BALTIMORE COUNTY PUBLIC SCHOOLS
School Progress Plan for Continuous Improvement of School Performance
PRIORITY AREA 1—Reading/English Language Arts:
Priority Area 1—Reading/English Language Arts Target:
Grade KG-5 students will maintain a 50% growth score in 2015 according to MAP data.
Theory of Action
Owner
(Key Actions/High-Impact Strategies to be implemented.
Address by student subgroup. Title I schools must add
Title I Components to each Key Action, as appropriate.)
(Person(s) Leading
Implementation,
Monitoring, and
Evaluation)
Identify and Select Key Actions that address the needs of students, parents
and teachers. Key actions must reflect the following:
 A clear focus on equity and cultural competencies
 High expectations for staff and students
 High impact actions, including timely and effective assistance, leading to
progress of all student groups
 Alignment between targets and key actions
 Research-based instructional strategies
 Monitoring implementation and analyzing results
 Data analysis for decision making
 Follow-up actions based on data analysis
 Parent/guardian and community engagement
 Communication of plans, processes, and results with stakeholders
Key Action 1
Students will have opportunities for
differentiated instruction to meet
individual their needs.
ILO
Key Action 2
Students will be engaged in formal
and informal assessments.
ILO
3.0
4.0
5.0
Office of Performance Management
Office of the Assistant Superintendents
Title I
Components
Title I
Components
Instructor, Special
Educator,
Resource
Teachers,
Classroom
Teachers
Instructor, Special
Educator,
Resource
Teachers,
Classroom
Teachers
Timeline
Measures of Success
(Indicate specific
dates whenever
possible)
(Formative and summative
data, data analysis, and
dialogue to monitor
progress, determine
results, and make
adjustments.)
(Use specific
dates whenever
possible.)
(Identify specific data
sources, participants, and
communication of
monitoring results.)
Ongoing
Culminating Events, MAP,
Classroom Observations,
Student Work Samples,
Anecdotal Evidence
Classroom Assessments
Ongoing
Culminating Events, MAP,
Classroom Observations,
Student Work Samples,
Anecdotal Evidence
Classroom Assessments
1
Necessary Shifts to
Implement the
Key Actions
(Identify actions that
are no longer priorities
that can be altered or
removed. Identify
barriers to success that
can be removed.)
Implementation of
small groups
Implementation of
small groups
BALTIMORE COUNTY PUBLIC SCHOOLS
School Progress Plan for Continuous Improvement of School Performance
Key Action 3
(Off Track Grade 1 & 4 Students)
Ensure scaffolding opportunities
for struggling learners through
warm-up activities, small group
instruction and during transitions.
Key Action 2
(Consider highimpact
strategies to
benefit all
students)
ILO
Title I
Components
4.0
(Use leading data to monitor key actions on at least a quarterly
basis in order to make adjustments)
Quarter 1

Culminating Events, MAP,
Classroom Observations,
Student Work Samples,
Anecdotal Evidence
Classroom Assessments
Ongoing
Implementation of
small group pathways
ILO
Quarterly Review Cycle








Instructor, Special
Educator,
Resource
Teachers,
Classroom
Teachers
Culminating Events
MAP
Diagnostic Events
Formative Assessments
Pre-Assessments
Wonders Placement Assessments
Anecdotal Evidence
Summative Assessments
Classroom observations (formal and informal)
Monitoring and Adjustments
(Implementation status and data-based changes resulting from
data analysis and dialogue. Identify specific data sources, plan
adjustments, and communication strategies, as appropriate).
Began to differentiate text complexity with leveled readers.

Began to differentiate assessments by providing student choice
in product.

Assessments are being differentiated by the use of sentence
starters for scaffolded students, and/or the use of dictated
responses when needed.

