1st SIG Onsite Monitoring Tool
Title I School Improvement Grant (SIG), section 1003(g)
RITA Team’s District and School Technical Assistance Recommendations
|School: Thomas Johnson Middle School LEA: Prince George’s County Public Schools |
|Principal: Dr. C. Michael Robinson LEA Turnaround Director: Edward Ryans |
|LEA Central Support Team Lead: Duane Arbogast Dates of RITA Team’s School Visit: November 29 – 30, 2011 |
Title I School Improvement Grant (SIG): The School Improvement Grant (SIG) Program, authorized under section 1003(g) of Title I of the Elementary and Secondary Act of 1965, provides funding through State educational agencies (SEAs) to local educational agencies (LEAs) with the lowest-achieving schools that have the greatest need for the funds and demonstrate the strongest commitment to use the funds to raise significantly the achievement of students.
Maryland State Department of Education’s (MSDE) Approved SIG Application: As part of its approved SIG Application, MSDE will utilize the Restructuring Implementation Technical Assistance (RITA) Initiative as a response to Title I requirements to provide technical assistance to low performing schools, specifically Maryland’s Tier I and Tier II SIG schools. The RITA process is designed to assist low achieving schools in identifying programs and systems that are effective and those that need to be eliminated or improved to advance student achievement. RITA establishes teams of highly skilled educators to work in concert with school districts and schools, using a thoughtful, systematic, evidence-based process in order to provide constructive technical assistance recommendations in the following areas: curriculum; instruction; assessment; school culture and climate; students, family, and community support; professional development with accountability; effective leadership; organizational structure and resources; and comprehensive and effective planning for the district and school that will improve teaching and learning. Through Maryland’s Statewide System of Support, the Breakthrough Center will offer and/or provide services at the district and school levels.
RITA Team: Lois Hopson (leader), William D. Hallock, Marilyn Holland, Rosemarie Pelligrino, Joan Wiggins (members)
RITA Team’s Organization Feedback of Technical Assistance Recommendations:
• TABLE I: RITA Standards’ Ratings at a Glance
• TABLE 2: School Technical Assistance Recommendations based on RITA Standards and Indicators
• TABLE 3: District Technical Assistance Recommendations based on RITA Standards and Indicators
|Table 1 RITA Ratings at a Glance for Prince George’s County Public Schools’ Thomas Johnson Middle School |
|RITA Standard |Below Standard |Partially Meets Standard |Meets Standard |Above Standard |
|Standard 1—School Improvement |There is limited evidence that the School |There is some evidence that the School |There is sufficient evidence that the School |There is ample evidence that the |
|Grant (SIG) Intervention Plan |Improvement Grant (SIG) Intervention Plan |Improvement Grant (SIG) Plan makes |Improvement Grant (SIG) Intervention Plan makes|School Improvement Grant (SIG) |
| |makes fundamental reforms, such as |fundamental reforms, such as significant |fundamental reforms, such as significant |Intervention Plan makes fundamental|
|The district and school implement |significant changes in the school’s staffing |changes in the school’s staffing and |changes in the school’s staffing and |reforms, such as significant |
|its School Improvement Grant (SIG)|and governance, to improve student |governance, to improve student achievement|governance, to improve student achievement in |changes in the school’s staffing |
|Intervention Plan approved by the |achievement in the school and has the |in the school and has the substantial |the school and has the substantial promise of |and governance, to improve student |
|Maryland State Department of |substantial promise of enabling the school to|promise of enabling the school to make |enabling the school to make adequate yearly |achievement in the school and has |
|Education that makes fundamental |make adequate yearly progress. |adequate yearly progress. |progress. |the substantial promise of enabling|
|reforms, such as significant | | | |the school to make adequate yearly |
|changes in the school’s staffing | | | |progress. |
|and governance, to improve student| | | | |
|achievement in the school and has | | | | |
|the substantial promise of | | | | |
|enabling the school to make | | | | |
|adequate yearly progress. | | | | |
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|Standard 2—Curriculum |There is limited evidence that the |There is some evidence that the |There is sufficient evidence that the |There is ample evidence that the |
| |The school district provides a rigorous |The school district provides a rigorous |The school district provides a rigorous |The school district provides a |
|The school district provides a |curriculum that is aligned to the State |curriculum that is aligned to the State |curriculum that is aligned to the State |rigorous curriculum that is aligned|
