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Reginald F. Lewis High School - Baltimore City Public Schools

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					                                                               SY 2012-2013

                                                        School Performance Plan
                                                                High Schools

                                                                                                                               419
                                                                                                     Reginald F. Lewis High School
                                                                                                    Dr. Barney J. Wilson, Principal
                                                                                         Mrs. Landa McLaurin, Executive Director
                                                                                        Mrs. Celeste Terry-Lo, Network Facilitator




                            PLEASE REFER TO THE SCHOOL PERFORMANCE PLAN IMPLEMENTATION GUIDE FOR
                              STEP-BY-STEP INSTRUCTIONS, ADDITIONAL GUIDANCE, AND ITEM DEFINITIONS.




School Performance Plan for Reginald F. Lewis High School                                                                   1 of 78
Your School’s Instructional Leadership Team

                                       Name                                                                          Position
Dr. Barney J. Wilson                                                              Principal
Ms. Sharon Webb                                                                   Assistant Principal
Ms. Emily Butler                                                                  Resident Principal
Mrs. Boxley                                                                       TES Coordinator
Ms. Aunyia Ames                                                                   Educational Associate
Mrs. Joanne Jackson                                                               Lead Teacher
Dr. Samuel Okereke                                                                Teacher / BTU Rep
Ms. Maime Teagle                                                                  Guidance Counselor
Mrs. Beverly Cook                                                                 IEP Chair
Mr. Judy Barnes                                                                   Business manager
Mrs. Jones McLeod                                                                 Staff Associate


Key Points of Contact at Your School

                          Position                                            Name                                          Email Contact
Professional Development Point of Contact/Monitor           Ms. Sharon Webb                             SWebb@bcps.k12.md.us
New Teacher Mentor Coordinator                              Mrs. Joanne Jackson                         JJackson@bcps.k12.md.us
School Family Council Representative                        Ms. Aunyia Ames                             ASames@bcps.k12.md.us
Family and Community Engagement Representative              Mr. Marc Davis                              MDavis@bcps.k12.md.us




School Performance Plan for Reginald F. Lewis High School                                                                                   2 of 78
Reflect on SY 2011-2012 School Performance Plan

Guidance: Complete these questions by reflecting with your Instructional Leadership Team, Executive Director and Network Facilitator prior to Step 1. Record
your answers below.

1. What progress did you make toward meeting your SPP SY 2011-12 goals?
   a. The ILT for 2011-12 was totally dedicated to improving the HSA scores. The team was comprised of the administrative leaders of the school and the lead
   HSA teachers for biology, english, and algebra. Goals were set for each of the tested areas for the benchmaks for the year. The team met every Tuesday for
   an hour to collaborately learn strategies to improve performance. Best practices were shared and experts were brought in to influence thinking. In
   comparing the benchmark data to the 2011 data, the biology benchmarks improved from about 15% to 30%. The algebra bench marks improved from about
   10% to 30%. The english benchmarks improved from about 20% to 45%.
   b. The climate survey dictated that we improve our parent participation in the climate survey. About 40 % of the parents returned the survey in 2011. In
   2012 that percentage increase to over 78%. The percentage of students and staff that participated increased to over 90% as compared to less than 80% in
   2011. that participated increased by perception of the school. The climate indicated about a 40% comfort level from parents.
   c. The number of honors courses offered increased 0 to 15 from 2011 to 2012. English I-IV, Algebra I and II, Geometry, US History, Government, and World
   History, Physics, Biology, Chemistry and Spanish I and II.
   d. The number of AP courses increased from 1 to 4. We now offer AP Psychology, AP Statistics, AP Spanish and AP Chemistry.


2. Were your strategies fully implemented, partially implemented, not implemented at all? Why?
   a. The strategy of changing the composition of the ILT to include the assistant principals and the teachers that actually teach the tested HSA courses that
   directly impact the HSA performance was fully implemented. The team met once a week and reviewed benchmark data, attendance, and best practices. The
   schedule was amended to allow the English II teacher , the Algebra I teacher, and the Biology teacher to attend the ILT meetings. Our schedule includes an
   eight period day with 60 minute periods. The meetings of the ILT were scheduled during the final period of the day where our HSA teachers were available
   to meet.
   b. Hiring an outside consultant to improve the parent's and the public's perception of Reginald F. Lewis High School was fully implemented. This along with
   getting the Y of Central Maryland involved to push the parents led to about a 30% increase in the parents survey return as compared to 2011. In addition,
   we continued our celebrity parent initiative as well as ramped up our PTO meetings such that parents were given the opprotunity to meet more regularly
   and assist the school in enhnacing the perception about us.
   c. Establishing collaborative learning teams was fully implemented in biology, mathematics, and english. Our schedule was created so the each MESS area
   was given common planning/preparatory periods daily. Our schedule includes an eight period day with 60 minute periods (with the exception of lunch). We
   also scheduled the teachers of the MESS departments fo rthe same lunch period. For example, all of our English teachers ate lunch during the fifth period
   and had planning during the second period daily. The change in schedule allowed teachers to meet and establish relationship and rapport. Additionally, the
   Assistant Principals established a common planning day where teachers met weekly to plan. The Asisstant Principals utilized expertise from Network to
   assist teachers in planning (e.g. Ms. Stephanie Novack met with our English Department on every Tuesday).
   d. Increasing the amount of homework was partially implemented. Teachers need to be more committed to this strategy and create incentives for the
   students to participate. Approximately 20% of the teachers at Reginald F. Lewis give homework on a daily basis. Therefore, we need to fashion a system to

School Performance Plan for Reginald F. Lewis High School                                                                                                3 of 78
    monitor teachers in this area and as a result, we are adopting Marzano's high yield strategy around homework. We plan to professionally develop teachers
    around Marzano's homework strategy.
    e. The schedule was changed to allow layered support for instruction, full inclusion, collaborative learning, flexible grouping, collaborative planning, and ILT
    and administrative council meetings. Every content area has two common planning periods and lunch scheduled at the same time. Our schedule includes an
    eight period day with 60 minute periods. In order to support full inclusion, the special educators were assigned to a MESS area, given that common planning
    period, and then required to attend the meetings of that area and participate in planning to support our special education students in the inclusive
    environment. Additionally, the special educators ppush into the classes wereby our inclusive students are scheduled. For example, if our inclusive
    population is scheduled for biology first period and sixth period then our special educator pushed into the classroom during those periods. The special
    educator would have already met with the regular educator to plan lessons and participate in teaching components of the lesson (Semi-co-teaching). to
    facilitate our flexible grouping model we utilized resources fromt he persistently dangerous high schools grant to bring in an additional teacher into our HSA
    subject areas. The additional teacher, along with the regular educator and the special educator would break the whole class down into three groups (basic,
    proficient, advanced) based on the data as it relates to specific standards. Each teacher would be assigned a group and would meet with that group after
    whole class instruction to re-teach or challenge students regarding the standard. The groups would change based on data ( unit pre-tests, unit post-tests,
    benchmarks, and HSAs).
    f. Partnerships with colleges and universities, corporate partners, parents and public sector organizations were established to engage stakeholders in the
    learning process. We have forged or re-invigorated partnerships with the following organizations: Verizon (SAT Bus and tablets), Morgan State University
    (Education Majors as Student Teachers, Educational Talent Search, Upward Bound, and mentoring), the University of Baltimore (College Prep Academy and
    Accuplacer support), and the Univeristy of Maryland (Upward Bound at UMBC).
    g. The 100 Club was introduced to give students incentives to try to earn at least one 100 on their report cards and to collaborate with each other. The Dr.
    Wilson Challenge was created to try to get students to earn straight 100s on their report cards. The prize for doing so is $1,000. These incentives have
    increased our rate of students on the honor roll from a maximum number of 27 for the 2010-2011 school year to a maximum of 78 (third quarter) for the
    2011-2012 school year. Stduents are striving for 100s in their courses which has increased their academic performance in general. Along with these
    incentives, the setting of high standards/expectations around the grades they earn in courses and the constant communication of the those standards by
    everyone in the building has increased academic performance.
    h. The Transitional Evening School was put in place to address the academic needs of 9th grade repeaters and students who are behind in their credits. In
    2010-2011 school year there were 20 students who were considered 9th grade repeaters in evening school. In the 2011-2012 school year 7 of the 20
    students graduated, 5 of the 20 students are in standing to be a part of the class of 2013, and 8 of the students are on track to be part of the class of 2014
    (and can accelerate to the class of 2013 if they all take the full complement of courses).


3. What evidence of actual impact did you see on instructional practice and/or student learning?
   a. Collaborative learning has resulted in an increase the biology benchmarks from about 15% to 30%.
   b. Collaborative learning and homework have resulted in an increase of 10 to 30% increase on the Algebra HSA benchmarks.
   c. Collaborative learning and flexible grouping has resulted in an increase of 20% to 45% on the english benchmarks.
   d. Changing the Master schedule has resulted in teachers by department and content area to have 2 common planning periods and common lunch periods.
   e. There were 42 students who earned at least one 100 on their report cards for the first or second quarters.
   f. The SAT Bus has resulted in an increased awareness of the importance of the SAT and taking the SAT earlier. We went from having 0 sophomores take the
   SAT in the 2010-2011 school year to 8 sophomores taking it in the 2011-2012 school year.


School Performance Plan for Reginald F. Lewis High School                                                                                                     4 of 78
    g. The SAT Bus has resulted in an increased awareness of the importance of the SAT. The highest SAT scores at the school last year for all three parts was an
    average of about 1000. This year there are 5 students who have scored above 1450.
    h. As a result of Collaborative Learning the Rise data shows a decline in the number of students who have not scored at least one proficient score from 33%
    to 29%.
    i. We increased the offering of Honors and Advanced Placement courses. The number of honors courses offered increased 0 to 15 from 2011 to 2012.
    English I-IV, Algebra I and II, Geometry, US History, Government, and World History, Physics, Biology, Chemistry and Spanish I and II. The number of AP
    courses increased from 1 to 4. In the 2012-2011 school year we only offered AP Statistics. We now offer AP Psychology, AP Statistics, AP Spanish and AP
    Chemistry for the 2011-2012 school year.


4. What practices are in place that we are unable to link to increased student achievement?
   a. Only 20 students showed up to take the PSAT test this year - 2011-2012 school year.
   b. The number of students who showed up to take the final exams is not sufficient. About 20% do not show up.
   c. Only 5 seniors passed a HSA make-up test.
   d. Over 50 seniors had to complete Bridge Projects.
   e. The number of students enrolled and attending the Evening School program is less than 20.



5. If your school participated in the 2011-12 School Effectiveness Review (SER) process, how will that feedback influence your strategic planning for 2012-13?
   No




School Performance Plan for Reginald F. Lewis High School                                                                                                   5 of 78
Step 1: Collect and Chart Data


Effect Data: Outcomes or Results
•   State Test Data (MSA, HSA)
•   Stanford 10
•   District Benchmarks and End of Course Assessments
•   Formative Assessments (teacher developed assessments)
•   Diagnostic Assessments (RISE, STEP, DIBBELS, NWEA)
•   Attendance
•   Discipline/Suspension Data
•   Student Work (i.e. writing samples)
•   Grades & GPA
•   School Effectiveness Review (if applicable)
•   Climate Survey
•   Advanced Placement (AP) test rate and scores
•   PSAT/SAT test rate and scores


ACCESS DATA LINK & THE RAPID RESPONSE TOOL DIRECTLY BY VISITING: https://ebs.bcps.k12.md.us/bcpss.html




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                                                                      School Demographics
                                                                      08-09             09-10             10-11   11-12   12-13
Total Enrollment                                                       578                  517           407     420
                                                                    % of Students by Subgroup
•     African-American                                                                                            97.4
•     American Indian/Alaskan Native                                                                               0.3
•     Asian/Pacific Islander                                                                                       0.3
•     Hispanic                                                                                                     0.5
•     White                                                                                                        1.3
•     Free and Reduced Meals (FARM)                                                                               82.6
•     English Language Learners (ELL)                                                                              0.5
•     Students with Disabilities (SWD)                                                                            22.9
% Mobility                                                                                 40.4           50.2    64.7
% of Highly Qualified Teachers
% of Teachers with Less than Five Years of Experience
Principal’s Years of Experience
Principal’s Tenure at the School
School Improvement Status

                                                  Attendance Data
                                          08-09             09-10     10-11         11-12         12-13
All                                         81               79        63.9         82.4
% habitually truant > 20 days
% chronically absent < 5 days




School Performance Plan for Reginald F. Lewis High School                                                                         7 of 78
                                                              Graduation Rate
                                                            08-09               09-10   10-11   11-12   12-13
Cohort Graduation Rate
Leaver Graduation Rate
Graduation Rate                                             70.79               67.53    63
# of Graduates                                              126                 131




School Performance Plan for Reginald F. Lewis High School                                                       8 of 78
                                                                              HSA Data (% Passing)
            Subject Area                                    Algebra                                    Biology                                   English 2
                Year                    08-09    09-10      10-11     11-12    12-13   08-09   09-10   10-11     11-12   12-13   08-09   09-10    10-11      11-12   12-13
                 All                                         12.8                                        8.3                                       16.7
                                                                                   Subgroups
Asian/Pacific Islander
African-American                                             11.9                                        8.6                                       16.4
American Indian/Alaskan Native
White                                                        50.0                                        0.0                                       0.0
Hispanic                                                     N/A                                        N/A                                        N/A
LEP                                                          10.0                                       N/A                                        N/A
SWD                                                          16.7                                        0.0                                       6.7

                             HSA Data (% Passing)
            Subject Area                              Government
                Year                    08-09    09-10      10-11     11-12    12-13
                                   Subgroups
Asian/Pacific Islander
African-American                                             24.5
American Indian/Alaskan Native
White                                                        33.3
Hispanic                                                     N/A




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                                                      Advanced Placement Course Enrollment and Performance
                                     Year                                       08-09          09-10         10-11   11-12   12-13
# of AP Courses Offered                                                                          1            1       4
# of Students Enrolled in AP Courses                                                             16           16      38
# of AP Examinations Taken                                                                       13           16
# of AP Examinations Scored “3” or Higher                                                        0            0




School Performance Plan for Reginald F. Lewis High School                                                                       10 of 78
Charting Additional Effect Data Points

Guidance: Additional Effect Data should be charted in the Charting Additional Effect Data table below.

Gather and organize data in order to gain insights about teaching, learning, and leadership practices. Consider charting data that is disaggregated and
triangulated.

                                                                                          What do the data tell you about trends in student achievement
                                     Data Point
                                                                                                 and other aspects of your school performance?
Number of students who have earned a 100 in at least one class (50 as of          The data tells us that more students are engaged in their academics and are
2/1/12)----------                                                                 interested in going to college. It tells us that the school's culture is condusive to
                                                                                  learning and that teachers are providing multiple opportunities for the students
                                                                                  to show what they know.
The pass/fail rate of teachers is too high becaus etachers do not use effort-   Shows which teachers are rigid - in terms of whether the teacher is diversifying
based measurements in determining grades for courses and final grades. -------- the forms of assessment and assement rubrics used versus only grading exams
--                                                                              and calculating the exam score earned by students. Does the teacher use
                                                                                projects, portfolios, presentations, exams, rubrics, and grade on a curve where
                                                                                teacher reflection would show the issue may lie with the exam/assessment and
                                                                                not the students? The data tells us which teachers are in need of professional
                                                                                development that leads to how they can engage their students more effectively
                                                                                in the learning process. Tells us what content areas the wher students may
                                                                                struggle.
Number of two year versus four year college acceptances (65 two year, 14 four Tells us whether or not our students have earned the grades and scores needed
year as of 5/1/12)----------                                                  to compete nationally. Tells us about the economy and its impact on the
                                                                              decision making as it relates to college choice. Is a reflection on the students'
                                                                              performance on the SATs.
The number of students who have completed a FAFSA form (44 seniors as of          Is a reflection on the College-Bound specialist's ability to get parents and
4/1/12)----------                                                                 students focussed on college. Tells us about the effectiveness or ineffectiveness
                                                                                  of the home life realities that the students face.
Which class leads in attendance (Seniors 90+ percent; Juniors averaging 84%; Tells us about how the incoming and outgoing students feel about the school.
Sophomores averaging 79%; and Freshmen averaging 80% as May 2012)---------- Tells us about class unity and commitment. Tell us about the administrative
                                                                             team responsible for each class. Tells us about the teachers and support
                                                                             services associated with each class.