Implemented the use of the BCPSOne messaging system to alert
parents/guardians of remediation strategies to be practiced at
home and inform parents/guardians of homework activities.
Quarter 2
Quarter 3
Quarter 4
Office of Performance Management
Office of the Assistant Superintendents
2
Necessary Shifts to
Implement the Key
Actions

Shift to choice of
process and
product.
More opportunities
for small group
scaffolded
instruction.
Increase use of the
flipped classroom.
Direct instruction
for small groups,
when necessary.
BALTIMORE COUNTY PUBLIC SCHOOLS (Westchester ES) (9/12/14)
Professional Learning Plan for Priority Area 1—Reading/English Language Arts
Create a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning communities, learning
designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate.
Outcome(s)
(What is the desired result of the
professional learning?)
ILO
(Which
Outcomes?)
Teachers will participate in
grade level meetings that
include time for unpacking
CCSS and planning
differentiated and student
centered instruction.
ILO
Teachers will understand how
to incorporate increased
student communication,
collaboration, and choice in
process and product into
instructional planning.
ILO
3.0
4.0
3.0
4.0
7.0
Office of Performance Management
Office of the Assistant Superintendents
Leadership
Learning Communities
(Who are the
owners?)
(Who’s receiving the professional
learning? Differentiate groups of learners
as appropriate and necessary.)
Learning
Designs
(How will this
be delivered?)
Administrators
and STAT
Teacher
General Education and Special
Education Teachers
During
grade level
meetings
Administrators
and STAT
Teacher
General Education and Special
Education Teachers
During
grade level
meetings,
schoolwide PD,
and one-toone
sessions
with STAT
teacher.
3
Resources
(What human,
technological, fiscal,
and time resources are
needed?)
Time to
collaborate with
team during the
school day.
Volunteers to
help prepare
materials
necessary for
student centered
learning.
Implementation
(When will the
professional learning
be implemented? How
will feedback be
provided?)
Every 4-6 weeks,
aligned with the
planning of a
new unit.
Ongoing
BALTIMORE COUNTY PUBLIC SCHOOLS Westchester ES 9/30/14
PRIORITY AREA 2—Mathematics:
Priority Area 2—Mathematics Target:
Grade KG-5 students will maintain a 60% growth score in 2015 according to MAP data
Theory of Action
Owner
(Key Actions/High-Impact Strategies to be implemented.
Address by student subgroup. Title I schools must add Title
I Components to each Key Action, as appropriate.)
(Person(s) Leading
Implementation,
Monitoring, and
Evaluation)
Identify and Select Key Actions that address the needs of students, parents
and teachers. Key actions must reflect the following:
 A clear focus on equity and cultural competencies
 High expectations for staff and students
 High impact actions, including timely and effective assistance, leading to
progress of all student groups
 Alignment between targets and key actions
 Research-based instructional strategies
 Monitoring implementation and analyzing results
 Data analysis for decision making
 Follow-up actions based on data analysis
 Parent/guardian and community engagement
 Communication of plans, processes, and results with stakeholders
Key Action 1
All students will use collaboration
and communication to facilitate
their learning.
ILO
3.0
4.0
Key Action 2
ILO
All students will have choice with
regard to process and product
3.0
4.0
6.0
Office of Performance Management
Office of the Assistant Superintendents
Research
based
instructional
strategies
Research
based
instructional
strategies
Classroom
teachers, STAT
teacher,
Administrators,
Office of
Professional
Development
Classroom
teachers, STAT
teacher,
Administrators,
Office of
Organizational
Development
Timeline
Measures of Success
(Indicate specific
dates whenever
possible)
(Formative and summative
data, data analysis, and
dialogue to monitor
progress, determine
results, and make
adjustments.)
(Identify specific data
sources, participants, and
communication of
monitoring results.)
(Use specific
dates whenever
possible.)
Necessary Shifts
to Implement the
Key Actions
(Identify actions that
are no longer priorities
that can be altered or
removed. Identify
barriers to success that
can be removed.)
Ongoing
Culminating Events, MAP,
Classroom observations,
Teacher evaluations,
Student work samples
Implementation of
Daily Five and Math
Daily Three
Ongoing
Culminating Events, MAP,
Classroom observations,
Teacher evaluations,
Student work samples
Implementation of
Daily Five and Math
Daily Three
4
BALTIMORE COUNTY PUBLIC SCHOOLS Westchester ES 9/30/14
Key Action 3
All students will receive
meaningful, small group
instruction.
ILO
3.0
4.0
Research
based
instructional
strategies
Quarterly Review Cycle
(Use leading data to monitor key actions on at least a quarterly
basis in order to make adjustments)
Classroom
teachers, STAT
teacher,
Administrators,
Office of
Organizational
Development
Culminating Events, MAP,
Classroom observations,
Teacher evaluations,
Student work samples
Ongoing
Monitoring and Adjustments
(Implementation status and data-based changes resulting from
data analysis and dialogue. Identify specific data sources, plan
adjustments, and communication strategies, as appropriate).





