2018-2019 Julia R. Masterman School Needs Assessment


1	THE SCHOOL DISTRICT OF PHILADELPHIA CHIEF ACADEMIC SUPPORT OFFICE 440 NORTH BROAD STREET, SUITE 210 PHILADELPHIA, PENNSYLVANIA 19130-4015 School-based Plan Goal Setting Tool
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3	Federal Guidance (200.26 through 200.29 of Title 34 of Code of Federal Regulation CFR): A school-wide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those who are low-achieving demonstrate proficient and advanced levels of achievement standards. This school-wide reform strategy requires that a school: Conduct a comprehensive needs assessment; -Identify and commit specific goals and strategies that address those needs; -Create a comprehensive plan: and -Conduct an annual review of the effectiveness of the school-wide program and revise the plan as necessary. Adopting this strategy should result in an ongoing, comprehensive plan for school improvement that is owned by the entire school community and tailored to its unique needs.
4	Name of School	Masterman,Julia R. High School
5	School Grade Span	5-12
6	ULCS Code	2140
7	Title I Federal Designation	No Designation
8	Principal Name	Jessica Brown
9	Years as Principal	11
10	Years as Principal at this School	5
11	Planning Team
12	A formal schoolwide planning team should be in place to lead the process of developing schoolwide program. Title I law requires that the plan be developed with the involvement of parents and other members of the community to be served as well as teachers, principals and administrators. {ESEA section 1114(b)(2)(B)} (Suggested members: administrator, SBTL, MTSS -RTII Champion, SPED teacher, ELL teacher, content teachers, coaches, community partner, member of SAC, member of home-school, safety chair or PBIS lead, counselor, social worker, etc.
13	Planning Team Member		Position/Representation
14	Administrator		Jessica Brown
15	Math Content Specialist/Teacher Leader		Maeve Siu
16	Literacy Content Specialist/Teacher Leader		Joanne Donahue
17	Parent		Tim Roache
18	Community/Business member		Andrea Appell
19	Senior Associate-Federal Programs/ Title I IU26		Kevin Crouse
20	Grants Compliance Monitor		Catherine Darin
21	Assistant Principal		Michelle Harrison
22	Middle School Teacher		Carolyn Gray
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24	Programs and Meetings
25	Day and Time of Leadership Meetings		Every other Friday morning
26	Common Planning Time? Grade Group/Meetings Weekly? RTII time?		Bi-weekly RTII sessions, 8:30AM
27	Educational Programs: CTE; Gifted and Talented; IB; Dual Enrollment: AP		AP classes and dual enrollment for math
28	School-wide Climate and Safety Initiative?		Peer counselors, Guidance periods, Diversity Committee
29	Community or Faith-based Partners		University of Penn, Community College, Drexel University
30	School's area of focus: STEM; Arts; Other		College Prep
31	Special Programs		Enrichment Program
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35	Grants (over $10,000)
36	Grant Name	Grant Amount	Grant Purpose	Award Period
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1	Needs Assessment
2	Student Demographics		2017-2018		2016-2017		2015-2016
3	Click to see in Qlik		#	%	#	%	#	%
4	Total Enrollment		1198	100%	1191	100%	1189	100%
5	Male		547	46%	535	45%	546	46%
6	Female		651	54%	656	55%	643	54%
7	Black/African American		187	16%	206	17%	215	18%
8	Hispanic/Latino		64	5%	65	5%	57	5%
9	Asian		348	29%	330	28%	332	28%
10	White		469	39%	467	39%	473	40%
11	Multi-racial/Other		130	11%	122	10%	111	9%
12	American Indian/Alaska Native		0	0%	1	0%	1	0%
13	Native Hawaiian/Other Pacific Islander		0	0%	0	0%	0	0%
14	Limited English Proficiency		2	0%	1	0%	0	0%
15	Special Education		11	1%	19	2%	20	2%
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17	Climate Profiles		Click to see in Qlik
18			2017-2018		2016-2017		2015-2016
19	Serious Incidents		25		23		31
20	Serious Incidents Rate		2.087		1.93		2.612
21	Violent Incidents		0		1		1
22	Violent Incidents Rate		.		.084		.084
23	Students with No Suspensions		100%		100%		100%
24	95%+ Attendance		93%		89%		88%
25	<= 85% Attendance		0%		1%		1%
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27	On Track Percentage		Click to see in Qlik
28			2017-2018		2016-2017		2015-2016
29	Total Students		1195		1186		1183
30	% On Track		88%		69%		67%
31	% At Risk		8%		6%		7%
32	% Off Track		5%		25%		27%
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34	PSSA/Keystone		Click to see in Qlik
35			2017-2018		2016-2017		2015-2016
36	Algebra I Keystone		100%		0%		50%
37	Biology Keystone		100%		99%		100%
38	Literature Keystone		100%		100%		100%
39	PSSA English Language Arts		100%		99%		100%
40	PSSA Math		96%		95%		96%
41	PSSA Science		98%		98%		96%
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43	SPR (MS)		2016-2017		2015-2016		2014-2015
44	Click to see in Qlik		Points Earned	Performance Tier	Points Earned	Performance Tier	Points Earned	Performance Tier
45	Overall		74%	reinforce	78%	model	74%	reinforce
46	Achievement		100%	model	100%	model
47	Progress		41%	watch	51%	reinforce	46%	watch
48	Climate		93%	model	93%	model	88%	model
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51	2018-2019 Prioritized Needs Assessment Data Analysis
52	In this section, identify the areas of need for your school. Choose the Focal Area from the drop down, describe the priority need for your school, and provide current data points that demonstrate the need. You may find these data in the tables above, in Qlik or SchoolNet, or in other sources. This section should focus on needs to address, not on solutions or goals.
53	Need Number	Focal Area	Description of Need				Current Outcomes
54	1	Common Planning Time	There is a need for additional collaboration time between content area teachers and middle school teachers in order to share ideas and improve practice.				Teachers meet during half day professional development as a grade.
