2019-2020 Semester 2 QSP 90-DAY ACTION PLAN

District: BPS

School: Michael J. Perkins

Principal: Maisha Rounds

The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days.  The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s turnaround initiative.

PURPOSE OF THE TURNAROUND INITIATIVE:  Articulate in a few sentences what you hope to achieve by participating in the turnaround initiative.

Our current performance demands bold, strategic action.  We commit to shared leadership, collaborative practice, and intentional implementation of systems and structures. As a result, we will empower our students to unleash their boundless potential on the neighborhoods of Boston and beyond.

We must ensure that:

  • Every teacher in every classroom facilitates deep, authentic learning experiences for every student, every day;
  • Every leader in every school ensures a culture and system of rigorous improvement and support for adults and students;
  • Every leader of every central office team ensures support is intentionally responsive, disciplined, and focused on partnership with schools.

GOAL SETTING:  Along with Language Arts and Math proficiency rates, identify up to three additional goals for the school year (i.e. graduation rate, promotion rate, attendance, discipline, growth/value-added, targeted sub-group, college readiness, etc.)

Goals

2018-19 RESULTS

2019-20  GOALS

GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

1

Increase ELA Proficiency

MCAS ELA - 496.6 (SS)

Mean SGP - 46.8 (all);  45.9 (High Needs)

40% students meeting/exceeding MCAS expectations

  • 70% Correct on Illuminate for Cycles 1-3.
  • 50% Mastery on Illuminate for Cycles 1-3.
  • 50.9 mean SGP on MCAS for High Needs students
  • 60% meeting/exceeding expectations on MCAS

Fall and Winter Reading Assessment (MAP) Growth data 19-20

Cycle to Cycle: Key Ideas & Details

Lagging data - MCAS 19-20

SY19-20 BPS ELA Interim 2-3 Assessment View

2

Increase Math Proficiency

MCAS Math - 493.3 (SS)

Mean SGP - 51 (2018-19)

37% meeting/exceeding MCAS expectations

  • 496.6 (SS) on MCAS
  • 55 mean SGP for High Needs students
  • 57% meeting/exceeding expectations on MCAS

BPS Interim Assessment data

Subgroup

Cycle to Cycle: Math

Lagging data - MCAS 19-20

SY19-20 BPS Math Interim 1 Assessment View

3

Increase Science Achievement

31% Meeting Expectations

  • 67.1 mean CPI for High Needs students
  • 51% Meeting/Exceeding on MCAS
  • 50% Mastery on Illuminate for Cycles 1-3.

STEM Gauge formative assessment data

4

Increase Average  Daily Attendance

93.2%

95.2%

Daily attendance data

5

Decrease Chronic Absenteeism

25.3%

20.3%

Attendance Data

Principal Commitment:  My signature indicates that this plan provides focus and urgency to move the turnaround initiative forward – and that the school’s leadership

team participated in the development of the plan and support its direction.  My signature also indicates a commitment to ambitiously pursue the articulated goals,

addressing priorities, and monitoring progress.  Finally, my signature confirms that this plan is a living document and that adjustments will likely be needed based on

ongoing data and lessons learned.

______________________________________________________________        ___________________________________________

Principal Signature                                                                        Date

Shepherd Commitment:  My signature indicates that this plan has been reviewed and the content of the plan is aligned with the needs of the school.  My signature

confirms a commitment to support the school in the implementation of this plan, while also holding the school’s leader accountable for its implementation.

______________________________________________________________        ___________________________________________

District Shepherd Signature                                                                Date


90-Day Action Plan – Priority #1

Turnaround Initiative Focus Area (Big Rock):  Data-Driven Instruction

School’s Priority:    (Given the goals identified, what problem needs to be addressed to achieve these goals?)

We will establish a collaborative culture and use data to drive instruction, make strategic decisions about instructional practices, determine appropriate timing and pacing of lessons and units, and monitor student progress toward our intended outcomes.

POP: More than half of MJP scholars are performing below grade level in ELA and Math.

School Leader Responsible:

Maisha Rounds

Desired Outcome:   (What will be different if you are successful in addressing this priority?)

To be successful in addressing this priority, we should see Michael J. Perkins Teaching Community intentionally and consistently engaging in effective data literacy practices to improve professional practice and student learning outcomes.

Michael J. Perkins Scholars will receive actionable feedback to improve reading and math performance which would subsequently lead to higher achievement outcomes on formative and benchmark assessments.

