Hampstead Hill Academy

School Performance Plan for Hampstead Hill Academy 1 of 49

SY 2015-2016

School Performance Plan

047, School NumberHampstead Hill Academy, School Name

Matthew Hornbeck, PrincipalONI, Executive Director

TBD, Network FacilitatorSER Visit in SY 2014-15:

Purpose:The School Performance Plan (SPP) is a tool designed to support principals and school leadership teams in improving overall school performance, with an emphasis on instruction and student achievement. The tool acts as an anchor in a year-round reflective evaluation process that relies on data-informed decision making to drive documented school-level strategic planning. It is designed to capture strategies aligned with resources that support instructional priorities, a culture of achievement, and community and parent engagement to promote improved student outcomes.


Contents

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

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

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

IV. SCHOOL'S DATA SECTION.................................................................................................................................................................................................................10

V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS ..................................................................................................................................................................12

VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS .......................................................................................................................................14

ACADEMIC SMART Goal #1: ..............................................................................................................................................................................................................14

ACADEMIC SMART Goal #2: ..............................................................................................................................................................................................................18

CLIMATE/SCHOOL CULTURE SMART Goal #3: ...................................................................................................................................................................................21

ADDITIONAL SMART Goal #4:............................................................................................................................................................................................................23

VII. MONITORING AND EVALUATING PROGRESS: ACTION PLAN ..........................................................................................................................................................25

VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION ..........................................................................................................................................30

IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION .......................................................................................................................................34

APPENDIX A: TEMPLATES AND TOOLS ..................................................................................................................................................................................................38

APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS .....................................................................................................................................39

Appendix B.1: Family and Community Engagement Plan .................................................................................................................................................................39

Appendix B.2: Title I School Wide Plan..............................................................................................................................................................................................43

APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE ) ............................................................................................................................................48

SPP SUBMITTAL PAGE ...........................................................................................................................................................................................................................49


I. COMPOSITION of ILT and KEY POINTS OF CONTACT

• In this section, document your school’s Instructional Leadership Team members and additional points of contact at your school.

Instructional Leadership Team Members

Name Position

Matt Hornbeck Principal

Arleen Proto Assistant Principal

Juan Paz Assistant Principal

Nora Hogan Staff Developer

Steven Plunk Restorative Practices Coordinator

Jen Shaffer IEP Chair/Test Coordinator

Rachel Douglas Team Leader

Marybeth Smith Team Leader

Rebecca Adams Team Leader

Lyle Ness Team Leader

Allegra Thomas Team Leader

Melissa Riorda Team Leader

Megan Bollard Team Leader

Raquela Susman Team Leader

Reza Mendoza SFC Chair


Key Points of Contact at Your School

Position Name Email Contact

Professional Development Point of Contact/Monitor Nora Hogan [email protected]

New Teacher Mentor(s) Marvelyn Johnson [email protected]

New Teacher Mentor (s) Nora Hogan [email protected]

Mathematics Representative Nora Hogan [email protected]

Literacy Representative Nora Hogan [email protected]

Test Coordinator Jen Shaffer [email protected]

School Family Council Chair Reza Mendoza [email protected]

Family and Community Engagement Representative Geri Swann [email protected]

Technology Contact John Chojnackijohnlchojinacki [email protected]

SST Chair Johanna Garcia [email protected]

Attendance Monitor Christine Kotchenreuther [email protected]

SLO Ambassador Nora Hogan [email protected]

Other (e.g. CTE or Bridge Coordinator)


Principal, please confirm that this section is complete in order to inform reviewers so that feedback can be provided

X I confirm that this section has been completed per the standards set forth in the SPP Guidance Manual

Network Feedback

Date of Feedback Name Title Feedback

Executive Director Feedback

Date of Feedback Feedback

Peer Review Feedback



II. PREVIOUS YEAR SPP OUTCOMES AND REFLECTION

• In this section, document the outcomes from last year's goals and reflect on the root causes surrounding why your school met or did not meet those goals.

Outcomes (Effect Data): Complete the chart below

Last Year's Goals (auto-populate) Final Outcome (Do not analyze here, just state end outcome)

Was the goal met or not met?

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

Goal 1: By June 2015, Hampstead Hill Academy students will improve student performance in math and literacy in alignment with Common Core State Standards. Students will grow academically as measured by above-average performance on the pre/post NWEA assessments in math and reading and will perform above the City Schools average on the PARCC assessment. An input that supports this goal will be to provide every student with a planner/agenda book to manage their time and homework assignments. Additional supports will include teacher analysis of Fall and Spring NWEA data, as well as the inclusion of a daily after-school study hall to support students in grades 6 through 8 who require help with homework or need a structured environment in which to study.

48% met their growth goal in math, 61% met growth goal in reading across NWEA assessment.

In reading, the school met it's growth benchmark across NWEA. In math the school did not meet the growth goal. Targeted professional development was able to increase the overall academic performance of standouts in the middle and upper grades. However, lower reading scores in grades 1 (31%), 2 (16.7%), & 3 (31.6%) brought the aggregate data below the 50% benchmark.