MAP
Formative Assessments
Pre-Assessments
Anecdotal Evidence
Classroom observations (formal and informal)
Summative Assessments
Enrichment Activities
Performance Tasks
Unit tests
Began to differentiate assessments by providing student choice
in product.

Instituted differentiated instruction in Math Workshop and
during scaffolded small groups.
Implemented the use of the BCPSOne messaging system to alert
parents/guardians of remediation strategies to be practiced at
home and inform parents/guardians of homework activities.
Quarter 2
Quarter 3
Quarter 4
Office of Performance Management
Office of the Assistant Superintendents
Necessary Shifts to
Implement the Key
Actions

Quarter 1




Implementation of
Daily Five and Math
Daily Three
5


Increase
opportunities for
choice of process
and product.
More opportunities
for small group
scaffolded
instruction.
Increase use of
flipped classroom.
Direct instruction
for small groups,
when necessary.
BALTIMORE COUNTY PUBLIC SCHOOLS Westchester ES 9/30/14
Professional Learning Plan for Priority Area 2—Mathematics
Create a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning communities, learning
designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate.
Outcome(s)
(What is the desired result of the
professional learning?)
ILO
(Which
Outcomes?)
Teachers will participate in
grade level meetings that
include time for unpacking
CCSS and planning
differentiated and student
centered instruction.
ILO
Teachers will understand how
to incorporate increased
student communication,
collaboration, and choice in
process and product into
instructional planning.
ILO
3.0
4.0
3.0
4.0
7.0
Office of Performance Management
Office of the Assistant Superintendents
Leadership
Learning Communities
(Who are the
owners?)
(Who’s receiving the professional
learning? Differentiate groups of learners
as appropriate and necessary.)
Learning
Designs
(How will this
be delivered?)
Administrators
and STAT
Teacher
General Education and Special
Education Teachers
During
grade level
meetings
Administrators
and STAT
Teacher
General Education and Special
Education Teachers
During
grade level
meetings,
schoolwide PD,
and one-toone
sessions
with STAT
teacher.
6
Resources
(What human,
technological, fiscal,
and time resources are
needed?)
Time to
collaborate with
team during the
school day.
Volunteers to
help prepare
materials
necessary for
student centered
learning.
Implementation
(When will the
professional learning
be implemented? How
will feedback be
provided?)
Every 4-6 weeks,
aligned with the
planning of a
new unit.
Ongoing
BALTIMORE COUNTY PUBLIC SCHOOLS Westchester ES 9/30/14
PRIORITY AREA 3—Climate:
Priority Area 3—Climate Target:
Frequency of communication about students to parents will maintain at 76% in 2015.
Theory of Action
Owner
(Key Actions/High-Impact Strategies to be implemented.
Address by student subgroup. Title I schools must add Title
I Components to each Key Action, as appropriate.)
(Person(s) Leading
Implementation,
Monitoring, and
Evaluation)
Identify and Select Key Actions that address the needs of students, parents
and teachers. Key actions must reflect the following:
 A clear focus on equity and cultural competencies
 High expectations for staff and students
 High impact actions, including timely and effective assistance, leading to
progress of all student groups
 Alignment between targets and key actions
 Research-based instructional strategies
 Monitoring implementation and analyzing results
 Data analysis for decision making
 Follow-up actions based on data analysis
 Parent/guardian and community engagement
 Communication of plans, processes, and results with stakeholders
Key Action 1
Consistent use of the online grade
book.
ILO
8.0
Office of Performance Management
Office of the Assistant Superintendents
Timeline
Measures of Success
(Indicate specific
dates whenever
possible)
(Formative and summative
data, data analysis, and
dialogue to monitor
progress, determine
results, and make
adjustments.)
(Identify specific data
sources, participants, and
communication of
monitoring results.)
(Use specific
dates whenever
possible.)
Necessary Shifts
to Implement the
Key Actions
(Identify actions that
are no longer priorities
that can be altered or
removed. Identify
barriers to success that
can be removed.)
Owner
Title I
Components
Administration,
Behavior
Committee,
General
Educators,
Special
Educators,
Resource
Teachers,
Special Area
Teachers, STAT
teacher
Shift/Remove
Measures
Timeline
Stakeholder Satisfaction
Survey
Ongoing
7
Training on Use of the
Online Gradebook,
Input of grades at least
2 times a month,
Follow up emails,
phone calls and
conferences regarding
inputted data
BALTIMORE COUNTY PUBLIC SCHOOLS Westchester ES 9/30/14
Key Action 2
Good news certificates will be sent
home to all students monthly.
ILO
8.0
Title I
Components
Owner
Administration,
Behavior
Committee,
General
Educators,
Special
Educators,
Resource
Teachers,
Special Area
Teachers, STAT
teacher
Shift/Remove
Send Monthly
Certificate in Folders
and Agendas,
Awareness and
consistency with
multiple means of
communication to
parents
Measures
Timeline
Stakeholder Satisfaction
Survey
Monthly
Key Action 3
ILO
“Chat and Chew”- Informal
monthly meeting of parents,
teachers, and administration.
Title I
Components
8.0
Quarterly Review Cycle
(Use leading data to monitor key actions on at least a quarterly
basis in order to make adjustments)
Quarter 1



