SCHOOL PROGRESS PLAN - Bear Creek Elementary Schoolbearcreekes.bcps.org/UserFiles/Servers/Server_150763/F… · Web viewThe purpose of this School Progress Plan ... ROOT CAUSE ANALYSIS

“Creating a culture of deliberate excellence for every student, every school, every community.”

School Progress Plan forContinuous School Improvement: Raising the Bar and

Closing Gaps

BEAR CREEK ELEMENTARY School

Submitted by

_______CHERYL THIM_________ _____________________ Signature of Principal Signature of Executive Director

______________________ Date

Office of Performance Management Office of the Community Superintendents Last Template Revision: June 2016

BALTIMORE COUNTY PUBLIC SCHOOLS (Bear Creek Elementary ) (June 16, 2017

IntroductionThe purpose of this School Progress Plan (SPP, or the “plan”) document is to establish what the school will do to raise the academic achievement of all its students and to address the needs of students who are at-risk academically and/or currently underperforming. The plan identifies specific strategies in the areas of climate, mathematics, and reading that the school intends to implement in the coming year. The plan also specifies strategies, as applicable, that will be used to promote parent involvement and incorporate Title I components, as required by federal and state law.

School Performance Indicators and TargetsSection Purpose: BCPS is committed to the use of academic and school climate data to assess school performance and progress towards the attainment of the goals established in its 5-year strategic plan, Blueprint 2.0. Student progress in reading and mathematics for the elementary and middle school grades is measured by the Measures of Academic Progress (MAP) assessment. Similarly, progress in high school is measured by graduation requirements, such as results on the Maryland High School Assessments (HSA), as well as graduation and dropout rates, SAT participation and scores. Both MAP and HSA are aligned with the college and career-ready standards. Climate is measured by performance on certain indicators such as suspension, attendance, and stakeholder (i.e. student, parent, and staff/teacher) perception survey.

Each school is measured against its own goals and must work to strengthen academic growth and achievement for all students. Therefore, the plan begins with an assessment of the key academic and climate performance indicators noted below. Schools will use actual data for 2016-2017 for these indicators to determine goals and targets for the 2017-2018 school year. The school’s performance relative to the targets should lead to conversations about any gaps in performance and potential causes. By identifying a root cause, schools can then establish goals that ensure that any gaps in performance can be eliminated in the future.

Climate Mathematics Reading2017

Actual2018

Target2017

Actual2018

Target2017

Actual2018

Target

Elementary

Attendance

Suspensions

93.7 94 MAP Growth 69.7 70 MAP Growth

Percentage of G3 Students at or above the 50th Percentile based on Fall MAP in Reading

60.3%

50%

70%

60%

Middle

Attendance MAP Growth MAP Growth

Suspensions Algebra I Completion by G8 with a “B” or better

High Attendance

Suspension

Graduation Rate

SAT Participation SAT Participation

Office of Performance Management Office of the Community Superintendents Last Template Revision: June 2016 2


Climate Mathematics Reading2017

Actual2018

Target2017

Actual2018

Target2017

Actual2018

TargetDropout Rate Mean SAT Score Mean SAT Score

Comprehensive Needs AssessmentData Analysis

Section Purpose: In this section, a comprehensive assessment of the entire school is reflected based on analysis of the academic and climate data noted previously as well as additional data available in schools, including, but not limited to, the results of curriculum-based assessments, grades, teacher observation/evaluation, and homework/quizzes.

Schools: Use the DATA ANALYSIS WORKSHEET to prepare this section.

Analysis Questions Climate Mathematics Reading

1. What do the data indicate about overall student performance?

Attendance 93.67

Student climate surveys- 23% of all students grades 3-5 feel they “don’t belong” or “just a little”

30% of all students grades 3-5 have some difficulty getting help from adults.

43% of all students feel disrespected once in awhile or most of the time by other students.

57% of all students are not confident or slightly confident they will remember what was learned.

37.5% are only slightly or NOT confident in

Growth 69%

Achievement is 44.52%

Growth 60%

Achievement is 51.29%



challenging work.

2. What performance gaps exist for subgroups of students? Identified below are those subgroups with the largest gaps.

Subject/Grade Level Intermediate attendance is higher than primary

Climate gaps between primary and intermediate.

1.9/2.0 (95% of primary students like school.

95% of primary students believe teachers care about them.

75% of gr 3-5 are excited about school.

