Baldrige Category Schoolwide Program Components Page Leadership Mission/Vision 4-8 Organizational Performance Results Goals and Objectives 10 Student and Stakeholder Focus Comprehensive Needs Assessment 11-20 Faculty and Staff Focus Instruction by Highly Qualified Teachers Strategies to Attract Highly Qualified Candidates Ongoing Professional Development 22-24 24 25-28 Strategic Planning Schoolwide Reform Strategies Increased Parent Involvement Implementation Plan Activities to Ensure that Under Performing Students Reach Proficient or Advanced Plans for Assisting Pre-School Children in the Transition to Local Elementary School Coordination and Integration of Federal, State, and Local Funds 31-43 45-56 57-63 64 65-66 Process Management Monitoring the SIP goals 68 Measurement, Analysis, and Knowledge Management Measures to Include Teachers in the Decisions Regarding the Use of Academic Assessments 70-71 Appendix Title I Budget pages 73-76
Spring TRC May Below grade level (KOP-B) 10/88 11% 10/64 16% 0/13 0% 5/13 38% 10/62 16% 10/76 13% On grade level (C) (4-5) 33/88 38% 25/64 39% 6/13 46% 6/13 46% 24/62 39% 31/76 41% Highland’s stretch goal D (6+) 45/88 51% 29/64 45% 7/13 54% 2/13 16% 28/62 45% 35/76 46% Percent of Students On & Above Grade Level 78/88 89% 54/64 84% 13/13 100% 8/13 62% 52/62 84% 66/76 87% School Analysis In 2008-2009, MCPS raised its’ kindergarten benchmark from level 3 to level 4, with a ‘stretch goal’ of Level 6. The results above outline student performance on these benchmarks as of the end of quarter four. Listed below is an analysis of these data: Running Records – Q4=89% proficient and advanced – 6% increase from 2010-2011 How to get the 10 below grade level students to read on or above grade level? These 10 students are receiving double doses of instruction, using Jan Richardson and centers, reading intervention support How will we better support our newcomers that arrive mid school year? The school intends to continue the current program with greater emphasis on phonics using both the Fundations and Words Their Way program(s). With the advent of all-day Head Start, most of these students enter kindergarten having mastered the alphabet and many other early literacy skills. It should be noted that these data are all based on non-fiction text, which is traditionally more difficult for children to read and comprehend. GRADE 2 READING PROFICIENCY 2011-2012 Total Grade Level Hispanic African American Special Education Limited English Proficient FARMS Spring TRC Below grade level (A-L) 6/67 9% 5/49 10% 1/13 8% 3/6 50% 4/50 8% 5/49 10% On grade level (M) 21/67 31% 19/49 39% 1/13 8% 1/6 17% 19/50 38% 18/49 37%
included both re-teaching and challenge items. Formative assessment data was discussed at weekly team meetings. BCR writing was embedded into the curriculum. Students wrote, received feedback on and rewrote BCRs School-wide Planning Formats for Reading and Math Teachers at each grade level (includes special education and ESOL teachers who work at the grade level) meet twice a week and complete a template that ensures strong correlation between objectives, instruction and assessment. In addition, half-day, quarterly planning days will be implemented for K-3 teachers to ensure consistency and fidelity of the curriculum. Grade level teams are expected to meet approximately one week prior to the start of each quarter to develop long-range plans. Templates have been upgraded to include the ‘how’ and ‘why’ of each lesson and focus on differentiation. Templates are posted by each team on the school intranet and are monitored closely by administration. Explicit Instruction on Behavioral Expectations/PBIS Students know and understand exact behaviors that are required of them. PBIS implementation was school-wide with high teacher buy-in. The school’s goal is to eliminate all suspensions and to foster good attendance. These goals have met with high success rate and could be even better. Collaborative Teaching All special educators and ESOL students were fully included in classrooms. Schedules were developed that allowed teachers to team together in the classrooms. Parallel teaching was not encouraged. LEP and special education students had complete access to