|rigorous curriculum that is |Curriculum (elementary, middle, or high |Curriculum (elementary, middle, or high |Curriculum (elementary, middle, or high |to the State Curriculum |
|aligned to the State Curriculum |schools); and |schools); and |schools); and |(elementary, middle, or high |
|(elementary, middle, or high | | | |schools); and |
|schools); and | |The school adheres with fidelity to the | |The school adheres with fidelity to|
| |The school adheres with fidelity to the |district approved curriculum in clear |The school adheres with fidelity to the |the district approved curriculum in|
|The school adheres with fidelity |district approved curriculum in clear |alignment of curriculum, instruction, and |district approved curriculum in clear alignment|clear alignment of curriculum, |
|to the district approved |alignment of curriculum, instruction, and |assessment. |of curriculum, instruction, and assessment. |instruction, and assessment. |
|curriculum in clear alignment of |assessment. | | | |
|curriculum, instruction, and | | | | |
|assessment. | | | | |
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|Standard 3—Instruction |There is limited evidence that the school’s |There is some evidence that the school’s |There is sufficient evidence that the school’s |There is ample evidence that the |
| |instructional program actively engages all |instructional program actively engages all|instructional program actively engages all |school’s instructional program |
|The school’s instructional program|students by planning and implementing |students by planning and implementing |students by planning and implementing |actively engages all students by |
|actively engages all students by |effective, varied, and research-based |effective, varied, and research-based |effective, varied, and research-based practices|planning and implementing |
|planning and implementing |practices to improve academic performance in |practices to improve academic performance |to improve academic performance in clear |effective, varied, and |
|effective, varied, and |clear alignment with curriculum, instruction,|in clear alignment with curriculum, |alignment with curriculum, instruction, and |research-based practices to improve|
|research-based practices to |and assessment. |instruction, and assessment. |assessment. |academic performance in clear |
|improve academic performance in | | | |alignment with curriculum, |
|clear alignment with curriculum, | | | |instruction, and assessment. |
|instruction, and assessment. | | | | |
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|Standard 4---Assessment | | | | |
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|The district provides schools with|There is limited evidence the district |There is some evidence the district |There is sufficient evidence the district |There is ample evidence the |
|standards based formative and |provides the school with standards based |provides the school with standards based |provides the school with standards based |district provides the school with |
|summative assessments that are |formative and summative assessments that are |formative and summative assessments that |formative and summative assessments that are |standards based formative and |
|aligned with the State Curriculum.|aligned with the State Curriculum. |are aligned with the State Curriculum. |aligned with the State Curriculum. |summative assessments that are |
| | | | |aligned with the State Curriculum. |
|The school, in clear alignment of | | | | |
|curriculum, instruction, and | | | | |
|assessment, uses standards based |There is limited evidence the school, in |There is some evidence the school, in | |There is ample evidence the school,|
|formative and summative |clear alignment of curriculum, instruction, |clear alignment of curriculum, |There is sufficient evidence the school, in |in clear alignment of curriculum, |
|assessments continuously to |and assessment, uses standards based |instruction, and assessment, uses |clear alignment of curriculum, instruction, and|instruction, and assessment, uses |
|monitor student learning and |formative and summative assessments |standards based formative and summative |assessment, uses standards based formative and |standards based formative and |
|modify teaching strategies to meet|continuously to monitor student learning and |assessments continuously to monitor |summative assessments continuously to monitor |summative assessments continuously |
|the instructional needs of all |modify teaching strategies to meet the |student learning and modify teaching |student learning and modify teaching strategies|to monitor student learning and |
|students. |instructional needs of all students. |strategies to meet the instructional needs|to meet the instructional needs of all |modify teaching strategies to meet |
| | |of all students. |students. |the instructional needs of all |
| | | | |students. |