76% of gr 3-5 think teachers are genuinely concerned about them.

Grade 4 growth (55.8)

Intermediate growth compared to primary is a gap

Intermediate achievement compared to primary is a gap

Grade 4 growth 54.5

Grade 2 growth 45.8

Intermediate growth compared to primary is a gap

Intermediate achievement compared to primary is a gap

Race/ethnicity Black students and two or more races have the lowest attendance with 91.4 and 92.1 compared to white- 94.2

Black students compared to white growth is commensurate

Black students achievement compared to white (Bl=33.3 compared to white 47.7)

Black students compared to white growth is commensurate

Black students achievement compared to white is a gap (Bl=33% at 50th%tile W= 48%)

Students participating in Advance Academics One Black student ID in Advanced Academics

GT Y= 80% growth GT Y= 55% growth



Students receiving special education services 92.6% SE students math growth = from 46.9 to 65.1

Achievement is significantly lower than Non SE students across 3 yrs… SE= 22.9, 16.7, 12.2%

SE students reading growth is a gap compared to non- SE SE= 46.5

SE achievement is a significant gap SE= 38.5% at 50th %tile

Students participating in the Free and Reduced Meals program

93.3 FARMs growth 66.3

FARMS N=79.6%

Achievement FARMS 42% -compared to NFarms =48%

FARMS growth Y=59.2

FARMS N=63.6

Achievement FARMS 48% -compared to NF=49%

Gender No gap in male/female attendance (males 93.6, females 93.8)

Gaps in students surveys-18% of students are NOT excited to come to school, 69% of them are males.

Males rate “belonging, relationships with teachers, confidence in getting help, value in learning and respect” indicators more negatively than females.

12/19 students who feel they do NOT belong are males

Male students achievement in math across 3 years is a gap m=35.2, females=43.6

Male students achievement compared to females across 3 years M= 48.4 and F=54.3

Males at 50th %tile=31

Females at 50thtile = 68.6

Students receiving English language services 96.6 16% of EL students at 50th tile

8% EL students at 50th tile



Identification of Priority Needs

Section Purpose: This section identifies the priority needs of the school, based on an analysis of the data and underlying causes. Priority needs are opportunities that the school has identified to close achievement gaps for targeted groups of students and to raise the academic bar for all students. If the root cause is properly identified and addressed through the implementation of appropriate strategies, the issues or gaps in student performance will be eliminated or mitigated in the future.

Schools: Use the ROOT CAUSE ANALYSIS WORKSHEET to facilitate dialogue about possible root causes for the priority areas of climate, mathematics, and reading.

Priority Need Based on Data Root Cause

The greatest need for the priority area of climate is:in students’ sense of belonging and relationships with one another and adults.

Climate- Stakeholder and internal students’ surveys. Engage, establish and maintain healthy student to student and student to teacher relationships.

30% of all students grades 3-5 have some difficulty getting help from adults. 24% of all students grades 3-5

43% of all students feel disrespected once in awhile or most of the time by other students.

57% of all students are not confident or slightly confident they will remember what was learned.

37.5% are only slightly or NOT confident in challenging work.

The root cause of the performance issues or gaps in climate is:

School is not engaging and relevant for ALL students-particularly intermediate level and male students. Despite attendance incentives and interventions, attendance continues to fall. Student climate surveys- 23% of all students grades 3-5 feel they “don’t belong” or “just a little” Although primary students are generally satisfied with school, their attendance falls below intermediate grades (Pk, k, and 1)

Students do not feel excited to come to school- 32 students or 19% of all intermediate students claim they “never want to come to school.” And 69% of these 32 are males.

The greatest need for the priority area of mathematics is:Foundational skills. The root cause of the performance issues or gaps in mathematics is:All student groups are NOT mastering foundational skills because we are not effectively differentiating whole group to small group/individual needs and we are not maximizing all of the instructional resources including technology and time for individuals. Students are not consistently provided with visual tools and time to work with manipulatives to support, model or explain their reasoning and thinking.



The greatest need for the priority area of reading is:Foundational skills The root cause of the performance issues or gaps in reading is:Phonics instruction has not been explicit, and systematic and held to the allocated time. Explicit phonemic instruction, phonics and word study instruction have not been consistent and differentiated and application activities need to ensure that all activities are purposeful and rigorous to the students’ word study needs



Vision and Mission

Section Purpose: Having a shared vision and mission for a school is key to improving its effectiveness. A vision is a clear statement of the shared values of the school community. A mission statement is typically a more detailed description of the general purpose of and goals for the school. The vision and mission together create a powerful framework for monitoring how well a school is doing against its commitments to students and the community. The goals or objectives identified in this school progress plan for the next school year reflect the vision and mission of the school.

