Spring Garden Elementary

2013 2014 School Transition Plan

Transition Plan Outcomes:

1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional
Learning to help teachers develop the new knowledge, skills, and practices necessary for full implementation of the
Maryland Common Core State Curriculum (MD CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE)
system. Key data to guide the design of professional learning include:
Student performance data;
Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;
Classroom-Focused Improvement Process (CFIP) information; and
State, LEA, and appropriate school-based data;
2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEAprovided resources) to support:
Full of implementation of MD CCSC, STEM Education and TPE
Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC
Learning Forwards Standards for Professional Learning:

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs
within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful
leaders who develop capacity, advocate, and create support systems for professional learning.
Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing,
monitoring, and coordinating resources for educator learning.
Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources
and types of student, educator, and system data to plan, assess, and evaluate professional learning.
Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates
theories, research, and models of human learning to achieve its intended outcomes.
Implementation: Professional learning that increases educator effectiveness and results for all students applies
research on change and sustains support for implementation of professional learning for long term change.
Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes
with educator performance and student curriculum standards.

CCPS, Deborah Bunker, Spring Garden Elementary

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Spring Garden Elementary

2013 2014 School Transition Plan

Outco
me #

Activities

Target
Staf

Responsible
Person(s)

Required
Resources

Timeline

Outcomes

Progress
Monitoring

Aligned
Standard
s

Learning Designs
Implementation

Learning
Communities

Leadership

Resources

Implementati
on

Outcomes

Data

Quarterly
meetings
day
K-2
3-5

Increased
understanding
and application
of CCSS
Increased
understanding of
Mathematical
Practices
Instructional
Strategies
PARCC Evidencebased
statements

Unit checkups Student

Observation;
Winter/Sprin
g
Benchmark
assessments
; TPE/SLO

Winter
Two hour
rotating
sessions
with rolling
subs

Increased
understanding
and application
of CCSS; Use of
writing from
source in
classrooms
Rubric
understanding

Writing
prompts;
Writing
samples;
TPE/SLO

Math Common
Core PD*

Writing from
Source PD

ELA Common
Core PD

Grades K-5
Special Ed.

K-5 staff
Special
Education
staff

K-5
Humanitie
s

CCPS, Deborah Bunker, Spring Garden Elementary

4

Michelle Ziegler

Computer lab
Curriculum
MCCSC Toolkit
Progression
Documents; use of
Targeted Poverty
money

Jen Etzel
EEA Reps

Computer lab
Toolkit
CCSS
Treasures and
Wonders
CCPS Writing
Rubrics; use of
Targeted Poverty
money

Jen Etzel

Literacy Standards
Content area
curriculums
Curriculum match
with what is

Quarterly
meeting
with rolling
subs

Utilizing the
reading and
writing K-5
standards and
applying topics

Walkthroughs;
TPE/SLO

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Spring Garden Elementary

Outco
me #

Activities

Developing
Science concepts
and vocabulary

Changes in
accountability*

Target
Staf

Schoolwide
Cross
grade
level and
content
areas

Schoolwide

Exploration of
online resources*

Schoolwide

PARCC: PBA; EOY;

Types of tasks*

Schoolwide

CCPS, Deborah Bunker, Spring Garden Elementary

4

Responsible
Person(s)

Science
Supervisor
Jen Etzel
STEM Team
Administrators

Supervisor
Administrators

Jen Etzel
Michele Ziegler
Jamie Rooney

Jen Etzel
Michele Ziegler
Supervisors

2013 2014 School Transition Plan

Required
Resources

Timeline

Outcomes

Progress
Monitoring

taught and what

should be taught;
use of Targeted
Poverty money

and strategies
across content
areas
FUNdations
knowledge/revie
w

All curriculums;
use of Targeted
Poverty money

Ongoing

To develop
lessons/ units
that are transdisciplinary

Lessons;
Peer
Coaching
share outs;
TPE/SLO

Opening
Faculty
Meeting
Grade level
team
meetings

To increase
awareness of
changes made
on evaluations
and teacher
accountability

SLOs; Walkthroughs;
TPE

Two hour
rotating
subs

To become
familiar with
available
resources that
support full
implementation
of CCSS

Faculty
meeting
share outs;
TPE/SLO

SLO template;
Teacher framework
rubric; Walkthrough forms;
School
Performance
Index;
Computer lab;
Laptops;
ConnectEd; County
site/wiki; Cast
(UDL); MSDE;
PARCC sites; use of
Targeted Poverty
money
Computer lab;
Laptops; Examples
of PARCC tasks

Winter

To become
familiar with
assessment

Teacher
survey
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Spring Garden Elementary

Outco
me #

Activities

Target
Staf

Responsible
Person(s)

2013 2014 School Transition Plan

Required
Resources

Timeline

Outcomes

Progress
Monitoring

format, features,
and expectations

Special Education
co-teaching and
lesson study

3-5
Spec. Ed.

Poverty
simulation

Schoolwide

Administration

CCSS; Title II
funds; professional
reading; lesson
template

Oct
conference
(7 full day
subs)
Fall, Winter
Spring (3
day subs)

Administration

Use of Targeted
Poverty money

Spring

To increase
understanding of
CCSS.
To fine-tune
instruction.
To increase
collaborative
planning.
To develop
common student
learning
expectations.
To increase staff
awareness of the
culture of
poverty

Develop
lesson
plans; TPE;
SLOs;
faculty
meeting
share-out;
walkthroughs

Teacher
survey

*Tie to teaching framework domains

CCPS, Deborah Bunker, Spring Garden Elementary

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