Baltimore City Public Schools
[Pages:35]2016-2017 Priority School Plan
New Era Academy, School # 422
Baltimore City Public Schools
2016-2017
Maryland Turnaround Principles Model (DRAFT)
New Priority Schools for 2016-2017 Based on Maryland's Elementary and Secondary Education Act (ESEA) Flexibility Plan, the Maryland State Department of Education (MSDE) identified Priority Schools as Title I schools performing among the lowest five percent of Title I schools in the State and Title I high schools with a graduation rate below 60%. Maryland's ESEA Flexibility Plan was initially approved for the 2012-2013 and 2013-2014 school years. The data used for the identification of the initial list of Priority Schools was from 2009-2010 and 2010-2011 school years. The implementation of a new State assessment and the accountability waiver from the United States Department of Education (USED) prevented schools from exiting Priority identification. Given that Priority Schools were to be identified every three years and given that the data was not recent or based on the new State assessments, Maryland elected to identify a new list of Priority Schools for the 2016-2017school year.
Support for Priority Schools Local education agencies (LEAs) with Priority Schools must develop school intervention plans to improve each of their low performing Priority Schools. The plans must address the components of the Maryland Turnaround Principles Model including strong leadership, effective teachers, additional time for student learning, strengthening the instructional programs including multi-tiered system of support, use of data for continuous improvement, a safe school environment, and family and community engagement. MSDE expects the LEAs with Priority Schools to use its Priority School reservation funds (up to 20% of its total Title I, Part A allocation) to implement evidenced-based intervention strategies to sufficiently address the prioritized needs of its Priority Schools and students identified in their needs assessments. Additionally, Title I 1003(a) school improvement funds may be available to support Priority Schools.
Maryland State Department of Education (MSDE) Breakthrough Center Maryland State Department of Education's Breakthrough Center is an exceptional feature of MSDE's efforts to support Title I low-performing schools. The Breakthrough Center focuses on the use of cross-functionality in providing support, which includes a focus on Math and English Language Arts instruction, Leadership development, and Student Support structures. These services will be negotiated between MSDE and the LEA with a strong collaborative commitment.
Maryland State Department of Education Oversight Maryland is committed to the continuous improvement of the state's low performing Priority Schools. MSDE will work collaboratively with each LEA in support of their Priority Schools through participating in the monthly Central Support Team meetings and Turnaround Executive Support Team meetings (three times a year). The LEA's Central Support Team (CST) and the Turnaround Executive Support Team (TEST) will demonstrate the strong commitment and capacity of the LEA to implement fully and effectively the evidenced based intervention strategies in each Priority School plan. MSDE will also conduct programmatic and fiscal onsite monitoring and/or desk monitoring of the LEA and Priority Schools.
Maryland State Department of Education Division of Student, Family, and School Support Program Improvement and Family Support Branch
March 29, 2016 1
Maryland Turnaround Principles Model (DRAFT)
School Name: New Era Academy School Number: 422 Phone#: 443-984-2154 Email Address: sasimmons@bcps.k12.md.us
Principal: Sandra Howard-Simmons
LEA Point of Contact (POC) Name & Position: Laurie-Lynn Sutton Director of School Turnaround and Transformation
Phone#: (443) 838-6941 Email Address: lsutton03@bcps.k12.md.us Area Instructional Director: (ILED) Jacqui Hayden
Phone #:410-865-9028 Email Address: sasimmons@bcps.k12.md.us Grade levels enrolled (SY16-17): 6-12
Phone #: 1 202-486-9505 Email Address: Jhayden@bcps.k12.md.us Number of Students Enrolled (SY16-17):
Brief Summary (bullets) of PRIORITIZED areas of need Brief Summary (bullets) of Intervention Strategies to address the
based on the Needs Assessment
PRIORITIZED needs in 2016-2017
Increase Student Achievement (Tier II/III) Stabilize school culture and climate Coaching and professional development for
teachers Build a college-going culture based on early college
awareness
Interventions for mathematics and reading remediation and enrichment.
Coaching to build teacher capacity Programs to support school culture and climate Stipends for before and after school tutors 15 additional apex licenses for over age under credit
students, specifically for student who are transferred to NEA credit-poor 3 additional laptop carts
Maryland State Department of Education Division of Student, Family, and School Support Program Improvement and Family Support Branch
March 29, 2016 2
Maryland Turnaround Principles Model (DRAFT)
Funding Summary (Amount of funds to support implementation of intervention strategies in 2016-2017)
Title I, Part A (from Priority School reservation, up to 20%) 1003(a) School Improvement Funds
Maryland State Department of Education Division of Student, Family, and School Support Program Improvement and Family Support Branch
March 29, 2016 3
Maryland Turnaround Principles Model (DRAFT)
2016-2017 Priority School Intervention Plan
The LEA and each of its Priority Schools will use the Maryland Turnaround Principles Model components to develop a one-year intervention plan based on the prioritized needs identified in the school's comprehensive needs assessment. The evidenced based strategies in the plan must specifically address the prioritized needs of the school to improve student achievement. The Priority School Plan is due to MSDE on June 1, 2016.