Root Cause(s) to Address Hypothesis of Priority:  (What do you believe is at the heart of this problem?  What evidence do you have to support this hypothesis?)

Why? Grade Level PLC meetings are not consistently planned to examine student work products, analyze outcomes and lesson planning that led to student outcomes, and/or plan reteaching opportunities.

Why? Grade Level PLCs are not scheduled sequentially and intentionally to accomplish aforementioned “best practices”.

Why? It was not a priority to ensure these opportunities are planned and expected of the teaching community as best practice.

ACTIONS

Critical Action to Address Root Cause & Achieve Desired Outcome

Person Completing Action

Timeline

Resources Needed / Source

Unpack Interim Assessment Data to target interventions toward “bubble students

Principal

Teachers

ILT

Weekly during CPT

Unpacking Standards Protocol

Unpacking Interim Assessment Protocols

Standards Map

Implement Number Talks

Teachers

June 2020

Math Coach

Differentiate instruction through centers/stations

Teachers

Daily

Classroom Manipulatives

Differentiate instruction through guided reading groups

Teachers

June 2020

ELA standards; EL curriculum, Focus curriculum

Aggressively monitor student engagement in all content areas using the TNTP Protocol

Principal

Instructional Coaches

June 2020

TNTP Protocol

Assess student engagement and skill mastery using MAP & Interim Assessment data

Teachers & ILT

11/1/19

1/17/20

Consultation with Academic Supt. on ILT planning/facilitation

MJP Data Meeting Protocol

Target lowest 25% during guided reading to close gaps (decoding strategies) & accelerate reading growth to grade level through weekly progress monitoring

3-5 Teachers

Weekly

Grade Level Running Records

Use specific strategies to increase reading fluency in lower grades  K-2 (K-2 will incorporate a fluency center in their classrooms)

K-2 Teachers

Weekly

1st: 112 Words Per Minute

2nd: 133 WPM

3rd: 146 WPM

K-2 teachers identify targeted students for small group instruction based on MAP data

K-2 Teachers

June 2020

MAP (Achievement Status & Growth Summary with Quadrant Chart)

Develop reteaching plans using MAP & Illuminate data

K-5 teachers

June 2020

  PROGRESS INDICATORS

Indicator Date

Evidence to Determine Progress Toward Achieving Desired Outcome

Potential Adjustments

Cycle 3: 3/2/20

Cycle 4: 6/8/20

Well-structured lessons with a variety of differentiated learning opportunities addressing students’ identified needs; Lessons incorporate small groups and 1:1 instruction during classroom observations

Principal Rounds & Instructional Coach will support and assess using MA DESE teacher rubric, TNTP Protocol, & TeachPoint; Lesson plans will be reviewed weekly during CPT; feedback bi-weekly.

Cycle 3: 3/2/20

Cycle 4: 6/8/20

Teachers will LASW for standards alignment, to identify conceptual misunderstandings, give students actionable feedback, and reteach to clarify concepts using DDI protocols at least 3 times through Cycle 3.

Cycle 3: 3/2/20

Cycle 4: 6/8/20

Cycle 3 Interim Data reflects an average among Grades 2 - 5 of 60% or higher average percent correct and at least 60% (ELA) and 60%+ (Math) mastery of assessed standards in both ELA and Mathematics.


90-Day Action Plan – Priority #2

Turnaround Initiative Focus Area (Big Rock):  Coaching & Feedback

School’s Priority:    (Given the goals identified, what problem needs to be addressed to achieve these goals?)

Through teacher coaching and actionable feedback, we will create a collaborative culture of learning through shared goals and increased student engagement.

POP: Coaching and feedback cycles have not been consistently implemented to build cohesion around common expectations for student engagement.

School Leader Responsible:

Maisha Rounds

Desired Outcome:   (What will be different if you are successful in addressing this priority?)

If we are successful in addressing this priority, we would see:

Michael J. Perkins Teaching Community intentionally and consistently providing consistent, rigorous, and standards-aligned instruction that elevates the performance of all learners through adjustments to practice and differentiation.

Michael J. Perkins Scholars, regardless of demographic backgrounds, will continue to improve their performance on formative and benchmark assessments all year round.

Root Cause(s) to Address Hypothesis of Priority:  (What do you believe is at the heart of this problem?  What evidence do you have to support this hypothesis?)