|Standard 5—School Culture and |There is limited evidence that the school, in|There is some evidence that the school, in|There is sufficient evidence that the school, |There is ample evidence that the |
|Climate |a collaborative partnership with parents and |a collaborative partnership with parents |in a collaborative partnership with parents and|school, in a collaborative |
| |community, functions as an effective learning|and community, functions as an effective |community, functions as an effective learning |partnership with parents and |
|The school, in a collaborative |community with shared school vision, mission,|learning community with shared school |community with shared school vision, mission, |community, functions as an |
|partnership with parents and |and values for students and teachers by |vision, mission, and values for students |and values for students and teachers by |effective learning community with |
|community, functions as an |providing a climate that is welcoming, safe, |and teachers by providing a climate that |providing a climate that is welcoming, safe, |shared school vision, mission, and |
|effective learning community with |supportive, healthy, and drug-free. |is welcoming, safe, supportive, healthy, |supportive, healthy, and drug-free. |values for students and teachers by|
|shared school vision, mission, and| |and drug-free. | |providing a climate that is |
|values for students and teachers | | | |welcoming, safe, supportive, |
|by providing a climate that is | | | |healthy, and drug-free. |
|safe, supportive, healthy, and | | | | |
|drug-free. | | | | |
|Standard 6—Student, Family, and |There is limited evidence that the school and|There is some evidence that the school and|There is sufficient evidence that the school |There is ample evidence that the |
|Community Support |district work with students, families, and |district work with students, families, and|and district work with students, families, and |school and district work with |
| |communities to promote academic, |communities to promote academic, |communities to promote academic, developmental,|students, families, and communities|
|The school and district work with |developmental, social, and career needs of |developmental, social, and career needs of|social, and career needs of students. |to promote academic, developmental,|
|students, families, and |students. |students. | |social, and career needs of |
|communities to promote academic, | | | |students. |
|developmental, social, and career | | | | |
|needs of students. | | | | |
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|Standard 7—Professional |There is limited evidence available that |There is some evidence that based on |There is sufficient evidence that based on |There is ample evidence that based |
|Development with Accountability |based on student and teacher learner needs, |student and teacher learner needs, the |student and teacher learner needs, the school |on student and teacher learner |
|Based on student and teacher |the school and district provide all staff |school and district provide all staff with|and district provide all staff with |needs, the school and district |
|learner needs, the school and |with research-based, results driven, |research-based, results driven, |research-based, results driven, job-embedded |provide all staff with |
|district provide all staff with |job-embedded professional development |job-embedded professional development |professional development opportunities and |research-based, results driven, |
|research-based, results driven, |opportunities and implement performance |opportunities and implement performance |implement performance accountability procedures|job-embedded professional |
|job-embedded professional |accountability procedures in order to improve|accountability procedures in order to |in order to improve teaching and learning. |development opportunities and |
|development opportunities and |teaching and learning. |improve teaching and learning. | |implement performance |
|implements performance | | | |accountability procedures in order |
|accountability procedures in order| | | |to improve teaching and learning. |
|to improve teaching and learning. | | | | |
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|Standard 8—Organizational |There is limited evidence that the school and|There is some evidence that the school and|There is sufficient evidence that the school |There is ample evidence that the |
|Structure and Resources |district align all resources in order to make|district align all resources in order to |and district align all resources in order to |school and district align all |
| |decisions which improve the instructional |make decisions which improve the |make decisions which improve the instructional |resources in order to make |
|The school and district align all |delivery for all children to meet proficient |instructional delivery for all children to|delivery for all children to meet proficient |decisions which improve the |
|resources in order to make |and advanced levels of student achievement. |meet proficient and advanced levels of |and advanced levels of student achievement. |instructional delivery for all |