School Performance Plan for Reginald F. Lewis High School                                                                                                      11 of 78
                                                                                             What do the data tell you about trends in student achievement
                                     Data Point
                                                                                                    and other aspects of your school performance?
The number of students on the Honor Roll (125 as of 4/1/12). During the 2010- Reginald F. Lewis is becoming a scholarly institution. Students are competing
2011 school year, the maximum amount of students we had on the honor roll academically and want to protect and grow their transcripts. Students are
was 27.----------                                                             interesting in becoming college ready.
Average grade average by quarter. The school's average grade by quarter as       Tells us about the commitment to studying that the students have and their
compared to other schools in the district gives us an indication as to whether   attention to the grades that they earn. Tells us about the climate of the school
our students are earning the transcripts to get accepted into college. The 2011- and what the focus is.
2012 data shows that Reginald F. Lewis High School is second only to Poly
district-wide in the second quarter in terms of average grades/GPAs whereas
the average GPA of Reginald F. Lewis in the 2010-2011 school year was a 1.3. -
---------
Number of Parent Climate Surveys handed in was 40% during the 2010-2011              It is an indication of how badly we want the parents to be involved with the
school year as compared to 78% during the 2011-2012 school year.----------           learning process. Acknowledges that the parents and guardians are our focus
                                                                                     and that they are a priority of the administrative team, teachers and staff. Is an
                                                                                     indication of the effectiveness of our Y program partnership and the outside
                                                                                     consultants ability to meet her objectives and directives.
The number of Learning Options and Learning Interventions that have been             Shows the creativity, leadership and flexibility of the leadership team in
created such as : utilization of an inclusion model, flexible grouping, the TLC      creating avenues of learning for every student. It is a reflection on the reality
Academy/SETT Academy (to allow over-aged students who did not meet                   that one-size fits all education does not work. Tells us that the learning
Accelerator criteria to catch up via APEX), and the Accelerator program. ---------   environment is reflective and will meet the students where they are.
-
Number of Climate Surveys returned during 2011-2012 school year - students           The number of student climate surveys returned is a reflection of the schools
85%, teachers and staff 78% parents 78% and FARM Applications submitted              attendance, spirit and desire to have a say in how the school is performing. It is
during the 2011-2012 school year----------                                           an indication that the school is organized and get tasks done. The free and
                                                                                     reduced lunch applications percentage is an indication of the strength of our Y
                                                                                     Program partnership. The Y is very effective in getting parents and students to
                                                                                     commit to getting surveys and applications back.




School Performance Plan for Reginald F. Lewis High School                                                                                                        12 of 78
Annual Measurable Objectives

Objective #1:
Between June 2012 and June 2013, the proficient/passing rate on the English High School Assessment will increase a minimum of 15 percentage points for all
students from the previous year from 16.7% to 31.7%; African-American students from 16.4% 31.4%; White students from 0.0% to 15%; Hispanic students from
N/A% to N/A%; LEP students from N/A% to N/A%; Special Education students from 6.7% to 21.7%.

Objective #2:
Between June 2012 and June 2013, the proficient/passing rate on the Government High School Assessment will increase a minimum of 15 percentage points for
all students from the previous year from 25.7% to 40.7%; African-American students from 24.5% 39.5%; White students from 33.3% to 48.3%; Hispanic students
from N/A% to N/A%; LEP students from N/A% to N/A%; Special Education students from 18.8% to 33.8%.

Objective #3:
Between June 2012 and June 2013, the proficient/passing rate on the Biology High School Assessment will increase a minimum of 15 percentage points for all
students from the previous year from 8.3% to 23.3%; African-American students from 8.6% 23.6%; White students from 0.0% to 15%; Hispanic students from
N/A% to N/A%; LEP students from N/A% to N/A%; Special Education students from 0.0% to 15%.

Objective #4:
Between June 2012 and June 2013, the proficient/passing rate on the Algebra High School Assessment will increase a minimum of 15 percentage points for all
students from the previous year from 12.8% to 27.8%; African-American students from 11.9% 26.9%; White students from 50.0% to 65%; Hispanic students from
N/A% to N/A%; LEP students from 10.0% to 25%; Special Education students from 16.7% to 31.7%.

Objective #5:
Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Reading portion of the Alt-HSA will increase a minimum of 15
percentage points from the previous year from 70% to 85%. (Only applies to schools administering the Alt-HSA.)

Objective #6:
Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Mathematics portion of the Alt-HSA will increase a minimum of
15 percentage points from the previous year from 60% to 75%; (Only applies to schools administering the Alt-HSA.)

Objective #7:
Between June 2012 and June 2013, the student attendance will increase from 63.9% to 80% to meet the annual measurable objective.

Objective #8:
Between June 2012 and June 2013 the graduation rate will increase from 63% to 75% to meet the annual measurable objective.

School Performance Plan for Reginald F. Lewis High School                                                                                             13 of 78
Step 2: Analyze Data to Prioritize Needs

Guidance: Complete these questions by meeting with your Instructional Leadership Team, School Family Council, Executive Director, and Network Facilitator to
begin the development of your school’s 2012-13 School Performance Plan. Record your answers below.

1. What do your data tell you about students’ overall performance?
   The data tells us that the school is going in a great direction. The transformation of the school is solid, powerful and sustainable. Teachers, students, parents,
   administrators, and community partners are engaged in making sure that Reginald F. Lewis is a college preparatory high school. The school is one of the
   safest high schools in the school district. Students are earning great grades and are learning. In comparing the benchmark data to the 2011 data, the biology
   benchmarks improved from about 15% to 30%. The algebra bench marks improved from about 10% to 30%. The english benchmarks improved from about
   20% to 45%. Our students’ academic performance has increased as they have begun to access instruction. The number of students on the honor roll
   increased from 57 (first quarter) to 76 (Second quarter) to 78 (third quarter). Also more than 10% of our students have earned at least one 100 during the
   school year (51 out of 428 students).




2. How are subgroups of students performing, e.g. particular grade levels; content areas; accelerated learners; SWD, FARMS? Please discuss those groups with
   the largest achievement gaps.
   Reginald F. Lewis has moved to full inclusion. Special education students are in the classrooms with the general education students. Flexible groups were
   formed to make sure that all learners have an opportunity to learn. There are significant grade level ability gaps at Lewis. Many students are not on grade
   level in reading, mathematics, and other content areas. In addition many students are not perforning well in half of the history classes. One of the two
   teachers has a substantial fail rate (a combined percentage of 63% of students receiving a D or F on their report card). The number of students who are over-
   aged and under-credited is lowering at an exponential rate. A number of learning interventions including the transitional evening program, the Accelerator
   Program, Students Engaged in Technology, and the TLC Academy have been created to meet students where they are and to allow them to earn academic
   credits at a faster rate than in the traditional classroom. Lastly, the percentage of students on the honor roll increases, as the grade level increases (e.g. 5
   ninth graders versus 14 twelfth graders for the first quarter). This indicates a need to create a great orientation program for incoming students so that they
   understand what is expected of them. Students who come into the school during the school year have struggled behaviorially and academically.

3. How did my teachers perform (test results by grade level, teacher/class, subject area/and subgroup. e.g. SWD)?
   The new teachers are responsible for two thirds of the HSA test preparation (English and Biology) . They raised the bench score data by 10 to 15 percentage
   points. In comparing the benchmark data to the 2011 data, the biology benchmarks improved from about 15% to 30%. The algebra bench marks improved
   from about 10% to 30%. The english benchmarks improved from about 20% to 45%. Half of the History department has a greater than 50% student fail rate
   (one teacher has (a combined percentage of 63% of students receiving a D or F on their report card). This can be attributed to the teacher being in need of
   professional development as it relates to diversification of assessments (exams and projects are not the only way to assess student learning). Teachers have
   not been able to raise the course grades in Biology, History, and mathematics. This can be attributed to teachers needing professional development in the
   areas of classroom management, diversification of assessments, and Marzano's high yield strategies. Freshman and sophomore students are not as
   successful as the junior and seniors. This can be attributed to freshmen and sophomores still shedding their middle school ways. Student attendance in
School Performance Plan for Reginald F. Lewis High School                                                                                                    14 of 78
    some math classes is horrendous. This can be attributed to teachers needing professional development in engagement strategies and classroom
    management. As a school we are working to provide additional, targeted professional development to teachers so student performance may increase. We
    will also work to provide additional mentoring and tutoring services to students so student performance may increase.

Guidance: Based on the answers to the questions above, generate a list of school strengths and needs, and record them below. Consider the contributing
factors and identify the sources of data that demonstrate these trends, and record them below.

Limit your Strengths and Needs to the three most important.


Examples of Cause Data (Contributing Factors): Professional Practices that Create Effects or Results
•   Use of teacher collaborative planning time
•   Implementation of effective professional development strategies
•   Research-based classroom instructional strategies
•   Classroom visits
•   Teacher feedback
•   Professional Learning Communities
•   Other:


                      Strengths                                             Contributing Factors                                        Data Source
Increase in students' grade point averages----------        1. Added more learning interventions and learning        Benchmarks
                                                            options. TLC, SETS, Accelerator, TES, APEX               Report Cards
                                                            2. Flexible Grouping                                     Progress Reports
                                                            3. The 100 Club                                          Writing Samples
                                                            4. The Dr. Wilson $1,000 challenge                       Student Work
                                                            5. Sharing Data with teachers (ex. pas/fail rates)       Report Cards
                                                            6. Changing the schedules to allow common                Attendance
                                                            planning periods                                         SAT scores
                                                            7. Hiring of additional teachers - qualified, engaging   College Acceptance Rate
                                                            staff
                                                            8. Creating a calm learning environment
                                                            9. Classroom visits
                                                            10. Teacher Feedback/Courageous Conversations
                                                            11. Utilization of the Instructional Framework
                                                            12. Begin focusing on Common Core Standards



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                      Strengths                                             Contributing Factors                                        Data Source
Decrease in the number of suspensions----------             1. Strong administrative team                            Suspension Report
                                                            2. Teachers handling issues within the classroom and     Culture and Climate Survey
                                                            detention after school                                   Attendance Report
                                                            3. School-wide themes (Focus and Discipline, Finish      Hallway Cameras
                                                            What You Start                                           Code of Conduct Violation Reports
                                                            4. Incentives including assemblies, trips, food, honor   Stakeholder Feedback
                                                            roll etc.
                                                            5. Conferences to resolve differences
                                                            6. Enforcement of Uniform Policy
                                                            7. Strong Hall Monitors Team
                                                            8. Outstanding School Police
                                                            9. New Intercom System
                                                            10. Multiple Learning Inteventions/Options
                                                            11. New facilities and exciting programs (new
                                                            courtroom, bank, boxing facility)
                                                            12. Class competitions (pizza parties)
                                                            13. Hallway cameras

Increase in Rigor and Engagement----------                  1. Common Core incorporated in lesson planning           Instructional Framework
                                                            2. SAT Bus                                               Classroom Visits
                                                            3. Partnership with Verizon (tablets)                    Test and Exams
                                                            4. Increase in the number of Honors Courses              SAT Scores Increase
                                                            5. Increase in the number of AP Courses                  Increase in Number of Honors Courses
                                                            6. Flexible Groups                                       Increase in Number of AP Courses (from 1 to 4)
                                                            7. Full Inclusion
                                                            8. Cooperative Learning
                                                            9. Collaborative Planning (schedule changes)
                                                            10. Network Support Specialists
                                                            11. ILT's focus on the HSAs
                                                            12. The 100 Club
                                                            13. The Dr. Wilson Challenge
                                                            14. College Board and College Fair
                                                            15. Partnerships with University of Baltimore and
                                                            Morgan State University




School Performance Plan for Reginald F. Lewis High School                                                                                                        16 of 78
                        Needs                                               Contributing Factors                                     Data Source
Resources for students' dealing with extreme life           1. High incarceration rates                           Report Cards
issues must be increased so that students'                  2. Lack of homework assignments                       Mark Distribution Reports
academic performancecan become more                         3. Spoardic Attendance                                Student Transcripts
consistant----------                                        4. Inconsistent Teacher Expectations
                                                            5. Outside Influences and Family Challenges
                                                            6. Lack of Technology
                                                            7. Additional social worker or social work services
                                                            needed

----------
----------




School Performance Plan for Reginald F. Lewis High School                                                                                          17 of 78
Step 3: Establish SMART Goals and Step 4: Select Strategies

Guidance: Identify your three most critical goals for student achievement based on needs that were identified through the inquiry process. Be sure your goals
are Specific, Measurable, Achievable, Relevant, and Timely (SMART).

Then, for each goal, identify specific strategies that support: Highly Effective Instruction or Climate; Professional Development; and Engaged Family and
Community. Strategies should be action-oriented, measurable, and research-based. Your school should focus on two Highly Effective Instruction strategies and
one Climate strategy. There may be multiple components of a strategy noted within each category. More than one Professional Development strategy may be
selected by the dropdown menu.

Please refer to the SPP Implementation Guide for additional guidance on completing this section.

School-Level Goal #1
There will be a school wide increase by June 2013 of 5% of students who are proficient or above in reading as measured by the PSAT SAT, ACT, HSAs, Advanced
Placement Exams, Benchmarks, Portfolio Projects/Presentations, teacher created assessments, such that there will be an increase in the amount of students
who are accepted to/attend four year colleges or universities.

[Instructional Goal: Reading/College and Career Readiness Goal]

FCE Recommendation: Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events



School-Level Strategies                                                                                                              Funding Resources




School Performance Plan for Reginald F. Lewis High School                                                                                                  18 of 78
High Yield Instructional Strategy:
Our Needs Assessment shows that our students have difficulty reading and processing informational text. Reginald F.
Lewis High School has opted into the Common Core Training that has been offered by the district.


COMMON CORE
Through that professional development, we will implement the Common Core Standards/strategies learned and focus
on three specific standards: RI.9-10.1/11-12.1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text; RI.9-10.2/11-12.2. Determine a central idea of a text
and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text; RI.9-10.8/11-12.8. Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning. Assisting students in navigating and analyzing information text will promote high
academic achievement in reading and thereby, increase college readiness.

The instructional core will focus on the above-mentioned areas of the Common Core Standards-Information Text:
textual evidence, central idea analysis, argument evaluation in an effort to promote college and career readiness.

MARZANO'S HIGH YIELD STRATEGIES
Also, the instructional core will work in collaborative fashion to ensure the implemention of several of Marzano's high
yield strategies. Implementation will come through: 1) professional development of teachers on Marzano's strategies
and the gradual release of responsibility; 2) common/collaborative planning time so lesson may be created and studied
(lesson studies) which will explicitly teach (direct instruction) Marzano's strategies; 3) implementation of the gradual
release of responsibility whereby teachers empower students to earn their own learning as it relates to improving their
reading (teacher modeling, guided practice, independent practice); 4) flexible grouping model whereby the regular
education teacher, special education teacher, and additional literacy teacher create groups based on data points and
design lessons (re-teach, challenge, etc.); 5) teacher/student conferencing whereby teachers confer with students on a
regular basis regarding their improvement in reading - students would also be responsible for tracking their
improvement and setting objectives.

Marzano's strategies of focus will be:
1. Homework and Practice (.77 effect size)
2. Cooperative Learning (.73 effect size)




School Performance Plan for Reginald F. Lewis High School                                                                   19 of 78
Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal.
1. Emphasis placed on maximizing grades on transcripts
2. Create an environment that prepares students to perform well on standardized tests
3. Make sure that students are engaged in rigorous coursework

Professional Development Strategy:
Collaborative Planning;
Engaged Family and Community Strategy:
Partner with companies, universities, and community partners to expose students to what the benefits of having a college education are and how to get it.

FCE Recommendation:. Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events




School Performance Plan for Reginald F. Lewis High School                                                                                                  20 of 78
School-Level Goal #2
There will be a school wide increase by June 2013 of 5% of students who are proficient or above in writing as measured by the SAT (Critical Writing Section),
HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement exams, teacher created assessments, rubrics, and as a result there will be an increase
in the amount of students who are accepted to/attend four year colleges or universities.

There will be a school wide increase by June 2013 of 5% of students who are proficient or above in mathematics as measured by the SAT (Critical Writing
Section), HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement exams, teacher created assessments, rubrics, and as a result there will be an
increase in the amount of students who are accepted to/attend four year colleges or universities.

[Instructional Goal: Mathematics aptitude, Writing/College and Career Readiness Goal]

FCE Recommendation:. Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

FCE Recommendation: Include your marketing strategy to support the coordinating of these events




School-Level Strategies                                                                                                              Funding Resources




School Performance Plan for Reginald F. Lewis High School                                                                                                  21 of 78
High Yield Instructional Strategy:
Our Needs Assessment and ILT Meetings have revealed that our students having difficulty articulating their thoughts,
ideas, and arguments in writing. Reginald F. Lewis High School has opted into the Common Core Training that has been
offered by the district.

COMMON CORE
It is imperative that Reginald F. Lewis High School begin to implement writing across the curriculum. Teachers in all
subject areas must explicitly teach students examples of good writing. Reginald F. Lewis High School will use the
Common Core Standards and professional development to develop a common language around good writing – through
professional development teachers across the subject areas will identify advanced, proficient, and basic
(unsatisfactory) examples of good writing as well as strategies to move students’ writing forward to the next level.
Teachers will then teach students to identify advanced, proficient, and basic forms of writing using “baseline” writing
samples for each category (exemplars). We will focus on two Common Core Standards to implement across the
subject areas: W9-10.1/11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant/sufficient evidence; W9-10.2/11-12.2 Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content. Implementing writing mini-lessons and tasks across the subject areas will promote students’
academic achievement and thereby, increase college/career readiness.

MARZANO’S HIGH YIELD STRATEGIES
The instructional core will work in collaborative fashion to ensure the implementation of Marzano’s high yield
strategies. Implementation of the strategies will come through: 1) professional development for teachers on the
strategies and how to explicitly teach them; 2) common/collaborative planning time; 3) implementation of the gradual
release of responsibility model; 4) teacher/student writing conferences where teachers and students review the
baselines/exemplars and the students’ learning (employing the writing strategies – Marzano and otherwise).

Marzano’s strategies of focus will be:
1. Homework and Practice (.77 effect size)
2. Cooperative Learning (.73 effect size)


Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal.
Establish targeted relationships with the administration, teachers, and students at the middle schools.
Hire a consultant to work with Reginald Lewis to build and market a positive image of the school.
Work with law firms, businesses, and the public sector leaders to reshape and enhance the business and law programs. Also, we will continue to build the boxing
and mixed martial arts program.