mainstream curriculum. Separate special education classrooms were eliminated. Research indicates that teaching LEP students in the mainstream is the most effective model. Collaborative teaching with Data Analysis has shown to be extremely successful with both Special Education and LEP populations During the summer leadership team meeting, team members met and conducted a data analysis of our TN2 and MSA scores. Staff members shared the following observations and interpretations: TN 2 MSA Grade 3 MSA Grade 4 MSA Grade 5 The test was taken a week after spring break Scores went down in most areas 22 students were basic in both Reading and Math Some students who scored below 50th NCE No SPED Basic Reading and 6% for Math No Basic scores for Asian, African American, White, SPED in Reading In Math, no Asian or White students scoring Basic and only 1 Low number of students scoring Basic in reading/math Equal distribution of achievement Some individual student surprises Which interventions/efforts More advanced scores than other grades in Reading Increased enrollment in Asian population – close to not making AMO Encouraged by SPED data Encouraged by 4th
Date: July 2012 Highland Elementary School Grades K-5 Professional Development Plan 2012-2013 Goal: Provide ongoing staff development opportunities related to successful implementation of new academic programs and materials, and the PBIS program for school wide discipline. Action steps/objectives/ processes Timeline Person(s) Responsible Resources Needed Monitoring tools or data points (formative & summative) Monitoring: Date and by whom Results (include evaluation of processes for effectiveness and efficiency) Provide ongoing staff development for Kindergarten, Grade 1, Grade 2, Grade 3, and Grade 4 teachers, as well as specialists on MCPS Curriculum 2.0 -Classroom teachers -Reading Specialist (M. Vaughan/V.Lee) -Math Content Coach (S. Dorsey) -Staff Development Teacher (SDT) – (N. Hambrecht) -Para-educators who support K-3 -Manipulatives to support curriculum -Texts to support curriculum -MCPS created Math formatives(K-3) and school created summative data (K-3) -MCPS and school created formatives and MCPS created summatives (Gr. 4-5) -School created Reading formative and summative data -Grade 4 new curriculum training Spring ‘13 -Long Range Planning Sessions throughout school year for K, Grade 1, 2, and 3, as well as specialists -Principal (S. Steffan) -Assistant Principal (M. Piket) Provide ongoing staff development for Kindergarten, Grade 1, Grade 2, and Grade 3 -Classroom teachers -Specialists -ESOL teachers -Online Gradebook -New Report -MCPS created Math formatives(K-3) and school created -August 22,2012 Gradebook Training for K-3 staff members, 5)
teachers, as well as specialists and ESOL teachers who support those classrooms on Standards Based Teaching and Learning -Reading Specialist (M. Vaughan/V.Lee) -Math Content Coach (S. Dorsey) -Staff Development Teacher (SDT) – (N. Hambrecht) Cards, K-3 -MCPS Resources summative data (K-3) -School created Reading formative and summative data -School created Science/Social Studies formative and summative data and specialists Standards Based Teaching and Learning Training throughout school year at staff meetings -Determining proficiency training during grade level team planning meetings Provide ongoing staff development on the Words Their Way program to extend the staff’s knowledge of the spelling program; including phonics, vocabulary, and word study -Classroom teachers -Special Education Teachers -Reading Specialist -SDT -Words Their Way program -Staff Survey (Fall & Spring) -Peer Walk Through data -Spring ‘13 -Principal -Assistant Principal -Reading Specialist -SDT -Classroom teachers Action steps/objectives/ processes Timeline Person(s) Responsible Resources Needed Monitoring tools or data points (formative & summative) Monitoring: Date and by whom Results (include evaluation of processes for effectiveness and efficiency) Provide ongoing staff development on effective and explicit writing instruction; including anchor papers, rubrics, graphic organizers, -Classroom teachers -Special Education teachers -Reading Specialist -SDT -writing prompts -anchor papers -rubrics -graphic -Staff Survey (Fall & Spring) -Student Writing data -Peer Walk Through data -Spring ‘13 -Principal -Assistant Principal -Reading Specialist -SDT