55	2	Literacy	There is a need for better awareness of student progress and skill mastery in non-fiction text in 5th grade.				PSSA literacy scores for 5th grade are 98% proficient
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57	4
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59	2017-2018 School Level Goals
60	The following were your School Plan Goals from the 2017-2019 School Year.
61	Goal Number	Focal Area	School Goal					AG Outcome Goal
62	1	Literacy	By May, 2018, 86% overall of middle school students will score advanced on the ELA PSSA and no more than 20% (17-18: 0.5%) of students will score below basic and no more than 1% of students will score Basic on the ELA PSSA (Baseline: Advanced: 4th grade - 84%, 5th - 75%, 6th - 84%, 7th - 81%, 8th - 80%; Basic and below basic: 1% overall)					1.4 MS
63	2	Math	By May, 2018, 80% overall of 5th-8th grade students will score advanced on the Math PSSA, 0.5% of students will score below basic, and no more than 1.5% of students will score Basic (Baseline: Advanced: 4th grade - 74%, 5th - 70%, 6th - 75%, 7th - 81%, 8th - 63%; Basic and below basic: 3% overall)
64	3	Climate	at least 50% (17-18: 92% 11th grade, 80% 12th grade) of the 11th grade students will attend 95% of days or more (baseline: 88.9% overall, 84% 11th grade, 75% 12th grade)					Climate 1
65	4	College & Career Readiness	At least 95% (17-18: 99%) of 12th grade students will be on track for graduation					1.2 HS
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67	2018-2019 Initial School Goals
68	In this section, begin the goal planning for next year. In the first section below are the district-aligned goals, and you can add school-specific goals below that. For the district-aligned goals, choose the Target Focus from the dropdown: do you expect that you will (a) seek to increase the target and outcomes for this goal; (b) continue to maintain the target you set for this year, perhaps because your data suggest your are struggling to make progress this year; or (c) focus on a subgroup of students in which there is a large disparity or who are not succeeding with the rest of the students. Also include your anticipated targets, which will be revised at the end of the year when final data comes in.
69	School Goals Aligned to District Outcome Goals
70	#	Focal Area	District-Aligned Goal Template			AG Outcome Goal	School Variable	2017-18 End of Year Result	2018-19 Target Focus	Anticipated 2018-19 Target	2018-2019 Goal
71	1	College & Career Readiness	At least 75% ({SchoolGoal}) of 9th grade students will be on track to earn a minimum of 5 quality credits			1.1 HS	SchoolGoal	100%	Maintain Target	99%	At least 75% (99.0%) of 9th grade students will be on track to earn a minimum of 5 quality credits
72	2	College & Career Readiness	At least 95% ({SchoolGoal}) of 12th grade students will be on track for graduation			1.2 HS	SchoolGoal	100%	Maintain Target	99%	At least 95% (99.0%) of 12th grade students will be on track for graduation
73	3	College & Career Readiness	At least 75% ({SchoolGoal}) of students will earn As and Bs in all core courses.			1.3 MS	SchoolGoal	90.50%	Maintain Target	90%	At least 75% (90.0%) of students will earn As and Bs in all core courses.
74	4	Literacy	No more than 20% ({SchoolGoal}) of students will score Below Basic on the Reading PSSA			1.4 MS	SchoolGoal		Maintain Target	0%	No more than 20% (0.0%) of students will score Below Basic on the Reading PSSA
75	5	Math	No more than 20% ({SchoolGoal}) of students will score Below Basic on the Math PSSA			1.5 MS	SchoolGoal		Maintain Target	0%	No more than 20% (0.0%) of students will score Below Basic on the Math PSSA
76	6	Climate	At least 60% ({SchoolGoal95}) of students will attend 95% or more of school days, and no more than 15% ({SchoolGoal85}) of students will attend less than 85% of days.			Climate 1	SchoolGoal95	93%	Maintain Target	94%	At least 60% (94.0%) of students will attend 95% or more of school days, and no more than 15% (0.0%) of students will attend less than 85% of days.
77	6	Climate				Climate 1	SchoolGoal85		Maintain Target
78	7	Climate	At least 90% ({SchoolGoal}) of students will have 0 out-of-school suspensions			Climate 2	SchoolGoal	0	Maintain Target		At least 90% (0.0%) of students will have 0 out-of-school suspensions
79	School-Specific Goals
80	#	Focal Area	Goal Description				2017-2018 End of Year Result		Anticipated 2018-19 Target
81	8 (optional)
82	9 (optional)


1	Funding Priorities
2	#	Funding Solution		Funding Source	Funding Linked to Prioritized Needs Assessment (Tab 2)				Funding Linked to District-Aligned School Goals (Tab 2)							Funding Linked to School-Specific Goals
3		Funding Item	Auxiliary Costs		1	2	3	4	1	2	3	4	5	6	7	8	9
4		Choose an item from a standard list of common funding items	What additional costs are associated with this item? Do you need to provide PD or an additional teacher stipend?		There is a need for additional collaboration time between content area teachers and middle school teachers in order to share ideas and improve practice.	There is a need for better awareness of student progress and skill mastery in non-fiction text in 5th grade.			At least 75% ({SchoolGoal}) of 9th grade students will be on track to earn a minimum of 5 quality credits	At least 95% ({SchoolGoal}) of 12th grade students will be on track for graduation	At least 75% ({SchoolGoal}) of students will earn As and Bs in all core courses.	No more than 20% ({SchoolGoal}) of students will score Below Basic on the Reading PSSA	No more than 20% ({SchoolGoal}) of students will score Below Basic on the Math PSSA	At least 60% ({SchoolGoal95}) of students will attend 95% or more of school days, and no more than 15% ({SchoolGoal85}) of students will attend less than 85% of days.	At least 90% ({SchoolGoal}) of students will have 0 out-of-school suspensions

5	Itemize the interventions, personnel, and other budgetary costs that will help you address your needs and achieve your goals for the next academic year. This form is divided into two sections. In the top section, select district-recommended interventions and positions can be selected from the autocomplete drop-down lists. School-specific interventions not in the drop-down should go in the section below.				In this section, select the Prioritized Needs this funding item will address. There can as multiple ones.				In this section, select the School Goals for 2018-19 that this funding item targets for improvement
6	District-Approved Interventions
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8	2	Climate Specialist		Title 1	N/A	N/A							N/A	Aligned	Aligned
9	3	Achieve 3000 (K-12)		Operating		Aligned					Aligned	Aligned
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11	5
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16	School-Specific Interventions
17	10	School Counselor		Title 1					Aligned	Aligned				Aligned	Aligned
18	11	Student Climate Staff		Title 1										Aligned	Aligned
19	12
20	13
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1	Goal Focus Area	Outcomes Goals	Evidenced Based Approach		Goal Alignment	Implementation Evidence Sources	Outcome Evidence Sources
2	Goal Focus Area	What year-long goals do you have for this focus area?	What strategy, intervention, etc. will you use to help meet your Priority Goal?		Which year-long goals does this approach help you to achieve?	What data sources will you utilize to measure the fidelity of approach implementation?	What data sources help measure the degree that the approach helps accomplish the outcome goals?