Engrade
Attendance at school events (BTSN)
Monthly grade level data on parent communication
Office of Performance Management
Office of the Assistant Superintendents
Owner
Administration,
General
Educators,
Special
Educators,
Resource
Teachers,
Special Area
Teachers, STAT
teacher, Student
Interns
Shift/Remove
Measures
Timeline
Stakeholder Satisfaction
Survey
Monthly
Communicate through
emails, fliers and
phone on upcoming
dates and times for the
meetings,
Supply coffee and
donuts,
Professional
Development on
Human Relation
Monitoring and Adjustments
(Implementation status and data-based changes resulting from
data analysis and dialogue. Identify specific data sources, plan
adjustments, and communication strategies, as appropriate).
Implemented the use of the BCPSOne messaging system to alert
parents/guardians of important school activities.
Necessary Shifts to
Implement the Key
Actions


Began parent led conferences.
8
Additional training
on the use of
BCPSOne.
ConnectEd,
Constant Contact
(PTA), follow-up
BALTIMORE COUNTY PUBLIC SCHOOLS Westchester ES 9/30/14
Increased use of school news announcements to inform
community of important events. (Recording and posting online.

Quarter 2
Quarter 3
Quarter 4
Office of Performance Management
Office of the Assistant Superintendents
9
with carriers, and
during parent
conferences –
providing access
code to families
that have yet to
access Engrade.
Work with
interpreters for
parent conferences.
BALTIMORE COUNTY PUBLIC SCHOOLS Westchester ES 9/30/14
Professional Learning Plan for Priority Area 3—Climate
Create a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning communities, learning
designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate.
Outcome(s)
(What is the desired result of the
professional learning?)
ILO
(Which
Outcomes?)
Teachers will consistently
input data into the online grade
book, giving parents open
access to their child’s
progress.
ILO
Teachers will communicate
and share with staff members
to gain an understanding of
“Chat and Chew”.
ILO
Awareness and consistency on
communicating student
behavior and academic
successes.
ILO
3.0
6.0
8.0
8.0
3.0
6.0
8.0
Office of Performance Management
Office of the Assistant Superintendents
Leadership
Learning Communities
Learning
Designs
(Who are the
owners?)
(Who’s receiving the professional
learning? Differentiate groups of learners
as appropriate and necessary.)
(How will this
be delivered?)
Administrators, General Educators, Special
STAT Teacher Educators, Resource Teachers,
Special Area Teachers, Student
Interns
Data Entry
at least 2
times a
month
Administrators
and STAT
teacher
General Educators, Special
Educators, Resource Teachers,
Special Area Teachers, Student
Interns
Grade
Level
Meetings,
Staff
Meetings
Administrators
and STAT
teacher
General Educators, Special
Educators, Resource Teachers,
Special Area Teachers, Student
Interns
Monthly
Certificate
10
Resources
(What human,
technological, fiscal,
and time resources are
needed?)
Stakeholder
