SY 2012-2013 School Performance Plan - Baltimore City Public ...

SY 2012-2013 

School Performance Plan 

High Schools 

PLEASE REFER TO THE SCHOOL PERFORMANCE PLAN IMPLEMENTATION GUIDE FOR 

STEP-BY-STEP INSTRUCTIONS, ADDITIONAL GUIDANCE, AND ITEM DEFINITIONS. 

410 

Mergenthaler Vocational-Technical High School 

Craig L. Rivers, Principal 

Daryl Kennedy, Executive Director 

Byra Cole, Network Facilitator 

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

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 zahill@bcps.k12.md.us 

New Teacher Mentor Coordinator Anthony Schell ASchell@bcps.k12.md.us 

School Family Council Representative Sherri Holt SHolt@bcps.k12.md.us 

Family and Community Engagement Representative Muriel Cole-Webber MCwebber@bcps.k12.md.us 


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 


Cohort Graduation Rate 

Leaver Graduation Rate 

Graduation Rate 

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

Graduation Rate 91.73 85.86 89.21 

# of Graduates 244 261 281 


Asian/Pacific Islander 

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 

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 

Asian/Pacific Islander 

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 

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 Point 

District Benchmark and End of Course Assessments 

English Benchmarks: 

English I Test C 6.2% 39.6% 54.2% 371 

English I Test B 6.1% 36.8% 57.1% 380 

English I Test A 0.3% 20.9% 78.9% 369 

English II Test C 0.3% 14.1% 85.6% 355 

English II Test B 0.9% 23.4% 75.7% 321 

English II Test A 0.5% 15.1% 84.3% 185 

Biology Benchmarks: 

HS Biology Skills, Processes & Chemistry of the Cell Unit Test 1.4% 8.4% 90.2% 

346 

Algebra Benchmarks: 

Algebra/Data Analysis Test C 1.3% 18.3% 80.4% 387 

Algebra Data Analysis Test B 6.6% 21.4% 72.0% 346 

Algebra Data Analysis Test A 0.0% 11.3% 88.7% 319 

(End of Course Assessment results are currently unavailable) 

---------- 

What do the data tell you about trends in student achievement 

and other aspects of your school performance? 

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 Level 

Proficiency High 73 

Proficiency Low 155 

Warning 107 

Total: 335 

Vocabulary Level 



Warning 110 

Total: 335 

Morphology Level 



Warning 108 

Total: 335 

Sentence Processing Level 



Warning 109 

Total: 335 

Efficiency of Basic Reading Comp Level 



Warning 110 

Total: 335 

Reading Comp Level 



Warning 146 

Total: 335 

Data Point 



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. 

School (Post test Performance results are Plan not for unavailable Mergenthaler yet) Vocational-Technical High School 11 of 50 

----------

Monthly Attendance 

September 

Teacher: 95.2% 

Student: 88.4% 

October 



November 



December 



January 



February 



March 



April 



May 

June 

---------- 

Data Point 



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 Rate 

September 1.7 

October 1.9 

November 1.8 

December 2.2 

January 2.2 

February 2.9 

March 3.8 

April 3.0 

May 

June 

---------- 

Semester Overall GPA 

Semester One: 1.62 

Semester Two: 

---------- 

---------- 

---------- 

---------- 

---------- 

---------- 

Data Point 



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. 

(Work in progress, awaiting semester two GPA information) 


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. 

Professional Development every Tuesday---------- Use of teacher collaborative planning time 

Implementation of effective professional 

development strategies 

Research-based classroom instructional strategies 

Classroom visits 

Teacher feedback 

Professional Learning Communities 

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

- 

More teachers input on team 

Protocols and structures 

The benefits of Data Link 

Instructional Action Plan 

District/Network Data 

Mdreportcard.org 

Mdk12.org 

Corestandards.org 

School/District/Network Data 

The Skillful Teacher 


Mdk12.org 


Csdl.bcps.k12.md.us 

District/Network Data 


Mdk12.org 



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 standards 

Scheduling this 2011-2012 academic school year 

didn't allow for many teachers to plan together or 

analyze student tasks 

Decrease in suspensions---------- Student suspension rates began to significantly 

increase during or around break times (winter and 

spring break) 

Poor classroom management 

Lack of School Wide Behavioral Plan/Protocol 

School-wide Data and Document Sharing---------- Network Trainer was unaware of major Data Link 

components 

All teachers aren’t technological savvy 

District and school must offer more consistent Data 

Link training 

Lack of common assessments inputted into Data Link 

2011-2012 Course Schedule 

SMS Reports 

Office referrals 


Benchmarks 

Lack of common pre/post assessments inputted 

End 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 #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) 

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) 

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

Attached 

Professional Development Strategy: 

Other $10,000 

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. 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). 



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. 



(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) 


Attached 



Other $13,000 


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. 


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. 



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. 