Goal 2: By June 2015, each Hampstead Hill Academy student, under the instruction and guidance of his or her teachers in all subject areas, will produce at least twelve exemplary artifacts that display his or her best academic work. Each artifact will align with the Common Core State Standards in creation and in product. For each artifact, teachers will provide the student with a rubric that details how the work to be created relates to the learning objective, so that student can produce a meaningful, exemplary artifact for that subject or discipline. Teachers will provide feedback to the student about their artifacts to ensure that are indeed producing their finest work. The twelve exemplary work products will be entered into each

The vast majority of students met the standards of 12 exemplary portfolio pieces with age appropriate rubrics.

The portfolio projects greatly improved from the 2013-2014 school year. Portfolio pieces were reviewed with the rubric to ensure high quality pieces which demonstrated the students higher level thinking and application of academic skills.


student’s personal “portfolio”. Through the collection of these artifacts, the portfolio will reflect the student’s growth in all subject areas over the course of the school year.

Goal 3:

School-Level Goal #2By June 2015, Hampstead Hill Academy students will reduce the overall number of middle school detentions by 10% from the previous school year. This endeavor will be supported by the implementation of the “Leaders Go Place” program (LGP), an incentive program that rewards students with points based on scholarship, citizenship and leadership. Students achieving at the highest levels (Platinum, Gold, Silver or Bronze) will be given the opportunity to take academic field trips. A culture of accountability among students will be fostered through a weekly assembly where the students’ achievements are honored and students have the opportunity to acknowledge each others’ accomplishments and have a safe place to offer apologies to one another if they wish. Students will also be held accountable in smaller groups that will take place on a bi-weekly basis. Lead by their LGP advisors, these small groups give students a chance to reflect on the past interval’s achievements by reviewing their grade point averages, their “performance points”, as well as their accrued service learning hours. In these small groups, students also have time to set personal intermediate goals regarding scholarship, citizenship, and leadership under the facilitation of their advisors.

The school was able to reduce suspensions by 10%.

The LPG program was instrumental in building a positive school climate, as well as responding to behavioral concerns and holding students accountable.

Goal 4:

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


Reflection Questions Responses

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

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

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

What actions you would take to reach your preferred state?


III. INQUIRY

In this section, document your questions that your Instructional Leadership Team has regarding teaching, learning, and leadership to support planning for the next academic school year. Keep a focus on past and future shifts in instructional programming in response to standards; and expectations regarding programmatic goals, scheduling and collaborative planning.

This is a tool to support the activity of Inquiry which should come before looking at data. o Generating questions before looking at your school’s data supports a focus for the data analysis.o Questions focused on a deeper understanding of contents and grade level expectations for MCCRC and PARCC assessments.o Ask questions directly related to raising the “Bar” for every student.

Teaching (Adult Actions) Questions Learning (Student Outcomes) Questions Leadership (ILT Actions) Questions

How successful has the school implemented common core and Next Generation Science standards into the instruction? How do we know?

What is the achievement levels on the reading and math NWEA?

Has the LGP program worked to decrease the number of middle school detentions?


IV. SCHOOL'S DATA SECTION

In this section, provide additional data that supports your school's understanding of previous years' performance. This section will also contain the EOY ILT Tool provided by the district with the following data.

o Climate Attendance, Chronic Absence, Suspensions as of 5/30

o HS Academic Data Bridge (# of students with 1 Bridge, # of projects by subject) GPA and At Risk indicators by grade HS Subject Exams (MOC/MT and EOC/Finals) % Proficient

o K-8 Academic Data TRC/Dibels BOY and EOY (% Proficient , % Well Below) RISE Reading Comprehension BOY and EOY (% Proficient , % Warning) Math Units (% Proficient on all Post Tests) Literacy Modules (% Proficient)

o Administration rates or # tested for all district assessments For previous years' State Assessment data, please refer to the student-level files on Data Link and/or Principal's Dashboard.

List additional school based data here:Additional School-Based Data (if applicable)

NWEA Reading Data by Grade (percent meeting projections):

Grade 1 31%Grade 2 16.7%Grade 3 31.6%Grade 4 61.6%Grade 5 49.4%Grade 6 64.7%Grade 7 61.4%Grade 8 68.2%

NWEA Math Data by Grade (percent meeting projections):

Grade 1 56%Grade 2 56.9%Grade 3 31.6%


Grade 4 80.8%Grade 5 64.6%Grade 6 66.2%Grade 7 57.9%Grade 8 75.8%

MSA Science Data (percent scoring Proficient or Advanced):

School Year: 2013 Grade 5: 68.7% Grade 8: 63.8 %School year: 2014 Grade 5: 63% Grade 8: 71.4 %School Year: 2015: Grade 5: 71% Grade 8: 90%


V. ANALYZE DATA TO PRIORITIZE STRENGTHS AND NEEDS

Select the data that can answer your inquiry questions and analyze it to document top three strengths and needs within your school. Use this data to identify the problem(s) of practice by conducting a root cause analysis (strengths and needs based on evidence) Prioritize the problem of practice (needs)

Prioritized Strengths based on Effect Data (Student Outcomes) Inferences (Why is this an area of strength?)