Satisfaction
Climate Survey,
Time for data
entry, Training
on the use of the
online grade
book
Stakeholder
Satisfaction
Climate Survey,
PEET’s coffee,
tea, and donuts,
PTA
Stakeholder
Satisfaction
Climate Survey,
Time for
Creating
Certificates and
presenting them
Implementation
(When will the
professional learning
be implemented? How
will feedback be
provided?)
Ongoing
Ongoing
Ongoing
BALTIMORE COUNTY PUBLIC SCHOOLS (Westchester ES) (Insert Date)
Title I Requirements (As Applicable)
For Title I Schools Only
Measures and
Monitoring
(Formative and summative
Title I
Key Actions to
Person(s) Leading
Timeline
data, data analysis, and
Components
Implement Strategies
Implementation,
(Indicate specific dates
(See component
(Address by
dialogue to monitor
Monitoring, and
whenever possible)
numbers below.)
student group.)
progress, determine
Evaluation
results, and make
adjustments.)
The green-shaded actions below apply to all Title I schools and should appear in school-progress plans as they are written.
3
3
5
7
 Dissemination of Right to Know
Letter informing parents of their
right to request information
about teacher credentials)
 Dissemination of Four Week
Notice Letter informing parents
of instruction provided by nonHQ teacher for 4 consecutive
weeks or longer, as appropriate
 Implement strategies to attract
high-quality highly qualified
teachers to high need schools
 Plan for assisting preschool
children in the transition to
elementary school programs
(Gradual Entrance)
Office of Performance Management
Office of the Assistant Superintendents
Principal
September
Current Staffing Report
Principal
Ongoing
Current Staffing Report
Principal
Ongoing
Principal/Leadership Team
Fall
Enrollment completion
11
Status and Modifications
(Implementation status and
data-based changes
resulting from data
analysis and dialogue.)
BALTIMORE COUNTY PUBLIC SCHOOLS (Westchester ES) (Insert Date)
School Improvement Team Membership
Name
Title
Marguerite DeCrispino
Principal
Kirsten Merashoff
Assistant Principal
Ron Pardoe
S.T.A.T. Teacher
Stacey Mathis
KG Teacher
Julie Menton
KG Teacher
Kathy Geraghty
KG Teacher
Jennifer Davis
Grade 1 Teacher
Mara Gennusa
Grade 1 Teacher
Melanie Krickbaum
Grade 1 Teacher
Maria Buker
Grade 2 Teacher
Erica Maguire
Grade 2 Teacher
Karen Friedman
Grade 2 Teacher
Jennifer Atallah
Grade 3 Teacher
Tiffany Schwab
Grade 3 Teacher
Jennifer Garancheski
Grade 4 Teacher
Kim Brady
Grade 4 Teacher
Kim Rodriguez
Grade 4 Teacher
Andrea Gibble
Grade 5 Teacher
Julie Bogusz
Grade 5 Teacher
Krissy Weber
Grade 5 Teacher
Office of Performance Management
Office of the Assistant Superintendents
Signature of Stakeholder
12
BALTIMORE COUNTY PUBLIC SCHOOLS (Westchester ES) (Insert Date)
Betty Mondesir
Reading Specialist
Stephanie Walsh
Guidance Counselor
Mary Lynn Forte
Inclusion Special
Education Teacher
Inclusion Special
Education/General
education Resource
Teacher
Jeanette Curry
OT
Nancy Lauer
Office of Performance Management
Office of the Assistant Superintendents
13