School Vision StatementEngaging students today, Leaders for tomorrow.

School Mission StatementWe believe it is imperative to create a caring, competent, quality student centered learning environment for every learner, every day. We commit to critically evaluate the results of our work through equity, focus and commitment, in order to build our capacity to grow globally competitive students and future leaders.



Goals, Strategic Initiatives, Key Actions, and Professional Learning Selections

Section Purpose: In this section, goals are determined based on the priority needs identified during data analysis and are aligned with the goals established in Blueprint 2.0. Goals are Specific, Measurable, Achievable, Relevant, and Timely (SMART) and describe the objectives for improved student performance which can be monitored for progress and reported on a regular basis. The goals that are identified for this school progress plan will address the root cause of the issues or gaps in performance in the areas of climate, mathematics, and reading.

This section also captures the strategic initiatives, key actions, and professional learning that will be implemented in order to accomplish the goal. Specific strategic initiatives identify what the school intends to do instructionally to 1) improve performance for all students, based on best practice research and evidenced by the observable behaviors of teachers and staff and 2) meet the needs of historically underserved populations or low-performing subgroups of students. Key actions are the specific activities or tasks that must occur to ensure that the strategic initiatives are implemented. Key actions should consider activities that might need to involve parents, schedule changes, additional staffing, etc. The school must also sufficiently plan for professional learning that builds capacity in teachers and staff to accomplish the goals of the plan. The professional learning plan identifies high-quality professional learning activities that are ongoing and use data to support the effectiveness of the learning and its impact on student achievement.

Schools:Schools should reference the training and resources on the Office of Performance Management intranet site for examples and guidance on the development of goals, strategic initiatives, key actions, and professional learning.


https://intranet.bcps.org/offices/accountability/performance-mgmt.html


Goal [What goals for raising the bar and/or closing the gap will be achieved in order to create a positive school climate that supports improved student performance?]: Decrease percentage of students in grades 3-5 who are “Never excited to come to school” from 19 % to zero on .

Strategic Initiatives [What will be done instructionally to accomplish the goal?]:

To support a safe and secure environment, develop the ability to make constructive and respectful choices about personal behaviors and social interactions.

Develop the ability to recognize and regulate emotions and thoughts and their influence on behaviors.

Develop the ability to engage, establish and maintain healthy student to student and student to adult relationships.

ILO

1.0, 2.06.2 and 6.38.0

Title I Components1 Comprehensive needs assessment, 3 Highly qualified teachers 6 Parent involvement

Key Actions [What specific activities must take place in the classroom to implement the strategic initiatives?]

Completion Date(s)[When will the key action occur?]

Persons Responsible[Who will make sure that the key action is completed successfully?]

Observable Evidence of Teaching and Learning[What observable teacher and student behaviors in the classroom will demonstrate implementation of the key action?]

Documentation/Data[What documentation or data, quantitative and qualitative, will be reviewed as evidence of the change in teaching and learning?]

Key Action 1:Implement Restorative Practice strategies (Justice circles, class meetings and virtues language) to teach students the importance and acceptance of interpersonal boundaries and respect to improve student to student and/or student to adult relationships.

Back to school-teacher

inservice and ongoing

SPP Focus Strands

Leah Scarafile, Caitlyn McGing

and PBS committee.Teachers

Teachers will teach, model, and embed the importance of interpersonal boundaries and respect through explicit instruction, class meetings, restorative circles, and explicit planning and implementation of the Virtues Language.

Students will demonstrate respectful student to student and student to adult interactions.Students will earn and use bear paws as a result of acknowledgment of respectful behaviors.Students will seek adult support and

Referral dataClassroom observationsData- walk through look

fors,



Teachers will acknowledge and reinforce respectful student to student and/or student to adult interactions through systematic implementation of PBIS and Virtues Language. Teachers will acknowledge and respect students with genuine care and support.

assistance.

Key Action 2: [Climate Key Action 2]Teaching (teacher behaviors):

Learning (student behaviors):

Key Action 3: [Climate Key Action 3]Teaching (teacher behaviors):


Climate

Climate

Professional Learning Plan [What professional learning will teachers and staff need?]

