writing performance, then we will see an increase in parental involvement in student academics.

Parent PortalAttendance at Back-to-School NightParent Teacher ConferencesTeacher Monthly Phone Log




(Concept mapping) The Frayer Model is an adaptation of the concept map (it involves the students in the development of the organizational tool)-enhances vocabulary comprehension (d=0.81)May include but not limited to:• Grouping words into semantic clusters to provide meaning through context• Conducting a snapshot assessment to evaluate students' prior knowledge of vocabulary• Using comparison, classification, analogy, and metaphor activities• Providing multiple exposures to words by using inventive games and other activities


If we use concept mapping as an instructional strategy, then we will see an influx of students enhancing their vocabulary and comprehension skills.

Pre and Post Test (Gates McGinitie Diagnostic Assessment)Student work samples and teacher created common assessments


The Data Team Process model will play a major role in this particular goal being a success. Following the Professional Learning cycle with fidelity and giving teachers true opportunities to learn and critique one another’s instructional practices will enhance the engagement and rigor in each classroom. Modeling and providing coachable feedback will allow teachers to trust the implementation of the cycle. Creating common rubrics/assessments, long-term planning, and consistently analyzing student work are major components being added to how PD will function during the 2012-2013 academic school year.

If we use Tuesday's for strategic school wide professional development amongst common content teachers, then we will see an increase of teachers using research-based best practices.

Strategic school wide scheduleCommon Rubrics/AssessmentsLong-term Plans




Parent Education-Provide parents specific information about curriculum, learning goals and reading performance at academy level orientations, Back to School Nights, parent meetings, parent teacher conferences etc. At Parent Teacher Conferences, students will share examples of their writing with their parents during student-led- conferences. Communicate clearly that ALL parents have an important role to play in children’s school success.

Increase teachers’ capacity for partnering with parents and the greater community to promote strong literacy/writing outcomes.Partners can connect with Network Literacy Liaison to create structures where teachers attend monthly preparatory meetings to read research reviews of the strategies/best practices, discuss the successes and challenges of implementing the literacy/writing approaches and use recordings of their classes to model the strategies for their peers.

If we provide training for parents around school initiatives and strategies, then they will be able to monitor their students and personnel performances.

Sign In Sheets



(Classroom management d=0.52)Stated expectations regarding behavior and clearly articulates rules and procedures that that are negotiated with students (d=0.76)Teacher has the ability to identify and quickly act on potential behavioral problems and retained an emotional objectivity (d=0.71)

If we follow the prescribed discipline plan, then we will see a decrease in student suspension.

ReferralsSMSPrincipal's DashboardData Link




Assistant Principal, Mr. Neal and School Social Worker, Monica King will attend a National Conference on School Discipline sponsored by the author of "Tools for Teaching", Fred Jones.During this series these topics will be covered:GENERAL SESSIONSThe following is a list of general sessions presented by our keynote presenters.Effectively Reaching the Facebook GenerationPresented by: Dr. Foster Cline




If we deliver a cycle of professional learning on classroom management, then we will see an increase of research-based strategies to address off task behaviors in the classroom.

ReferralsSMSPrincipal's DashboardData Link




Existing or new Community Partners will be solicited to provide money, gifts, trips and other resources for incentives for those youth abiding by PBIS or other behavioral management standards. Staff can use incentives for “Star of the Month”, raffles and other forms of recognition etc.

Creation of a Community Resource Center (within the school) for parents and students who are in need of assistance; establish relationships with organizations and businesses in the community for referrals of students and families.

Utilize a new or existing Community Partner to provide intervention/prevention strategies/programs around anger management training, positive behavior supports, violence prevention, restorative justice practices, and workshops.

Solicit additional mental health partners to assist youth (and parents).

Mandatory Parent Conferences (with school’s support team) for those youth suspended (especially for violent offenses). Students will be given Personal Improvement Plans and all parties will sign a contract with expectations of student behavior etc and/or listen to speakers (administrators, counselors, experts, teachers, health care providers, students) on the importance of positive behavior.

If we solicit Business and Community Partners for resources for our students, then we will be able to provide them with positive incentives.

PBIS BudgetIncreased Business and Community Partner listings


Step 6: Monitor and Evaluate Results

Guidance: Use this template at designated Instructional Leadership Team (ILT) and School Family Council (SFC) meetings throughout the year to monitor specific goals and strategies in your plan.