Professional Development Strategy:

School Performance Plan for Reginald F. Lewis High School                                                                                               22 of 78
Outside Consultants;
Hire an outside consultant to market RFL in the community. Create a voice and image for the school. Work with lawyers and business people to garner resources
and the network needed to create a winning and appealing image of the school. Make sure that the academic programs allign well with college admission
standards and corporate expectations.
Engaged Family and Community Strategy:
Team up with parents, teachers, and staff to promote the benefits and the safety of Reginald F. Lewis High School. Tap into their networks as a source for new
students. Partner with the local libraries, supermarkets, churches and businesses to get the word out about the school's success and offerings.

FCE Recommendation:. Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events




School Performance Plan for Reginald F. Lewis High School                                                                                                  23 of 78
School-Level Goal #3
Reginald F. Lewis High School will continue to improve the climate of the school by making it an academically viable choice for students such that there will be an
increase in enrollment of 5% over the 2011-2012 school year (October 2012) thereby, reversing the downward trend of enrollment that the school has suffered
over the last four years.

FCE Recommendation: Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events



School-Level Strategies                                                                                                              Funding Resources




School Performance Plan for Reginald F. Lewis High School                                                                                                  24 of 78
High Yield Instructional Strategy:
Our Needs Assessment shows that over the past several years (since the unfortunate incident that gained national
media attention) that our enrollment has decreased. However, Reginald F. Lewis High School's reputation has begun to
change with the hiring of Dr. Barney J. Wilson as principal. Since Dr. Wilson's tenure there have been significant
changes in the culture of the school so that it has become safe and academically viable. Reginald F. Lewis High School
faculty, staff, and students are now working to create an academically rigorous and respectful culture.

HIGHLY EFFECTIVE CLIMATE ACTIONS/STRATEGIES

MIDDLE SCHOOL ARTICULATION STRATEGY
This year Reginald F. Lewis High School created a two-pronged approach to articulation that went beyond attending the
BCPSS high school fair by 1) attending the articulation fairs of middle schools who invited us and 2) by creating a
shadow day program so students had the opportunity to come and visit the school. Reginald F. Lewis High School will
create articulation “agreements” and partner with feeder middle schools by developing relationships with the
administration and the guidance counselors of the various elementary/middle and middle schools in the area. The
middle school students need to see the true Reginald F. Lewis High School.

MARKETING PLAN FOR THE HIGH SCHOOL
There are so many great changes at Reginald F. Lewis High School and yet the school’s accomplishments are still
shadowed by unfortunate events of the past. Our neighboring community is aware of the changes that we have
undergone. However, we need to get the word out throughout Baltimore City particularly since high schools have a
choice process. We want eighth graders and their families to hear enough about us so they may make an informed
decision. As a result, we will look to develop a marketing campaign so that the “brand” of Reginald F. Lewis High
School becomes well known and we will shed our nefarious reputation. Either we will engage in a partnership with a
community member (innovative thought - marketing competition amongst local colleges) or engage a consultant to
advertise our changed climate.

CULTURE SHIFT – SAFE SCHOOL INITIATIVE
Our data shows that the number of suspensions has decreased significantly over the past two years.
Our data also shows that the number of students who are absent/habitually truant has decreased. Students are
coming to school at Reginald F. Lewis High School. Students are respecting each other, the faculty, and the school in
general. The school is safer and more rigorous academically. The number of honors classes and Advanced Placement
classes has increased by over 50%. Students can be successful at our school. Our students’ academic performance has
increased as they have begun to access instruction. The number of students on the honor roll increased from 57 (first
quarter) to 76 (Second quarter) to 78 (third quarter). Also more than 10% of our students have earned at least one 100
during the school year (51 out of 428 students). Reginald F. Lewis High School will create exciting academic and
extracurricular programs to further engage students, broaden their horizons, and give them options.

CLABS (Classroom Laboratories)
Reginald F. Lewis High School has classroom laboratories which are hands-on and thereby, attractive to students
School Performance Plan for Reginald F. Lewis High School                                                                25 of 78
coming from middle school. Additionally, the CLABS make learning interactive for high school students. This year we
were able to build a courtroom where our students are able to hold trials. We have also been able to build a student-
Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning that will support this goal.
Establish targeted relationships with the administration, teachers, students, and staff to provide workshops which will teach the fundamentals of marketing to
aid in our articulation/marketing intitiatives.

Establish a targeted list of staff and teachers to assist in the College Access Teacher Initiative as a support to the resources our guidance counselor and registrar
provide.

Professional Development Strategy:
Collaborative Planning;
The Teacher's teaching schedules were changed to promote collaborative learning by department, grade level and content. The English Department is working
closely with Mr. Satti from the Network support team. Teachers participated in collaborative learning around words and word origins. Startegies were shared
and subsequently executed by teachers. As a result of the schedule changes and collaborative planning, a number of assessments were administered effectively,
including RISE, NAVIANCE and a Writing Assessment.
Engaged Family and Community Strategy:
Team up with parents, teachers, staff and the community to promote the benefits and the safety of Reginald F. Lewis High School. Work with these stakeholders
to get the positive message out about the school. Also, team up with parents, teachers, staff and the community to promote college/career placement.

FCE Recommendation:. Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events




School Performance Plan for Reginald F. Lewis High School                                                                                                      26 of 78
What strategies will your school use to support new teachers?                                                               Funding Resources
1.   New Teachers will receive schedules that allow for collaborative planning and common lunch periods with more
     seasoned teachers within their content area or grade level. New teachers will be matched up with mentors and
     will be expected to support each other as a cohort group.

     FCE Recommendation: PD centering on the development of good teacher - parent relationships

2.   New teachers will be given opportunities to have access to technology that allows them to prepare, facilitate and
     deliver cutting edge lessons. This includes tablets, writing documents projectors, smart boards, etc.
3.   New teachers will be invited to serve on the ILT and will be encouraged to visit other schools and classrooms to see
     how other teachers prepare for, teach, and manage their classrooms.




School Performance Plan for Reginald F. Lewis High School                                                                                       27 of 78
Step 5: Determine Results Indicators

Results Indicator Statements: Results Indicators describe:

    •   What to look for in monitoring the implementation of the strategy; and
    •   What relationships can be established between strategies and outcome data.

Your ILT should identify results indicators for each of the three strategies connected to each school-level goal.

(NOTE: The 3 primary strategies identified below will pre-populate here: Highly Effective Inst./Climate, Professional Development, and Engaged Fam and Comm.)

School-Level Goal #1
There will be a school wide increase by June 2013 of 5% of students who are proficient or above in reading as measured by the PSAT SAT, ACT, HSAs, Advanced
Placement Exams, Benchmarks, Portfolio Projects/Presentations, teacher created assessments, such that there will be an increase in the amount of students
who are accepted to/attend four year colleges or universities.

[Instructional Goal: Reading/College and Career Readiness Goal]

FCE Recommendation: Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events

                                    School-Level Goal #1 Strategies                                                 Results Indicator      Reporting Mechanism




School Performance Plan for Reginald F. Lewis High School                                                                                                  28 of 78
School-Level Goal #1
There will be a school wide increase by June 2013 of 5% of students who are proficient or above in reading as measured by the PSAT SAT, ACT, HSAs, Advanced
Placement Exams, Benchmarks, Portfolio Projects/Presentations, teacher created assessments, such that there will be an increase in the amount of students
who are accepted to/attend four year colleges or universities.

[Instructional Goal: Reading/College and Career Readiness Goal]

FCE Recommendation: Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events

                                  School-Level Goal #1 Strategies                                              Results Indicator              Reporting Mechanism
Our Needs Assessment shows that our students have difficulty reading and processing                   1. If we continue to focus on           Student Work
informational text. Reginald F. Lewis High School has opted into the Common Core Training that        Common Core Standard RI.9-
has been offered by the district.                                                                     10.1/11-12.1. Cite strong and           We will see students
                                                                                                      thorough textual evidence to            demonstrate higher
                                                                                                      support analysis of what the text       proficiency in reading
COMMON CORE                                                                                           says explicitly as well as inferences   and improve reading
Through that professional development, we will implement the Common Core                              drawn from the text                     comprehension as
Standards/strategies learned and focus on three specific standards: RI.9-10.1/11-12.1. Cite strong                                            evidenced by their
and thorough textual evidence to support analysis of what the text says explicitly as well as         We will see teachers: promote           ability to analyze,
inferences drawn from the text; RI.9-10.2/11-12.2. Determine a central idea of a text and analyze     voracious reading, assign               make inferences, and
its development over the course of the text, including how it emerges and is shaped and refined by    additional reading assignments,         cite evidence
specific details; provide an objective summary of the text; RI.9-10.8/11-12.8. Delineate and          incorporate reader's circles/book
evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and     clubs, hold student data
the evidence is relevant and sufficient; identify false statements and fallacious reasoning.          conferences, release responsibility     RISE, DIBBELS,
Assisting students in navigating and analyzing information text will promote high academic            of student data and work to the         Benchmark, HSAs,
achievement in reading and thereby, increase college readiness.                                       students, and teach various genres      PSAT/SAT, ACT scores
                                                                                                      of reading.                             and Teacher Created
The instructional core will focus on the above-mentioned areas of the Common Core Standards-                                                  Assessments
Information Text: textual evidence, central idea analysis, argument evaluation in an effort to
promote college and career readiness.                                                                  2. If we continue to focus on          Then, we will see
                                                                                                       Common Core Standard RI.9-             students demonstrate
MARZANO'S HIGH YIELD STRATEGIES                                                                        10.2/11-12.2. Determine a central      higher proficiency in
                             will work in collaborative
Also, the instructional coreReginald F. Lewis High Schoolfashion to ensure the implemention of several idea of a text and analyze its
School Performance Plan for                                                                                                                   reading and improve 78
                                                                                                                                                              29 of
of Marzano's high yield strategies. Implementation will come through: 1) professional                  development over the course of         reading
development of teachers on Marzano's strategies and the gradual release of responsibility; 2)          the text, including how it emerges     comprehension as
School-Level Goal #1
There will be a school wide increase by June 2013 of 5% of students who are proficient or above in reading as measured by the PSAT SAT, ACT, HSAs, Advanced
Placement Exams, Benchmarks, Portfolio Projects/Presentations, teacher created assessments, such that there will be an increase in the amount of students
who are accepted to/attend four year colleges or universities.

[Instructional Goal: Reading/College and Career Readiness Goal]

FCE Recommendation: Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events

                                    School-Level Goal #1 Strategies                                             Results Indicator             Reporting Mechanism
Partner with companies, universities, and community partners to expose students to what the            If we continue with partnerships
benefits of having a college education are and how to get it.                                          where students receive assistance
                                                                                                       in reading from the partners (SAT
FCE Recommendation:. Provide the month that these activities (and frequency) will occur and the        Prep, College Access Teacher
strategies to promote an increase of parent / community engagement. Please specify if the              Initiative, etc.)
activities will help to build capacity in the areas of on parenting, communication, collaboration with
the community, Joint decision making, Learning at home or volunteering.                                Then, we will see an increase in
                                                                                                       the amount of college acceptances
Use the activities that have demonstrated success and include a long tern plan to maintain             - and specifically, acceptances into
momentum throughout the year. Grade levels, academies, and content area specific programming four year colleges
are highly recommended,
                                                                                                       Also, then we will see an increase
FCE Recommendation: Include your marketing strategy to support the coordinating of these events in the amount of
                                                                                                       grants/scholarship awards that
                                                                                                       our students receive




School Performance Plan for Reginald F. Lewis High School                                                                                                  30 of 78
School-Level Goal #2
There will be a school wide increase by June 2013 of 5% of students who are proficient or above in writing as measured by the SAT (Critical Writing Section),
HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement exams, teacher created assessments, rubrics, and as a result there will be an increase
in the amount of students who are accepted to/attend four year colleges or universities.

There will be a school wide increase by June 2013 of 5% of students who are proficient or above in mathematics as measured by the SAT (Critical Writing
Section), HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement exams, teacher created assessments, rubrics, and as a result there will be an
increase in the amount of students who are accepted to/attend four year colleges or universities.

[Instructional Goal: Mathematics aptitude, Writing/College and Career Readiness Goal]

FCE Recommendation:. Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

FCE Recommendation: Include your marketing strategy to support the coordinating of these events



                                    School-Level Goal #2 Strategies                                            Results Indicator           Reporting Mechanism




School Performance Plan for Reginald F. Lewis High School                                                                                                  31 of 78
School-Level Goal #2
There will be a school wide increase by June 2013 of 5% of students who are proficient or above in writing as measured by the SAT (Critical Writing Section),
HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement exams, teacher created assessments, rubrics, and as a result there will be an increase
in the amount of students who are accepted to/attend four year colleges or universities.

There will be a school wide increase by June 2013 of 5% of students who are proficient or above in mathematics as measured by the SAT (Critical Writing
Section), HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement exams, teacher created assessments, rubrics, and as a result there will be an
increase in the amount of students who are accepted to/attend four year colleges or universities.

[Instructional Goal: Mathematics aptitude, Writing/College and Career Readiness Goal]

FCE Recommendation:. Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

FCE Recommendation: Include your marketing strategy to support the coordinating of these events



                                  School-Level Goal #2 Strategies                                                Results Indicator             Reporting Mechanism
Our Needs Assessment and ILT Meetings have revealed that our students having difficulty                 1. If we focus on the Common           Student Work
articulating their thoughts, ideas, and arguments in writing. Reginald F. Lewis High School has         Core Standard W9-10.1/11-12.1,
opted into the Common Core Training that has been offered by the district.                              Write arguments to support claims      Then, we will see
                                                                                                        in an analysis of substantive topics   student writing that
COMMON CORE                                                                                             or texts, using valid reasoning and    demonstrates higher
It is imperative that Reginald F. Lewis High School begin to implement writing across the               relevant/sufficient evidence           levels of proficiency as
curriculum. Teachers in all subject areas must explicitly teach students examples of good writing.                                             students begin to
Reginald F. Lewis High School will use the Common Core Standards and professional development                                                  fashion arguments that
to develop a common language around good writing – through professional development teachers            Then we will see teachers: teach       they support with solid
across the subject areas will identify advanced, proficient, and basic (unsatisfactory) examples of     analysis of arguments, teach the       reasoning and
good writing as well as strategies to move students’ writing forward to the next level. Teachers will   art of debating; teach students        evidence gleaned from
then teach students to identify advanced, proficient, and basic forms of writing using “baseline”       how to determine importance in         texts
writing samples for each category (exemplars). We will focus on two Common Core Standards to            text; teach students how to
implement across the subject areas: W9-10.1/11-12.1 Write arguments to support claims in an             determine relevant/valid
analysis of substantive topics or texts, using valid reasoning and relevant/sufficient evidence; W9-    evidence; teach students logical       Standardized Tests
10.2/11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts,         fallacies; introduce students to the
and information clearly and accurately through the effective selection, organization, and analysis of   art of rhetoric; and teach students    Also, then, we will see
content. Implementing writing mini-lessons and tasks across the subject areas will promote              how to write arguments                 student writing that
students’ academic achievement and thereby, increase college/career readiness.                          incorporating relevant evidence        demonstrates higher
                                                                                                                                               levels of proficiency as
MARZANO’S HIGH YIELD STRATEGIESLewis High School
School Performance Plan for Reginald F.                                                                                                        evidence by       32 of 78
The instructional core will work in collaborative fashion to ensure the implementation of               2. If we focus on the Common           standardized tests,
Marzano’s high yield strategies. Implementation of the strategies will come through: 1)                 Core Standard W9-10.2/11-12.2          (e.g. writing
School-Level Goal #2
There will be a school wide increase by June 2013 of 5% of students who are proficient or above in writing as measured by the SAT (Critical Writing Section),
HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement exams, teacher created assessments, rubrics, and as a result there will be an increase
in the amount of students who are accepted to/attend four year colleges or universities.

There will be a school wide increase by June 2013 of 5% of students who are proficient or above in mathematics as measured by the SAT (Critical Writing
Section), HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement exams, teacher created assessments, rubrics, and as a result there will be an
increase in the amount of students who are accepted to/attend four year colleges or universities.

[Instructional Goal: Mathematics aptitude, Writing/College and Career Readiness Goal]

FCE Recommendation:. Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

FCE Recommendation: Include your marketing strategy to support the coordinating of these events



                                    School-Level Goal #2 Strategies                                            Results Indicator           Reporting Mechanism
Hire an outside consultant to market RFL in the community. Create a voice and image for the           If we focus on developing and      Student Enrollment
school. Work with lawyers and business people to garner resources and the network needed to           executing a marketing plan for the Increase
create a winning and appealing image of the school. Make sure that the academic programs allign       school
well with college admission standards and corporate expectations.                                                                        Then, we will see
                                                                                                      Then we will see stakeholders      student enrollment
                                                                                                      work collaboratively to share the increase as middle
                                                                                                      enw data and information about     school students and
                                                                                                      the school moving forward in a     their families are able
                                                                                                      positive direction with community to make a more
                                                                                                      members and BCPSS families at      informed decision
                                                                                                      large                              regarding our school

                                                                                                                                           School Perception
                                                                                                                                           Change to More
                                                                                                                                           Positive Perception

                                                                                                                                           Also, then, we will see
                                                                                                                                           the perceived
                                                                                                                                           reputation that
                                                                                                                                           Reginald F. Lewis high
School Performance Plan for Reginald F. Lewis High School                                                                                  school has amongst 78
                                                                                                                                                           33 of
                                                                                                                                           BCPSS middle school
                                                                                                                                           principals and
School-Level Goal #2
There will be a school wide increase by June 2013 of 5% of students who are proficient or above in writing as measured by the SAT (Critical Writing Section),
HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement exams, teacher created assessments, rubrics, and as a result there will be an increase
in the amount of students who are accepted to/attend four year colleges or universities.