1. Clear rubric for portfolio pieces. Teachers know expectations for portfolio pieces and areas to analyze for student growth

2. Improved instructional practices due to more effective differentiation. Professional development addressing differentiated instruction for all instructional staff throughout the school year.

3. Strong instructional practices across math instruction. Teachers are much more proficient with the Singapore math program.

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

1. Reading in grades 1, 2, & 3. Reading NWEA scores.

2. Improve Science MSA scores in Grade 5 Science grade 5 MSA Science scores at 29% of students scoring Basic.




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VI. ESTABLISHING SMART GOALS, STRATEGIES, AND RESULTS INDICATORS

In this section, document your school's SMART goals, strategies, and results indicators for the year. SMART goals are derived from prioritized needs (Problems of Practice). Strategies should be directly related to prioritized needs. A Result Indicator will be identified for each strategy. A result indicator refers to the measurable interim steps that take place to progress towards an

identified goal: If we use (strategy), then the following will result (student impact, effective implementation behavior).

ACADEMIC SMART Goal #1:By June 2016, Hampstead Hill Academy students will improve student performance in math and literacy in alignment with Common Core State Standards.Students will grow academically as measured by above-average performance on the pre/post NWEA assessments in math and reading and will perform abovethe City Schools average on the PARCC assessment. Additional supports will include teacher analysis of Fall and Spring NWEA data.

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

Instructional 1. The implementation of a daily after school study hall to support students in grades 6 through 8 who require help with homework or need a structured environment in which to study.

2. Coach class offered by every teacher in grades 1-8, one day a week.

3. Teachers will analyze the Fall and Spring NWEA data to makeinformed decisions about differentiation of instruction in their dailylesson planning based on each of their students' present levels ofacademic performance and areas of need for individual academicgrowth.

1. Students will show above-average performanceon the pre/post NWEA assessments in math andreading and will perform above the City Schoolsaverage on the PARCC assessment.




By June 2016, Hampstead Hill Academy students will improve student performance in math and literacy in alignment with Common Core State Standards.Students will grow academically as measured by above-average performance on the pre/post NWEA assessments in math and reading and will perform abovethe City Schools average on the PARCC assessment. Additional supports will include teacher analysis of Fall and Spring NWEA data.


Organizational Strategies 1. Grade level teachers will provide each of their students with aplanner/agenda book to manage their time and homeworkassignments. Levels of support in managing the agenda may varyby grade level or by the needs of individual students. Agendas willbe monitored by classroom teachers at their discretion, based onthe level of support necessary to manage the agenda.

1. The high school students that the StudentOutcomes Committee track will reportincreasing levels of academic success in highschool.

Family Involvement Strategy 1. Throughout the course of the school year parents will haveopportunities to learn how to help their child in literacy and math.This will be done via two Family Academic Nights, an InformationalFair, a math resource section on the HHA website and learningworkshops. Family Academic Nights will teach parents activities todo in reading and math at home with their child. Parents willreceive workbooks to take home and jointly complete with theirchild. At the Informational Fair, parents will receive information inthe way of hand outs with activities to do with their child. At thevarious workshops, parents will learn about the HHA curriculum tofully understand how and what their child is learning in reading andmath.

2. The goal will be reviewed at monthly School Family Council Meetings with input from parents, teachers, and community resources.

1. These activities will give parents betterknowledge of their child’s literacy and math skills andthe means to help their child in these areas.Students will perform better in their classes andon standardized testing.




Leadership Strategies 1. The leadership staff at Hampstead Hill Academy will support theuse of NWEA data by classroom teachers by providing qualityprofessional development for NWEA training. The leadership teamwith analyze school-wide NWEA data and monitor growth patterns tomake informed decisions on the efficacy of the academiccurriculum at Hampstead Hill. The leadership team will also useNWEA data to assess the effectiveness of differentiation ofinstruction by grade level and to assess the effectiveness ofindividual educators.

1. Leaders and staff will be held accountable forusing the NWEA data and measures of academicprogress which will result in an increase instudent academic growth.

Programmatic Strategies (Programs to Purchase or Adopt if applicable)

1. Hampstead Hill will continue providing professional developmentabout NWEA testing for all staff. Hampstead Hill will provide onsitetraining in the form of workshops that inform instruction andfocus on student academic growth. The workshops will helpteachers learn how to apply measures of academic progress (MAP)growth data to inform student goal setting and to increase studentacademic growth.

2. "Waggle" reading academic remediation program will be implemented for 45 minutes a week in grades 2-8.

1. The outcome of all staff participating in NWEA relatedprofessional development workshopswill be that all staff will be planning and makinginstructional decisions based on the areas ofstudent strengths and academic growth acrossindividual students, grade levels and contentareas.