Name of Priority School:
Maryland Turnaround Principles Model
LEA: Baltimore City Public Schools
LEA/School Design for Implementation of the Evidenced Based Intervention Strategies
Timeline for Implementation
Name/Position of Responsible
Person(s)
Components of Maryland's Turnaround Principles Model
COMPONENT 1: STRONG LEADERSHIP
The LEA and School must:
1a. Review the performance of the
current principal and track record to ensure strong and effective leadership in the Priority School.
Prioritized Strategies
SY1617
Strategy 1-Coaching from the Instructional Leader Executive Director that focuses on the fundamentals of Leadership
Strategy 2-Use of the evaluation process to identify areas for improvement that can become the focus of ongoing development efforts
Strategy 3-On-going support from the Office of Transformation and Turnaround in identifying strategies to ensure effective implementation of the
Principal
School Operator
Maryland State Department of Education Division of Student, Family, and School Support Program Improvement and Family Support Branch
March 29, 2016 4
Maryland Turnaround Principles Model (DRAFT)
Name of Priority School:
Maryland Turnaround Principles Model
LEA: Baltimore City Public Schools
LEA/School Design for Implementation of the Evidenced Based Intervention Strategies
Timeline for Implementation
Name/Position of Responsible
Person(s)
Priority Plan Strategy 4-Retention Stipends for Principal and
Assistant Principal
New Era Academy's current foci are imbedded in advancing our SPP goals, specifically in ELA, Mathematics, and the climate attendance goal.
The Principal is in the third year with an effective rating. The goal this year is to increase the time coaching and providing instructional support and spending less time on management tasks. Our mission is to graduate scholars who are College/ Career ready with an improved GPA while increasing leadership practices in all teachers, staff and students.
Our school moved to a 90 minute block schedule which is shared along with the mission and vision for all stakeholders in our handbooks. Our organizational chart is also posted in the main office.
The school needs a marketing plan to rebrand the school to
Maryland State Department of Education Division of Student, Family, and School Support Program Improvement and Family Support Branch
March 29, 2016 5
Maryland Turnaround Principles Model (DRAFT)
Name of Priority School:
Maryland Turnaround Principles Model
LEA: Baltimore City Public Schools
LEA/School Design for Implementation of the Evidenced Based Intervention Strategies
Timeline for Implementation
Name/Position of Responsible
Person(s)
reflect the vision for SY16/17. The principal needs to attend local, state, and National conferences to bring back innovative practices that support leadership, differentiation, and scaffolding (i.e. NPLI, The International Disabilities Conference, etc.)
Teachers need to attend on-going PD to facilitate instruction to improve GPA, increase student achievement in ELA and mathematics by 40%, and improve student attendance by a 10% decrease in ARCA.
1b. Work with the principal in the areas
of scheduling, staffing, curriculum, and budget.
Prioritized Strategies
SY1617
Strategy 1-Coaching from the Instructional Leader Executive Director that focuses on the fundamentals of Leadership for the ILT
Strategy 2-Use of an instructional coaching model to support the ILT with the instructional feedback cycles to teachers
Strategy 3 ? Establish collaboration with Urban Teacher Center to support teacher development
Strategy 4-On-going support from the Office of
Principal Instructional Leadership Team
School Operator
Maryland State Department of Education Division of Student, Family, and School Support Program Improvement and Family Support Branch
March 29, 2016 6
Maryland Turnaround Principles Model (DRAFT)
Name of Priority School:
Maryland Turnaround Principles Model
LEA: Baltimore City Public Schools
LEA/School Design for Implementation of the Evidenced Based Intervention Strategies
Timeline for Implementation
Name/Position of Responsible
Person(s)
Transformation and Turnaround in identifying strategies to ensure effective implementation of the Priority Plan
Our school needs to develop a staffing plan to address the implementation of the curriculum and determine the priorities for aligning resources.The majority of our staff has less than five years of instructional experience. Fifty percent are in programs to support them becoming HQ certificated.
Our school needs in depth PD on pedagogy, classroom management, and content knowledge and delivery by attending local, state and National conferences. School needs Teacher Mentors to be assigned to address the large number of teachers with less than 5 years teaching experience. Use of Urban Teacher Center or other teacher mentor program.
Principal will work with MIA board, SGA, PTO, and other community partners to rebrand school to reflect the transportation/logistics and other CTE programs for school
Maryland State Department of Education Division of Student, Family, and School Support Program Improvement and Family Support Branch
March 29, 2016 7
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