There will be a school wide increase by June 2013 of 5% of students who are proficient or above in mathematics as measured by the SAT (Critical Writing
Section), HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement exams, teacher created assessments, rubrics, and as a result there will be an
increase in the amount of students who are accepted to/attend four year colleges or universities.

[Instructional Goal: Mathematics aptitude, Writing/College and Career Readiness Goal]

FCE Recommendation:. Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

FCE Recommendation: Include your marketing strategy to support the coordinating of these events



                                    School-Level Goal #2 Strategies                                            Results Indicator           Reporting Mechanism
Team up with parents, teachers, and staff to promote the benefits and the safety of Reginald F.        If we team up with parents,         Increase in
Lewis High School. Tap into their networks as a source for new students. Partner with the local        teachers, staff to promote the      Partnerships Resources
libraries, supermarkets, churches and businesses to get the word out about the school's success        benefits and the safety of Reginald
and offerings.                                                                                         F. Lewis High School                More community
                                                                                                                                           members,
FCE Recommendation:. Provide the month that these activities (and frequency) will occur and the        Then we will see an increase in the corporations, etc. will
strategies to promote an increase of parent / community engagement. Please specify if the              submission as well as positive      want to become
activities will help to build capacity in the areas of on parenting, communication, collaboration with feedback on the climate surveys     involved with the
the community, Joint decision making, Learning at home or volunteering.                                                                    school and give to the
                                                                                                       Also, then we will see a more       school
Use the activities that have demonstrated success and include a long tern plan to maintain             involved community and our
momentum throughout the year. Grade levels, academies, and content area specific programming amount of partnerships                        Truly Informed
are highly recommended,                                                                                (resources) increase                Community

FCE Recommendation: Include your marketing strategy to support the coordinating of these events                                            Then, we see Reginald
                                                                                                                                           F. Lewis students and
                                                                                                                                           their families become
                                                                                                                                           more educated about
                                                                                                                                           the
                                                                                                                                           events/happenings/pr
School Performance Plan for Reginald F. Lewis High School                                                                                                   school
                                                                                                                                           ograms that the 34 of 78
                                                                                                                                           has to offer
School-Level Goal #3
Reginald F. Lewis High School will continue to improve the climate of the school by making it an academically viable choice for students such that there will be
an increase in enrollment of 5% over the 2011-2012 school year (October 2012) thereby, reversing the downward trend of enrollment that the school has
suffered over the last four years.

FCE Recommendation: Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events

                                    School-Level Goal #3 Strategies                                            Results Indicator           Reporting Mechanism




School Performance Plan for Reginald F. Lewis High School                                                                                                  35 of 78
School-Level Goal #3
Reginald F. Lewis High School will continue to improve the climate of the school by making it an academically viable choice for students such that there will be
an increase in enrollment of 5% over the 2011-2012 school year (October 2012) thereby, reversing the downward trend of enrollment that the school has
suffered over the last four years.

FCE Recommendation: Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events

                                  School-Level Goal #3 Strategies                                               Results Indicator            Reporting Mechanism
Our Needs Assessment shows that over the past several years (since the unfortunate incident that        1. If we continue to employ our      Increase in Student
gained national media attention) that our enrollment has decreased. However, Reginald F. Lewis          strategies around middle school      Enrollment
High School's reputation has begun to change with the hiring of Dr. Barney J. Wilson as principal.      articulation
Since Dr. Wilson's tenure there have been significant changes in the culture of the school so that it                                        Increase in Positive
has become safe and academically viable. Reginald F. Lewis High School faculty, staff, and students     Then, we will see student            Feedback from Climate
are now working to create an academically rigorous and respectful culture.                              enrollment increase                  Surveys

HIGHLY EFFECTIVE CLIMATE ACTIONS/STRATEGIES                                                             Then, we will develop articulation   Decrease in the
                                                                                                        agreements and/or partnerships       Number of
MIDDLE SCHOOL ARTICULATION STRATEGY                                                                     with local elementary/middle and     Suspensions
This year Reginald F. Lewis High School created a two-pronged approach to articulation that went        middle schools so that those
beyond attending the BCPSS high school fair by 1) attending the articulation fairs of middle schools    schools may benefit from the         Decrease in the
who invited us and 2) by creating a shadow day program so students had the opportunity to come          resources our school provides        Habitually Truant Rate
and visit the school. Reginald F. Lewis High School will create articulation “agreements” and           (courtroom, bank, etc.) and their
partner with feeder middle schools by developing relationships with the administration and the          students may have an early glance    Increase in Attendance
guidance counselors of the various elementary/middle and middle schools in the area. The middle         at the programs that Reginald F.     Percentages Across the
school students need to see the true Reginald F. Lewis High School.                                     Lewis High School offers             Grade Levels

MARKETING PLAN FOR THE HIGH SCHOOL                                                                      2. If we focus on developing and   Increase in GPAs and
There are so many great changes at Reginald F. Lewis High School and yet the school’s                   executing a marketing plan for the Stduent Performance
accomplishments are still shadowed by unfortunate events of the past. Our neighboring                   school
community is aware of the changes that we have undergone. However, we need to get the word                                                 Increase in Classroom
out throughout Baltimore City particularly since high schools have a choice process. We want            Then, we will see student          Laboratories and
eighth graders and their families to hear enough about us so they may make an informed decision.        enrollment increase as middle      Fruitful Partnerships
School Performance look to develop a marketing campaign so that the “brand” of Reginald F. Lewis
As a result, we will Plan for Reginald F. Lewis High School                                             school students and their families                  36 of 78
High School becomes well known and we will shed our nefarious reputation. Either we will engage         are able to make a more informed Increase in College
in a partnership with a community member (innovative thought - marketing competition amongst            decision regarding our school      Acceptances to Four
School-Level Goal #3
Reginald F. Lewis High School will continue to improve the climate of the school by making it an academically viable choice for students such that there will be
an increase in enrollment of 5% over the 2011-2012 school year (October 2012) thereby, reversing the downward trend of enrollment that the school has
suffered over the last four years.

FCE Recommendation: Provide the month that these activities (and frequency) will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events

                                    School-Level Goal #3 Strategies                                            Results Indicator           Reporting Mechanism
The Teacher's teaching schedules were changed to promote collaborative learning by department,
grade level and content. The English Department is working closely with Mr. Satti from the
Network support team. Teachers participated in collaborative learning around words and word
origins. Startegies were shared and subsequently executed by teachers. As a result of the schedule
changes and collaborative planning, a number of assessments were administered effectively,
including RISE, NAVIANCE and a Writing Assessment.
Team up with parents, teachers, staff and the community to promote the benefits and the safety
of Reginald F. Lewis High School. Work with these stakeholders to get the positive message out
about the school. Also, team up with parents, teachers, staff and the community to promote
college/career placement.

FCE Recommendation:. Provide the month that these activities (and frequency) will occur and the
strategies to promote an increase of parent / community engagement. Please specify if the
activities will help to build capacity in the areas of on parenting, communication, collaboration with
the community, Joint decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan to maintain
momentum throughout the year. Grade levels, academies, and content area specific programming
are highly recommended,

FCE Recommendation: Include your marketing strategy to support the coordinating of these events



School Performance Plan for Reginald F. Lewis High School                                                                                                  37 of 78
Step 6: Monitor and Evaluate Results

Guidance: Use this template at designated Instructional Leadership Team (ILT) and School Family Council (SFC) meetings throughout the year to monitor specific
goals and strategies in your plan.

School:                                         SFC Members:                 ILT Members:                     Date:         Next Monitoring Cycle Date:
Reginald F. Lewis High School                   Mr. Marc Davis               Dr. Barney J. Wilson             December 2012 March 2013
                                                Ms. Emily Butler             Ms. Sharon Webb                                ---------------
                                                Dr. Barney J. Wilson         Ms. Emily Butler
                                                Mrs. Karen Brown             Mrs. Melinda Boxley
                                                                             Ms. Aunyia Ames
                                                                             Mrs. Joanne Jackson
                                                                             Dr. Samuel Okereke
                                                                             Ms. Mamie Teagle
                                                                             Mrs. Beverly Cook
                                                                             Mr. Marc Davis
                                                                             Mrs. Judy Barnes




School Performance Plan for Reginald F. Lewis High School                                                                                              38 of 78
Goal 1:                                                                          Instructional Strategy 1:
There will be a school wide increase by June 2013 of 5% of students who are      Our Needs Assessment shows that our students have difficulty reading and
proficient or above in reading as measured by the PSAT SAT, ACT, HSAs,           processing informational text. Reginald F. Lewis High School has opted into the
Advanced Placement Exams, Benchmarks, Portfolio Projects/Presentations,          Common Core Training that has been offered by the district.
teacher created assessments, such that there will be an increase in the amount
of students who are accepted to/attend four year colleges or universities.
                                                                                COMMON CORE
[Instructional Goal: Reading/College and Career Readiness Goal]                 Through that professional development, we will implement the Common Core
                                                                                Standards/strategies learned and focus on three specific standards: RI.9-
FCE Recommendation: Provide the month that these activities (and frequency) 10.1/11-12.1. Cite strong and thorough textual evidence to support analysis of
will occur and the strategies to promote an increase of parent / community      what the text says explicitly as well as inferences drawn from the text; RI.9-
engagement. Please specify if the activities will help to build capacity in the 10.2/11-12.2. Determine a central idea of a text and analyze its development
areas of on parenting, communication, collaboration with the community, Joint over the course of the text, including how it emerges and is shaped and refined
decision making, Learning at home or volunteering.                              by specific details; provide an objective summary of the text; RI.9-10.8/11-12.8.
                                                                                Delineate and evaluate the argument and specific claims in a text, assessing
Use the activities that have demonstrated success and include a long tern plan whether the reasoning is valid and the evidence is relevant and sufficient;
to maintain momentum throughout the year. Grade levels, academies, and          identify false statements and fallacious reasoning. Assisting students in
content area specific programming are highly recommended,                       navigating and analyzing information text will promote high academic
                                                                                achievement in reading and thereby, increase college readiness.
FCE Recommendation: Include your marketing strategy to support the
coordinating of these events                                                    The instructional core will focus on the above-mentioned areas of the Common
                                                                                Core Standards-Information Text: textual evidence, central idea analysis,
                                                                                argument evaluation in an effort to promote college and career readiness.

                                                                                 MARZANO'S HIGH YIELD STRATEGIES
                                                                                 Also, the instructional core will work in collaborative fashion to ensure the
                                                                                 implemention of several of Marzano's high yield strategies. Implementation
                                                                                 will come through: 1) professional development of teachers on Marzano's
                                                                                 strategies and the gradual release of responsibility; 2) common/collaborative
                                                                                 planning time so lesson may be created and studied (lesson studies) which will
                                                                                 explicitly teach (direct instruction) Marzano's strategies; 3) implementation of
                                                                                 the gradual release of responsibility whereby teachers empower students to
                                                                                 earn their own learning as it relates to improving their reading (teacher
                                                                                 modeling, guided practice, independent practice); 4) flexible grouping model
                                                                                 whereby the regular education teacher, special education teacher, and
                                                                                 additional literacy teacher create groups based on data points and design
                                                                                 lessons (re-teach, challenge, etc.); 5) teacher/student conferencing whereby
                                                                                 teachers confer with students on a regular basis regarding their improvement
                                                                                 in reading - students would also be responsible for tracking their improvement
                                                                                 and setting objectives.
School Performance Plan for Reginald F. Lewis High School                                                                                                 39 of 78
                                                                                 Marzano's strategies of focus will be:
Has this strategy been implemented?                                                 Has this activity had impact?
Partially implemented                                                               Yes

What were the supports or barriers to implementing this strategy?                   What are the contributing factors?
During the 2011-12 school year we implemented the following                         Our teachers were underperforming and it has taken time to cycle out the
actions/strategies:                                                                 underperforming teachers so that highly effective teachers may be hired.

A. Common/Collaborative Planning time - we fully scheduled time for teachers        Our teams/committees were not created and oftentimes the lionshare of the
to meet. Teachers met as deparments and planned. In some instances,                 work fell on the same individuals. Work was not distributed or delegated due
departments worked with Network personnel for the purpose of planning               to the capacity of the underperforming teachers.
effective lessons. Moving forward for the 2012-2013 school year we will use
this time in an even more strategic/impactful manner around the Common              Our students have difficulty reading and processing informational text. As a
Core Standards; Marzano's high yield strategies; and lesson planning/studies.       result, they do not perform very well on PSATs, SATs, ACTs, Benchmarks, and
[There were no barriers to scheduling the common/collaborative planning             teacher created assessments.
time]
                                                                                    Many of our students are not on grade level for reading (and math as well). In
B. Gradual release of responsibility - teachers in our school were previously       reading we have students who are up to 5 grade levels behind.
trained on the district's "I Do, We Do, You Do' model. Moving forward for the
2012-2013 school year we will provide intense training on the gradual release       Many of our students do not read at home. In addition, even if they read at
of responsibility and make sure lessons are formulated in line with the strategy.   home they do not access informational text nor do they analyze the text.
We want teachers to not only know "I do, We Do, You Do" but employ it with
fidelity in their lessons so we may move students from dependence to                Many of our students are not exposed to different higher leveled text - text
independence. [There were no barriers but we need to employ the model with          with great complexity and even when exposed, do not have the foundational
fidelity]                                                                           skills to navigate the text in an expert manner.

C. Flexible Grouping - teachers in our English and Math Departments began           Many of our students are not exposed to different experiences, cultures, cities,
employing a flexible grouping model this school year. A barrier to employing        states, countries, etc. and the lack of exposure has given them a narrow
this model was securing the "third teacher" so that the groups could be smaller     outlook as opposed to broadened horizons. For example, they do not have the
and more impactful.                                                                 expansive vocabulary that many of their white counterparts may have by virtue
                                                                                    of exposure. They do not have the same knowledge base of colleges and the
D. SAT Prep Class - this year we scheduled SAT Prep classes (verbal and math)       importance of grades, GPAs, etc. as many of their white counterparts due to
as an elective so students were able to learn strategies and content regarding      lack of exposure.
the SAT. [The barrier to this strategy is that all students' schedules do not
permit them to take the class due to issues with undercrediting and the like.       Our school is small and has a limited amount of staff/resources - therefore, it is
We need to create a way where every sophmore, junior, and senior may have           difficult to get initiatives off of the ground and have people assume
access to SAT Prep]                                                                 responsibility for those initiatives when the pool is small.

E. Verizon SAT Bus - this year we entered into a partnership with Verizon and      While our school has created tremendous partnerships this year in order to
scheduled our SAT class onto the SAT Bus for one day out of the week. The          increase our resources, we still need to develop addiitonal partnerships to
Verizon SAT Bus was outfitted with tutors from Morgan. Our students utilized meet the needs of our students.
School Performance Plan for Reginald F. Lewis High School                                                                                                    40 of 78
the tutors and Study Island to prepare for the SAT. [The barrier to this strategy
is that all students' schedules do not permit them to take the class due to issues
What is the evidence of the strategy’s impact on instructional practice and/or   Did the strategy work? If not how do you plan to modify it?
student learning?                                                                Yes
A. Scheduling common/collaborative planning time: Our students' academic         The actions/strategies that we have implemented are working as evidenced by
performance has increased as they have begun to access instruction, take         the increases in academic performance, benchmark, and average SAT scores.
advantage of Coach Class, and taken their grades more seriously. The number      However, we would modify our strategies as follows:
of students on the honor roll increased from 57 (first quarter) to 76 (second
quarter) to 78 (third quarter). Also, more than 10% of our students have         Common/Collaborative Planning time – in addition to using this time for
earned at least one 100 during the school year (51 out of 428 students).         planning we will use it for data team meetings (to establish a data driven
                                                                                 culture), examining student work, and lesson studies. We truly need to
C. Flexible Grouping: Our benchmarks scores have steadily improved over          establish a data driven culture. Teachers need to continue to make students
each area as follows: In comparing the benchmark data to the 2011 data, the      aware of data but, now do so in a more strategic fashion (teacher/student data
biology benchmarks improved from about 15% to 30%. The algebra bench             conferences) – awareness must turn into motivation and action on the part of
marks improved from about 10% to 30%. The english benchmarks improved            the students.
from about 20% to 45%.
                                                                            Flexible Grouping – flexible grouping allows for teachers to re-teach students
D and E. Providing the SAT Class and Bus: Our average SAT scores have shown who are struggling with a strategy and challenge other students who are not
the following increases:                                                    struggling. It allows the teacher to further break down his/her room so the
                                                                            teacher may target individual needs more readily. Moving forward, we will
Class of 2011; Average CR+M: 650; Average Composite Score: 970 AND Class of begin to dissect the lessons more closely and study the re-teach lessons and
2012; Average CR+M: 670; Average Composite Score: 1005.                     challenge lessons to analyze rigor. Teachers will also use data and share the
                                                                            data with students so together they may develop action plans for academic
                                                                            success.