Outcome(s) Learning Communities Learning Resources



[What is the desired result of the professional learning?]

ILO

[Which instructional leadership outcomes

will be addressed?]

Leadership

[Who will be responsible for the

design and/or delivery of the

learning?]

[Who will receive the professional learning? Differentiate groups of

learners as appropriate and necessary.]

Designs

[How will this be delivered?]

[What human, technological,

fiscal, and time-related resources

are needed?]

ImplementationDocumentation

[When will the professional learning be implemented? How

will feedback be provided?]

All teachers will implement the PBS plan using an equity lens

2.06.2 and 6.38.0

AP and PBS committee

New teachers- NTOReturning teachers- (sustaining initiative) Back to School PD

NTO and B-S PD

Time, EYE pay for STAT to provide new teacher PD

Back to school and ongoing. Back to school surveys and monthly data reviews- disaggregated to monitor equity

All teachers will implement Restorative Practices- (Justice circles and virtues languageEvery Monday or first day of week, one additional day and after holidays)

2.06.2 and 6.38.0

AP and PBS committee

All teachers and staff- (grades 2-5)Back to School PD-Piloting

Back to School PD

TimeRestorative Handbook purchased for teacher leaders

Back to school and ongoing-weekly and periodic feedback from parents, PIP and compact, and parent, teacher, students surveys at end of year.

Teachers in Pk and K will implement Conscious Discipline

2.06.2 and 6.38.0

BCPS curriculum offices

Pk and K teachers- Piloting Curriculum and summer PD

Time and attendance at PD sessionsCurriculum.

September PD, teacher feedback, referrals and attendance data, parent and student surveys at end of year.

Leadership team will learn the 7 Power Tools for mitigating effects of poverty and find opportunities to increase vigorous activity, particularly for male students.

1 Amin team and Core Leadership

Core leadership and behavior specialists-

Exploration and Inquiry teams and book study, Beyond Poverty

Text- Teaching with Poverty in Mind

Faculty inquiry teams-monthly



Goal [What goals for raising the bar and/or closing the gap will be achieved in order to improve student academic performance in mathematics?]: Math Growth will increase to 70%. (Math achievement will increase to 50%).


Develop strong foundational skills in mathematics through systematic, explicit instruction that addresses the level of rigor (conceptual understanding, procedural skill and fluency, application) of the mathematics standards.

Develop students’ ability to express their reasoning about mathematics through written and spoken communication.

Develop students’ ability to apply their understanding of mathematical concepts and skills to solve real-world problems.

ILO 2.0 3.0, 4.0, 5.0, 6.0, 7.0

Title I Components 1249


Completion Date(s)[When will the key action occur?]

Persons Responsible[Who will make sure that the key action is completed successfully?]


Documentation/Data[What documentation or data, quantitative and qualitative, will be reviewed as evidence of the change in teaching and learning?]

Key Action 1:Teachers will utilize research informed instructional strategies to design effective first, responsive instruction.

August-June 2018

Classroom teachers, STAT, administrative

team

Teachers will design lessons that develop concepts from concrete to representational/pictorial)Teachers will use a variety of manipulatives to model and represent

Students will solve problems using manipulatives or pictorial representations.Students will be able to explain how they solved problems using manipulatives, pictures and

Informal observation data- look fors, reflecting use of manipulatives and teacher explanations.



numbers.Teachers will make explicit connections between representations(words, numbers, pictures, and symbols) Teachers will explicitly model and teach (explain) their thinking using the visuals and models.

models. Students will be able to explain how varying models represent the same equation, value, etc…using visuals and tools such as sentence stems, math talk.

Key Action 2:[Mathematics Key Action 2] Teaching (teacher behaviors):


Key Action 3: [Mathematics Key Action 3]Teaching (teacher behaviors):


Mathematics



Mathematics

Professional Learning Plan[What professional learning will teachers and staff need?]

Outcome(s)


ILO


will be addressed?]

Leadership



learning?]

Learning Communities

[Who will receive the professional learning? Differentiate groups of learners

as appropriate and necessary.]

Learning Designs


Resources

[What human, technological, fiscal,

and time-related resources are

needed?]




Teachers will use consistent visuals across grades, language, concept and content vocabulary with math content.