Why? Teacher reluctance and inconsistent buy-in

Why? Anxiety; fear of the unknown

Why? Perception of judgement; coaching perceived as evaluative due to past practice of observations being evaluative (perceived as teacher-facing)

Why? Unclear purpose, role, and messaging of coaching as student-focused

Why? Mindset shift needed around coaching being student-focused

ACTIONS

Critical Action to Address Root Cause & Achieve Desired Outcome

Person Completing Action

Timeline

Resources Needed / Source

Collect baseline data on current culture of learning.

Principal

ELA Coach

ILT

Gr. 4/ 5 CTP-Prior 2/5/20

-Data Collection Sheet

-Average Sheet

-TNTP Rubric

Set common expectations of culture of learning

Whole Staff

PD 2/10/20

-TNTP Rubric

Redefine message of coaching

  • purpose of of commitment
  • frequency expectation

Principal

PD 2/10/20

Coaching Expectations

Instructional Look-Fors

Teachers self assess their class’ strengths and weaknesses in their teaching, using TNPT Culture of Learning “proficiency level descriptors” as the expectation.

All Teachers (inclusive of ESL, Sped & specialists)

After School PD 2/10/20

- Self Assessment- Strengths/Areas of Growth -Recording Sheet (or Google survey)

-TNTP

Every MJP teacher will participate in at least 1 coaching/feedback session every two weeks. (see progress indicators)

All Teachers (inclusive of ESL, Sped & specialists)

Coaches: Rounds, Bishop, Obiora, Jean-Jacques, Grassi

See specific dates in progress indicators

Shared document to record when teachers meet with a coach.

At the end of every 2 week period (see progress indicators), we will collect school-wide data on culture of learning using the TNTP rubric.

Coaches

See below

-Data Collection Sheet

-Average Sheet

-TNTP Rubric

Share best practices around culture of learning

Whole Staff

2/10/20

Teachers bring videos or share strategies that they have found to be instrumental in increasing student engagement.

Set a measurable goal for student engagement.  

All classes should have at least 80% of students engaged.

All Teachers

2/20/20

N/A

Set a measurable goal for culture of learning practice in the school.

Goal: A schoolwide average of 4.0 in culture of learning on the TNTP rubric

All Teachers

2/10/20

N/A

Post the schoolwide culture of learning average for all stakeholders to see every 2 weeks.

Tamikha C.

Monday following the close of each two week cycle.

2/24; 3/9; 3/23; 4/6; 4/27; 5/11 5/26; 6/8

N/A

Set a common expectation that all coaches will use the TNTP culture of learning rubric during classroom visits.

Maisha,

Nonye,

Gabby,

Liz

-TNTP Rubric

6 Steps for Effective Feedback

Create a log to document track which teachers have worked with a coach during each 2 week period

Maisha

1/28/20

Coaching Log

Celebration when culture of learning average is 4.0.

Schoolwide

TBD

N/A

Set a checklist of To-dos for each coaching observation.

  • schedule time to observe the students
  • schedule time for the feedback session
  • observe the student using the TNTP rubric
  • log the observation & feedback meeting into the share document
  •  assign a whole number level to the visit (record in shared doc)

* Only record sheet is to be used. No photos or recordings.

Coaches

1/28/20

  PROGRESS INDICATORS

Indicator Date

Evidence to Determine Progress Toward Achieving Desired Outcome

Potential Adjustments

Biweekly

2/10-2/28

3/2-3/13

3/16-3/27

3/30-4/10

4/13-4/24

4/27 - 5/ 8

5/11-5/22

5/26-6/5

Every teacher will have a minimum of one classroom coaching visit and feedback session every two weeks. (8 visits total from 2/10 to 6/14) This will be tracked using the coaching log created in the action steps above.

Classroom visit and feedback meeting 1 takes place for all teachers

Classroom visit and feedback meeting 2 takes place for all teachers

Classroom visit and feedback meeting 3 takes place for all teachers

Classroom visit and feedback meeting 4 takes place for all teachers

Classroom visit and feedback meeting 5 takes place for all teachers

Classroom visit and feedback meeting 6 takes place for all teachers

Classroom visit and feedback meeting 7 takes place for all teachers

Classroom visit and feedback meeting 8 takes place for all teachers

90-Day Action Plan – Priority #3

Turnaround Initiative Focus Area (Big Rock) - (If applicable): Social Emotional Learning Instruction for all Students

School’s Priority:    (Given the goals identified, what problem needs to be addressed to achieve these goals?)