School: SFC Members: ILT Members: Date: Next Monitoring Cycle Date:Mergenthaler Vocational-Technical High School

Craig L. Rivers-PrincipalSherri Holt-ChairZaharah Hill-Classified Staff/Committee Secretary:Nicholas McDaniels-BTU Representative:Tameika Rease-2 TeachersMarcie Milliken-Student Support ProviderMonica KingCarol Olszynski-Attendance Representative:Jerius Boyd-Climate and Culture:Kevin Dixon-Paraprofessional:Martise Brown-Alumni Representative:Eboni Dickerson-Student Representative(s)Regan WillisAvis L. Ransom-2 Community Members:Dr. Cecelia Wright BrownNikkol Kara Smith-PTA PresidentDonna Fisher-Lewis-Second Elected ParentMs. Inga-Third Elected Parent

Craig Rivers-PrincipalMarcia Martin-Assistant PrincipalZaharah Hill-Educational AssociateJermaine Skinner-English Teacher/FacilitatorDaima Cook-Literacy Representative/BridgeMuriel Cole-Webber-CTE FacilitatorTBA-Mathematics FacilitatorTBA-Social Studies FacilitatorTBA-Science Facilitator

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Goal 1:By June 2013, the percentage of students scoring proficient or higher on writing analyses of substantive topics or texts, (using essential skills and knowledge, valid reasoning, and or relevant and sufficient evidence as defined by the Common Core Standards) will increase by 20% compared to the October 2012 results, as measured by monthly writing prompts using common DTP selected rubrics. (Draft)

Instructional Strategy 1:(The writing process) Planning, revising, and editing compositions (d=0.82)Strategies for summarizing reading materials (d=0.82)Students working together to plan, draft, revise, and edit (d=0.75)Setting clear and specific goals for what students are to accomplish with their writing product (d=0.70)

Has this strategy been implemented?

What were the supports or barriers to implementing this strategy?

Has this activity had impact?

What are the contributing factors?

What is the evidence of the strategy’s impact on instructional practice and/or student learning?

Did the strategy work? If not how do you plan to modify it?





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Professional Development Strategy 1:School-Based Professional Development;Assistant Principal, Mr. Neal and School Social Worker, Monica King will attend a National Conference on School Discipline sponsored by the author of "Tools for Teaching", Fred Jones.During this series these topics will be covered:GENERAL SESSIONSThe following is a list of general sessions presented by our keynote presenters.Effectively Reaching the Facebook GenerationPresented by: Dr. Foster Cline














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Engaged Family and Community Strategy 1:(The writing process) Planning, revising, and editing compositions (d=0.82)Strategies for summarizing reading materials (d=0.82)Students working together to plan, draft, revise, and edit (d=0.75)Setting clear and specific goals for what students are to accomplish with their writing product (d=0.70)





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Goal 2:By May 2013, the percentage of students scoring on or above grade level in vocabulary acquisition and comprehension will increase by 15% on the posttest compared to the September 2012 pretest, as measured by the Gates McGinitie Diagnostic Assessment.

Instructional Strategy 2:(Concept mapping) The Frayer Model is an adaptation of the concept map (it involves the students in the development of the organizational tool)-enhances vocabulary comprehension (d=0.81)May include but not limited to:• Grouping words into semantic clusters to provide meaning through context• Conducting a snapshot assessment to evaluate students' prior knowledge

of vocabulary• Using comparison, classification, analogy, and metaphor activities• Providing multiple exposures to words by using inventive games and other

activities












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Engaged Family and Community Strategy 2:(Concept mapping) The Frayer Model is an adaptation of the concept map (it involves the students in the development of the organizational tool)-enhances vocabulary comprehension (d=0.81)May include but not limited to:• Grouping words into semantic clusters to provide meaning through context• Conducting a snapshot assessment to evaluate students' prior knowledge

of vocabulary• Using comparison, classification, analogy, and metaphor activities• Providing multiple exposures to words by using inventive games and other

activities












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Goal 3:By June 2013, the percentage of student suspensions will decrease by 50% compared to the 420 suspensions accumulated during the 2011-2012 academic school year, as measured by the SMS Yearly Discipline Report.

Instructional Strategy 3:(Classroom management d=0.52)Stated expectations regarding behavior and clearly articulates rules and procedures that that are negotiated with students (d=0.76)Teacher has the ability to identify and quickly act on potential behavioral problems and retained an emotional objectivity (d=0.71)





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Engaged Family and Community Strategy 3:(Classroom management d=0.52)Stated expectations regarding behavior and clearly articulates rules and procedures that that are negotiated with students (d=0.76)Teacher has the ability to identify and quickly act on potential behavioral problems and retained an emotional objectivity (d=0.71)


Appendix 7: Executive Director Review Sign-Off

√ Please press “Save Data” after checking the appropriate box for each step.

#410 - Mergenthaler Vocational-Technical High School

Executive Review Sign-Off:

[ ] Check Point 1: Start of School Year Update Completed by September 15

[ ] Check Point 2: October 15 Updated Completed

[ ] Check Point 3: January 15 Update Completed

[ ] Check Point 4: April 15 Update Completed

School Performance Plan - Baltimore City Public Schools

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Transcript of School Performance Plan - Baltimore City Public Schools