                                                                                 Providing the SAT Class and Bus – providing the class as an elective is not
                                                                                 enough – we need to make sure that the class and bus reach more students.
                                                                                 We are thinking of creative ways to bring the bus’ culture into the school
                                                                                 building – for example, we may be able to bring it in the building in the form of
                                                                                 an SAT lab.


                                                                                 We will also employ the new strategies listed for the 2012-2013 school year:
                                                                                 1. Common Core Opt-In Training and Reginald F. Lewis High School’s three
                                                                                 Common Core Focus Areas in Reading
                                                                                 2. Marzano’s High Yield Strategies (Professional development needed on: the
                                                                                 High Yield Strategies, Gradual Release of Responsibility, Teacher/Student
                                                                                 Conference)
                                                                                 3. School-wide Focus on College Access (beyond College Board and College
                                                                                 Bound)


School Performance Plan for Reginald F. Lewis High School                                                                                                  41 of 78
School Performance Plan for Reginald F. Lewis High School   42 of 78
School:                                         SFC Members:           ILT Members:           Date:      Next Monitoring Cycle Date:
Reginald F. Lewis High School                   Mr. Marc Davis         Dr. Barney J. Wilson   December   March 2013
                                                Ms. Emily Butler       Ms. Sharon Webb        2012       ---------------
                                                Dr. Barney J. Wilson   Ms. Emily Butler
                                                Mrs. Karen Brown       Mrs. Melinda Boxley
                                                                       Ms. Aunyia Ames
                                                                       Mrs. Joanne Jackson
                                                                       Dr. Samuel Okereke
                                                                       Ms. Mamie Teagle
                                                                       Mrs. Beverly Cook
                                                                       Mr. Marc Davis
                                                                       Mrs. Judy Barnes




School Performance Plan for Reginald F. Lewis High School                                                                      43 of 78
Goal 1:                                                                           Professional Development Strategy 1:
There will be a school wide increase by June 2013 of 5% of students who are       Collaborative Planning;
proficient or above in reading as measured by the PSAT SAT, ACT, HSAs,            The Teacher's teaching schedules were changed to promote collaborative
Advanced Placement Exams, Benchmarks, Portfolio Projects/Presentations,           learning by department, grade level and content. The English Department is
teacher created assessments, such that there will be an increase in the amount    working closely with Mr. Satti from the Network support team. Teachers
of students who are accepted to/attend four year colleges or universities.        participated in collaborative learning around words and word origins. Startegies
                                                                                  were shared and subsequently executed by teachers. As a result of the
[Instructional Goal: Reading/College and Career Readiness Goal]                   schedule changes and collaborative planning, a number of assessments were
                                                                                  administered effectively, including RISE, NAVIANCE and a Writing Assessment.
FCE Recommendation: Provide the month that these activities (and frequency)
will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the
areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan
to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the
coordinating of these events


Has this strategy been implemented?                                               Has this activity had impact?
Fully Implemented                                                                 Yes

What were the supports or barriers to implementing this strategy?                 What are the contributing factors?
Athletic schedules were a barrier to moving the test to the afternoon.            Students came to school late last year. They were not allowed into the testing
Student latenesses were a barrier to offering the PSAT in the morning.            classrooms in an effort to maintain test integrity. We moved the PSAT to 11 AM
                                                                                  and modified the lunch schedules accordingly. One issue was the time that the
                                                                                  test ended. There were many athletes who had games scheduled that day. We
                                                                                  believe that this stressed out some of the test takers in that the athletic
                                                                                  schedule is in the late Fall mode. Games start earlier. Students are pulled out of
                                                                                  class earlier to board buses for the away games. The majority of the students
                                                                                  stayed in the classrooms for the test. The buses were rescheduled in lieu of the
                                                                                  PSAT. Schools were called and notified of our situations and allowances were
                                                                                  made.



School Performance Plan for Reginald F. Lewis High School                                                                                                   44 of 78
What is the evidence of the strategy’s impact on instructional practice and/or Did the strategy work? If not how do you plan to modify it?
student learning?                                                              Yes
The number of test takers increased from 20 to 100.                            The strategy worked. In the future we will alert the bus service and the schools
                                                                               that we have athletic events scheduled with in advance that we are testing our
                                                                               students and that the games will be delayed.




School Performance Plan for Reginald F. Lewis High School                                                                                               45 of 78
School:                                         SFC Members:           ILT Members:           Date:         Next Monitoring Cycle Date:
Reginald F. Lewis High School                   Mr. Marc Davis         Dr. Barney J. Wilson   December 2012 March 2013
                                                Ms. Emily Butler       Ms. Sharon Webb                      ---------------
                                                Dr. Barney J. Wilson   Ms. Emily Butler
                                                Mrs. Karen Brown       Mrs. Melinda Boxley
                                                                       Ms. Aunyia Ames
                                                                       Mrs. Joanne Jackson
                                                                       Dr. Samuel Okereke
                                                                       Ms. Mamie Teagle
                                                                       Mrs. Beverly Cook
                                                                       Mr. Marc Davis
                                                                       Mrs. Judy Barnes




School Performance Plan for Reginald F. Lewis High School                                                                         46 of 78
Goal 1:                                                                          Engaged Family and Community Strategy 1:
There will be a school wide increase by June 2013 of 5% of students who are      Partner with companies, universities, and community partners to expose
proficient or above in reading as measured by the PSAT SAT, ACT, HSAs,           students to what the benefits of having a college education are and how to get
Advanced Placement Exams, Benchmarks, Portfolio Projects/Presentations,          it.
teacher created assessments, such that there will be an increase in the amount
of students who are accepted to/attend four year colleges or universities.       FCE Recommendation:. Provide the month that these activities (and frequency)
                                                                                 will occur and the strategies to promote an increase of parent / community
[Instructional Goal: Reading/College and Career Readiness Goal]                  engagement. Please specify if the activities will help to build capacity in the
                                                                                 areas of on parenting, communication, collaboration with the community, Joint
FCE Recommendation: Provide the month that these activities (and frequency)      decision making, Learning at home or volunteering.
will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the Use the activities that have demonstrated success and include a long tern plan
areas of on parenting, communication, collaboration with the community, Joint to maintain momentum throughout the year. Grade levels, academies, and
decision making, Learning at home or volunteering.                              content area specific programming are highly recommended,

Use the activities that have demonstrated success and include a long tern plan   FCE Recommendation: Include your marketing strategy to support the
to maintain momentum throughout the year. Grade levels, academies, and           coordinating of these events
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the
coordinating of these events


Has this strategy been implemented?                                              Has this activity had impact?


What were the supports or barriers to implementing this strategy?                What are the contributing factors?


What is the evidence of the strategy’s impact on instructional practice and/or Did the strategy work? If not how do you plan to modify it?
student learning?




School Performance Plan for Reginald F. Lewis High School                                                                                                47 of 78
School:                                         SFC Members:           ILT Members:           Date:         Next Monitoring Cycle Date:
Reginald F. Lewis High School                   Mr. Marc Davis         Dr. Barney J. Wilson   October 25,   December 2012
                                                Ms. Emily Butler       Ms. Sharon Webb        2012          ---------------
                                                Dr. Barney J. Wilson   Ms. Emily Butler
                                                Mrs. Karen Brown       Mrs. Melinda Boxley
                                                                       Ms. Aunyia Ames
                                                                       Mrs. Joanne Jackson
                                                                       Dr. Samuel Okereke
                                                                       Ms. Mamie Teagle
                                                                       Mrs. Beverly Cook
                                                                       Mr. Marc Davis
                                                                       Mrs. Judy Barnes




School Performance Plan for Reginald F. Lewis High School                                                                         48 of 78
Goal 2:                                                                             Instructional Strategy 2:
There will be a school wide increase by June 2013 of 5% of students who are         Our Needs Assessment and ILT Meetings have revealed that our students
proficient or above in writing as measured by the SAT (Critical Writing Section),   having difficulty articulating their thoughts, ideas, and arguments in writing.
HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement              Reginald F. Lewis High School has opted into the Common Core Training that
exams, teacher created assessments, rubrics, and as a result there will be an       has been offered by the district.
increase in the amount of students who are accepted to/attend four year
colleges or universities.                                                       COMMON CORE
                                                                                It is imperative that Reginald F. Lewis High School begin to implement writing
There will be a school wide increase by June 2013 of 5% of students who are     across the curriculum. Teachers in all subject areas must explicitly teach
proficient or above in mathematics as measured by the SAT (Critical Writing     students examples of good writing. Reginald F. Lewis High School will use the
Section), HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced          Common Core Standards and professional development to develop a common
Placement exams, teacher created assessments, rubrics, and as a result there    language around good writing – through professional development teachers
will be an increase in the amount of students who are accepted to/attend four across the subject areas will identify advanced, proficient, and basic
year colleges or universities.                                                  (unsatisfactory) examples of good writing as well as strategies to move
                                                                                students’ writing forward to the next level. Teachers will then teach students
[Instructional Goal: Mathematics aptitude, Writing/College and Career           to identify advanced, proficient, and basic forms of writing using “baseline”
Readiness Goal]                                                                 writing samples for each category (exemplars). We will focus on two Common
                                                                                Core Standards to implement across the subject areas: W9-10.1/11-12.1 Write
FCE Recommendation:. Provide the month that these activities (and frequency) arguments to support claims in an analysis of substantive topics or texts, using
will occur and the strategies to promote an increase of parent / community      valid reasoning and relevant/sufficient evidence; W9-10.2/11-12.2 Write
engagement. Please specify if the activities will help to build capacity in the informative/explanatory texts to examine and convey complex ideas, concepts,
areas of on parenting, communication, collaboration with the community, Joint and information clearly and accurately through the effective selection,
decision making, Learning at home or volunteering.                              organization, and analysis of content. Implementing writing mini-lessons and
                                                                                tasks across the subject areas will promote students’ academic achievement
FCE Recommendation: Include your marketing strategy to support the              and thereby, increase college/career readiness.
coordinating of these events
                                                                                MARZANO’S HIGH YIELD STRATEGIES
                                                                                The instructional core will work in collaborative fashion to ensure the
                                                                                implementation of Marzano’s high yield strategies. Implementation of the
                                                                                strategies will come through: 1) professional development for teachers on the
                                                                                strategies and how to explicitly teach them; 2) common/collaborative planning
                                                                                time; 3) implementation of the gradual release of responsibility model; 4)
                                                                                teacher/student writing conferences where teachers and students review the
                                                                                baselines/exemplars and the students’ learning (employing the writing
                                                                                strategies – Marzano and otherwise).

                                                                                    Marzano’s strategies of focus will be:
                                                                                    1. Homework and Practice (.77 effect size)
                                                                                    2. Cooperative Learning (.73 effect size)
School Performance Plan for Reginald F. Lewis High School                                                                                                     49 of 78
Has this strategy been implemented?                                                  Has this activity had impact?
Partially implemented                                                                Yes

What were the supports or barriers to implementing this strategy?                    What are the contributing factors?
During the 2011-12 we implemented the following actions/strategies:                  Our teachers were underperforming and it has taken time to cycle out the
                                                                                     underperforming teachers so that highly effective teachers may be hired.
A. Common/Collaborative Planning time – we fully scheduled time for teachers
to meet. Moving forward, we need to utilize the Network as well as Common            Our teams/committees were not created and oftentimes the lionshare of the
Core experts to train our teachers in Marzano’s high yield strategies and in         work fell on the same individuals. Work was not distributed or delegated due
writing. Also, we will utilize the Network and Common Core experts to help our       to the capacity of the underperforming teachers.
teachers develop lessons that will include explicit teaching of writing within
their content area. [There were no barriers to scheduling the                        Our students have difficulty writing to express themselves and in response to
common/collaborative planning time]                                                  literature. They do not write on a regular and consistent basis and therefore,
                                                                                     do not practice the craft of writing.
B. Gradual release of responsibility – teachers in our school were previously
trained on the district’s “I Do, We Do, You Do” model. Moving forward for the        Many of our students do not read examples of good writing. As a result, they
2012 -2013 school year we will work with teachers to employ the model with           do not have a cache of writing samples to learn from and mimic.
fidelity as it relates to teaching writing within their content areas. [There were
no barriers but we need to employ the model with fidelity]                          Many of our students are not exposed to different experiences cultures, cities,
                                                                                    states, countries etc. and the lack of exposure has given them a narrow outlook
C. SAT Prep Class – this year we scheduled SAT Prep classes in Math and Verbal. as opposed to broadened horizons. For example, they do not have the same
Moving forward for the 2012-2013 school year we will need to make sure the          knowledge base of their white counterparts and thus, there is an achievement
SAT Prep Verbal class includes writing – this teacher will need to explicitly teach gap.
writing strategies. [The barrier with this action/strategy is that all students’
schedules do not permit them to take the SAT Class. We need to increase             Many of our students even when provided the tools and resources to improve
access to the class]                                                                their academics (specifically, writing) are not motivated (intrinsically or
                                                                                    extrinsically to improve) – their lack of motivation serves as the biggest barrier
D. Strengthening the English Department – this year Reginald F. Lewis High          to academic achievement.
School hired two new English teachers who brought vim, vigor, and caring to
the students. These teachers explicitly taught more skills than teachers of the
past year. They met as a department with administration and worked with the
Network Literacy Liaison to plan impactful lessons and form a vertical team.
[The barrier here is that securing an additional teacher is difficult as there are
budget restraints. Also, we have to support the teacher in making time (sacred
and habitual) to teach writing.]

Since the 2012-2013 school year has not started we have yet to implement the
following:
1. Common Core Opt-In Training and Reginald F. Lewis High School’s two
Common Core Focus Areas in Writing
School Performance Plan for Reginald F. Lewis High School                                                                                                     50 of 78
2. Marzano’s High Yield Strategies (Professional development needed for
Identifying similarities and differences and Setting objectives and providing
What is the evidence of the strategy’s impact on instructional practice and/or    Did the strategy work? If not how do you plan to modify it?
student learning?                                                                 Yes
A. Scheduling common/collaborative planning time: Our students’ academic          The actions/strategies that we have employed are working as evidenced by the
performance has increased as they have begun to access instruction. The           increases in academic performance - benchmarks, Critical Writing section of
number of students on the honor roll increased from 57 (first quarter) to 76      SAT, etc. However, we will further modify the strategies as follows:
(Second quarter) to 78 (third quarter). Also more than 10% of our students
have earned at least one 100 during the school year (51 out of 428 students).     Common/collaborative planning time will include direct instruction of writing
                                                                                  strategies (professional development for teachers) so they are able to turn-key
C and D. SAT Prep Class and Strong English Department: Not only are more          that instruction for their students.
students passing English I, II, III, and IV than this time last year, students’
benchmark scores are increasing with each administration of the benchmark.        Providing the SAT Class – the SAT Verbal class will now include direct
In addition, the average SAT score increased from 970 to 1005 and we had          instruction of Marzano’s writing strategies.
several students score in the 1400s and one at 1500. Students' critical writing
scores have increased from an average 200 to 370.                                 We will also employ the new strategies listed for the 2012-2013 school year:
                                                                                  1. Common Core Opt-In Training and Reginald F. Lewis High School’s two
                                                                                  Common Core Focus Areas in Writing
                                                                                  2. Marzano’s High Yield Strategies (Professional development needed for
                                                                                  Identifying similarities and differences and Setting objectives and providing
                                                                                  feedback )
                                                                                  3. Teach “Writer’s Workshop” cycle and involve students in collaborative
                                                                                  writing
                                                                                  4. Adopting a Writing Across the Content Areas belief and systemic supports to
                                                                                  sustain implementation
                                                                                  5. College Access Teacher Initiative
                                                                                  6. Portfolio Presentation (research/writing paper and presentation)




School Performance Plan for Reginald F. Lewis High School                                                                                                  51 of 78
School:                                         SFC Members:           ILT Members:           Date:         Next Monitoring Cycle Date:
Reginald F. Lewis High School                   Mr. Marc Davis         Dr. Barney J. Wilson   December 2012 March 2013
                                                Ms. Emily Butler       Ms. Sharon Webb                      ---------------
                                                Dr. Barney J. Wilson   Ms. Emily Butler
                                                Mrs. Karen Brown       Mrs. Melinda Boxley
                                                                       Ms. Aunyia Ames
                                                                       Mrs. Joanne Jackson
                                                                       Dr. Samuel Okereke
                                                                       Ms. Mamie Teagle
                                                                       Mrs. Beverly Cook
                                                                       Mr. Marc Davis
                                                                       Mrs. Judy Barnes




School Performance Plan for Reginald F. Lewis High School                                                                         52 of 78
Goal 2:                                                                             Professional Development Strategy 2:
There will be a school wide increase by June 2013 of 5% of students who are         Collaborative Planning;
proficient or above in writing as measured by the SAT (Critical Writing Section),   The Teacher's teaching schedules were changed to promote collaborative
HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement              learning by department, grade level and content. The English Department is
exams, teacher created assessments, rubrics, and as a result there will be an       working closely with Mr. Satti from the Network support team. Teachers
increase in the amount of students who are accepted to/attend four year             participated in collaborative learning around words and word origins. Startegies
colleges or universities.                                                           were shared and subsequently executed by teachers. As a result of the
                                                                                    schedule changes and collaborative planning, a number of assessments were
There will be a school wide increase by June 2013 of 5% of students who are         administered effectively, including RISE, NAVIANCE and a Writing Assessment.
proficient or above in mathematics as measured by the SAT (Critical Writing
Section), HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced
Placement exams, teacher created assessments, rubrics, and as a result there
will be an increase in the amount of students who are accepted to/attend four
year colleges or universities.