|decisions which improve the | |student achievement. | |children to meet proficient and |
|instructional delivery for all | | | |advanced levels of student |
|children to meet proficient and | | | |achievement. |
|advanced levels of student | | | | |
|achievement. | | | | |
|Standard 9—Comprehensive and |There is limited evidence that the school |There is some evidence that the school |There is sufficient evidence that the school |There is ample evidence that the |
|Effective Planning |administration and school improvement team |administration and school improvement team|administration and school improvement team |school administration and school |
| |communicate clear purpose, direction, and |communicate clear purpose, direction, and |communicate clear purpose, direction, and |improvement team communicate clear |
|The school administration and |strategies focused on teaching and learning |strategies focused on teaching and |strategies focused on teaching and learning |purpose, direction, and strategies |
|school improvement team |through the development, implementation, and |learning through the development, |through the development, implementation, and |focused on teaching and learning |
|communicate clear purpose, |evaluation of its school improvement plan and|implementation, and evaluation of its |evaluation of its school improvement plan and |through the development, |
|direction, and strategies focused |SIG Plan. |school improvement plan and SIG Plan. |SIG Plan. |implementation, and evaluation of |
|on teaching and learning through | | | |its school improvement plan and SIG|
|the development, implementation, | | | |Plan. |
|and evaluation of its school | | | | |
|improvement plan and SIG plan. | | | | |
|Table 2 RITA Technical Assistance Recommendations for Thomas Johnson Middle School |
|Standard 1: SIG Intervention Plan Overall Rating: Partially Meets Standard |
|Standard 1 | Technical Assistance Recommendations for the School |
|The district and school implement its School Improvement Grant (SIG) |Begin using the approved SIP/SIG plan and make the staff aware that it is a ‘living’ document. Refer to the plan at staff and department |
|Intervention Plan approved by the Maryland State Department of |meetings. (1.1) |
|Education that makes fundamental reforms, such as significant changes |Convene a meeting of all stakeholders, including parents and community, to provide and to enhance understanding of all aspects of the SIG |
|in the school’s staffing and governance, to improve student achievement|plan in promoting student achievement. Create a vehicle for the community to give comments to the EMO on an on-going basis. (1.4) |
|in the school and has the substantial promise of enabling the school to|Communicate with LEA Director regarding access and utilization of SIG funds and resources. (1.4) |
|make adequate yearly progress. |Develop milestones/benchmarks for SIP action items and include as agenda items. (1.1) |
| |Celebrate milestone/benchmark achievements with staff/community/students during the year to strengthen positive momentum for change. (1.4) |
| |Introduce or re-introduce to the staff (through a faculty meeting and/or newsletter), the new members of the school staff that have been |
| |hired as a result of the grant. Make sure that each teacher, support staff and parent knows and understands his/her role and |
| |responsibility. (1.4) |
| |Create and place in a prominent school location a bulletin board that shows the relationship/correlation between the plan, new personnel |
| |and the EMO. Each staff member must immediately receive document alignment information.(1.4) |
| |Attend to the impact of the positive behavior specialist, the student advocate and the parental engagement specialist. Nourish and support |
| |their influence in the school. Monitor and evaluate their impact.(1.5) |
| |Ensure meaningful collaboration between the principal and the EMO so reforms that take place will impact student achievement (8.7) |
|Table 2 RITA Technical Assistance Recommendations for Thomas Johnson Middle School |
|Standard 2: Curriculum Overall Rating: Partially Meets Standard |
|Standard 2 |Technical Assistance Recommendations for the School |
|The school district provides a rigorous curriculum that is |Provide opportunities for special education teachers to collaborate and plan with general education teachers regularly. (2.1) |
|aligned to the State Curriculum (elementary, middle, or high |Build into meeting schedules time for the content area teachers to articulate instructional strategies that promote rigor by grade level. (Ex. |
|schools); and |6th grade math teachers dialogue with the 7th grade team on progress, mastery of items or areas where more instruction is needed). (2.1) |
| |Ensure the academic coaches provide support and specific guidelines for teachers to follow in order to implement curriculum. (2.2) |
|The school adheres with fidelity to the district approved |Develop a school technology plan (with a Technology Advisory Team of teachers and parents) to: |