Through the integration of SEL with academics, Social Emotional Learning at the Perkins will be incorporated into daily activities, schoolwide systems, and support services from community partners.

POP: Social Emotional Learning has not been consistent, coordinated, and/or engaging for all MJP Scholars to develop SEL Skills.

School Leader Responsible:

Maisha Rounds

Desired Outcome:   (What will be different if you are successful in addressing this priority?)

MJP Scholars will employ socioemotional strategies to improve their resilience, self-regulation, social skills, self-esteem, and increase positive relationships with peers and adults.

Root Cause(s) to Address Hypothesis of Priority:  (What do you believe is at the heart of this problem?  What evidence do you have to support this hypothesis?)

Why? On the Fall 2019 Holistic Student Assessment, MJP Scholars indicated they do not feel as emotionally safe as their district peers (3.3 to 3.4).

Why? On the Fall 2017 Rand Baseline Conditions Report Study, MJP Scholars self-reported that 35% of K-3 Scholars possess “emotional recognition” compared to 48% of Grades 4 & 5 Scholars.  Additionally, 38% of K - 3 Scholars self reported that they possess “self-management” skills compared to 45% of Grades 4 & 5 Scholars.  

ACTIONS

Critical Action to Address Root Cause & Achieve Desired Outcome

Person Completing Action

Timeline

Resources Needed / Source

All teachers will integrate SEL into academics by consistently doing welcoming rituals every morning focused on building relational trust.

SELT

Daily

Perkins SEL Rolling Agenda

Perkins PSELI Action PLan

All teachers, with a focus on grade 4, will commit to 1 engaging practice to build relational trust: small group instruction (i.e., guided reading/math groups, centers/stations)

Grade level teams during CPT

2/12/20

Second Step Implementation Calendar

All teachers will give students Second Step tickets for demonstrating identified SEL skills.

Classroom Teachers

Weekly

Second Step Curriculum, Coaching Support

Teachers will create opportunities to incorporate more student voice into lessons (i.e., turn & talk, think-pair-share, cooperative group projects & activities, etc.).

MJP Scholars

Daily

Second Step Morning Announcements from Curriculum Book

Principal will incorporate more student voice during morning announcements (Mindfulness, Second Step Skill of the week, etc.).

Ms. Rounds

Daily

Second Step Curriculum

We will communicate Second Steps Skills to parents via electronic and print communications

Principal, Teachers, Community Partners

Monthly

Second Step Curriculum with Home-to School Connections

The Director of Family and Community Engagement, Community Partners, and 4th grade teachers will collaborate to develop unified messaging, consistent scheduling, and design relevant learning experiences for a girls’ group to address the socioemotional needs of fourth grade girls.

Ms. Correa, Ms. Ellen, Ms. Marsha, Ms. Harris, Ms. Balaconis, Ms. Russell, SEL team

2/6/20

We will integrate SEL work with Bullying Prevention PD

Ms. Jean-Jacques, Ms. Harden

1/27/2020

  PROGRESS INDICATORS

Indicator Date

Evidence to Determine Progress Toward Achieving Desired Outcome

Potential Adjustments

SELWeb data

MJP Teachers have facilitated at least 12 Second Step lessons and incorporated MJP OWL Matrix of Behavior Expectations into classrooms

SEL HSA: 10/16/19

Student Climate Survey

Decreased student conflicts during low-structured times, transitions, on buses to/from school, during recess, and in class

Date: TBD

Holistic Student Assessment

MJP Scholars will use Second Step strategies to identify  and self-regulate their emotional responses; Students will lead  announcements with Second Step lesson of the week

Spring HSA 2020


Quick Win Plan

                                                                                                                               (Only for first semester)        

In a few sentences, describe how your school will achieve early and noticeable “wins” that assert forward momentum for the turnaround initiative.  These wins will generate positive traction toward your school’s turnaround purpose by mobilizing observable cycles of turnaround success.  Quick wins should be initiated, and potentially achieved, within the first 30 school days and can serve as the initial actions to address the problems of practice highlighted in this plan.

I aim to achieve early and noticeable wins by elevating literacy and math achievement by doing some collaborative work around aligning our school’s core values of Access, Opportunity, and Excellence with the BPS core values of Joy, Unity, Inclusion, Collaboration, and Equity to engage students and teachers in fun, exciting new ways!