2. Students will utilize Waggle at least 45 minutes/week to assist with acquiring literacy skills.




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ACADEMIC SMART Goal #2:By June 2016, each Hampstead Hill Academy student, under the instruction and guidance of his or her teachers in all subject areas, will produce at least twelveexemplary artifacts that display his or her best academic work. Each artifact will align with the Common Core State Standards in creation and in product. Foreach artifact, teachers will provide the student with a rubric that details how the work to be created relates to the learning objective, so that student canproduce a meaningful, exemplary artifact for that subject or discipline. Teachers will provide feedback to the student about their artifacts to ensure that areindeed producing their finest work. The twelve exemplary work products will be entered into each student’s personal “portfolio”. Through the collection ofthese artifacts, the portfolio will reflect the student’s growth in all subject areas over the course of the school year.


Instructional 1. Each Hampstead Hill Academy student, under the instruction andguidance of his or her teachers in all subject areas, will produce atleast twelve exemplary artifacts that display his or her bestacademic work.

1. The process of creating exemplary artifacts forportfolios will foster real-world skills that haveapplications beyond the classroom. Studentswill be able to look at their exemplary portfoliopieces over the course of time and see their owngrowth, which instills ownership andaccountability in students regarding their ownwork and provides motivation to produce moreexemplary work in the future.

Organizational Strategies 1. For each artifact, teachers will provide the student with a rubricthat details how the work to be created relates to the learningobjective, so that student can produce a meaningful, exemplaryartifact for that subject or discipline.

2. Teachers will provide feedback to the students about theirartifacts.

3. Each artifact will align with the Common Core State Standards increation and in product.

1. Providing a rubric communicates to students the rigorinvolved in creating an exemplary work product.

2. Teacher feedback will ensure that students areindeed producing their finest work.

3. Portfolio pieces will be relevant to the CommonCore and therefore align to skills that ensurecollege and career readiness.


By June 2016, each Hampstead Hill Academy student, under the instruction and guidance of his or her teachers in all subject areas, will produce at least twelveexemplary artifacts that display his or her best academic work. Each artifact will align with the Common Core State Standards in creation and in product. Foreach artifact, teachers will provide the student with a rubric that details how the work to be created relates to the learning objective, so that student canproduce a meaningful, exemplary artifact for that subject or discipline. Teachers will provide feedback to the student about their artifacts to ensure that areindeed producing their finest work. The twelve exemplary work products will be entered into each student’s personal “portfolio”. Through the collection ofthese artifacts, the portfolio will reflect the student’s growth in all subject areas over the course of the school year.


Family Involvement Strategy 1. Parents will be notified via newsletter, website, the Parent StudentHandbook and through a parent meeting about the details of the Leaders Go PlacesProgram to share with their child. Parents will be asked to sign aSchool Parent Compact which will detail expectations of the staff,students and parents regarding behavioral issues. Parents willreceive updates regarding their child’s status in this program, andwill be invited to weekly LGP programs along with the quarterlyrecognition program. Students who are a part of the recognitionprogram will have their names in the newsletter.

2. The goals will be reviewed at monthly School Family Council Meetings with input from parents, teachers, and community resources.

1. Parents will be well-informed regarding theprogram and their child’s status in the LGP programin order to be motivate and work with their child toachieve a LGP level. The number of detentions andsuspensions will decrease.

Leadership Strategies 1. The leadership team will support the creation of portfolio artifactsby providing guidelines for teachers to follow when developingportfolio projects. The leadership team will make availablematerials and resources that students can use to create portfoliopieces. Teachers can include select portfolio artifacts that they feelare representative of their teaching effectiveness to be consideredin their end of year evaluations.

1. The leadership team reviews student portfolio artifactsacross grade levels and subject areas, to ensure the portfolio pieces capture student growth in unique and authentic ways that may not be revealed in the PARCCresults or in the NWEA test data.





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CLIMATE/SCHOOL CULTURE SMART Goal #3:By June 2016, Hampstead Hill Academy students will display strong performance in science in alignment with the Next Generation Science Standards. Students will grow academically as measured by performance of at least 70% of students in grades 5 and 8 scoring in the Proficient or Advanced range on the MSA Science Assessment.


Instructional 1. Students will receive rigorous instruction in Science topics and materials beginning in grade 2.

2. Coach class offered by every teacher in grades 1-8.

1. Students will acquire scientific concepts to meet Next Generation Science Standards as well as score 70% (Proficient or Advanced) or higher on the MSA Science Test.

2. Students will acquire scientific concepts to meet Next Generation Science Standards as well as score 70% (Proficient or Advanced) or higher on the MSA Science Test.

Organizational Strategies

Family Involvement Strategy 1. The goal will be reviewed at monthly School Family Council Meetings with input from parents, teachers, and community resources.

Leadership Strategies





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ADDITIONAL SMART Goal #4:Note: For schools serving grade 9-12, this SMART goal should be focused on college and career preparation


Instructional

Organizational Strategies

Family Involvement Strategy

Leadership Strategies





Network Feedback







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

Goals Data To be Collected Data Collection Dates

Person(s) Responsible for Collection and

Reporting

ILT Meeting Dates to Review Data Outcomes

Goal 1:By June 2016, Hampstead Hill Academy students will improve student performance in math and literacy in alignment with Common Core State Standards.Students will grow academically as measured by above-average performance on the pre/post NWEA assessments in math and reading and will perform abovethe City Schools average on the PARCC assessment. Additional supports will include teacher analysis of Fall

NWEA Data October 2015 and May 2016 Ramona PiskorBi-weekly dates beginning in November and running through June 2016.