|curriculum in clear alignment of curriculum, instruction, and |Complete a needs assessment for technology resources (based upon state standards identified with the MSDE Technology Plan and the unique needs |
|assessment. |of your school). |
| |Develop a plan to integrate the student technology literacy standards into curriculum materials. |
| |Develop a professional development plan to address the teacher technology standards based upon the MSDE Teacher Technology Standards and |
| |Student Technology Literacy Standards. (2.3) |
| |Implement the Classroom Focus Instruction Process (CFIP) to ensure that all students have access to a rigorous curriculum. (2.4) |
| |Ensure focused walk-throughs and observations are aligned with the SIP/SIG goals and objectives. (2.5) |
|Table 2 RITA Technical Assistance Recommendations for Thomas Johnson Middle School |
|Standard 3: Instruction Overall Rating: Partially Meets Standard |
|Standard 3 |Technical Assistance Recommendations for the School |
|The school’s instructional program actively engages all students |Ensure all teachers are responsible for incorporating reading and writing across the curriculum. (3.1) |
|by planning and implementing effective, varied, and research-based|Develop guidelines to monitor and ensure student engagement, the efficient use of instructional time, and the use of a range of instructional |
|practices to improve academic performance in clear alignment of |strategies with a special emphasis on rigor and higher order thinking skills. (3.1) |
|curriculum, instruction, and assessment. |Encourage instructional staff to review outcomes at the beginning and end of the lesson. (3.1) |
| |Provide each teacher with a list of differentiated instructional methods. Teachers refer to the list to ensure they are providing differentiation |
| |in every lesson. (3.1) |
| |Ensure academic coaches are working (mentoring) with first /second year teachers to utilize formal and informal classroom assessments that drive |
| |instruction. (3.2) |
| |Accelerate student learning by: |
| |Using a variety of approaches to engage the students, and |
| |Making learning outcomes quantifiable. (3.2) |
| |Ensure the library media center is fully utilized by classroom teachers to enhance the SIP/SIG goals of the school. (3.5) |
|Table 2 RITA Technical Assistance Recommendations for Thomas Johnson Middle School |
|Standard 4: Assessment Overall Rating: Partially Meets Standard |
| Standard 4 | Technical Assistance Recommendations for the School |
|The district provides schools with standards based formative and |Identify students who are struggling in all content areas. The data coach and classroom teachers should be monitoring the performance of |
|summative assessments that are aligned with the State Curriculum. |struggling students developing a learning plan for each student and providing interventions and extended day opportunities. (4.3) |
| |Design a data chart/wall to show the growth of benchmark assessments or other data tracking. (4.4) |
|The school, in clear alignment of curriculum, instruction, and |Establish monthly/quarterly benchmark goals school wide. (4.4) |
|assessment, uses the district curriculum based formative and |Ensure all teachers are using data from assessments to drive instruction. (4.6) |
|summative assessments continuously to monitor student learning and | |
|modify teaching strategies to meet the instructional needs of all | |
|students. | |
|Table 2 RITA Technical Assistance Recommendations for Thomas Johnson Middle School |
|Standard 5: School Culture and Climate Overall Rating: Meets Standard |
|Standard 5 |Technical Assistance Recommendations for the School |
|The school, in a collaborative partnership with parents and community, |Utilize the behavior specialist to enhance PBIS practices already in place. The students are responding positively to the incentives. Encourage all |
|functions as an effective learning community with a shared school |staff members to: |
|vision, mission, and values for students and teachers by providing a |Reward the students with Jaguar Bucks and checks; |
|climate that is safe, supportive, healthy, and drug-free. |Include the PBIS program teacher substitute plans and leave plenty of Jaguar Bucks and Caught U cards for the substitute to continue an effective |
| |learning environment for the students; and |
| |Include the use of of the incentives for bus drivers and cafeteria workers. (5.1) |
| |Enhance student buy-in to the SIP/SIG, by providing a summary of major goals and objectives with the student government and/or other student leaders. |
| |(5.5) |
| |Continue to expand the college culture as a student motivator. (5.5) |
| |Reinforce student learning by having additional materials for the students to use during lunch. (The cafeteria is a smoothly run system, however it was |
| |observed that the students have 10-15 minutes after eating lunch before dismissal from the cafeteria). The materials can include: math games, |