Identify up to 4 specific actions that will make the quick win plan happen.

Action

Person Responsible

Timeline

1

Elevate the culture of reading by creating a school library. Collaborate with key stakeholders (teachers, facilities, central office administrators, community partners) to identify a classroom space, secure book books, library shelves and furniture, and consolidate all current literacy resources within the new school library

Principal Rounds

Candace Thomas

Mike Henry

Ed Murphy

Louise Donner

Deb Froggatt

Teachers

Community Partners

9/5/2019

2

Organize the Literacy & Math Resource Room to facilitate ease of access for teachers to leveled texts and manipulatives for instruction and assessments

Principal Rounds

Community Partners (Gwen Paquette with Scholastic)

Harvard Volunteers

Teachers

9/5/19

3

Create a gym for PE and morning BOKS programming to take place

Principal Rounds

Mike Henry

Mary Balaconis

Community Partners (BOKS)

9/5/19

4

Incorporate music, movement, and culturally responsive teaching & learning through “Morning Math with Movement” and “Rockin’ Reading” for students in the BOKS before-school program

Principal Rounds, Mary Balaconis, Mr. Rainey, Jean Hicks-Samuels

Begins 9/5/2019

5

Makeover the staff workroom to provide adequate work space, storage, restroom facilities, and dining area for MJP Educators

Principal Rounds

Candace Thomas

Ed Murphy

By 9/5/2019

6

Create a Sensory Hallway on the ground floor to support all students’ SEL development, with special attention to students with disabilities and those needing movement breaks.

ABA team, SEL Team, Mary Balaconis, Mike Henry, Principal Rounds

Fall 2019

7

Collaborate with Community Partners to hold a Back-to-School Bash to meet & greet the school community, solicit donations to give away books and school supplies, and generate excitement about upcoming events in the new school year

Principal Rounds, Evelyn Correa, Community Partners:

Tierney Learning Center

Revolution Foods

My Way Cafe

BPS Food & Nutrition Services

Boys & Girls Club

8/29/2019

8

Gain DESE & NAEYC compliance by tending to the facilities - adding window stops, repairing/replacing broken items, positioning ABA classroom to be more inclusive on the 1st floor, color throughout hallways, and sprucing up entry ways

Principal Rounds

Mike Henry

Ed Murphy

Fall 2019


APPENDIX A

Guidance Document

                                                                                                                 

 

APPENDIX B

90-Day Plan Development & Reflection Tool

Overall Reflections/Feedback: (Clearly identify strongest areas of plan and the most critical items to improve. Emphasis should be on clarity and alignment of priorities.)

                                                                                                Turnaround Purpose & School Goals

Clearly Evident

Solid Progress

Limited Progress

Not Evident

Is the school’s turnaround purpose clearly articulated, with language that will inspire stakeholders to become engaged and committed to the turnaround initiative’s success?  

Have measureable school-wide goals been identified using available baseline data?  Are there clearly articulated metrics to monitor progress toward goals?

Big Rocks & School’s Priorities  

Are the identified priorities clearly articulated? Do they seem appropriate and provide focus to the school’s specific needs?

Is there a strategic focus on using data to inform instruction evident? Is at least one of the priorities focused on improving/aligning curriculum, instructional delivery, formative assessment, data analysis, or improving intervention practices?

Does the school’s priorities align with the district’s focus areas (Big Rocks)?

Are the desired outcomes ambitious?  Will the desired outcomes correct or eliminate the priority (problem)?

Root Causes

Does each priority have a clear root cause hypothesis on why the problem exists?   Has school leadership attempted to identify addressable hypotheses (i.e. within the locust of their control)?

Has each root cause been identified through intentional analysis of the problems—e.g. The 5 Why’s or Fishbone exercises—that is accompanied by supporting data points?

Most Critical Actions to Address Priorities

Do the actions identified promote urgency toward addressing the identified priorities?  Consider the timelines provided and the boldness of actions.

Are the identified actions specific enough to ensure focus on the acknowledged priorities?

Are action items strategically owned by specific school personnel?

Progress Toward Addressing Priority  

Does the 90-day plan include clear progress indicators that will allow the school to regularly monitor progress toward addressing each priority?  

        

2018-19 1ST SEMESTER 90-DAY PLAN