2.4 Effective PLC4.07.0

STAT and admin, teacher leadership corps

Math teachers across grade levels for example 1-2, 2-3, 3-4 and 4-5 will work together to develop consistent language and visuals to support student learning.

Teachers will participate in vertical teams and Inquiry teams.

Vertical Team meetings- ½ day with STAT and substitutes, Monthly PD strand after school. The Common Core Mathematics Companion: The Standards Decoded, Grades k-2 and 3-5

Throughout the year-unit based and/or Monthly SPP Focus PD strand

Teachers will explicitly teach with and use manipulatives and build learning from concrete to more abstract using ongoing formative assessment and summative assessment data

3.0, 4.0, 5.0, 6.0,

STAT and admin and teacher leader corps

Grade level teams-will backmap units by reflecting on data and identifying the learning progressions including the appropriate manipulatives.

Teachers will meet collaboratively by unit to plan using Summative Assessment to guide instruction.

Math curriculum, envision Materials, Investigations, and manipulatives

Throughout the year and at the beginning/end of math units.

Teachers will use math Talk sentence stems for modeling and supporting students with explaining their problem-solving

4.07.0

STAT-leadership corp

All math teachers will participate in the Sentence Stems/ MATH talk PD

Whole group/grade levels-

Math online PD 2016

We will revisit this PD at our Back to School meetings.



Goal [What goals for raising the bar and/or closing the gap will be achieved in order to improve student academic performance in Reading/English Language Arts?]: Increase reading growth from 60% to 70%.


Develop strong foundational skills in literacy through systematic, explicit instruction in the areas of phonemic awareness, phonics, vocabulary and fluency.

Deepen comprehension of complex text through collaborative conversation and higher levels of questioning.

Effectively communicate content knowledge and ideas through evidence based writing for a range of tasks, purposes and audiences.

ILO2,3,4,5,6,7,9

Title I Components12489


Completion Date(s)[When will the key action

Persons Responsible[Who will make sure that the key action is


Documentation/Data[What documentation or data, quantitative and qualitative, will be reviewed as evidence of the



occur?] completed successfully?]

change in teaching and learning?]

Key Action 1:Teachers will administer assessments using the assessment framework to identify students’ literacy deficits.

September through June

2018

Teachers, STAT, Rd

Spclist, Admin

Teachers will administer literacy assessment for students using the Assessment Framework in order to identify deficits. Teachers will progress monitor and meet with grade levels and with coaches to analyze data and engage in discourse.

Students will be engaged in small group instruction

based on their instructional needs.

Students’ instructional levels will increase at

appropriate rates.

Assessment Framework and corresponding Data Collection and Progress monitoring on the shared

server)Including

F and P Assessments,

Coaching feedback, informal observations –

walk throughs

Key Action 2: Teachers will provide daily opportunities for students to engage in phonological and phonemic awareness activities (k-2)

October through June

Teacher coaches,, STAT,

Rd Spclist, Admin

Teachers will use the phonologic continuum to appropriately plan for instruction. Teachers immerse students in oral language by providing students with songs, nursery rhymes, poems etc…

Students use hands on materials/manipulatives to engage in whole group and applied practice activities to strengthen phonological awareness skills.Students engage in activities that include multiple modalities that develop an increase in their phonological awareness skills.

DIBELS k-2 and progress monitoring

results.

Informal observation evidence of data used to

inform small group-targeted instruction in

phonics



Teacher administer phonological awareness screenings to determine student’s needs. Teachers routinely progress monitor students’ performance.

Key Action 3: Teachers provide explicit and systematic instruction in phonemic awareness and phonics including decoding, encoding, syllable types, and sight words aligned with the CCSS.

October-June Teachers model clear expectations of skill/strategy and gradual release of responsibility.Teachers provide daily opportunities for students to orally manipulate sounds. Teachers provide activities to increase word reading fluency, decoding and sight words.Teachers differentiate instruction to

Students engage in hands on materials/manipulatives including multiple modalities.Students engage in small flexible groups.Students demonstrate familiarity with routines for small group instruction.

Class data sheets-including Online data

collection with progress monitoring, evidence of

data used to inform small groups,

Informal observational data.



meet the needs of students varying proficiency levels.

Reading/Language Arts

Reading/Language Arts

Professional Learning Plan[What professional learning will teachers and staff need?]

Outcome(s)


ILO


will be addressed?]

Leadership



learning?]