80% students meeting their growth goals with NWEA math and literacy assessments.




Reporting


and Spring NWEA data.

Goal 2:By June 2016, each Hampstead Hill Academy student, under the instruction and guidance of his or her teachers in all subject areas, will produce at least twelveexemplary artifacts that display his or her best academic work. Each artifact will align with the Common Core State Standards in creation and in product. Foreach artifact, teachers will provide the student with a rubric that details how the work to be

Rubric January and May, 2016 Laura GutianBi-weekly dates beginning in November and running through June 2016.

80% of students will meet twelve pieces of exemplarary work according to the rubric.




Reporting


created relates to the learning objective, so that student canproduce a meaningful, exemplary artifact for that subject or discipline. Teachers will provide feedback to the student about their artifacts to ensure that areindeed producing their finest work. The twelve exemplary work products will be entered into each student’s personal “portfolio”. Through the collection ofthese artifacts, the portfolio will reflect the student’s growth in all subject areas over the course of the




Reporting


school year.

Goal 3:By June 2016, Hampstead Hill Academy students will display strong performance in science in alignment with the Next Generation Science Standards. Students will grow academically as measured by performance of at least 70% of students in grades 5 and 8 scoring in the Proficient or Advanced range on the MSA Science Assessment.

MSA Science Data May 2015 Jen Shaffer

Bi-weekly dates beginning in November and running through June 2016.




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VIII. MONITORING AND EVALUATING PROGRESS: MID-YEAR REFLECTION The purpose of this section is for ILTs to evaluate progress towards accomplishing the SMART goals and decide whether the school will stay the course or

make midcourse corrections to the strategies.

Mid-Year Evaluation Plan

GoalsAre you on pace

to meet your goal?

What data point(s) support your

answer?

What is the progress of strategy implementation

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

why not?

What will you do differently to implement these strategies at a

higher level?

New strategies? (As applicable)


Yes No

Not Implemented: Partially Implemented: Implemented Fully:



to meet your goal?


answer?



why not?


higher level?


By June 2016, each Hampstead Hill Academy student, under the instruction and guidance of his or her teachers in all subject areas, will produce at least twelveexemplary artifacts that display his or her best academic work. Each artifact will align with the Common Core State Standards in creation and in product. Foreach artifact, teachers will provide the student with a rubric that details how the work to be created relates to the learning objective, so that student canproduce a meaningful, exemplary artifact for that subject or discipline. Teachers will provide feedback to the student about their artifacts to ensure that areindeed producing their finest work. The twelve

Yes No




to meet your goal?


answer?



why not?


higher level?


exemplary work products will be entered into each student’s personal “portfolio”. Through the collection ofthese artifacts, the portfolio will reflect the student’s growth in all subject areas over the course of the school year.

By June 2016, Hampstead Hill Academy students will display strong performance in science in alignment with the Next Generation Science Standards. Students will grow academically as measured by performance of at least 70% of students in grades 5 and 8 scoring in the Proficient or Advanced range on the MSA Science Assessment.

Yes No




to meet your goal?


answer?



why not?


higher level?


Yes No


To be checked by the Executive Director:

I confirm that in consultation with the Principal, I have reviewed the progress of the school’s goals and implementation of strategies. I approve changes made to the strategies detailed in the table above.


IX. MONITORING AND EVALUATING PROGRESS: END OF YEAR REFLECTION The purpose of this section is for ILTs to evaluate progress towards accomplishing the SMART goals and decide which strategies will be implemented for

the following school year and which new strategies will be added.

End of Year Evaluation Plan

Goals Are you on pace to meet your goal?


answer?


Do you need to make a change in your strategy?

Why?



Yes No





answer?



Why?


By June 2016, each Hampstead Hill Academy student, under the instruction and guidance of his or her teachers in all subject areas, will produce at least twelveexemplary artifacts that display his or her best academic work. Each artifact will align with the Common Core State Standards in creation and in product. Foreach artifact, teachers will provide the student with a rubric that details how the work to be created relates to the learning objective, so that student canproduce a meaningful, exemplary artifact for that subject or discipline. Teachers will provide feedback to the student about their artifacts to ensure that areindeed producing their finest work. The twelve exemplary work products will be entered into each student’s personal

Yes No





answer?



Why?


“portfolio”. Through the collection ofthese artifacts, the portfolio will reflect the student’s growth in all subject areas over the course of the school year.


Yes No


Yes No



To be checked by the Executive Director:

I confirm that in consultation with the Principal, I have reviewed the progress of the school’s goals and implementation of strategies. I approve changes made to the strategies detailed in the table above.


APPENDIX A: TEMPLATES AND TOOLS

Template 1: ILT Team Data Analysis

Performance Behaviors Inferences

Strengths:


APPENDIX B: FAMILY COMMUNITY ENGAGEMENT PLAN AND TITLE I PLANS

Appendix B.1: Family and Community Engagement Plan

Goal #1


Family Involvement Strategy #1

1. Throughout the course of the school year parents will haveopportunities to learn how to help their child in literacy and math.This will be done via two Family Academic Nights, an InformationalFair, a math resource section on the HHA website and learningworkshops. Family Academic Nights will teach parents activities todo in reading and math at home with their child. Parents willreceive workbooks to take home and jointly complete with theirchild. At the Informational Fair, parents will receive information inthe way of hand outs with activities to do with their child. At thevarious workshops, parents will learn about the HHA curriculum tofully understand how and what their child is learning in reading andmath.