teacher modeling, and use of transition words -Para-educators organizers -Classroom teachers Provide ongoing staff development on implementing effective math instruction that meets the needs of all students; including math discourse, effective use of manipulatives, and meaningful independent learning centers -Classroom teachers -Special Education teachers -Math Content Coach -SDT -Para-educators -Harcourt Curriculum -MCPS Curriculum -Math manipulatives -Staff Survey (Fall & Spring) -Peer visit data -Spring ‘13 -Principal -Assistant Principal -Math Content Coach -SDT -Classroom teachers Provide ongoing staff development on the PBIS approach to school wide discipline -Administrators -Classroom Teachers -School Counselor (C. Thompson) -PBIS coaches -Para-educators -S.W.I.S.S. database -Funds for PBIS materials -Student suspension data -Office Referral data -Climate Survey results -Quarterly at BGSIPT meetings -Team Members Grade level teams and departments will increase collaborative planning sessions in order to utilize ESOL and SPED best practices to better meet individual student needs, with a focus on collaborative teaching models -Administration -Classroom Teachers -SPED Teachers -ESOL Teachers -Reading Specialist -Math Content Coach -SDT -Grade and department level agendas -Planning templates -Collaborative teaching resources -1/2 planning sessions for long -K-3: MCPS Math formatives and Highland summatives -Gr. 4-5 MCPS and Highland formatives; MCPS summatives -K-5 Highland created Reading formative and summatives -Quarterly Data -Principal -Assistant Principal
range planning(K-3) Dialogues -MSA (grades 3-5) Provide ongoing staff development on effective STEM integration, including math and science integration, The 5 E’s of Teaching Science, and technology through all content areas -SDT -Math Content Coach -Classroom Teachers -Para-educators -STEM information -Web links/resources in MCPS curriculum -Science MSA-grade 5 - K-3: MCPS Math formatives and Highland summatives -Gr. 4-5 MCPS Math and Highland formatives; MCPS Math summatives -K-5 Highland created Reading formative and summatives -K-5 Highland created science formatives and summatives -Spring ‘13 -Principal -Assistant Principal -SDT -Math Content Coach
Grades 3-5 teachers will monitor students’ reading progress using the Fountas & Pinnell Reading Assessment Kits -Classroom teachers -Reading Specialist Fountas & Pinnell Kits – Gr.3-5 Running records Administration Reading Specialist Quarterly Action steps/objectives/ processes Timeline Person(s) Responsible Resources Needed Monitoring tools or data points (formative & summative) Monitoring: Date and by whom Results (include evaluation of processes for effectiveness and efficiency) Grades K-5 teachers will utilize rubrics, anchor papers, and graphic organizers to model and scaffold the steps of the writing process with a focus on the six traits -Classroom Teachers -Special Education Teachers -ESOL Teachers (B. Beadling, J. Goldreich, D. Jensen, M. Ruane, T. Ramey, M. Nieves, S. Vasilios, A. Casey) -Reading Specialist -Reading and Writing, Grade by Grade: Primary Literacy Standards for Kindergarten through third grade (book and CD) -mClass -MSA (3rd-5th Grade) -MAP-R (3rd-5th Grade) -multiple projects per quarter Grades 3 -5 teachers will utilize MSA practice test materials to provide students with the opportunity to develop and practice test-taking skills -Reading Specialist -MSA practice test materials -MSA (3rd-5th Grade) -Spring, ‘13 *Principal *Assistant Principal *Reading Specialist