[Instructional Goal: Mathematics aptitude, Writing/College and Career
Readiness Goal]

FCE Recommendation:. Provide the month that these activities (and frequency)
will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the
areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

FCE Recommendation: Include your marketing strategy to support the
coordinating of these events




School Performance Plan for Reginald F. Lewis High School                                                                                                   53 of 78
Has this strategy been implemented?                                                   Has this activity had impact?
Fully Implemented                                                                     Yes

What were the supports or barriers to implementing this strategy?                     What are the contributing factors?
Initially, organizing the collaborative learning sessions and getting buy-in from     Common planning time has provided opportunities for teachers to share best
all stakeholders that this is a priority. Getting teachers and administrators to      practices and receive professional development related to their content areas.
prepare for the sessions so that time and efforts are mazimized towards               Teachers are able to implement strategies to improve the students writing.
student movement.                                                                     Common expectations were established and scaffolding of teaching and
                                                                                      learning opportunities rae being discussed and implemented towards
Reginald Lewis is in the second year of a partnership with the Verizon Wireless       improving student writing.
company which provided an SAT bus for the students to improve their reading
and writing skills. Deciding who should take the SAT course and pushing them          Students were not prepared for the culture shift at Reginald Lewis. Getting
to take the course seriously was an initial challenge. Getting the students who       them to understand that going to college includes having a plan of action that
are enrolled in the course to register for the SAT and to show up to take it has      has very specific mileposts required a lot of work. Students learned that they
also been a challenge.                                                                must be able to read and write and that they are expected to be prepared to
                                                                                      compete on National tests like the PSAT, AP exams and the SATs. Poor study
                                                                                      habits, not doing homework, and not reading are all contributing factors to not
                                                                                      being able to write.


What is the evidence of the strategy’s impact on instructional practice and/or        Did the strategy work? If not how do you plan to modify it?
student learning?
The Writing Assessment was was administered successfully to students at               Our strategies are workin but we need even more dramatic evidence. The
Reginald F. Lewis.                                                                    number of students who are taking more rigorous courses and standardized
More students are taking the SAT this year. 32 students have already taken the        tests are on the increase. Our average SAT scors has risen by 100 points. The
SAT as compared to 6 at this time last year. The entire junior class will be          number of students scoring a 3 or better on an AP class has gone from 0 to 6.
registered to takethe next SAT test. The SAT bus and the teacher assigned to          The number of PSAT test takers went from 20 last year to over 100 this year.
the SAT class both last year and this year are making differences. Our school         We are still struggling with the downward trend on our HSA scores. This is
culture now has an emphassis on the SAT. We also have 6 students who scored           partially due to the new cohort model for accountability. Students were
a 3 or better on the Ap exams. This is evidence of the writing skills in the school   included in our school's count that we were not anticipateing being included.
moving in the right direction. .                                                      Most of these were students who recently returned to the school through the
                                                                                      Great Kids Come Back campaign.




School Performance Plan for Reginald F. Lewis High School                                                                                                     54 of 78
School:                                         SFC Members:           ILT Members:           Date:         Next Monitoring Cycle Date:
Reginald F. Lewis High School                   Mr. Marc Davis         Dr. Barney J. Wilson   October 25,   December 2012
                                                Ms. Emily Butler       Ms. Sharon Webb        2012          ---------------
                                                Dr. Barney J. Wilson   Ms. Emily Butler
                                                Mrs. Karen Brown       Mrs. Melinda Boxley
                                                                       Ms. Aunyia Ames
                                                                       Mrs. Joanne Jackson
                                                                       Dr. Samuel Okereke
                                                                       Ms. Mamie Teagle
                                                                       Mrs. Beverly Cook
                                                                       Mr. Marc Davis
                                                                       Mrs. Judy Barnes




School Performance Plan for Reginald F. Lewis High School                                                                         55 of 78
Goal 2:                                                                             Engaged Family and Community Strategy 2:
There will be a school wide increase by June 2013 of 5% of students who are         Team up with parents, teachers, and staff to promote the benefits and the
proficient or above in writing as measured by the SAT (Critical Writing Section),   safety of Reginald F. Lewis High School. Tap into their networks as a source for
HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement              new students. Partner with the local libraries, supermarkets, churches and
exams, teacher created assessments, rubrics, and as a result there will be an       businesses to get the word out about the school's success and offerings.
increase in the amount of students who are accepted to/attend four year
colleges or universities.                                                           FCE Recommendation:. Provide the month that these activities (and frequency)
                                                                                    will occur and the strategies to promote an increase of parent / community
There will be a school wide increase by June 2013 of 5% of students who are         engagement. Please specify if the activities will help to build capacity in the
proficient or above in mathematics as measured by the SAT (Critical Writing         areas of on parenting, communication, collaboration with the community, Joint
Section), HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced              decision making, Learning at home or volunteering.
Placement exams, teacher created assessments, rubrics, and as a result there
will be an increase in the amount of students who are accepted to/attend four       Use the activities that have demonstrated success and include a long tern plan
year colleges or universities.                                                      to maintain momentum throughout the year. Grade levels, academies, and
                                                                                    content area specific programming are highly recommended,
[Instructional Goal: Mathematics aptitude, Writing/College and Career
Readiness Goal]                                                                     FCE Recommendation: Include your marketing strategy to support the
                                                                                    coordinating of these events
FCE Recommendation:. Provide the month that these activities (and frequency)
will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the
areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

FCE Recommendation: Include your marketing strategy to support the
coordinating of these events




School Performance Plan for Reginald F. Lewis High School                                                                                                     56 of 78
Has this strategy been implemented?                                                Has this activity had impact?
Fully Implemented                                                                  Yes

What were the supports or barriers to implementing this strategy?                  What are the contributing factors?
A number of community and corporate partners are rallying behind the school.       Our students are ready for order. We are providing with opportunities to grow
The Y of Central Maryland, the Mayor's Office of Employment Development,           from their mistakes while holding them accountable for their actions. Our
two local supermarkets, a crab house, Verizon Wireless, local radio stations,      teachers meet with the parents of the students as needed and express what
Morgan State University and others are helping the parents, teachers, students     their expectations are. The teachers encourage the parents to be active
and staff to spread the word about how safe and calm Reginald Lewis High           partners in the students learning journey.
School is. School Police and the hall monitors do an outstanding job of            One of our biggest assets is our partnership with the community, parents and
maintaining a calm environment in the hall ways and on the school's grounds.       corporations. The Y of Central maryland is a special partner in helping us to
We have a Hall Monitor vacancy at this time. This is causing havoc at the          establish and maintain a positive learning environment,
school. In addition to not being fully staffed, the Accelerator program shut
down at the beginning of the year with no notice to the school. A large
percentage of the new disorder this year stems from some of the Accelerator
students not being able to conform with the new Reginald Lewis High School's
expectations.
Two majore events were held thus far this year to help develop the school's
culture. The first was a whole school trip to a catering hall to celebrate
academic excellence and the honor roll. Students were given certificates based
on their accademis achievements. Students got a chance to get to know each
other and the teachers and staff while having a great meal and enjoying music.
The second event was a leadership workshop hosted by the national athletic
association for the atheletes at Reginald Lewis. Nearly 100 students
participated in the half day workshop. They were taught what is expected of
leaders at our school. They were told that they own the school's conference
and should be a reflection of where we are going, not where we have been. The
facilitators were army officers. Their no-nonsense approach got the attention of
our students.




School Performance Plan for Reginald F. Lewis High School                                                                                                 57 of 78
What is the evidence of the strategy’s impact on instructional practice and/or   Did the strategy work? If not how do you plan to modify it?
student learning?                                                                Yes
The number of suspensions thus far this is 3. The perception of the school in    Our strategy is working. We are hampered though because we are not fully
the community is on the rise. The number of students actually enrtolled is       staffed. We operated most of the year without a teacher in the English,
nearly 60 over the number that was projected for this academic year.             mathematics and science departments. We were also down by one special
Inspite of the Accelerator Program shutting down at the beginning of the         educator. We also did not have a director for our evening school and we were
academic year, we were still able to maintain some semblene of order in the      down a hall monitor. It is hard to move a school when the school is not properly
school. many of the students who returned provided plenty of challenges to the   staffed.
schools administrators and teaching staff. Some of the disruptive behavior had
a major impact on instruction in the building and impeded learning in a number
of classrooms.




School Performance Plan for Reginald F. Lewis High School                                                                                                58 of 78
School:                                         SFC Members:           ILT Members:           Date:         Next Monitoring Cycle Date:
Reginald F. Lewis High School                   Mr. Marc Davis         Dr. Barney J. Wilson   December 2012 March 2013
                                                Ms. Emily Butler       Ms. Sharon Webb                      ---------------
                                                Dr. Barney J. Wilson   Ms. Emily Butler
                                                Mrs. Karen Brown       Mrs. Melinda Boxley
                                                                       Ms. Aunyia Ames
                                                                       Mrs. Joanne Jackson
                                                                       Dr. Samuel Okereke
                                                                       Ms. Mamie Teagle
                                                                       Mrs. Beverly Cook
                                                                       Mr. Marc Davis
                                                                       Mrs. Judy Barnes




School Performance Plan for Reginald F. Lewis High School                                                                         59 of 78
Goal 3:                                                                            Instructional Strategy 3:
Reginald F. Lewis High School will continue to improve the climate of the school   Our Needs Assessment shows that over the past several years (since the
by making it an academically viable choice for students such that there will be    unfortunate incident that gained national media attention) that our enrollment
an increase in enrollment of 5% over the 2011-2012 school year (October            has decreased. However, Reginald F. Lewis High School's reputation has begun
2012) thereby, reversing the downward trend of enrollment that the school has      to change with the hiring of Dr. Barney J. Wilson as principal. Since Dr. Wilson's
suffered over the last four years.                                                 tenure there have been significant changes in the culture of the school so that
                                                                                   it has become safe and academically viable. Reginald F. Lewis High School
FCE Recommendation: Provide the month that these activities (and frequency)        faculty, staff, and students are now working to create an academically rigorous
will occur and the strategies to promote an increase of parent / community         and respectful culture.
engagement. Please specify if the activities will help to build capacity in the
areas of on parenting, communication, collaboration with the community, Joint HIGHLY EFFECTIVE CLIMATE ACTIONS/STRATEGIES
decision making, Learning at home or volunteering.
                                                                                MIDDLE SCHOOL ARTICULATION STRATEGY
Use the activities that have demonstrated success and include a long tern plan This year Reginald F. Lewis High School created a two-pronged approach to
to maintain momentum throughout the year. Grade levels, academies, and          articulation that went beyond attending the BCPSS high school fair by 1)
content area specific programming are highly recommended,                       attending the articulation fairs of middle schools who invited us and 2) by
                                                                                creating a shadow day program so students had the opportunity to come and
FCE Recommendation: Include your marketing strategy to support the              visit the school. Reginald F. Lewis High School will create articulation
coordinating of these events                                                    “agreements” and partner with feeder middle schools by developing
                                                                                relationships with the administration and the guidance counselors of the
                                                                                various elementary/middle and middle schools in the area. The middle school
                                                                                students need to see the true Reginald F. Lewis High School.

                                                                                   MARKETING PLAN FOR THE HIGH SCHOOL
                                                                                   There are so many great changes at Reginald F. Lewis High School and yet the
                                                                                   school’s accomplishments are still shadowed by unfortunate events of the past.
                                                                                   Our neighboring community is aware of the changes that we have undergone.
                                                                                   However, we need to get the word out throughout Baltimore City particularly
                                                                                   since high schools have a choice process. We want eighth graders and their
                                                                                   families to hear enough about us so they may make an informed decision. As a
                                                                                   result, we will look to develop a marketing campaign so that the “brand” of
                                                                                   Reginald F. Lewis High School becomes well known and we will shed our
                                                                                   nefarious reputation. Either we will engage in a partnership with a community
                                                                                   member (innovative thought - marketing competition amongst local colleges)
                                                                                   or engage a consultant to advertise our changed climate.

                                                                                   CULTURE SHIFT – SAFE SCHOOL INITIATIVE
                                                                                   Our data shows that the number of suspensions has decreased significantly
                                                                                   over the past two years.
                                                                                   Our data also shows that the number of students who are absent/habitually
School Performance Plan for Reginald F. Lewis High School                                                                                                   60 of 78
                                                                                   truant has decreased. Students are coming to school at Reginald F. Lewis High
                                                                                   School. Students are respecting each other, the faculty, and the school in
Has this strategy been implemented?                                                   Has this activity had impact?
Partially implemented                                                                 Yes

What were the supports or barriers to implementing this strategy?                     What are the contributing factors?
During the 2011-2012 we implemented the following:                                    The contributing factors to our declining enrollment follow:

A. MIDDLE SCHOOL ARTICULATION STRATEGY                                                Mobility of Leadership - Reginald F. Lewis High School had four principals in
This year Reginald F. Lewis High School created a two-pronged approach to             seven years. The turn-over in leadership created a destabilization in the school
articulation that went beyond attending the BCPSS high school fair by 1)              where students began to run the building. Student achievement was not the
attending the articulation fairs of middle schools who invited us and 2) by           focus and the accountability mechanism began to fail. Students became over-
creating a shadow day program so students had the opportunity to come and             aged and under-credited thereby, increasing the drop-out rate, decreasing the
visit the school. This was the first time that we launched this two-pronged           graduation rate, and decreasing the test outcomes. The mobility in leadership
approach and pursued schools so aggressively. We were satisfied with the              exacerbated the situation and the climate of learning faltered.
succes of the initiative and are looking forward to improving upon it for the
next school year. The barriers to the strategy is that our guidance department        Persistently Dangerous High School Status - once Regianld F. Lewis High School
has been greatly reduced to two people - a registrar and a guidance counselor.        became known as a persistently dangerous high school then families in
While a team was created for the initiative to assist the guidance department         Baltimore City did not see it as a viable option for their children.
we need to think about using resources differently. We were originally
contemplating using temps for this initiative next school year but, now have to       Nationwide News Incident - once Reginald F. Lewis High School gained
re-assess this move since the district has moved towards using temps for              notoriety for the incident were a student and a teacher had a physical
academic purposes only. Therefore, we need to allocate resources to this              altercation then families in baltimore City did not see the schoola s a viable
initiative in a better fashion. An additional barrier to the successof the strategy   option.
is the perception that other schools (guidance counselors and principals) may
have about Reginald F. Lewis High School.

B. MARKETING PLAN FOR THE HIGH SCHOOL
This year we marketed the school primarily through the high school fair,
articulation, and the media. However, we need to sit down and create an
actual marketing plan/strategy where we take specific, timed steps to create
buzz, interest, and movement around the school. A marketing plan will assist
us with the abovelisted barrier of bias amongst elementary/middle and middle
schools guidance counselors. a barrier to the creation of the plan is again us
having such a small staff that to create and execute the plan would draw on
people who are already stretched in various directions. it appears that our best
approach in this instance may be creating a partnership whereby others can
articulate and implement a plan on our behalf. However, this may become a
resource (money) issue if a partnership cannot be formed quickly.

C. CULTURE SHIFT – SAFE SCHOOL INITIATIVE
We have worked to change the climate in various ways - making the school a
School Performance Plan for Reginald F. Lewis High School                                                                                                        61 of 78
more appealing place for students to come to and learn. We have created
many eductaional options in the school for students to recover credit, become
What is the evidence of the strategy’s impact on instructional practice and/or    Did the strategy work? If not how do you plan to modify it?
student learning?                                                                 Yes
A. MIDDLE SCHOOL ARTICULATION STRATEGY                                            The actions/strategies that we have employed are working as evidenced by the
It is clear our strategy was impactful as we went from having only 17 students    increases in academic performance and the decreases in behavioral/climate
(prosepective freshmen) on our gaining list during the 2012-2011 school year to   issues. We will continue using our current strategies. We will also employ the
now having 57 students (prospective freshmen) on our gaining list for the 2011-   new strategies listed for the 2012-2013 school year:
2012 school year. Many of the names on the list were students who had come
to our school to shadow or had attended one of our articulation presentations.1. Elementary/Middle and Middle School Articulation "Agreements" and/or
                                                                              partnerships
C. CULTURE SHIFT – SAFE SCHOOL INITIATIVE                                     2. Comprehensive Marketing Campaign
We have worked to change the climate in various ways. Since the school has    3. Additional extracurricular and academic activities that foster positive school
inspired hope we have had a reduction in our suspension rate by over 50%. We climate
have also had a reduction in our habitaully truant/absent rate by over 50% In 4. More extensive and/or additional partnerships to support exisiting CLABS
comparing the benchmark data to the 2011 data, the biology benchmarks         and launch new CLABS
improved from about 15% to 30%. The algebra bench marks improved from         5. College Access Teacher Initiative to improve students' acceptance into four
about 10% to 30%. The english benchmarks improved from about 20% to 45%. year colleges

D. CLABS - Reginald F. Lewis High School has classroom laboratories which are These new strategies are modifications or additional layers to the strategies we
hands-on, highly interactive, relevant, and enjoyable. This school year alone we are currently using to create a climate of hope, positivity, and success at
built a student-run banking facility, courtroom, and broadcast media             Reginald F. Lewis High School.
center/studio. These CLABS are increasing our students' passage rates.