2. The goal will be reviewed at monthly School Family Council Meetings with input from parents, teachers, and community resources.

Goal #2

By June 2016, each Hampstead Hill Academy student, under the instruction and guidance of his or her teachers in all subject areas, will produce at least twelveexemplary artifacts that display his or her best academic work. Each artifact will align with the Common Core State Standards in creation and in product. Foreach artifact, teachers will provide the student with a rubric that details how


the work to be created relates to the learning objective, so that student canproduce a meaningful, exemplary artifact for that subject or discipline. Teachers will provide feedback to the student about their artifacts to ensure that areindeed producing their finest work. The twelve exemplary work products will be entered into each student’s personal “portfolio”. Through the collection ofthese artifacts, the portfolio will reflect the student’s growth in all subject areas over the course of the school year.


1. Parents will be notified via newsletter, website, the Parent StudentHandbook and through a parent meeting about the details of the Leaders Go PlacesProgram to share with their child. Parents will be asked to sign aSchool Parent Compact which will detail expectations of the staff,students and parents regarding behavioral issues. Parents willreceive updates regarding their child’s status in this program, andwill be invited to weekly LGP programs along with the quarterlyrecognition program. Students who are a part of the recognitionprogram will have their names in the newsletter.

2. The goals will be reviewed at monthly School Family Council Meetings with input from parents, teachers, and community resources.

Goal #3


Family Involvement Strategy #3 1. The goal will be reviewed at monthly School Family Council Meetings with input from parents, teachers, and community resources.


Back to School Night Parent and Meeting WorkshopsDate: 9/17/2015 Time: 5:30pm-7:30pmFamilies are invited to attend the Back to School Night to learn about our programs and requirements. Families will gain further knowledge on grade-level expectations, curriculum, and student progress. Families will have opportunities to review and provide feedback in the following areas:

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

X Workshop/Meeting #1: School Family Council


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

X School Budget

X Parent Involvement Plan

X Service Learning

X Parent Portal

X College and Career Readiness

Meeting/Review of S.P.P. goals.

X Workshop/Meeting #2: Leaders Go Places Parent Meeting/Review of LGP program.

X Workshop/Meeting #3: Math Family Academic Night/Math workshop for families.

X Workshop/Meeting #4: Parent Teacher Conference Day

Communications AccessibilityWe will communicate with all families through:

X The Monthly Hampstead Hill Academy Newsletter

X The Hampstead Hill Academy website

X Monthly parent and community meetings

X Quarterly Parent – Teacher Conferences

X Parent Link

Marquee

Other:

We will accommodate all families by providing:

X Timely notification of school events.

X Updated school website(www.baltimorecityschools.org/xxxx)

X Flexible meeting times

X Staff available via email or by setting up a parent teacher conference with the specific teacher.

Partner Programs

The following partners provide resources for our school community:

Community Partner Opportunities Offered

Audubon Society of Patterson Park Green Leaders Program, Audubon Classes

Baltimore Urban Debate League Debate Club

Outward Bound 7th Grade Camping Trip

Kiwanis Club/Canton Railroad Terrific Kid Program

Creative Alliance Various cultural opportunities and programs

Parent Activities/Resources

Please list all activities and resources that will empower parents to support their children automatically.


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

the identified SMART Goals DateYes/No Amount Funding Source

School Family Council Parents have an opportunity to provide input in the SPP.

Monthly Meetings No

Parent Teacher Organization

Monthly Meetings No


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

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

1. How will your school support student achievement among high achieving students?

The Director of Enrichment will work with teachers to provide enrichment and extension strategies inreading,writing, science, social studies and math for all students. Algebra class will be offered to one eighth grade class.The Director of Enrichment will also collaborate with teams to work directly with identified student groups to provide enriching activities that correlate with topics currently covered within the class. Afterschool clubs and programs shall be available for all students throughout the entire year.Coach classes will be set by teachers, one day a week after school for one-on-one or small group assistance in all core subjects.The Staff Developer/IST lead teachers, mentors and administration will participate in weekly Coach meetings to discuss every teacher's Learning Progress Chart (LPC).

Director of EnrichmentEnrichment STEM TutorsAdministration

2015/2016 SchoolYear

Title I Part A and TitleI Focus $135,000

2. How will your school support low-performing students achieve at proficient or advanced levels?

Ongoing assessment of student performance will take place. A rigorous instructional program will be guided by the Common Core Standards .A Para-educator or an Experience Corps person shall be assigned to all PreK through grade four classrooms to assist teachers with student achievement. The Enrichment STEM Tutors will also collaborate with teams to work directly with identified student groups to provide enriching activities that correlate with topics currently covered within the classroom, using STEM materials. Our Special Education teaching team and the Director of Enrichment will provide differentiated strategies in reading and math for all students.After-school clubs and programs will be available for all students

Staff, AcademicCoachesTeachersExperience CorpLead, IST, coaches

2015/2016 SchoolYear

General Fund $12,000



throughout the entire year. Coach classes will be set by teachers, one day a week, after school for one on one or small group assistance in all core subjects.