3	Climate	Climate 1: At least 60% (94.0%) of students will attend 95% or more of school days, and no more than 15% (0.0%) of students will attend less than 85% of days.	Peer Counseling		Climate 1	walkthroughs	Qlik Climate Matters App		Peer Counseling
4		Climate 2: At least 90% (0.0%) of students will have 0 out-of-school suspensions	Description: High school peer counselors address teenage issues during the guidance period to help students work collaboratively through social issues such as peer pressure		Climate 2				Multi-Tier System of Supports (MTSS)
5									Mental Health Support
6			Multi-Tier System of Supports (MTSS)		Climate 1	SchoolNet Attendance and Truancy Reports	Qlik Climate Matters App		Diversity Programs
7		Outcome Goal Data Sources	Description: The school uses the MTSS framework to progress monitor students and create a set of progressive tiers of intervention to address behavioral concerns and low attendance.		Climate 2	SchoolNet KPI Reports	SchoolNet Attendance and Truancy Reports
8		Qlik Climate Matters App				Student Disciplinary Data
9			Mental Health Support		Climate 2	Student attendance reports
10		SIS	Description: In the past, students have struggled with anxiety and mental health issues, and so it is important for staff and students to be engaged surrounding these issues to develop positive mental health practices and reach out when necessary			Parent sign in sheets
11		Scholarchip
12			Diversity Programs		Climate 2	Diversity committee minutes
13			Description: Exposing students to diversity and helping them to understand its place and value in the school and society			Agendas
14						Sign ins
15		Implementation Action Steps: What are the steps to fully implement the approaches for this area of focus?
16		Date / Frequency of Implementation	Subgroup	Title	Description	Who is responsible for implementation?	Who is responsible to monitor implementation?	Approach
17		monthly	5th-8th grade	Anxiety and Stress Coping	During guidance periods in 5th-8th grades, the high school peer counselors will work with students to help them cope with anxiety and stress.	Counselor	Principal and Assistant Principal	Peer Counseling
18		As needed	7th-8th Grade	Peer Counselors	High school peer counselors address teenage issues during the guidance period to help students work collaboratively through social issues such as peer pressure	Counselor	Principal and Assistant Principal	Peer Counseling
19		monthly		Professional Development	Professional Development with best practices on instructional practices, classroom management, and positive climate issues.	Department Heads	Principal and Assistant Principal	Multi-Tier System of Supports (MTSS)
20		as needed	3 unexcused lates, 3 unexcused absences	Parent notification for lateness	Staff notifies parents of students who accumulate 3 lates over the course of the year, and the student receives 1 detention	Deans	Principal and Assistant Principal	Multi-Tier System of Supports (MTSS)
21		as needed	7 unexcused lates or absences	Parent notification for lateness and a half day detention	Staff notifies parents of students who accumulate 3 lates over the course of the year and receives a half day detention	Deans	Principal and Assistant Principal	Multi-Tier System of Supports (MTSS)
22		as needed	10 unexcused lates or absences	Parent Conference	Students with 10 lates have an in person parent conference to discuss the attendance issues	Deans	Principal and Assistant Principal	Multi-Tier System of Supports (MTSS)
23		as needed	Tier 2	Level 1 Offenses	The Dean follows up on all level 1 offenses to enforce the district code of conduct	Dean		Multi-Tier System of Supports (MTSS)
24		as needed	Tier 3	Level 2 Offense response and parent conferences	The principal and assistant principal follow up on all level 2 offenses to enforce the district code of conduct and to hold parent conferences to establish systems of supports to prevent future negative behavior	Principal and Assistant Principal		Multi-Tier System of Supports (MTSS)
25		October		Temple Anxiety Clinic	Temple comes in and provides a Child and Adolescent Anxiety Clinic during a Home and School dinner to help parents work with their children to address anxiety.	Temple Collaborators	Principal and Assistant Principal	Mental Health Support
26		weekly	11th-12th	Mindfulness Training	During Junior and Senior Seminar periods, students receive mindfulness training periods	Counselor	Principal and Assistant Principal	Mental Health Support
27		September - May	5th-6th Grade	Heroes Program	Brought in the Heroes Program from the National Liberty Museum for students to gain more exposure to positive behavior around diversity. This is implemented during the guidance period	Counselor	Principal and Assistant Principal	Diversity Programs
28		monthly		Diversity Committee	To address issues of diversity that might arise, a diversity committee is helping to develop a positive climate and culture	Teachers	Principal and Assistant Principal	Diversity Programs
29		Guidance Periods	6th-7th grade	Second Step program for teens	To address social and emotional issues with teens	Teachers	Principal and Assistant Principal	Mental Health Support
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36	Goal Focus Area	Outcomes Goals	Evidenced Based Approach		Goal Alignment	Implementation Evidence Sources	Outcome Evidence Sources
37	Goal Focus Area	What year-long goals do you have for this focus area?	What strategy, intervention, etc. will you use to help meet your Priority Goal?		Which year-long goals does this approach help you to achieve?	What data sources will you utilize to measure the fidelity of approach implementation?	What data sources help measure the degree that the approach helps accomplish the outcome goals?
