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Technology and Data for Special Ed
Chadwick Elementary

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Cynthia Mehteny
Baltimore Highlands

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Nicole Wrightson
Berkshire Elementary

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Candice Stafford
Norwood Elementary

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Dana Bisker
Baltimore Highlands Elementary

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DES Continued (Doc 2)

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Jen Szymanski
Tracey Zimmerman
Dundalk Elementary

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Susann Griggs
Hebbville ES

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Erin Womble
Edmondson Heights Elementary

As a part of the Climate section of my school's SPP, we have maintained a focus on Restorative Practices to help improve student-to-student and teacher-to-student relationships.  We have found particular success with Restorative Justice Conferences this year.

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Amy Daniller
Dogwood Elementary School

Key actions related to the climate goal include the implementation of a school wide behavior plan that includes pre-intervention strategies and restorative practices.  The plan is to incorporate Virtues Language, daily class meetings, mentoring, and relationship building. The intention is to reduce the number of referrals and decrease the amount time students are out of class due to behaviors as well as build strong relationships throughout the building.

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Maryjane Salaga
Johnnycake ES
One of our Key Actions from our SPP is to have teachers use journals in order to have students explain their thinking and justify or defend their responses in math.  We are working to help teachers learn to incorporate math journals in daily lessons and then provide descriptive feedback to their students.

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Kimberly Fields
Woodbridge ES

During last school year I established a Code of Conduct which was used throughout the building to address student behavior.  The Code of Conduct included the use of a Classroom Management System, Chill Zone, Time Out, Teacher Timeout Partner, and Student Conferences.  With the new procedures in place, there was a need to revise our discipline referral and provide the teachers with professional development to help them address behaviors as they occur in the classroom.  As a result of this implementation, the Ladder of Consequences was developed and is currently being implemented this school year.

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Virtue Language and Restorative Practices. 

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Virtue Language and Restorative Practices. 

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Regina Matthews
Johnnycake ES
This is our second year increasing our teacher capacity with the use of Virtue Language and Restorative Practices. The initiative is to have teachers, staff and all faculty members build genuine relationships with students in order to improve the quality of the learning environment.

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Ann Marie Glinowiecki
Colgate Elementary

Assisting teachers with capturing a comprehensive picture in order to more effectively provide support in the general education setting, through portfolio review and individualized  tools to represent behavioral data.

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Identifying and addressing foundational skills in grades 1-5.

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Sheila Thomas
Featherbed Lane Elementary

After reviewing data from PARCC 2017 as well as examining which standards where assessed within the curriculum, we determined which Math standards were "power standards" that we would focus on.  The goal was to provide specific teachers with training on how to use data to help design effective targeted small group instruction. These lead teachers would then be utilized to share best practices, techniques and lessons with the rest of the staff.  This initial program was an enrichment program for enriching and advancing a select group of students that scored 2 or 3 on the PARCC assessment. So the purpose of this program was twofold in that it served as enrichment for students and PD for the lead teachers which would ultimately impact the entire school.

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Lisa DeDeo
Dogwood Elementary

To address reading deficits in our school, we decided to focus on building our students’ foundational skills. We asked all teachers to explicitly teach, model and support phonemic awareness through sound production, discrimination and manipulation (segmenting, blending, additions, substitutions, deletions).

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Elizabeth Turner
Lansdowne Elementary School

After reviewing IEP's, and SST notes, the use of student support plans was not being utilized as a formal support. The focus this year is to utilize student support plans, and focused data to provide support in order to truly determine if a student needs to be referred to the IEP team. The goal is to provide early intervention for the primary grades, and to decrease the overall referrals to IEP team.

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Tracey Zimmerman
Dundalk Elementary School

Partnering with Dara, we embraced the Virtues Project two years ago.  It has grown and developed.  The middle school is now implementing in grade 6 - next year - grades 6 and 7.  Utilizing virtues stems, language, community circles, and restorative circles, we have seen a decrease in referrals both in-house an on the school bus.  Because we have embraced this idea and expanded upon it (e.g., Block Party, School-Wide Initiatives, Olympic Virtues Night, T-Shirts, Books, etc.), we are seeing wonderful, successful changes at the school.

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Agenda Berkshire AP Learning Walks 2-1-18

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Agenda Featherbed Lane AP Learning Walks 1-29-18

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Agenda Edmondson Heights AP Learning Walks 1-29-18