Grades K-5 teachers will utilize strategies from the Jan Richardson training to improve small group reading instruction -Classroom Teachers -Reading Specialist -Jan Richardson templates -Jan Richardson’s book The Next Steps in Guided Reading -Guided reading binders -On-going -Reading Specialist -Principal -Assistant Principal Reading intervention teachers will work with small groups of identified students -Intervention Teachers -Reading Specialist -Decision trees -Communication logs -Data dialogues -Communication logs -Data dialogues -SOAR and Fundations assessments -Monthly check of communication logs -Quarterly data dialogues -On going SOAR and Fundations Assessment Grades 3-5 teachers will utilize Reader’s Notebooks to promote and monitor independent reading -Classroom Teachers -Reader’s Notebooks -Teacher created checklists and rubrics -Reader’s Notebooks -Teacher created checklists and rubrics -Scores on rubrics -Weekly checklist -Use of rubrics with specific teacher feedback Grade level teams and departments will increase collaborative planning sessions in order to utilize ESOL and SPED best practices to better meet individual student needs -Administration -Classroom Teachers -SPED Teachers -ESOL Teachers -Reading Specialist -Math Content Coach -SDT -Grade and department level agendas -Planning templates -Collaborative teaching resources -1/2 planning sessions for long -School created Formative and summative assessments (K-5) -Quarterly Data Dialogues -MSA (grades 3-5) -Principal -Assistant Principal
range planning Students with multiple testing accommodations will be placed in testing groups with a teacher : student ratio no larger than 2 : 1 -Testing Coordinator (S. Dorsey) will assign students to small accommodation groups -Staff members will provide accommodations during practice testing and MSA testing -List of students and the accommodations they require -Give feedback to Testing Coordinator about accommodation groups -After MSA practice tests in November/January -Testing Coordinator
Date: September 2012 Highland Elementary School Schoolwide Behavioral Action Plan 2012-2013 Goal: By implementing the following action steps, students at Highland Elementary will be able to meet the following performance targets by the end of the 2012-2013 school year: -99% of students in each subgroup will have received no suspensions for behavior infractions -95% of students in each subgroup will have received no major office referrals for behavior infractions Action steps/objectives/ processes Timeline Person(s) Responsible Resources Needed Monitoring tools or data points (formative & summative) Monitoring: Date and by whom Results (include evaluation of processes for effectiveness and efficiency) Reward and recognize positive student behavior through the PBIS (Positive Behavior Interventions & Supports) initiative -PBIS Team -Funding & materials for student and staff incentives -SWIS office referral data (major & minor) -MCPS suspension rate data -Quarterly *Principal *Assistant Principal *PBIS Team
Highland Elementary School Mathematics Action Plan 2012-2013 Goal: By implementing the following action steps, students at Highland Elementary will be able to meet the following performance targets by the end of the 2012-2013 school year: -95% of students in each subgroup “proficient” or “advanced” in mathematics on the MSA -75% of students in each subgroup “advanced” in mathematics on MSA -90% of students in each subgroup at or above 50th percentile on “math” and “math computation” school created subtests -75% of students in each subgroup at or above 70th percentile on “math” and “math computation” school created subtests -55% of students in each subgroup successfully completing Math 6 course by the end of 5th grade Action steps/objectives/ processes Timeline Person(s) Responsible Resources Needed Monitoring tools or data points (formative & summative) Monitoring: Date and by whom Results (include evaluation of processes for effectiveness and efficiency) Implement peer visits to observe best practices during math instruction (collaborative teaching, use of formative assessments to differentiate instruction, etc.) -Math Content Coach (S. Dorsey) -SDT -Observation criteria, - Look-for sheet(s) -Substitute coverage -Formal & informal classroom observations of best practices -Quarterly *Principal *Assistant Principal Implement Fastt Math program to support student proficiency of basic facts in grades 2-5 -Math Content Coach -Math Support teacher -Classroom teachers -Fast Math program -MSA (3rd-5th Grade) - MCPS Math formatives and Highland summatives -Gr. 3-5 MCPS Math and Highland formatives; MCPS Math Summatives -Each MCPS math unit *Principal *Math Content Coach *Assistant Principal