38	College & Career Readiness	1.1 HS: At least 75% (99.0%) of 9th grade students will be on track to earn a minimum of 5 quality credits	College Preparation and Application Support		1.1 HS	Naviance Data	College Application Acceptances		College Preparation and Application Support
39		1.2 HS: At least 95% (99.0%) of 12th grade students will be on track for graduation	Description: The school supports students college process by exposing them to career mentors and college options as well as guiding them through the college process.		1.2 HS	College and Career activity sign in sheets	College Credits Earned		Tutoring
40		1.3 MS: At least 75% (90.0%) of students will earn As and Bs in all core courses.							Multi-Tier System of Supports (MTSS)
41			Tutoring		1.1 HS	Infinite Campus Gradebook	Qlik Course Marks & Credits App		9th grade initiative or Options
42		Outcome Goal Data Sources	Description: The school provide tutoring to connect students with extra help to both develop student engagement and improve their academic learning and skills		1.2 HS		Infinite Campus Reports
43		Qlik Course Marks & Credits App			1.3 MS
44		Quarterly Report Card Grades	Multi-Tier System of Supports (MTSS)		1.1 HS	Infinite Campus Gradebook	Qlik Course Marks & Credits App
45			Description: The school uses the MTSS framework to monitor the academic progress of students and to provide a set of progressive tiers of of supports and intervention when students begin to struggle in order to bring them back on track with the academic program.		1.2 HS	Teacher created assessments	Infinite Campus Reports
46					1.3 MS	Student data tracker
47			9th grade initiative or Options		1.1 HS	Initiative logs
48			Description: Three times a week, a teacher provides support for the transition and adjustment into school and the academic program, which can include academic support or more general social and emotional support
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50		Implementation Action Steps: What are the steps to fully implement the approaches for this area of focus?
51		Date / Frequency of Implementation	Subgroup	Title	Description	Who is responsible for implementation?	Who is responsible to monitor implementation?	Approach
52		October		College Fair	Masterman will hold a college fair in which colleges come to the school to encourage students to apply	Counselor	Principal and Assistant Principal	College Preparation and Application Support
53		January		Financial Aid Night	A night will be held for parents to learn about the financial aid process and to ensure they know how to apply for financial aid	counselors	Principal and Assistant Principal	College Preparation and Application Support
54		January		College Information Session	A night will be held for parents to learn about the college process	counselors	Principal and Assistant Principal	College Preparation and Application Support
55		June		Senior College Presentations	Seniors who have gotten into colleges talk to Juniors about their process	Seniors	Counselor	College Preparation and Application Support
56		Fall		Counselor Meetings	Counselors meet with all students in the fall to learn about them so they can write recommendations. Students also work on developing a resume to inform teachers and the counselor on their backgrounds and accomplishments.	counselors	Principal and Assistant Principal	College Preparation and Application Support
57		Daily		SAT Class	As part of the enrichment program, SAT Classes are offered as an elective class during the lunch period	Teachers	Principal and Assistant Principal	College Preparation and Application Support
58		Weekly		Junior and Senior Seminar	Juniors and seniors receive information on the college application process and work through the Naviance program	Counselors and teachers	Principal and Assistant Principal	College Preparation and Application Support
59		Daily	Middle School	Homework Club	Teachers are paid with EC money to provide after school tutoring to middle school students	Teachers	Principal	Tutoring
60		Daily	All school	NHS Tutoring	There is an NHS service component in which HS students tutor MS based on recommendations from teachers, either as a pull out or going into the classroom	Teacher	Principal and Assistant Principal	Tutoring
61		Daily		Enrichment Instruction	A dean is provided with time to do a pull out for 5th and 6th grade math to provide additional math instruction, based on teacher assessments of student struggling	Teacher	Principal and Assistant Principal	Multi-Tier System of Supports (MTSS)
62		Daily	Tier 2 High School Students	Options	Students who are not in good academic standing will go to the Options period during the 8th period. Teachers rotate through the period and provide availability for conferences with students or to help students catch up on work.	Dean	Principal and Assistant Principal	Multi-Tier System of Supports (MTSS)
63		As needed	Tier 2	Parent and Teacher Conferencing	For students that continue to fall behind despite tutoring, there are parent and/or teacher conferences to better understand the struggles the students are having and determine the best course of action moving.	Principal and Assistant Principal		Multi-Tier System of Supports (MTSS)
64		As needed	Tier 2	Roster Reevaluation	For students that continue to fall behind despite tutoring, school leaders will look more closely at the rosters to determine whether the schedule can be changed to better support students	Roster Chair and teachers	Principal and Assistant Principal	Multi-Tier System of Supports (MTSS)
65		Weekly	9th Graders	9th grade initiative or 9th grade options	Two or three times a week, a teacher provides support for the transition and adjustment into school and the academic program, which can include academic support or more general social and emotional support	Teacher	Principal and Assistant Principal	9th grade initiative
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71	Goal Focus Area	Outcomes Goals	Evidenced Based Approach		Goal Alignment	Implementation Evidence Sources	Outcome Evidence Sources
72	Goal Focus Area	What year-long goals do you have for this focus area?	What strategy, intervention, etc. will you use to help meet your Priority Goal?		Which year-long goals does this approach help you to achieve?	What data sources will you utilize to measure the fidelity of approach implementation?	What data sources help measure the degree that the approach helps accomplish the outcome goals?