| |manipulatives, reading materials, science kits, etc., which target those MSA areas where Thomas Johnson Middle is struggling. These materials can be |
| |created by the coaches and changed every month or every quarter. (5.5) |
|Table 2 RITA Technical Assistance Recommendations for Thomas Johnson Middle School |
|Standard 6: Students, Family, and Community Support Overall Rating: Partially Meets Standard |
|Standard 6 |Technical Assistance Recommendations for the School |
|The school works with students, families, and communities to promote |Utilize the parent engagement specialist to establish a parent action committee and create a parent room with appropriate informative materials, copies |
|academic, developmental, social, and career needs of students. |of the SIG/SIP, school brochures, newsletters, and curriculum guides, etc. (6.1) |
| |Utilize the parent engagement specialist to provide workshops for parents as needed. (6.2) |
| |Encourage parent-initiated projects as it relates to school improvement goals. (6.3) |
| |Use the expertise of the parent engagement specialist to create a system for working parents to have more volunteer opportunities at the school. (6.3) |
| |Identify business partners within the school community. (6.6) |
|Table 2 RITA Technical Assistance Recommendations for Thomas Johnson Middle School |
|Standard 7: Professional Development with Accountability Overall Rating: Partially Meets Standard |
|Standard 7 |Technical Assistance Recommendations for the School |
|Based on student and teacher learner needs, the school provides all |Provide on-going professional development for school staff to implement the curriculum with fidelity. (7.3) |
|staff with research-based, results driven, job-embedded professional |Develop and publish professional development plans and calendars with identified topics and teacher expectations with accountability: |
|development opportunities and implements performance accountability |Topics aligned with SIP which includes data analysis (FAST, MSA, Common Assessments, etc.); |
|procedures in order to improve teaching and learning. |Teacher modeling (Ex. - differentiated instruction, evaluative questioning, and increasing rigor); |
| |Information on-line; |
| |How teachers may provide input into professional development plan and calendar; |
| |How the plan follows Maryland Teacher Professional Development Planning Guide; |
| |Differentiated professional development based upon teacher needs; and |
| |Expectations for classroom practice as a result of training, including implementation deadlines. Teachers may elicit support from mentors|
| |and/or coaches, as needed. (7.1) |
| |Develop and publish professional development plans for coaches and mentors with the following criteria: |
| |Topics aligned with support roles |
| |Teacher expectations clearly defined; |
| |Scheduled time for peer coaching and informal observations to implement the |
| |Professional development topics and give feedback to their colleagues; |
| |Identified professional development that addresses students that are advanced. (7.1) |
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|Table 2 RITA Technical Assistance Recommendations for Thomas Johnson Middle School |
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|Standard 8: Organizational Structure and Resources Overall Rating: Below Standard |
|Standard 8 | Technical Assistance Recommendations for the School |
|The school and district align all resources in order to make decisions |Review creative groupings of students to decrease teacher/student ratio and maximize student learning. (8.1) |
|which improve the instructional delivery for all children to meet |Formalize and initiate plans for extended learning programs. (8.2) |
|proficient and advanced levels of student achievement. |Leverage in-house staff to sustain a one-to-one student/adult mentoring on a voluntary basis. (8.2) |
| |Identify and monitor the effective use of support staff: Behavior specialist, coaches, social worker, and bilingual support. Develop a graphic to |
| |reflect and make transparent, the roles and responsibilities of the support staff listed above. (8.2) |
| |Complete an analysis of the effectiveness of the media center. Create a technology-based, quality media center for the students and community of Thomas |
| |Johnson MS. (8.5) |
| |Recognize achievements of struggling and average students. (8.7) |
|Table 2 RITA Technical Assistance Recommendations for Thomas Johnson Middle School |
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|Standard 9: Comprehensive and Effective Planning Overall Rating: Partially Meets Standard |
|Standard 9 |Technical Assistance Recommendations for the School |
|The school administration and school improvement team communicate a |Strengthen communication with community, staff, and students to understand the organizational structure, areas of responsibility of personnel, and |
|clear purpose, direction and strategies focused on teaching and learning|various support groups by developing, publishing and posting information around the school, the school website, the teacher website, brochures and |