3. What are the processes within your school for (a) identifying students struggling to meet high academic standards, and (b) providing and (c) monitoring instructional interventions?

*Referral to SST, 504, or IEP team*Re-teaching of skills not mastered*Each teacher will identify students struggling to meet test criteria, skills and standards on, his/her weekly lesson progress chart (LPC).*Academic coaches will review lesson progress charts and provide feedback to teachers each week.* Students that do not make satisfactory progress with interventions, will be referred to our Student Support Team for recommendations.

Staff, AdministrationTeachersAcademicCoachesSpecial Education Team

2015/2016 SchoolYear none

4. What does your school do to recruit and retain highly qualified and effective teachers in core subjects? Include a description of principal support.

Hampstead Hill Academy (HHA) will use the expertise of the Baltimore City Public Schools Human Capital Department to help recruit highly qualified eligible teachers.The programs include teachers from the Teach for America program and the Baltimore CityTeaching Residency program.

HHA will also use the following strategies to attract and retain highly qualified teachers and paraprofessionals:*Teachers will be given the opportunity to be mentored by BCP coaches and team coaches to support them in their classrooms.*Lead coaches and team coaches shall be paid a stipend to represent their team of teachers in collaborative weekly meetings.*HHA will pay stipends to teachers for planning and implementing after school extracurricular activities.*HHA will be transparent and encourages school-wide tours to all interested stakeholders.

AdministrationTeacher TeamsCoaches, IST




The administration has already conducted many informational interviews with prospective candidates and will keep their resumes on file for future job openings.

5. What is your process for informing parents if teachers are not Highly Qualified?

Letters will be mailed to families of Non Highly Qualified teachers each month until HQ status is achieved.

AdministrationEnrichment Director


6. How will your school incorporate extended learning activities, before/after-school, summer and school year extension opportunities into your instructional and student support strategies?

Weekly coach classes will be offered by teachers. Coach classes are set by teachers one day a week after school for one-on-one or small group assistance in all core subjects.Summer Bees Camp for students in grades K-4 will operate in the summer for 4 weeks.After-school clubs and programs will be available for all students throughout the entire year. Some clubs include: math, literacy, mural club, strategic game challengers, chess, Lego Robotics, soccer, basketball, visual arts, drama, ceramics, garden club, culinary classes and book clubs.

Administration

$ 62,400 Title I Part AAdditional

7. What are your school’s plans for assisting children and families in transition from: Early learning programs to

elementary school; Elementary to middle

school; Middle to high school; and

High school to college and career?

Pre K parent representatives will be invited to the School Family Council. These meeting dates will be posted in the newsletters and online at the beginning of the school year. Our neighborhood Pre K students shall be included in most of the school's activities that take place during school hours and afterschool. These events will always be shared on global connect in Spanish and English. Fliers will also be utilized as a good way for our parents to get information. Each year, an ice cream social will be given for Pre K students, hosted by kindergarten students. Additionally, at the end of the school year, Pre K students will be invited to observe a kindergarten classroom.

AdministrationTeam Leaders

2015/2016 SchoolYear $2,100 Title I Part A



In November, a fifth grade parent Question and Answer Night shall be conducted to ease the transition to middle school. Our guidance counselor will provide activities during the year to make all grade level transitions smooth and more successful. A few weeks before the new school year, all middle grade parents and students will be required to attend a mandatory orientation. The purpose of the orientation will be to prepare parents and students. Expectations will be shared and there will be an opportunity for questions and answers.

Our guidance counselor and eighth grade teachers will diligently prepare the 8th grade students for high school by having parent and student conferences to discuss high school choices. High schoolrepresentatives will also give informational assemblies. Students shall be given an opportunity to tour a high school of interest. A bus will be made available for our students to attend the Baltimore City Public School's High School Fair. In the spring, we will have a HS Panel event that will allow students and parents to ask questions about the HS transition.

8. How will your school ensure that teachers are actively engaging in collaborative planning and instructional adjustment strategies?

Two Professional Learning Cycles focused on reading, math, and differentiation will be completed this year in team meetings. Admin, IST and teachers are asked to meet with grade level teams once a week to discuss common concerns, receive professional development and collaborate with colleagues on academic and behavioral strategies and planning. Data presentations are conducted by teachers five times each year.Teachers also are asked to attend monthly faculty meetings. Teachers are given opportunities to collaborate with colleagues and communicate major

AdministrationIST

2015/2016 SchoolYear $7400 Title I Focus



events, concerns and ideas with staff. Twenty hours of vertical, content planning will be created for math, science and reading teachers. Teachers involved in this collaborative process will receive a stipend.

9. Describe how professional development opportunities will be provided to enable teachers, paraeducators, and administrators to increase the number of students who meet state standards.