73	Literacy	1.4 MS: No more than 20% (0.0%) of students will score Below Basic on the Reading PSSA	Achieve 3000 (K-12)		1.4 MS	Achieve 3000 Data	Qlik PSSA & Keystone App		Achieve 3000 (K-12)
74			Description: Achieve 3000 is used as an online intervention to provide additional literacy exposure to students.				Qlik Course Marks & Credits App		Literacy Events
75									Writing Center
76			Literacy Events		1.4 MS	Student participation and attendance Logs	Literature Keystone
77		Outcome Goal Data Sources	Description: The school will engage in events outside of the regularly ELA class schedule to engage students in literature.				AP Literature
78		Qlik PSSA & Keystone App
79		SchoolNet Early Warning Indicator (EWI)	Writing Center		1.4 MS	Writing center sign in sheets	Literature Keystone
80			To help middle school students improve and develop their writing, students have the opportunity to work with teachers in the library during an assigned writing center time period.				AP Literature
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83			Description:
84			Description:
85		Implementation Action Steps: What are the steps to fully implement the approaches for this area of focus?
86		Date / Frequency of Implementation	Subgroup	Title	Description	Who is responsible for implementation?	Who is responsible to monitor implementation?	Approach
87		3/week	5th grade	Achieve 3000	Achieve 3000 is used in ELA classes roughly 3 times a week, especially to focus on nonfiction texts	Teachers	Principal and Assistant Principal	Achieve 3000 (K-12)
88		Spring	11th-12th Grade	Shakespeare Play	The school takes the upperclassmen to see a Shakespeare play every year	Teachers	Principal and Assistant Principal	Literacy Events
89		Quarter 3		National History Day Program	Students work on projects for National History Day that is run as part of the enrichment program. Students compete for awards .	Teachers	Principal and Assistant Principal	Literacy Events
90		Monthly		Rendell Center	Students take required novels in middle school into court cases that are played out as mock trials	Teachers	Principal and Assistant Principal	Literacy Events
91		Quarterly	10th grade	Pulitzer Center	Journalists come and give presentations to students and work with the English teachers around journalism	Teachers	Principal and Assistant Principal	Literacy Events
92		All year		Literacy and Food	The Philadelphia Free Library does a Literacy and food program that links literacy and comprehension in authentic contexts surrounding recipes and nuitrition	Philadelphia Free Library	Teachers	Literacy Events
93		All year	6th grade, 11th grade, 12th grade	Philadelphia Young Playwrites	Professional actors come into Masterman and work with students to write monologues in a writing workshop that culminates with a performance of the monologues	Collaborators	Teachers	Literacy Events
94		Ongoing		Writing Center Selection	Teachers recommend students to participate in the Writing Center if they need additional literacy support or development.	Teachers		Writing Center
95		All year	Middle school	Writing Center	Two teachers work with high school interns provide writing support in a dedicated room to provide help with academic writing and essays. Support includes both remedial and also general writing enrichment.	Literacy teachers		Writing Center
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106	Goal Focus Area	Outcomes Goals	Evidenced Based Approach		Goal Alignment	Implementation Evidence Sources	Outcome Evidence Sources
107	Goal Focus Area	What year-long goals do you have for this focus area?	What strategy, intervention, etc. will you use to help meet your Priority Goal?		Which year-long goals does this approach help you to achieve?	What data sources will you utilize to measure the fidelity of approach implementation?	What data sources help measure the degree that the approach helps accomplish the outcome goals?
108	Math	1.5 MS: No more than 20% (0.0%) of students will score Below Basic on the Math PSSA	Imagine Math (3-12)		1.5 MS	Imagine Math Usage Data	Quarterly Report Card Grades		Imagine Math (3-12)
109			Description: Imagine Math is used as an online intervention to provide additional literacy exposure to students.				Qlik PSSA & Keystone App		Tutoring
110									Professional Development and Coaching
111			Tutoring		1.5 MS	Tutoring attendance logs	Quarterly Report Card Grades		Multi-Tier System of Supports (MTSS)
112		Outcome Goal Data Sources	Description: The school provide tutoring to connect students with extra help to both develop student engagement and improve their academic learning and skills
113		Qlik PSSA & Keystone App
114		Qlik Course Marks & Credits App	Professional Development and Coaching		1.5 MS	PD Logs	Teacher Observations
115			Description: Teachers receive professional development and coaching to improve their understanding of math concepts, develop their math instructional practice, and receive feedback on their implementation of the teaching program			Carnegie Records
116
117			Multi-Tier System of Supports (MTSS)		1.5 MS	Infinite Campus Gradebook	Qlik Course Marks & Credits App
118			Description: The school uses the MTSS framework to monitor the academic progress of students and to provide a set of progressive tiers of of supports and intervention when students begin to struggle in order to bring them back on track with the academic program.			Teacher created assessments	Infinite Campus Reports
119						Student data tracker
120		Implementation Action Steps: What are the steps to fully implement the approaches for this area of focus?
121		Date / Frequency of Implementation	Subgroup	Title	Description	Who is responsible for implementation?	Who is responsible to monitor implementation?	Approach
122		2 times per week	5th-6th Grade	Imagine Math	Students work on their own pathway through Imagine Math, which is a rostered as a separate class section once a week for 5th grade and twice a week for 6th grade.	Teachers	Principal	Imagine Math (3-12)
123		Daily		math tutoring	Tutoring is provided after school for students struggling in math	5/6 math teachers	math leads	Tutoring
124		Summer		Math Institute	2 teachers are going to the summer math institute	District	Principal	Professional Development and Coaching
125		Monthly		Carnegie Math Coach	Carnegie provides a math coach to help provide the math teachers will better instructional practice support	Carnegie	Principal	Professional Development and Coaching
126		Quarterly		PD for Gifted Students	Professional development for teaching math to gifted and advanced students will be provided for the math teachers	Director of Gifted at 440	Principal	Professional Development and Coaching
127		Quarterly		Faculty Training	The Math lead and math department head conduct turnaround training in which they train the math teachers based on trainings they receive from the school district or state	Math lead and math department head	Principal	Professional Development and Coaching
128		Biweekly		RTII meetings	Teachers look at student data during RTII meetings and identify students for additional support	Counselors	Dean	Multi-Tier System of Supports (MTSS)
129		Ongoing		Dual Enrollment	Students can take math courses and receive college credits through the community college	PCC	Principal
130
131
132
133
134
135
136
137
138
139
140
141	Goal Focus Area	Outcomes Goals	Evidenced Based Approach		Goal Alignment	Implementation Evidence Sources	Outcome Evidence Sources
142	Goal Focus Area	What year-long goals do you have for this focus area?	What strategy, intervention, etc. will you use to help meet your Priority Goal?		Which year-long goals does this approach help you to achieve?	What data sources will you utilize to measure the fidelity of approach implementation?	What data sources help measure the degree that the approach helps accomplish the outcome goals?