|through the development, implementation, and evaluation of its SIP and |newsletters by creating a one-page graphic that highlights the strategies in the SIG. In order to enhance the understanding of the SIP/SIG, create a |
|SIG plan. |summary of the major goals and objectives. All stakeholders should be able to speak to the summary. (9.1) |
| |Schedule a mid-year review of the plan with the EMO and the Restart Director to make revisions to the plan as needed. Review the data and instructional |
| |practices to determine if the activities listed still support the plan (9.6) |
|Table 3 RITA Technical Assistance District Recommendations for Prince George’s County Public Schools |
|Standard 1: SIG Intervention Plan Overall Rating: Partially Meets Standard |
|Standard 1 |Technical Assistance Recommendations for the District |
|The district and school implement its School Improvement Grant (SIG) |Clarify the partnership roles and responsibilities with the EMO and the school. (1.1) |
|Intervention Plan approved by the Maryland State Department of |Provide the district and the administrators of the school with additional dialogue on spending funds from the grant so that the school begins to place |
|Education that makes fundamental reforms, such as significant changes |money where there is an immediate need. (1.2) |
|in the school’s staffing and governance, to improve student achievement|Develop milestones/benchmarks for SIP actionable items and include as agenda items during monthly meetings with district leadership and turnaround |
|in the school and has the substantial promise of enabling the school to|director. |
|make adequate yearly progress. |Use milestones as a guide to determine the effectiveness of reforms. |
| |Celebrate milestone/benchmark achievements with staff/community/students during the year to strengthen positive momentum for change. (1.4) |
| |Ensure the school has opportunity to provide input into the plan as needed and provide assistance to the school to make the plan a living document. |
| |(1.4) |
| |Provide information sessions with school stakeholders and EMO partners about the SIG plan and how the additional resources will help the school.(1.4) |
| |Revise the plan based on the additional staffing and the needs assessment completed by the school.(1.5) |
|Table 3 RITA Technical Assistance District Recommendations for Prince George’s County Public Schools |
|Standard 2: Curriculum Overall Rating: Partially Meets Standard |
|Standard 2 |Technical Assistance Recommendations for the District |
|The school district provides a rigorous curriculum that is aligned to |Ensure all curriculum is aligned with the state curriculum to accelerate student learning.(2.1) |
|the State Curriculum (elementary, middle, or high schools); and |Provide appropriate supplies and materials to ensure that teacher resources are utilized for effective instruction, specifically the Science program, |
| |labs, equipment, etc. (2.1) |
|The school adheres with fidelity to the district approved curriculum in|Limit the meetings off site for the principal.(2.5) |
|clear alignment of curriculum, instruction, and assessment. | |
|Table 3 RITA Technical Assistance District Recommendations for Prince George’s County Public Schools |
|Standard 3: Instruction Overall Rating: Partially Meets Standard |
|Standard 3 |Technical Assistance Recommendations for the District |
|The school’s instructional program actively engages all students by |Ensure the district has provided math manipulatives, science materials and other resources for each classroom. (3.1) |
|planning and implementing effective, varied, and research-based |Upgrade technology equipment with the purchase of whiteboards or new hardware/software to accommodate the researched based programs that assist in |
|practices to improve academic performance in clear alignment of |increasing student achievement. (3.2) |
|curriculum, instruction, and assessment. |Ensure student intervention programs are available to teachers. (Ex. - Read 180, FAST Math, etc.) (3.3) |
|Table 3 RITA Technical Assistance District Recommendations for Prince George’s County Public Schools |
|Standard 4: Assessment Overall Rating: Partially Meets Standard |
|Standard 4 |Technical Assistance Recommendations for the District |
|The district provides schools with standards based formative and |Align the State Curriculum with the FAST program. (4.4) |
|summative assessments that are aligned with the State Curriculum. |Support/train new and experienced teachers to access and interpret data. (4.5) |
| | |
|The school, in clear alignment of curriculum, instruction, and | |
|assessment, uses the district curriculum based formative and summative | |
|assessments continuously to monitor student learning and modify | |
|teaching strategies to meet the instructional needs of all students. | |
|Table 3 RITA Technical Assistance District Recommendations for Prince George’s County Public School s |
|Standard 5: School Culture and Climate Overall Rating: Meets Standard |