We will have two Saturday professional development trainings available to all staff with a focus onSingapore Math. Restorative Practices workshops are conducted monthly. Stipends are given to all attendees when trainings occur after school hours. Citywide PD days are carefully planned capturing the needs of teachers, para educators and other staff.

AdministrationCoaches

2015/2016 SchoolYear $ 5,719 Title I Focus

10. How will your school coordinate and integrate federal, state and local services and programs (for ex. violence prevention, nutrition, housing, adult education, vocational and technical training)?

Hampstead Hill Academy will enlist a coordination of federal, state and local programs to provide a rich and nurturing instructional program to students. To improve the school-wide program, Hampstead Hill Academy will utilize local funded programs to provide classroom teachers. Federal funds will be used to provide a staff developer and paraprofessionals. These federal funds will also provide stipends for mentors; teachers who provide afterschool classes; and teachers who will attend research based professional development.

Principal2015/2016 SchoolYear none


APPENDIX C: SCHOOL FAMILY COUNCIL DOCUMENTED REVIEW (SANE )

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

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

Name Signature Position Date

Principal

Teacher 1

Teacher 2

Student Support Service Provider

Classified Staff

Paraprofessional

Parent 1

Parent 2

Parent 3

Community Representative 1


SPP SUBMITTAL PAGE

I am acknowledging completion of the School Performance Plan, and am submitting the document for review by my Executive Director. This School Performance Plan is completed in accordance with the SPP Guidance Manual and rubric.

X Press SAVE DATA to Submit.

1DMC Revised 10/21/15

Office of Strategic School ImprovementFeedback for 2016 Title I Schoolwide Plan

Name of School: Hampstead Hill Title I Reviewer: Andrea Fox Phone Number of Title I Reviewer: 443-642-4604 Date: 11/12/15

Title I Schoolwide Component Location in SPP Observation Points Yes/No Comments

Relevant data is analyzed. YesSubgroup performance is discussed.

No Are there academic gaps in the performance of your subgroups?

Root causes were identified. No Contributing factors were discussed.

1. A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards. [Section 1114(b)(1)(B)]

Section IV: School Data Discussion

Section V: Analyze Data to Prioritize Strengths and Needs

Priorities are aligned to the data discussion.

Yes

Strategies based on scientifically based research are indicated.

Yes

Extended learning opportunities have been identified.

Yes

Strategies to identify, support and monitor the academic needs of struggling students have been identified.

Yes

Schoolwide Reform Strategies that - Provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement; Use effective methods and instructional strategies that are based on scientifically based research (SBR) that… (A) strengthen the core academic program (B) increases the amount and quality of learning time (before/after-school, summer programs, extended school year)(C) include strategies to address the needs of all children, but particularly the needs of low-achieving students and those at risk of not meeting state standards;(D) addresses how the school will determine if such needs have been met. [Section 1114(b)(1)(C)]

Section VI: Establishing SMART Goals, Strategies, and Results Indicators

Section VII. Part B.1: Questions #1, #2, #6

Strategies that support the academic needs of high performing students have been identified.

Yes



3. Instruction by Highly Qualified Teachers (Teachers and paraprofessionals meet highly qualified requirements; parents are aware of the highly qualified status of all teachers. All teachers are assigned to the areas in which they are qualified to teach.)[Section 1114(b)(1)(C)]

Section VII. Part B.1: Question #5

A process for notifying parents of the non-HQ status of teachers is identified.

Yes

Highly qualified PD is planned for all staff.

Yes4. High Quality and Ongoing Professional Development for… Teachers , Principals, Paraprofessionals[Section1114(b)(1)(D)]


PD will build teacher capacity to implement instructional strategies.

Yes

5. Strategies to Attract High-Quality Highly Qualified Teachers to “High-Need” Schools[Section 1114(b)(1)(E)]


Strategies to recruit and retain highly qualified teachers are identified.

Yes

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

Yes6. Strategies to Increase Parent Involvement [Section1114(b)(1)(F)]

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

Section VII. Part A.: Family Community Engagement Plan

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

Yes

7. Plans for Assisting Preschool Children in the Transition from Early Childhood Programs to Elementary School Programs. [Section1114(b)(1)(G)]

Section VIII. Part B.1:Question #7

Transition plans have been identified.

Yes

8. Measures to Include Teachers in Decisions Regarding the Use of Academic Assessments[Section1114(b)(1)(H)]


A plan to include teachers in decisions, such as collaborative planning is provided.

Yes



An effective plan to ensure that teachers work together to make decisions on academic assessments is provided.

Yes

9. Activities to Ensure that Students Having Difficulty Mastering Proficient or Advanced Levels of Academic Achievement Standards Are Provided Timely Additional Assistance[Section1114(b)(1)(I)]


Interventions are specified to support struggling students.

Yes

The use of federal, state, local, and other funding sources are specified.

Yes10. Coordination and Integration of Federal, State, and local services and programs.[Section 1114(b)(1)(J)]


The coordination of funds and services is indicated.

Yes

Status of Plan:

______X____ Approved __________Conditionally Approved ________Incomplete/Needs Revisions

Documents

Hampstead Hill Academy