143
144			Description:
145			Description:
146
147		Outcome Goal Data Sources	Description:
148			Description:
149
150			Description:
151			Description:
152
153			Description:
154			Description:
155		Implementation Action Steps: What are the steps to fully implement the approaches for this area of focus?
156		Date / Frequency of Implementation	Subgroup	Title	Description	Who is responsible for implementation?	Who is responsible to monitor implementation?	Approach
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176	Goal Focus Area	Outcomes Goals	Evidenced Based Approach		Goal Alignment	Implementation Evidence Sources	Outcome Evidence Sources
177	Goal Focus Area	What year-long goals do you have for this focus area?	What strategy, intervention, etc. will you use to help meet your Priority Goal?		Which year-long goals does this approach help you to achieve?	What data sources will you utilize to measure the fidelity of approach implementation?	What data sources help measure the degree that the approach helps accomplish the outcome goals?
178		Outcome Goal 6
179			Description:
180			Description:
181		Outcome Goal 7
182			Description:
183			Description:
184		Outcome Goal 8
185			Description:
186			Description:
187		Outcome Goal 9
188			Description:
189			Description:
190		Implementation Action Steps: What are the steps to fully implement the approaches for this area of focus?
191		Date / Frequency of Implementation	Subgroup	Title	Description	Who is responsible for implementation?	Who is responsible to monitor implementation?	Approach
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211	Goal Focus Area	Outcomes Goals	Evidenced Based Approach		Goal Alignment	Implementation Evidence Sources	Outcome Evidence Sources
212	Goal Focus Area	What year-long goals do you have for this focus area?	What strategy, intervention, etc. will you use to help meet your Priority Goal?		Which year-long goals does this approach help you to achieve?	What data sources will you utilize to measure the fidelity of approach implementation?	What data sources help measure the degree that the approach helps accomplish the outcome goals?
213		Outcome Goal 7
214			Description:
215			Description:
216		Outcome Goal 8
217			Description:
218			Description:
219		Outcome Goal 9
220			Description:
221			Description:
222		Outcome Goal 10
223			Description:
224			Description:
225		Implementation Action Steps: What are the steps to fully implement the approaches for this area of focus?
226		Date / Frequency of Implementation	Subgroup	Title	Description	Who is responsible for implementation?	Who is responsible to monitor implementation?	Approach
227
228
229
230
231
232
233
234
235
236
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240
241
242
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244
245


1	Focus Area	Outcome Goals	Quarter	Approach Implementation Rating		Greatest Impact	Lifts	Shifts	Gaps
2	Focus Area	Outcome Goals	Quarter	Approach Implementation Rating		Which approach is having the greatest impact on the data result? How does the principal know?	What are the lifts for the above approaches?	What are the shifts and tweaks for the above approaches?	What are the gaps and barriers for the above approaches?
3	Climate	Climate 1: At least 60% (94.0%) of students will attend 95% or more of school days, and no more than 15% (0.0%) of students will attend less than 85% of days.	Quarter 1	Peer Counseling	Meeting	All four approaches have the greatest impacts when working in concert with one another. Peer Counseling is conducted by High School Students who go into Middle School guidance time providing discussion and guidance on curriculum on issues, social media, anti-bullying, peer pressure. The MTSS team meets biweekly to ensure students needing supports receive it before interims and midterms. The school just recently implemented morning time for teachers to meet, discuss student progress, and develop support plans around shared interventions. Mental Health Supports are provided for seniors. They are paired with adults to do a check-in and receive support with anxiety issues. Staff met on Fridays to check in with students (caseload of 5-6 students). Parent workshops are also conducted to support parents with supporting their children with anxiety. Counselors have posted flyers to bring awareness and support for students experiencing symptoms. Diversity: Middle School Diversity Affinity groups (an afterschool club) meet with HS students to discuss issues, work on integrating students This is also a push to build a community as students transition from MS to HS. AACC is an active group that host workshops to discuss issues of race, ethnicity, etc.	Peer Counseling will be sustained and possibly expanded through an Outbound Trip. RTI/MTSS are going to be continued, particularly with morning meetings by grades. Planning to do more workshops for parents on mental health supports. Building on the Affinity groups in MS and continue to host the afterschool program. The school is also on a continued pursuit to diversify faculty. For Mental Health Supports, in January Counselors will give a presentation to parents in an effort to bring awareness to Mental Health issues and provide supports available to students. "Second Step" for MS happens in grades 6th-7th weekly	For grades 6th and 12th, the school will use the RTII/MTSS process to identify students with chronic attendance, as these two grades has the lowest percent of students attending 95% of days or more through November (89.9% and 85.5% respectively). The principal will work with the leadership/date team to review data for each child's case and go deeper to provide individualized supports. Data Dialogues with teachers will be conducted in grades 6th and 12th, including a re-messaging to students of the importance of attendance. Senior seminar will also be utilized to stress the importance of attendance for 12th grade students.	No gaps for this focal area.
4				Multi-Tier System of Supports (MTSS)	Meeting
5				Mental Health Support	Meeting
6				Diversity Programs	Meeting
7		Climate 2: At least 90% (0.0%) of students will have 0 out-of-school suspensions	Quarter 2	Peer Counseling	Sustaining	The strongest element of the school's climate program is bi-weekly RTII meetings attended by the counselors, the deans, the administrators and the nurse. At these meetings cases are managed and ongoing work is done to identify students in need of intervention and match them with needed supports.	The peer counseling program is a very strong element of the school's culture. High school students have been trained, and they provide counseling services to the younger middle school students. This complements the Second Step program administered by teachers and embedded into guidance periods in sixth and seventh grades.	The school has a number of events coming up to maintain engagement and good spirits going into the final stretch of the year. They are having a Spirit Week, and a number of trips are planned. There are also senior project internships in May for the seniors that help to keep them engaged.	The school could use more teachers to support smaller class sizes. The school is also 50% over capacity, and any additional space would be well used and alleviate crowding.