E. COLLEGE PLACEMENT - During the 2010-2011 school year 12% of our
students were accepted into four year colleges. This school year, so far we
have 17% of our students accepted into four year colleges.




School Performance Plan for Reginald F. Lewis High School                                                                                                62 of 78
School:                                         SFC Members:                     ILT Members:                     Date:         Next Monitoring Cycle Date:
Reginald F. Lewis High School                   Mr. Marc Davis                   Dr. Barney J. Wilson             December 2012 March 2013
                                                Ms. Emily Butler                 Ms. Sharon Webb                                ---------------
                                                Dr. Barney J. Wilson             Ms. Emily Butler
                                                Mrs. Karen Brown                 Mrs. Melinda Boxley
                                                                                 Ms. Aunyia Ames
                                                                                 Mrs. Joanne Jackson
                                                                                 Dr. Samuel Okereke
                                                                                 Ms. Mamie Teagle
                                                                                 Mrs. Beverly Cook
                                                                                 Mr. Marc Davis
                                                                                 Mrs. Judy Barnes




Goal 3:                                                                            Professional Development Strategy 3:
Reginald F. Lewis High School will continue to improve the climate of the school   Collaborative Planning;
by making it an academically viable choice for students such that there will be    The Teacher's teaching schedules were changed to promote collaborative
an increase in enrollment of 5% over the 2011-2012 school year (October            learning by department, grade level and content. The English Department is
2012) thereby, reversing the downward trend of enrollment that the school has      working closely with Mr. Satti from the Network support team. Teachers
suffered over the last four years.                                                 participated in collaborative learning around words and word origins. Startegies
                                                                                   were shared and subsequently executed by teachers. As a result of the
FCE Recommendation: Provide the month that these activities (and frequency)        schedule changes and collaborative planning, a number of assessments were
will occur and the strategies to promote an increase of parent / community         administered effectively, including RISE, NAVIANCE and a Writing Assessment.
engagement. Please specify if the activities will help to build capacity in the
areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan
to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the
coordinating of these events


School Performance Plan for Reginald F. Lewis High School                                                                                                  63 of 78
Has this strategy been implemented?                                                 Has this activity had impact?
Fully Implemented                                                                   Yes

What were the supports or barriers to implementing this strategy?                   What are the contributing factors?
There were no barriers. The enrollment at Reginald F. Lewis continues to            This took a total team effort. The Y of Central Maryland's Mr. Marc Davis was a
increase. The staff, administrators and teachers partner with the parents and       key person in making a number of things work. He organized the Celebrity
our community partners to create activities that promote school spirit and          Parents. They are active advocates for our school in the community.
school safety for our existing students and marketing to prospective students.      Partnerships with CLIA, NFTE, Shop Rite, Giant and others helped us to change
                                                                                    the school's image in the public. The teachers helped by increasing their
                                                                                    communications with parents. Parent Link and a revitalized website solidified
                                                                                    our communications efforts.

What is the evidence of the strategy’s impact on instructional practice and/or      Did the strategy work? If not how do you plan to modify it?
student learning?                                                                   Yes
Student attendance is on the rise (86.2%) this is up 2% from this time last year.   We are on target to have great numbers for this year's climate survey.
Student enrollment is now 418. This is at least a 5% increase over our projected    Enrollment and attendance are up. Suspensions are lower than last year at this
number from last year.                                                              time. We have 3 suspensions. We had a total of 16 last year.




School Performance Plan for Reginald F. Lewis High School                                                                                                   64 of 78
School:                                         SFC Members:                     ILT Members:                     Date:         Next Monitoring Cycle Date:
Reginald F. Lewis High School                   Mr. Marc Davis                   Dr. Barney J. Wilson             December 2012 March 2013
                                                Ms. Emily Butler                 Ms. Sharon Webb                                ---------------
                                                Dr. Barney J. Wilson             Ms. Emily Butler
                                                Mrs. Karen Brown                 Mrs. Melinda Boxley
                                                                                 Ms. Aunyia Ames
                                                                                 Mrs. Joanne Jackson
                                                                                 Dr. Samuel Okereke
                                                                                 Ms. Mamie Teagle
                                                                                 Mrs. Beverly Cook
                                                                                 Mr. Marc Davis
                                                                                 Mrs. Judy Barnes




Goal 3:                                                                            Engaged Family and Community Strategy 3:
Reginald F. Lewis High School will continue to improve the climate of the school   Team up with parents, teachers, staff and the community to promote the
by making it an academically viable choice for students such that there will be    benefits and the safety of Reginald F. Lewis High School. Work with these
an increase in enrollment of 5% over the 2011-2012 school year (October            stakeholders to get the positive message out about the school. Also, team up
2012) thereby, reversing the downward trend of enrollment that the school has      with parents, teachers, staff and the community to promote college/career
suffered over the last four years.                                                 placement.

FCE Recommendation: Provide the month that these activities (and frequency)        FCE Recommendation:. Provide the month that these activities (and frequency)
will occur and the strategies to promote an increase of parent / community         will occur and the strategies to promote an increase of parent / community
engagement. Please specify if the activities will help to build capacity in the    engagement. Please specify if the activities will help to build capacity in the
areas of on parenting, communication, collaboration with the community, Joint      areas of on parenting, communication, collaboration with the community, Joint
decision making, Learning at home or volunteering.                                 decision making, Learning at home or volunteering.

Use the activities that have demonstrated success and include a long tern plan     Use the activities that have demonstrated success and include a long tern plan
to maintain momentum throughout the year. Grade levels, academies, and             to maintain momentum throughout the year. Grade levels, academies, and
content area specific programming are highly recommended,                          content area specific programming are highly recommended,

FCE Recommendation: Include your marketing strategy to support the                 FCE Recommendation: Include your marketing strategy to support the
coordinating of these events                                                       coordinating of these events


School Performance Plan for Reginald F. Lewis High School                                                                                                  65 of 78
Has this strategy been implemented?                                                Has this activity had impact?
Partially implemented                                                              Yes

What were the supports or barriers to implementing this strategy?                  What are the contributing factors?
Reginald Lewis is participating in a number of articulation visits with the BCPS   The middle school students appreciated hearing the stories of what high school
middle feeder schools. The two latest visits were to Walter P. Carter and          is like directly from the students who attend Reginald Lewis now. The middle
Westport Middle schools. A team of adults and students went to share the           schoolers recieved information and gifts from RFL to let them know that we
good news from Reginald Lewis with the students who will be selecting a high       welcome them and want to be thei first choice.
school soon.

What is the evidence of the strategy’s impact on instructional practice and/or     Did the strategy work? If not how do you plan to modify it?
student learning?
An emphassis is being placed on making sure that the ninth grade teachers are      The startegy is working. Middle schoolers will make their choices known after
welcoming and are able to help middle schoolers transition into high school.       the High School choice Fair to be held in December. An informal polling of the
Agile minds is being used as a tool for instruction for an intermediate            students shows that they no longer see Reginald Lewis as a bad school. They
mathematics course. This strategy helps us to identify weaknesses early and        have heard great things about our school. They appreciate the articulation visits
provides a stronger foundation and a better chance for students to succeed in      and the gifts and information that they received.
mathematics. Our middle school articulation visits allow us to forecast what is
coming to the school. The discussions that we have with the middle schoolers
while they are in middle school gives us an assessment on how prepared they
feel that they are for high school work.




School Performance Plan for Reginald F. Lewis High School                                                                                                   66 of 78
Appendix 1: Title I Family and Community Engagement Plan

Does your school receive Title I funds?



If yes, complete Appendix 1 below.

If no, continue to Appendix 4.

Building Family Capacity for Involvement
Your school should provide assistance to families in order to support their:
• Familiarity with Title I requirements;
• Understanding of MSDE’s Common Core State Standards and assessments;
• Connections to other programs and activities, including Head Start, HIPPY, and parent resource centers;
• Involvement in school activities and governance; and
• Engagement in actively supporting academic progress and achievement.

Provide the dates of 3 school-level opportunities that will contribute to building parent capacity for involvement.
• Date 1:
• Date 2:
• Date 3:

    √   File SANE
School-Parent Compact
The School-Parent Compact is an agreement between families, students, and school staff to support each other in ensuring that students are successful. The
compact addresses communication between teachers and parents on an ongoing basis about their children’s progress and achievement. Your school should
provide opportunity for families to take part in the development of the School-Parent Compact.

Provide the dates of at least one school-level opportunity that will contribute to building parent capacity for involvement.
• Date 1:
• Date 2:

    √   File SANE




School Performance Plan for Reginald F. Lewis High School                                                                                              67 of 78
Annual Meeting
Your school should invite families to attend the Annual Meeting (at Back to School Night or another time convenient for the school community) to learn about
your school’s Title I programs and requirements. Families should be given opportunity to review and provide feedback in the following areas:
• Annual Yearly Progress (AYP)/School Data
• Overall School Budget
• Overview of Parent Involvement Plan
• School-Parent Compact
• Rights of Title I Parents

Provide the date of the planned Annual Meeting below.
• Date 1:

    √   File SANE
Title I Parent Involvement Budget
Your school should invite families to take part in decisions about how Title I Parent Involvement Funds are spent.

Provide the date of the planned meeting for parents to take part in Title I Parent Involvement budget allocation decisions below.
• Date 1:

    √   File SANE




School Performance Plan for Reginald F. Lewis High School                                                                                              68 of 78
Appendix 2: Title I Schoolwide

Does your school receive Title I Schoolwide funds?



If yes, complete Appendix 2 below.

If no, continue to Appendix 3.

                                                                                       Person(s)
                                                      Title 1 Schoolwide Strategies                 Timeline   Title I Funding
                                                                                      Responsible
1. How will your school support
   student achievement among
   high achieving students?
2. How will your school support
   low-performing students
   achieve at proficient or
   advanced levels?
3. What are the processes within
   your school for identifying
   students struggling to meet high
   academic standards, and
   providing and monitoring
   instructional interventions?
4. What does your school do to
   recruit and retain highly
   qualified and effective teachers
   in core subjects? Include a
   description of principal support.




School Performance Plan for Reginald F. Lewis High School                                                                69 of 78
                                                                                       Person(s)
                                                      Title 1 Schoolwide Strategies                 Timeline   Title I Funding
                                                                                      Responsible
5. How will your school
   incorporate extended learning
   activities, before/after-school,
   summer and school year
   extension opportunities into
   your instructional and student
   support strategies?
6. What are your school’s plans for
   assisting children in transition
   from:
   - Early learning programs to
       elementary school;
   - Elementary to middle
       school;
   - Middle to high school; and
       High school to college and
       career?
7. How will your school ensure
   that teachers are actively
   engaging in collaborative
   planning and instructional
   adjustment strategies?
8. How will your school ensure
   that federal, state and local
   services and programs are
   coordinated and integrated?




School Performance Plan for Reginald F. Lewis High School                                                                70 of 78
Appendix 3: Title I Targeted Assistance

Does your school receive Title I Targeted Assistance funds?



If yes, complete Appendix 3 below.

If no, continue to Appendix 4.

                                                                                           Person(s)
                                                 Title 1 Targeted Assistance Strategies                 Timeline   Title I Funding
                                                                                          Responsible
1. What is the process to identify
   students who will receive
   service?
2. Beyond the Multiple Selection
   Criteria Process, how does the
   school determine which eligible
   students will be served?
3. How will you monitor the
   program to determine that
   students with the greatest
   needs are serviced throughout
   the school year?
4. What scientifically-based
   intervention strategies will be
   utilized to increase student
   achievement?
5. How will you ensure that there
   is collaboration between
   classroom teachers and Title I
   teachers to ensure effective
   instruction that meets the
   needs of Title I students?



School Performance Plan for Reginald F. Lewis High School                                                                    71 of 78
                                                                                           Person(s)
                                                 Title 1 Targeted Assistance Strategies                 Timeline   Title I Funding
                                                                                          Responsible
6. How does the Title I teacher
   effectively provide intervention
   to the identified students during
   the school day?
7. How do you use Title I funds to
   provide extended learning for
   identified students?
8. How will you ensure that Title I
   students receive an accelerated,
   high-quality curriculum?
9. How will your school ensure
   that Federal, State, and local
   services and programs including
   programs supported by ESEA
   are coordinated and integrated?
10. How will you ensure that the
    Title I teacher’s schedule
    reflects a “90/10” model?
11. How will you communicate and
    collaborate with stakeholders to
    create a transition plan?
12. How will you ensure that all
    teachers are highly qualified at
    your school?




School Performance Plan for Reginald F. Lewis High School                                                                    72 of 78
Appendix 4: School Improvement

Is your school in school improvement status?



If yes, complete Appendix 4 below.

If no, continue to Appendix 5.

                                                                                              Person(s)
                                        School Improvement Strategies                                       Timeline   Title I Funding
                                                                                              Responsible
1. How is your school providing
   professional development that √           File Professional Development Calendar as SANE                            (Not less than 10% of
   directly addresses the academic                                                                                     Title I funds made
   achievement needs that caused                                                                                       available to the
   the school to be identified for                                                                                     school.)
   improvement?
2. How will funds be used to to
   support policies and practices       √    File Professional Development Calendar as SANE
   that will successfully remove
   the school from school
   improvement status?
3. How will you provide written
   notice to parents of each            √    File Professional Development Calendar as SANE
   student enrolled about the
   school’s improvement status?
4. How will you specify the
   responsibilities of the school,      √    File Professional Development Calendar as SANE
   LEA, and the state, including
   your school’s technical
   assistance needs?
5. How will your school
   incorporate extended learning
   activities, before/after-school,
   summer and school year
School Performance Plan for Reginald F. Lewis High School                                                                            73 of 78
                                                                                              Person(s)
                                        School Improvement Strategies                                       Timeline   Title I Funding
                                                                                              Responsible
    extension opportunities into        √    File Professional Development Calendar as SANE
    your instructional and student
    support strategies?
6. Describe in detail your teacher
   mentoring program to include:        √    File Professional Development Calendar as SANE
   Who will act as mentors? Who
   are the mentees? What is the
   mentoring schedule? What are
   the goals and outcomes?




School Performance Plan for Reginald F. Lewis High School                                                                            74 of 78
Appendix 5: School Family Council SANE


√   This page must be attached to the SPP as SANE.


                                                            #419 - Reginald F. Lewis High School

               The School Performance Plan has been reviewed and approved by the School Family Council as indicated by the signatures below:

                 Name                                         Signature                                           Position                     Date
Dr. Barney J. Wilson                                                                               Principal
Dr. Samuel Okereke                                                                                 Teacher 1
Ms. Joanne Jackson                                                                                 Teacher 2
Dr, Greene                                                                                         Student Support Service Provider
Mr. Marvin Pendergrass                                                                             Classified Staff
Ms. Margaret Moore                                                                                 Paraprofessional
Ms. Gloria Williamson                                                                              Parent 1
Ms. Karen Brown                                                                                    Parent 2
Ms. Yvonne Augins                                                                                  Parent 3
Mr. Omar Muhammed                                                                                  Community Representative 1
Mr. Marc Davis                                                                                     Community Representative 2




School Performance Plan for Reginald F. Lewis High School                                                                                             75 of 78
Appendix 6: School Update Sign-Off


√     Please press “Save Data” after checking the appropriate box for each step.


                                                               #419 - Reginald F. Lewis High School

School Update Sign-Off:

[X]     Initial Draft Submitted by May 11

[X]     Peer Review Input Entered by June 29

[X]     SPP Edits Submitted by July 15

[X]     Check Point 1: Start of School Year Update Completed

[X]     Check Point 2: October 31 Updated Completed

[X]     Check Point 3: January 15 Update Completed

[ ]     Check Point 4: April 15 Update Completed




School Performance Plan for Reginald F. Lewis High School                                             76 of 78
Appendix 7: Executive Director Review Sign-Off


√     Please press “Save Data” after checking the appropriate box for each step.


                                                               #419 - Reginald F. Lewis High School

Executive Review Sign-Off:

[X]     Check Point 1: Start of School Year Update Completed by September 15

[ ]     Check Point 2: October 31 Updated Completed

[ ]     Check Point 3: January 15 Update Completed

[ ]     Check Point 4: April 15 Update Completed




School Performance Plan for Reginald F. Lewis High School                                             77 of 78
Appendix 8: Common Core State Standards School Transition Plan

                                         Our School’s Transition Plan for the New Maryland Common Core State Curriculum

                                                                  #419 - Reginald F. Lewis High School

By June 2013, EEA teams will:
Outcome #1: Facilitate opportunities for school staff to navigate the curriculum toolkits using English Language Arts model units and model lessons and
               resources to support CCSC implementation.
Outcome #2: Facilitate opportunities for school staff to navigate the curriculum toolkits using Mathematics model units and model lessons and resources, to
               support CCSC implementation
Outcome #3: Create and deliver professional development that increases the skills and knowledge of school staff in the history/social studies, science and
               technology literacy standards to support CCSC implementation
Outcome #4: Create and deliver professional development that increases the skills and knowledge of school staff in the Maryland STEM Standards of Practice
               and Frameworks
Outcome #5: Provide to school staff PARCC assessment development, design and timeline as available

                            What specific                      Who are the      What resources are         Who is lead     What                 How
 Outcome #             activities are we going               identified faculty    needed to             team member      is time          will outcome
                             to include?                    members involved?     implement?              responsible?    frame?           be measured?



By checking this box, I confirm that my school’s Common Core State Standards Transition Plan is complete.