(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) 


Attached 


Other $40,000 


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 SESSIONS 

The following is a list of general sessions presented by our keynote presenters. 

Effectively Reaching the Facebook Generation 

Presented by: Dr. Foster Cline 

Tools for Teaching: Preventing Discipline Problems 

Presented by: Dr. Fred Jones 

Becoming a Master of Challenging Moments 

Presented by: Larry Thompson, M.Ed. 

Dare to Take Charge 

Presented by: Judge Glenda Hatchett 



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 




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 Selection 

Individualized Student 

Item Analysis 







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. 

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 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. 

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. 

Data Link 

"Open Response" 

Prompt Selection 

Individualized Student 

Item Analysis 

Overall Classroom 

performance 

Pre and Post 

assessment Results 

Parent Portal 

Attendance at Back-to- 

School Night 

Parent Teacher 

Conferences 

Teacher 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) 



• Conducting a snapshot assessment to evaluate students' prior knowledge of vocabulary 


• Providing multiple exposures to words by using inventive games and other activities 








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. 

If we use concept mapping as an 

instructional strategy, then we will 

see an influx of students 

enhancing their vocabulary and 

comprehension skills. 

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. 

Pre and Post Test 

(Gates McGinitie 

Diagnostic Assessment) 

Student work samples 

and teacher created 

common assessments 

Strategic school wide 

schedule 

Common 

Rubrics/Assessments 

Long-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 






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. 

Referrals 

SMS 

Principal's Dashboard 

Data 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. 












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. 

Referrals 

SMS 

Principal's Dashboard 

Data 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 Budget 

Increased 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-Principal 

Sherri Holt-Chair 

Zaharah Hill-Classified 

Staff/Committee Secretary: 

Nicholas McDaniels-BTU 

Representative: 

Tameika Rease-2 Teachers 

Marcie Milliken-Student 

Support Provider 

Monica King 

Carol Olszynski-Attendance 


Jerius Boyd-Climate and 

Culture: 

Kevin Dixon-Paraprofessional: 

Martise Brown-Alumni 


Eboni Dickerson-Student 

Representative(s) 

Regan Willis 

Avis L. Ransom-2 Community 

Members: 

Dr. Cecelia Wright Brown 

Nikkol Kara Smith-PTA President 

Donna Fisher-Lewis-Second 

Elected Parent 

Ms. Inga-Third Elected Parent 

Craig Rivers-Principal 

Marcia Martin-Assistant 

Principal 

Zaharah Hill-Educational 

Associate 

Jermaine Skinner-English 

Teacher/Facilitator 

Daima Cook-Literacy 

Representative/Bridge 

Muriel Cole-Webber-CTE 

Facilitator 

TBA-Mathematics Facilitator 

TBA-Social Studies Facilitator 

TBA-Science Facilitator 

--------------- 


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) 

Has this strategy been implemented? 

What were the supports or barriers to implementing this strategy? 

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

student learning? 

Instructional Strategy 1: 




Setting clear and specific goals for what students are to accomplish with their 

writing product (d=0.70) 

Has this activity had impact? 

What are the contributing factors? 

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














Monica King 




Culture: 






Regan Willis 


Members: 








Principal 


Associate 






Facilitator 




--------------- 


Goal 1: 











Professional Development Strategy 1: 


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. 




























Monica King 




Culture: 






Regan Willis 


Members: 






Goal 1: 









Principal 


Associate 






Facilitator 




--------------- 

Engaged Family and Community Strategy 1: 




Setting clear and specific goals for what students are to accomplish with their 

writing product (d=0.70) 






















Monica King 




Culture: 






Regan Willis 


Members: 








Principal 


Associate 






Facilitator 




--------------- 


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. 






(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) 



• Conducting a snapshot assessment to evaluate students' prior knowledge 

of vocabulary 


• Providing multiple exposures to words by using inventive games and other 

activities 
























Monica King 




Culture: 






Regan Willis 


Members: 








Principal 


Associate 






Facilitator 




--------------- 


Goal 2: 









































Monica King 




Culture: 






Regan Willis 


Members: 








Principal 


Associate 






Facilitator 




--------------- 


Goal 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) 



• Conducting a snapshot assessment to evaluate students' prior knowledge 

of vocabulary 


• Providing multiple exposures to words by using inventive games and other 

activities 
























Monica King 




Culture: 






Regan Willis 


Members: 






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 




Principal 


Associate 






Facilitator 




--------------- 



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) 






















Monica King 




Culture: 






Regan Willis 


Members: 








Principal 


Associate 






Facilitator 




--------------- 


Goal 3: 








































Monica King 




Culture: 






Regan Willis 


Members: 






Goal 3: 






Principal 


Associate 






Facilitator 




--------------- 



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. 

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 

#410 - Mergenthaler Vocational-Technical High School 


School Performance Plan for Mergenthaler Vocational-Technical High School

SY 2012-2013 School Performance Plan - Baltimore City Public ...

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