8				Multi-Tier System of Supports (MTSS)	Sustaining
9				Mental Health Support	Sustaining
10				Diversity Programs	Sustaining
11			Quarter 3
12
13
14
15			Quarter 4
16
17
18
19	College & Career Readiness	1.1 HS: At least 75% (99.0%) of 9th grade students will be on track to earn a minimum of 5 quality credits	Quarter 1	College Preparation and Application Support	Meeting	College Prep courses and 9th grade initiative are having the greatest impact. In college prep courses 11th and 12th grade students spend concentrated time completing college applications. Also, 9th grade initiative was restructured because the initial faculty member left. The school revised the 8th period for 9th grades to support them with transitioning into high school. Students are paired with an adult to receive supports and have peer interaction to support one another. MTSS process is utilized to identify students in need of additional supports. Students then have the opportunity to participate in Tutoring supports.	The school will continue to build the 9th grade initiative to ensure it supports 9th grade students with early interventions.The school will continue to work deeply with the college application and access supports. This includes, seniors presenting to juniors as well as nights to support parents with understanding the college application process. SAT courses will be offered to 10th graders in the Spring. The school will continue to follow the plan as outlined.	There are not major shifts for this goal. The school will add additional workshops for parents.	Note: students in grades 11th and 12th are emerging in Qlik with 28.2% and 43% respectively. This may be attributed to courses that are offered for half the year, in which students have not yet received a grade as well as students who are enrolled in college courses and have not received the credit. Follow-up is needed.
20				Tutoring	Meeting
21				Multi-Tier System of Supports (MTSS)	Meeting
22				9th grade initiative	Approaching
23		1.2 HS: At least 95% (99.0%) of 12th grade students will be on track for graduation	Quarter 2	College Preparation and Application Support	Sustaining	The counselors are the backbone of the school's college preparation program. They are deeply involved in all aspects of the college application process. They run weekly seminars on topics such as financial aid and the application process, and also events in which alumni speak with seniors and seniors with juniors to offer guidance and support.	Another major strength is the work that teachers do in running seminar classes in which students work on their resumes and application essays. Students also work on their application essays as juniors in their English classes. The school also runs a writing center staffed by Temple University and a full time teacher, twice a week, to support application preparation.	In the final quarter the focus is on helping juniors prepare for the process they will go through in senior year.	The school purchases a third counselor out of discretionary funds, but would greatly benefit from a fourth.
24				Tutoring	Sustaining
25				Multi-Tier System of Supports (MTSS)	Sustaining
26				9th grade initiative or Options	Sustaining
27		1.3 MS: At least 75% (90.0%) of students will earn As and Bs in all core courses.	Quarter 3
28
29
30
31			Quarter 4
32
33
34
35	Literacy	1.4 MS: No more than 20% (0.0%) of students will score Below Basic on the Reading PSSA	Quarter 1	Achieve 3000 (K-12)	Meeting	For Literacy, all three approaches are working to provide a great impact on students' mastery of standards. Achieve 3000 is used for 5th grade students at a minimum of once/week for students needing supports with literacy. Literacy Events are conducted for 10th graders to participate in National Day of history and other competitive events related to literacy. For the Writing Center the school partners with Temple University Writing Center where Masterman Students participate as writing fellows twice/week. The school also has a VISTA who help build the partnership with Temple to strengthen the literacy approach.	The school will continue to build the current literacy approaches using Achieve 3000 throughout the year, NHD until the Spring, and the Rendell Center for Mock trials. Students also participate in the journalism organization conducted by the Pulitzer Center.	None.
36				Literacy Events	Meeting
37				Writing Center	Meeting
38
39			Quarter 2	Achieve 3000 (K-12)	Sustaining	Instruction is really the core strength of the school's program. The teachers have created writing expectations that are articulated across grade levels, and have regular department meetings and inter-visitations that give teachers the opportunity to learn from each other.	Achieve 3000 is used in fifth grade, and it supports students' ability to read non-fiction text and draw textual evidence to support claims. This is an important literacy standard in fifth grade and use of this intervention helps to ensure that students are in the best possible position for future success.	In the final part of the year, fifth and sixth grade students take part in a workshop with Philadelphia Young Playwrights. They work with the students to create monologues that they perform in the classroom, and in a competition at Temple at the end of the year.	The school would like to have more space for the writing center, and more teachers to enable smaller class sizes.
40				Literacy Events	Sustaining
41				Writing Center	Sustaining
42
43			Quarter 3
44
45
46
47			Quarter 4
48
49
50
51	Math	1.5 MS: No more than 20% (0.0%) of students will score Below Basic on the Math PSSA	Quarter 1	Imagine Math (3-12)	Meeting	Imagine Math is used for 5th and 6th grade students. Carnegie Math Coach comes one per month, providing structured PD in cohorts to support with differentiated instruction for gifted kids. Faculty receive training and supports through PLS and Coaching. Tutoring is on-going through National Honors Society. Students are paired with Math Tutors as well as participating in the school Math club "Math counts" which are facilitated Math meetings. The MTSS team meets bi-weekly to identify students with additional supports and provide a plan of intervention: tutoring, small groups by subject area. The Dean is present to help bridge the gap. The approaches have supported with greater student mastery and growth with math concepts.	PD and Coaching is on-going. The school will continue to work with Carnegie for staff coaching supports. Tutoring is also on-going using Imagine Math as the intervention/enrichment tool.	For Math, the school will focus on sub-groupings by grade, gender, race/ethnicity in addition to whole school progress.