Grades 3-5 teachers will utilize test practice materials to provide students with the opportunity to develop and practice test-taking skills -Math Content Coach -test practice materials -MSA (3rd-5th Grade) -Spring, ‘12 *Principal *Assistant Principal *Reading Coach *Math Content Coach Implement 1.2 Math Support Teacher positions to provide intervention and acceleration for mathematics students in grades 3 and 4 (reduced class sizes in grades 3 and 4) -Math Support Teachers -Math Content Coach -Title I funds - K-2: MCPS Math formatives and Highland summatives -Gr. 3-5 MCPS Math and Highland formatives; MCPS Math Summatives -Each MCPS math unit (grade 4) Each Marking Period (grade 3) *Principal *Math Content Coach *Assistant Principal Grades K-5 teachers will utilize Math Interventions Building Number Power to support students with targeted math instruction -Classroom teachers -Special education teachers -ESOL teachers -Math Support teacher -Math Content Coach -Math Intervention Building Number Power books MSA Math - K-2: MCPS Math formatives and Highland summatives -Gr. 3-5 MCPS Math and Highland formatives; MCPS Math Summatives -Each MCPS math unit -Principal -Assistant Principal -MCC Grade level teams and departments will increase collaborative planning sessions in order to utilize ESOL and SPED best practices to better meet individual student needs -Administration -Classroom Teachers -SPED Teachers -ESOL Teachers -Reading Specialist -Math Content Coach -SDT -Grade and department level agendas -Planning templates -Collaborative teaching resources -1/2 day planning sessions for long -- K-2: MCPS Math formatives and Highland summatives -Gr. 3-5 MCPS Math and Highland formatives; MCPS Math Summatives -Quarterly Data Dialogues -TN2 (grade 2) -Principal -Assistant Principal
range planning prior to teach quarter -MSA (grades 3-5) Students with multiple testing accommodations will be placed in testing groups with a teacher : student ratio no larger than 2 : 1 -Testing Coordinator (S. Dorsey) will assign students to small accommodation groups -Staff members will provide accommodations during practice testing and MSA testing -List of students and the accommodations they require -Give feedback to Testing Coordinator about accommodation groups -After MSA practice tests in November/January -Testing Coordinator
Highland Elementary School 2012-2013 Parent Involvement Action Plan Action steps/objectives/ processes Timeline Person(s) Responsible Resources Needed Monitoring tools or data points (formative & summative) Monitoring: Date and by whom Results (include evaluation of processes for effectiveness and efficiency) General Requirements 1. Involve parents in the decision making process regarding how funds reserved for family involvement are being spent. Parent Involvement Committee (PIC) Administration Title I Specialist Survey feedback Budgets Sign in Agenda Notes Evaluation (SANE) Ongoing Administration Parent Involvement Committee 2. Review, revise and distribute the parent involvement plan annually to meet the changing needs of the parents in the school. PIC School staff Administration Focus (M. Aubel) Parent Involvement Plan Feedback SANE Feedback Ongoing Parent Involvement Committee 3. Conduct parent meeting to disseminate information about the school’s Title I school-wide program and parental rights. Title I Specialist - Hamilton Title I Specialist Interpreter SANE October/November Title I Specialist 4. Involve parents in planning, reviewing and improving the school’s parent involvement program PIC Focus (M. Aubel) Survey feedback SANE Ongoing Parent Involvement Committee 5. Develop/revise/disseminate school-parent compact which identifies actions in which the parents, school staff, and students will engage to share the responsibility for improved student achievement. PIC Administration Title I Specialist Parents Teachers Students School-Parent Compact Template School-Parent Compact Sign off from parents School Improvement Plan November 1 Title I Specialist Building Capacity 6. Plan and implement parent information meetings on the following topics: Maryland School Assessment Program Maryland and MCPS Standards and Curriculum How to Support Reading and Math at Home Computer classes English conversation skills classes Title I Specialist PIC School staff Focus (M. Aubel) PowerPoint Parent Notification Interpreter Babysitters ConnectEd SANE Ongoing Title I Specialist