Learning Communities

[Who will receive the professional learning? Differentiate groups of

learners as appropriate and necessary.]

Learning Designs


Resources

[What human, technological, fiscal,

and time-related resources are

needed?]




Teachers will implement the phonics/word study block using the allocated time frames and planners.

3.0, 4.0, 5.0, 9.0

Admin, Reading specialist, STAT, and teacher leaders/coaches/sp educators

All teachers of ELA, special educators, Title I staff.

All teachers will be provided with an explicit schedule and coaching resources.

Time and EYE/Title I funds for planning of scheduling and PD,Title I Staff- .9 teacher and 1.0 IA.

September- Back to School initial PD and ongoing during the first semester. Informal feedback provided by coaches and admin. Session 1

Teachers will be coached in administering additional literacy assessments (Wonders, DIBELS, Phonics, Spelling, F&P)

4.0, 5.0 Admin, Reading specialist, STAT, and teacher leaders/coaches/sp educators

All teachers of ELA, special educators, Title I teacher

All ELA teachers will receive PD and coaching in how to administer additional literacy assessments.

Time and EYE/Title I funds for planning of scheduling and PD,

September-Oct Back to School PD and ongoing during first semester and Session 2 of ELA PD-informal feedback gathered by coaches and admin.

Teachers will use data to 3.0, 4.0, 5.0 Admin, Reading All ELA teachers All ELA Time for teacher Ongoing- Oct-June



inform flexible, targeted, small group instruction in phonological awareness (k-2) and phonemic awareness and phonics. K-5

specialist, STAT, and teacher leaders/coaches/sp educators

teachers will receive PD and coaching in the use of data to inform small group instruction.

collaboration and data analysis.

Sessions 2 and 3 of ELA PD

Teachers will analyze and ID appropriate phonics/phonemic awareness activities and word study activities and provide differentiated instruction

3.3 4.05.0

Admin, Reading specialist, STAT, and teacher leaders/coaches/sp educators

All ELA teachers organized into cohort groups and matched with a coach.

All ELA teachers will receive B-S PD in Foundational Skills and purpose driven activities.

Teachers will participate in Grade level meetings throughout the year and including Inquiry based PD at monthly meetings.

Coaching schedule and time for collaboration, feedback and data analysis.

Beginning October-Nov Sessions 3, 4 and ongoing coaching and PD with feedback from coaches to teachers and teachers to coaches, informal observations and formal observations.

For Title I Schools Only

Title IComponents Required Title I Actions

Timeline [When will the action be

completed?]

Resource Staff[Who will be responsible

for the design and/or delivery of the

learning?]

Monitoring Effectiveness

[What data will be collected to monitor effectiveness

or document completion?]



For Title I Schools Only

4 Implement strategies to attract teachers

who meet applicable state certification and licensure requirements.

August and September C Thim, Principal Current Staffing reports

5

Dissemination of Right to Know Letter informing parents of their right to request information regarding professional qualifications of teachers and paraeducators)

August and September C Thim, Principal Parent news letter, website, Back to School parent handbag.

6

Plan for assisting students in the transition to elementary, middle or high school programs (Preschool to Kindergarten, Grade 5 to Grade 6, or Grade 8 to Grade 9)

September- ongoing for new students

CThim, Jennifer Maddox, k teachers, Guidance Gradual Entry to Pk and K, early orientation to grade 6, and new student orientation

Newsletters, sign in sheets, Behavior handbook documentation



School Progress Team Membership

Name Title Signature of Stakeholder

Cheryl Thim Principal

Leah Scarafile Assistant Principal

Kim Rahnis Teacher-K

Wendy Grieco S.T.A.T. Teacher

Erica Blouin Teacher

Kim Campbell Reading specialist

Sheena Hershey Teacher

Shawn Masters Parent

Melissa Moser Parent

Student

Joyce Maslyk Wellness Representative

Emma Cabrera Teacher

Jackie Price Teacher

Kristy Caron Teacher

Jill Mayotte Teachers

Cara Sheppard Library Media Specialist

Office of Performance Management Office of the Community Superintendents Last Template Revision: June 2016

22

Documents

SCHOOL PROGRESS PLAN - Bear Creek Elementary Schoolbearcreekes.bcps.org/UserFiles/Servers/Server_150763/F… · Web viewThe purpose of this School Progress Plan ... ROOT CAUSE ANALYSIS