52				Tutoring	Meeting
53				Professional Development and Coaching	Meeting
54				Multi-Tier System of Supports (MTSS)	Meeting
55			Quarter 2	Imagine Math (3-12)	Sustaining	The strongest element of the school's math program is the professional development offered by the district. This is especially true in the younger grades. The school also has a strong program of classroom intervisitation that supports and reinforces the implementation of professional development.	Imagine Math is used by students 1-2 times a week to get additional support tailored to their needs based on an adaptive assessment that they take at regular intervals.	Following PSSA's, students will continue their program in preparation for next year.	In addition to more teachers to allow smaller class size and more common planning time, the school would like to implement more professional development. It would also be helpful to have more technology including Chromebooks and funding for class sets of TI-Nspire calculators.
56				Tutoring	Sustaining
57				Professional Development and Coaching	Sustaining
58				Multi-Tier System of Supports (MTSS)	Sustaining
59			Quarter 3
60
61
62
63			Quarter 4
64
65
66


1	Goal Focus Area	Outcomes Goals	Progress Monitoring Action Steps: What are the steps to monitor progress toward each area of focus?
2	Goal Focus Area	What year-long goals do you have for this focus area?	Date / Frequency of Monitoring	Title	Description	Who is responsible for monitoring?	Approach (if applicable)
3	Climate	Climate 1: At least 60% (94.0%) of students will attend 95% or more of school days, and no more than 15% (0.0%) of students will attend less than 85% of days.	Monthly	RTII meetings	During the monthly RTII Meetings, the team reviews attendance and academic data	Deans/counselors
4		Climate 2: At least 90% (0.0%) of students will have 0 out-of-school suspensions
5
6
7		Outcome Goal Data Sources	Monthly	RTII Meeting	The RTII team conducts progress monitorings of climate data. This year, they will focus particularly on late arriving students	Counselors/Deans
8		Qlik Climate Matters App
9		Qlik Climate Matters App
10		SIS
11		Scholarchip
12
13
14
15	Goal Focus Area	Outcomes Goals	Progress Monitoring Action Steps: What are the steps to monitor progress toward each area of focus?
16	Goal Focus Area	What year-long goals do you have for this focus area?	Date / Frequency of Monitoring	Title	Description	Who is responsible for monitoring?	Approach (if applicable)
17	College & Career Readiness	1.1 HS: At least 75% (99.0%) of 9th grade students will be on track to earn a minimum of 5 quality credits	quarterly	Qlik Review	Quik Data and report card review	counselor
18		1.2 HS: At least 95% (99.0%) of 12th grade students will be on track for graduation	montly	RTII meetings	RTII meetings	counselors and dean
19		1.3 MS: At least 75% (90.0%) of students will earn As and Bs in all core courses.	quarterly	Gradebook review	Gradebook reports for grades	roster chair
20			Annually	Service Progress Monitoring	NHS sponsor and a committee of teachers review student academic and service progress	NHS Sponsor
21		Outcome Goal Data Sources	Quarterly	Quarterly Report Card Review	Review report card grades quarterly	Principal, AP, Deans, Counselors, Teachers
22		Qlik Course Marks & Credits App	Quarterly	AP/SAT Review	Review previous AP and SAT scores	Administration, teachers and counselors
23		Quarterly Report Card Grades
24
25
26
27
28
29	Goal Focus Area	Outcomes Goals	Progress Monitoring Action Steps: What are the steps to monitor progress toward each area of focus?
30	Goal Focus Area	What year-long goals do you have for this focus area?	Date / Frequency of Monitoring	Title	Description	Who is responsible for monitoring?	Approach (if applicable)
31	Literacy	1.4 MS: No more than 20% (0.0%) of students will score Below Basic on the Reading PSSA	quarterly	Achieve 3000	Data review of Achieve 3000	Literacy Teacher
32			quarterly	Report card review	Review report card grades	Counselor
33			monthly	RTII Meetings	In RTII Meetings, the team will review data to identify and progress monitor students who are struggling with literacy	Dean
34
35		Outcome Goal Data Sources
36		Qlik PSSA & Keystone App
37		SchoolNet Early Warning Indicator (EWI)
38
39
40
41
42
43	Goal Focus Area	Outcomes Goals	Progress Monitoring Action Steps: What are the steps to monitor progress toward each area of focus?
44	Goal Focus Area	What year-long goals do you have for this focus area?	Date / Frequency of Monitoring	Title	Description	Who is responsible for monitoring?	Approach (if applicable)
45	Math	1.5 MS: No more than 20% (0.0%) of students will score Below Basic on the Math PSSA	9/1/18-6/1/19	Report Card Review	Review report card grades	Dean
46			9/1/18-6/1/19	RTII Meetings	In RTII Meetings, the team will review data to identify and progress monitor students who are struggling with Math	counselors
47			September-October	PSSA Review	Review PSSA scores	principal
48
49		Outcome Goal Data Sources
50		Qlik PSSA & Keystone App
51		Qlik Course Marks & Credits App
52
53
54
55
56
57	Goal Focus Area	Outcomes Goals	Progress Monitoring Action Steps: What are the steps to monitor progress toward each area of focus?
58	Goal Focus Area	What year-long goals do you have for this focus area?	Date / Frequency of Monitoring	Title	Description	Who is responsible for monitoring?	Approach (if applicable)
59
60
61
62
63		Outcome Goal Data Sources
64
65
66
67
68
69
70
71	Goal Focus Area	Outcomes Goals	Progress Monitoring Action Steps: What are the steps to monitor progress toward each area of focus?
72	Goal Focus Area	What year-long goals do you have for this focus area?	Date / Frequency of Monitoring	Title	Description	Who is responsible for monitoring?	Approach (if applicable)
73		Outcome Goal 1
74
75
76		Outcome Goal 2
77
78
79		Outcome Goal 3
80
81
82		Outcome Goal 4
83
84
85	Goal Focus Area	Outcomes Goals	Progress Monitoring Action Steps: What are the steps to monitor progress toward each area of focus?
86	Goal Focus Area	What year-long goals do you have for this focus area?	Date / Frequency of Monitoring	Title	Description	Who is responsible for monitoring?	Approach (if applicable)
87		Outcome Goal 1
88
89
90		Outcome Goal 2
91
92
93		Outcome Goal 3
94
95
96		Outcome Goal 4
97
98