|Standard 5 |Technical Assistance Recommendations for the District |
|The school, in a collaborative partnership with parents and community, |Maintain the school climate by providing for better maintenance of the building: |
|functions as an effective learning community with a shared school |Repainting the school’s classrooms, cafeteria, gym, etc.; |
|vision, mission, and values for students and teachers by providing a |Repairing ceiling tiles; |
|climate that is safe, supportive, healthy, and drug-free. |Repairing dents in the walls; and |
| |Upgrading the student restrooms. (5.2) |
|Table 3 RITA Technical Assistance District Recommendations for Prince George’s County Schools |
|Standard 6: Students, Family, and Community Support Overall Rating: Partially Meets Standard |
|Standard 6 |Technical Assistance Recommendations for the District |
|The school works with students, families, and communities to promote |Encourage an amiable relationship between EMO and TJMS parents. (6.1) |
|academic, developmental, social, and career needs of students. |Highlight the successes at Thomas Johnson Middle on their district website to change the perception of the school within the community.(6.2) |
| |Make a concerted effort to communicate frequently to the school stakeholders the progress of the EMO and its responsibilities to the school. |
| |Stakeholders must be made aware of how its role will increase student achievement. (6.5) |
| |The EMO should include monthly articles in the school newsletter to build a better relationship with stakeholders.(6.5) |
| |Support the parent engagement specialist to foster the enhancement of the PTSA.(6.6) |
| | |
|Table 3 RITA Technical Assistance District Recommendations for Prince George’s County Schools |
|Standard 7: Professional Development with Accountability Overall Rating: Partially Meets Standard |
|Standard 7 |Technical Assistance Recommendations for the District |
|Based on student and teacher learner needs, the school provides all |Provide more professional development support/materials for the social studies teachers. (7.2) |
|staff with research-based, results driven, job-embedded professional |Video-tape teacher lessons with the curriculum and instructional staff to reinforce the application of classroom best practices. (7.5) |
|development opportunities and implements performance accountability |Provide incentive-supported opportunities for teachers to attend county-wide professional development including on-line teacher training that includes |
|procedures in order to improve teaching and learning. |reflective feedback. (7.6) |
| |Provide professional development opportunities for staff as it relates to the focus areas outlined in the SIP/SIG. (7.6) |
|Table 3 RITA Technical Assistance District Recommendations for Prince George’s County Public Schools |
|Standard 8: Organizational Structure and Resources Overall Rating: Below Standard |
|Standard 8 |Technical Assistance Recommendations for the District |
|The school and district align all resources in order to make decisions |Give the school high priority in meeting staffing needs. (8.1) |
|which improve the instructional delivery for all children to meet |Involve the school in decisions on the allocations of the SIG funds. (8.2) |
|proficient and advanced levels of student achievement. |Provide appropriate supplies and materials to ensure that teacher resources are utilized for effective instruction, specifically the science program, |
| |labs, equipment, etc. (8.2) |
| |Assess the upgrading of equipment such as whiteboards or new hardware/software to accommodate the researched-based programs that assist in increasing |
| |student achievement. (8.2) |
| |Remove the current central locker bay and replace with lockers located in the respective grade level areas within the building. ( 8.2) |
| |Ascertain secure locks for student belongings. (8.2) |
| |Access the need for additional staffing to give instructional staff more individual planning time. (8.7) |
| | |
|Table 3 RITA Technical Assistance District Recommendations for Prince George’s County Public Schools |
|Standard 9: Comprehensive and Effective Planning Overall Rating: Partially Meets Standard |
|Standard 9 |District Technical Assistance Recommendations for the District |
|The school administration and school improvement team communicate a |Provide timely feedback on the implementation of the SIG and schedule a mid-year review to assess progress on the goals. (9.4) |
|clear purpose, direction and strategies focused on teaching and |Assist the school with the development and monitoring of action plan strategies for improving teaching and learning through goals, objectives and |
|learning through the development, implementation, and evaluation of its|challenges in evaluating the SIG/SIP. (9.4) |
|SIP and SIG plan. |Maintain open dialogues with Thomas Johnson MS to reward their successes and note their growth toward their goals. Provide timely feedback. (9.5) |
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