The term “parent” is intended to include parents, guardians, and other family members involved in supervising the child’s schooling. Highland Elementary School 2012-2013 Parent Involvement Action Plan Action steps/objectives/ processes Timeline Person(s) Responsible Resources Needed Monitoring tools or data points (formative & summative) Monitoring: Date and by whom Results (include evaluation of processes for effectiveness and efficiency) 7. Provide training to staff on the importance of family involvement and effective practices in conducting parent-teacher conferences Staff Development Teacher Title I Specialist Research articles Handouts SANE Mid November Title I Specialist 8. Work with other agencies and programs that support parental involvement Para-Educator (M. Aubel) School Counselor Administration Teachers Contact person at the agency/program Flyers Meeting notes Ongoing PCC School Counselor 9. Communicate information to parents about school programs, meetings, and other activities in multiple languages as appropriate. (i.e., school newsletters, flyers, meeting notices, Connect-Ed phone calls etc.) Administration School secretary Teachers Focus (M. Aubel) DFCP Title I Specialist Interpreter Language Line School newsletters Notices ConnectEd School website Newsletters Notices Handouts to parents ConnectEd Ongoing Title I Specialist 10. Provide reasonable support so parents may participate in school activities as much as possible (i.e., transportation, babysitting) Administration Focus (M. Aubel) Title I Specialist PTA Interpreter Translation Equipment PIC Babysitters SANE Flyers Ongoing PIC Title I Specialist 11. Increase parental involvement by hosting school events (ie. Community Picnic) and PTA meetings by conducting PTA meetings in the morning to allow more parents to attend the meetings Administration PTA Interpreter Childcare Resources for picnic (pizza, DJ) SANE Connect-Ed Flyers Monthly meetings by PTA Ongoing Accessibility 12. Provide additional support for parents with limited English proficiency, parents with disabilities, or parents who are homeless Administration School Counselor Focus (M. Aubel) Interpreter Translation Equipment School Counselor ESOL teachers SANE Flyers Ongoing PIC Title I Specialist friendly
Sample Grade 5 Quarter 1 formative reading assessment monitoring ID # Last First Indicator 3.5.A.3.a 3.5.A.3.b 3.5.A.6.a Identify and use structural features to distinguish among types of narrative text 9/12 Identify and explain the conflict and the events of the plot. 9/19 Identify and explain main ideas and universal themes 9/25 point total ( out of ) percentage Lesson # Lesson 2 Lesson 4 Lesson 5 How 321 GO BCR Points 6 5 3 14 100% Sample Grade 3, Unit 3 math formative assessment monitoring Teacher: MSA MSA MSA Percentage Mastered Date: 6.3.6.1 6.3.5.4 6.3.4.3 model and use the identity and commutative properties for add and mult to solve problems model and explain division in a variety of ways, including repeated subtraction, rectangular arrays, and by its inverse relation to mult demonstrate mastery of mult facts for 0, 1, 2, 5, 10 Total Points Possible Points 2 3 5 12 22 100% 2 3 3 12 20 91% 2 3 5 12 22 100% 2 3 5 12 22 100% 2 3 5 12 22 100% 2 3 4 12 21 95% 2 3 4 10 19 86% 2 3 3 12 20 91% 2 3 4 12 21 95%
4-5 Reading Formative(s) Meg Classroom Teachers Ongoing Data Dialogue & BGSIPT 3-5 Fountas & Pinnell Running Records Kit Meg Classroom Teachers 3x Per Year Data Dialogue & BGSIPT 3-5 MAP-R Natalie Reading Specialist & Classroom Teachers 3x Per Year Data Dialogue & BGSIPT K-3 MAP-M Natalie Classroom Teachers 3x Per Year BGSIPT K-2 MAP-P Natalie Classroom Teachers 3x Per Year BGSIPT K-5 Math Formative(s) Shannon Classroom Teachers Ongoing Data Dialogue & BGSIPT K-5 Math Summative(s) Shannon Classroom Teachers Each Unit Data Dialogue & BGSIPT K-5 MSA Practice Test for Math Shannon Classroom Teachers & Test Accommodators 2x Prior to MSA BGSIPT 2 Global Screening Shannon Classroom Teachers Spring TBD All GT Screening (New Students & ReScreen) Shannon Classroom Teachers & Shannon Spring TBD