School Performance Plan for Reginald F. Lewis High School                                                                                            78 of 78
   PROFESSIONAL LEARNING CYCLE: REGINALD F. LEWIS HIGH SCHOOL

   School: 419         Targeted Instructional Area: Goal 2: Writing
   Powerful Instructional Area: There will be a school wide increase by June 2013 of 5% of
   students who are proficient or above in writing as measured by the SAT (Critical Writing
   Section), HSAs, Benchmarks, Portfolio Projects/Presentations, Advanced Placement exams,
   teacher created assessments, rubrics, and as a result there will be an increase in the amount of
   students who are accepted to/attend four year colleges or universities.
Cycle 1   Input - Training   Safe Practice      Professional       Observations       Team Discussions       Assessment +
                                                Reading          coaching/feedback      LASW/ Data         Targeted Learning
                                                                                                                Walks

Week1     Reading and        Staff/Teachers     Why Text         Feedback            Feedback sessions     Review of texts
          discussing the     involved in        Complexity       sessions held       held regarding the    in classroom
          articles. Plan     cycle select       Matters          regarding how       teacher analysis of   (texts – good
          out the            texts to analyze   (CCSS;           texts are           literary,             reading – serves
          timeline for       for writing        Appendix A;      analyzed            informational, and    as exemplars of
          the remainder      (with the          pp 1-9);                             argumentative texts   good writing)
          of the             viewpoint of a
          Learning           write)                                                                        Also,
          Cycle                                                                                            assessment of
                             Teachers and       A Discussion                                               writing
                             students           of Increasing                                              program/writer’s
                             examine            Text                                                       corner/center or
                             exemplars          Complexity                                                 daily writing
                                                (Hess &                                                    opportunities
                                                Biggam)                                                    within the
                                                                                                           classroom

Week      Literary Text      Teachers/staff     Text             Feedback            Sharing sessions      Assessment of
2         Complexity         select a           Complexity       sessions held       regarding the         writing
          Rubrics            literary,          Rubrics          regarding how       strategies/high       program/writer’s
                             informational,     (Literary and    texts are           impact lessons        corner/center or
          Group begins       and                Informational)   analyzed as it                            daily writing
          to review and      argumentative      and Reader,      relates to the      Colleague review      opportunities
          analyze the        selection to       Text, & Task     rubrics             the text and the      within the
          components of      score              (MSDE                                rating and            classroom
          the rubric and                        Documents)                           agree/disagree with
          strategize         Teachers                                                their colleague’s
          around create      review             A Text                               rating
          high impact        exemplars in       Complexity
          lessons to teach   each area          Rubric for
          strategies for                        argumentative
          text complexity                       Text
Week   Literary Text     Teachers select   Article on       Informal lesson      Sharing sessions       Informal
3      Complexity        texts to use      Creating High    study to check       regarding draft        observations
       Rubrics           with their        Impact           for whether          lesson plans           (by
                         students and      Lesson Plans     strategies are                              administrator
       Group             analyze with      for Writing      being introduced                            and staff)
       continues         their students                     to the students in
       analysis of the   using the Text                     the draft lessons
       rubric and        Complexity
       begin to draft                                                                                   Review of draft
                         Rubric.                                                                        lesson plans by
       lesson plans      Teachers and
       based which                                                                                      administrator
                         students
       consider text     (blindly) give
       complexity        the text an
       based on          overall
       feedback          complexity
                         rating

Week   Continued         Teachers select   Additional       Informal lesson      Sharing sessions       Informal
4      Analysis          texts to use      article on       study to check       regarding draft        observations
                         with their        Creating High    for whether          lesson plans           (by
       Group             students and      Impact           strategies are                              administrator
       continues         analyze with      Lesson Plans     being introduced                            and staff)
       analysis of the   their students    for Writing      to the students in
       rubric and                                                                Teachers meet and
                         using the Text                     the draft lessons    solidify draft plans
       begin to draft    Complexity        Article on the
       lesson plans                        Craft of                              so they become         Review of draft
                         Rubric.                                                 actual plans for       lesson plans by
       based which       Teachers and      Writing
       consider text                                                             explicit instruction   administrator
                         students                                                in writing
       complexity        (blindly) give
       based on          the text an
       feedback          overall
                         complexity
                         rating

Week   Implementation Peer Review    Article on             Provide team         Teachers meet and      Assess Students’
5      of Lesson      of             Implementing           coverage so one      discuss                Work with the
       Plans          Implementation the Writing            teacher can          implementation of      Rubric
                                     Cycle                  teach a lesson       the lesson and the
                                                            while teammates      tasks – give
                                                            provide              feedback
                                                            feedback

                                                            Informal
                                                            observations
Week   Implementation Peer Review or Additional     Provide team      Teachers meet and     Assess Students’
6      of Lesson      Implementation Article on     coverage so one   discuss               Work with the
       Plans                         Implementing   teacher can       implementation of     Rubric
                                     the Writing    teach a lesson    the lesson and the
                                     Cycle          while teammates   tasks – give
                                                    can observe and   feedback
                                                    provide
                                                    feedback

                                                    Informal
                                                    observations

Week   End of           Analyze           N/A       Informal          Discussions           Assess Students’
7      observable       student work to             observations      regarding teacher     Work with the
       outcomes         determine                                     effectiveness,        Rubric
       period           effective                                     lesson
                        lessons                                       effectiveness, and
                                                                      “best practices”      Assess Students’
       Teachers                                                       teachers              Work with the
       review student                                                                       Exemplars
       work and
       exemplars and
       juxtapose the
       two

Week   Staff Review     Analyze data in   N/A       Staff Feedback    Best practice         Learning walk
8      and              general to                                    teachers as coaches   to monitor the
       Presentation     determine                                     to re-teach and       continuation
                        effective                                     continue              writing
                        practices.                                    implementation        strategies
   PROFESSIONAL LEARNING CYCLE: REGINALD F. LEWIS HIGH SCHOOL

   School: 419         Targeted Instructional Area: Goal 3: Culture/Climate
   Powerful Instructional Area: Student Engagement/Attendance


Cycle 1   Input - Training   Safe Practice    Professional     Observations        Team Discussions       Assessment +
                                              Reading        coaching/feedback       LASW/ Data             Targeted
                                                                                                         Learning Walks

Week1     Conducting         Staff/Teachers   Article on     Feedback            Feedback sessions       Determining
          sessions where     involved in      Classroom      sessions held       held regarding the      actual
          attendance         cycle analyze    culture and    regarding the       data (data chats)       assessment(s)
          data is being      attendance       engagement     data (data chats)                           used whereby
          interpreted to     data to          (TBD)                                                      we will chart
          share with         determine                                                                   progress (e.g.
          staff              trends                                                                      student survey,
                                                                                                         weekly/daily
                                                                                                         class
                                                                                                         attendance
                                                                                                         analysis, etc.)

Week      Introducing        Staff/teachers   Skillful       Begin to employ     Sharing sessions        Informal
2         staff to models    determine        Teacher        strategies from     regarding the model     observations
          of                 model to best    [Part III]     the chosen          and analysis of best    (by
          engagement/re-     fit our school   Chapter 13     model (s)           practices - in which    administrator
          engagement                                                             rooms are they          and staff)
          (professional                       Article on                         occurring
          development                         School-
          sessions)                           wide
                                              engagement
                                              (TBD)

Week      Implementation Peer Review          Skillful       Informal            Create formative tool   Formative
3         and refinement                      Teacher        Observations        (look-for checklist)    observation
          of the                              [Part III]                         and use it to give      (look-for
          model/practices                     Chapter 14                         feedback to peers       checklist) tool
                                                                                                         used
                                              Article on
                                              improving
                                              Attendance
                                              (TBD)

Week      Continued          Peer Review      Skillful       Informal            Create formative tool Formative
4         implementation                      Teacher        Observations        (look-for checklist)  observation
       and refinement                   [Part III]                       and use it to give      (look-for
       of practices                     Chapter 12                       feedback to peers       checklist) tool
                                                     Identification of                           used
                                        Article on   teachers for best
                                        improving    practices and
                                        Attendance   replication
                                        (TBD)

Week   End of           Analyze data    N/A          Interpret           Discussions             Informal
5      observable       in general to                individual data     regarding teacher       climate survey
       outcomes         determine                                        effectiveness           (mimics
       period           effective                    Identification of   (determine              BCPSS
                        practices                    teachers for best   strengths/weaknesses    climate
                                                     practices and       and identify teachers   survey)
                                                     replication         to “re-teach”)
       Data                                                                                      Students
       compilation to                                                                            surveys
       see
       effectiveness                                                                             Daily and/or
                                                                                                 weekly by
                                                                                                 class analysis

Week   Staff Review     Analyze data    N/A          Staff Feedback      Best practice           Learning walk
6      and              in general to                                    teachers as coaches     to monitor the
       presentation     determine                                        to re-teach and         continuation
                        effective                                        continue                of best
                        practices.                                       implementation          practices
                        Student Voice
                        Surveys

Week
7



Week
8
   PROFESSIONAL LEARNING CYCLE: REGINALD F. LEWIS HIGH SCHOOL

   School: 419         Targeted Instructional Area: Goal 1: Reading
   Powerful Instructional Area: There will be a school wide increase by June 2013 of 5% of
   students who are proficient or above in reading as measured by the PSAT SAT, ACT, HSAs,
   Advanced Placement Exams, Benchmarks, Portfolio Projects/Presentations, teacher created
   assessments, and as a result, an increase in the amount of students who are accepted to/attend
   four year colleges or universities.
Cycle 1   Input - Training      Safe Practice       Professional     Observations      Team Discussions      Assessment +
                                                    Reading        coaching/feedback     LASW/ Data        Targeted Learning
                                                                                                                Walks

Week1     Reading and           Staff/Teachers      The Skillful   Feedback            Feedback            Creation and/or
          discussing the        involved in         Teacher        sessions held       sessions held       selection of
          articles. Plan out    cycle analyze       (Chapters      regarding data      regarding data      reading
          the timeline for      data to             TBD)           (data chats)        trends and          assessments
          the remainder of      determine                                              beginning
          the Learning          trends              Strategies                         strategizing of     Also, assessment
          Cycle                                     that Work                          strategizing        of reading
                                                    (Chapters                          around the trends   program/reader’s
          Interpreting data                         TBD)                                                   corner/center or
          to share with staff                                                                              daily reading
                                                                                                           opportunities
                                                                                                           (independent
                                                                                                           and otherwise)
                                                                                                           within the
                                                                                                           classroom

Week      Introducing staff     Teachers/staff      The Skillful   Teachers begin      Sharing sessions    Assessment of
2         to reading            select strategies   Teacher        alignment of        regarding the       daily reading
          strategies            to conduct deep     (Chapters      strategies and      strategies/deep     opportunities
          (professional         dive and tackle     TBD)           beginning           dive and teachers   (independent
          development           first                              implementation      reflect o new       and otherwise)
          sessions)                                 Strategies                         learnings with      within the
                                                    that Work                          colleagues          classroom
                                                    (Chapters
                                Teachers will       TBD)
                                select Reading
                                strategies and      An article
                                Marzano’s           on
                                strategies          Marzano’s
                                                    High Yield
                                                    Strategies

Week      Strategy              Teachers            An Article     Informal lesson     Sharing sessions    Informal
3      Development/Mini continue            on            study to check       regarding draft      observations
       Lesson              alignment of     Marzano’s     for whether          lesson plans         (by
       Development         strategies and   High Yield    strategies are                            administrator
                           begin            Strategies    being introduced                          and staff)
       Group begins to     developing                     to the students in
       draft lesson plans  draft lessons                  the draft lessons
       based on the
       selected strategies                  An Article                                              Review of draft
       (reading as well as                  on Teaching                                             lesson plans by
       Marzano)                             Reading to                                              administrator
                                            the
                                            Reluctant
                                            Reader

Week   Continued Lesson    Teachers         An Article    Informal lesson      Sharing sessions     Informal
4      Development         continue         on            study to check       regarding draft      observations
                           developing       Marzano’s     for whether          lesson plans         (by
                           draft lessons    High Yield    strategies are                            administrator
                                            Strategies    being introduced                          and staff)
                                                          to the students in   Teachers meet
                                                          the draft lessons    and solidify draft
                                                                               plans so they        Review of draft
                                                                               become actual        lesson plans by
                                                                               plans for explicit   administrator
                                                                               instruction in
                                                                               reading

Week   Implementation of   Peer Review    An Article      Provide team         Teachers meet        Assess Students’
5      Lesson Plans        of             on              coverage so one      and discuss          Reading with
                           Implementation Marzano’s       teacher can          implementation       Formative
                                          High Yield      teach a lesson       of the lesson and    Assessments
                                          Strategies      while teammates      the tasks – give     (Pre-Post)
                                                          provide              feedback
                                                          feedback

                                                          Informal
                                                          observations

Week   Implementation of   Peer Review or An Article      Provide team         Teachers meet        Assess Students’
6      Lesson Plans        Implementation on              coverage so one      and discuss          Reading with
                                          Marzano’s       teacher can          implementation       Formative
                                          High Yield      teach a lesson       of the lesson and    Assessments
                                          Strategies      while teammates      the tasks – give     (Pre-Post)
                                                          can observe and      feedback
                                                          provide
                                                   feedback

                                                   Informal
                                                   observations

Week   End of observable   Analyze           N/A   Informal         Discussions          Assess Students’
7      outcomes period     student work to         observations     regarding teacher    Reading with
                           determine                                effectiveness,       Formative
                           effective                                lesson               Assessments
       Teachers review     lessons                                  effectiveness, and   (Pre-Post) and
       the assessments                                              “best practices”     Benchmark
                           Teachers                                 teachers             Scores
       collectively        review data to
                           determine
                           trends

Week   Staff Review and    Analyze data in   N/A   Staff Feedback   Best practice        Learning walk to
8      Presentation        general to                               teachers as          monitor the
                           determine                                coaches to re-       continuation
                           effective                                teach and            reading
                           practices.                               continue             strategies
                                                                    implementation
   PROFESSIONAL LEARNING CYCLE: REGINALD F. LEWIS HIGH SCHOOL

   School: 419         Targeted Instructional Area: Goal 3: Culture/Climate
   Powerful Instructional Area: Community Engagement/Marketing and Branding Plan


Cycle 1   Input - Training   Safe Practice    Professional     Observations        Team Discussions       Assessment +
                                              Reading        coaching/feedback       LASW/ Data             Targeted
                                                                                                         Learning Walks

Week1     Conducting         Staff/Teachers Article on       Feedback            Feedback sessions       Creation of
          sessions where     involved in    Marketing        sessions held       held regarding the      mock climate
          previous           cycle analyze (TBD)             regarding the       data (data chats)       surveys – the
          climate            surveys/data                    data (data chats)                           assessments to
          surveys/data is    to determine                                        Identification of       be used to
          being              trends                                              community partners      determine
          interpreted to                                                         (e.g. colleges with     progress
          share with                                                             marketing programs
          staff                                                                  or outside
                                                                                 consultant) to assist
                                                                                 in the marketing
                                                                                 creation of the plan

Week      Introducing        Staff/teachers   Glencoe –      Begin to select     Sharing sessions        Informal
2         staff to           determine        Marketing      techniques and      regarding the           observations
          marketing          techniques to    Essentials     fashion             techniques selected     (by
          techniques         best fit our     (DECCA)        marketing plan      for marketing and       administrator
          (professional      school                                              branding in             and staff)
          development                          Article on    Two phases of       classrooms and the
          sessions)                           Marketing      plan –1) plan       community
                                              (TBD)          internally for
                                                             students and
                                                             families

                                                             2) Plan
                                                             externally for
                                                             community

Week      Implementation Peer Review          Article on     Informal            Sharing sessions        Informal
3         and refinement                      Marketing      Observations        regarding the           observations
          of the                              (TBD)                              techniques selected     (by
          marketing plan                                                         for marketing and       administrator
                                                                                 branding in             and staff)
                                                                                 classrooms and the
                                                                                 community
                                                                         Identification of
                                                                         community partners
                                                                         (e.g. colleges with
                                                                         marketing programs
                                                                         or outside
                                                                         consultant) to assist
                                                                         in the marketing
                                                                         creation of the plan



                                                                         Create formative tool
                                                                         (look-for checklist)
                                                                         and use it to give
                                                                         feedback to peers

Week   Continued        Peer Review     Article on   Informal            Create formative tool   Formative
4      implementation                   Marketing    Observations        (look-for checklist)    observation
       and refinement                   (TBD)                            for the community       (look-for
       of the plan                                                       (various stakeholder    checklist) tool
                                                     Identification of   groups)                 used
                                                     teachers for best
                                                     practices and
                                                     replication

Week   End of           Analyze data    N/A          Interpret           Discussions           Climate
5      observable       in general to                individual data     regarding teacher     Surveys
       outcomes         determine                                        effectiveness
       period           effective                    Identification of   (determine
                        practices                    teachers for best   strengths/weaknesses
                                                     practices and       and identify teachers
                                                     replication         to “re-teach”)
       Data
       compilation to                                Identification of
       see                                           community
       effectiveness                                 partners who
                                                     used best
                                                     practices

Week   Staff Review     Analyze data    N/A          Staff Feedback      Best practice           Learning walk
6      and              in general to                                    teachers as coaches     to monitor the
       presentation     determine                                        to re-teach and         continuation
                        effective                                        continue                of best
                        practices.                                       implementation          practices

				
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