4th /5th Grade Map-M Data Measurement Topic Score Range 141-180 Score Range 181-230 Score Range 231-260 Number Computations 13% 87% 0% Patterns and Functions 14% 86% 0% Fall 2012 Measurement Topic Score Range 141-180 Range 181-230 Range 231-260 Number Computations 13% 87% 0% Patterns and Functions 14% 86% 0% Spring 2013 Measurement Topic Score Range 141-180 Score Range 181-230 Score Range 231-260 Number Computations 7% 75% 15%
Patterns and Functions 7% 77% 17% The data in the table above shows the growth of fourth and fifth grade students in number computations and patterns and functions from the fall MAP-M administration to the spring. The percentage of students in the low range for these measurement topics decreased from fall to spring, while the higher range increased. Measurement Topic Score Range 141-180 Score Range 181-230 Score Range 231-260 Number Computations 13% 87% 0% Patterns and Functions 14% 86% 0% MSA SCIENCE
READING Action Plan Items listed in the action plan that are italicized designate professional development School: Brookhaven ES Date: REVISED FOR 2013 - 2014 Review Date: February, 2014 SIP Goal/Objective (Annual Measurable Objective (AMO) 2014): Our school-wide goal l is to for each subgroup to meet and/or exceed their customized AMO targets and to decrease the gap between the lowest and highest performing subgroup .Each grade level will reach the following grade level benchmarks in reading: Kindergarten: 100% at Level 4 with appropriate fluency and comprehension Grade 1: 100% at Level 16 with appropriate fluency and comprehension Grade 2: 100% at Level M with appropriate fluency and comprehension Grade 3: 100% reading at quarterly benchmark with appropriate fluency and comprehension and 87.4% proficient or advanced on the MSA 4: 100% reading at quarterly benchmark with appropriate fluency and comprehension and 87.4% proficient or advanced on the MSA Grade 5: 100% reading at quarterly benchmark with appropriate fluency and comprehension and 87.4% proficient or advanced on the MSA Action Timeline Person(s) Responsible Resources Needed Evidence of Implementation (monitoring tools) Monitoring: Date and by whom Results (include evaluation of processes for effectiveness and efficiency) During guided reading and whole group instruction teachers will imbed thinking and academic success skills through questioning and direct instruction to improve students’ reading comprehension. Angie Sanchez, STD Elyse Bernstein, Reading Specialist Toneka Ogburn, AITs Classroom teachers, ESOL teachers, Teacher-made assessments Leveled readers Training in teaching critical thinking strategies, including through Curriculum 2.0 Plan books Data notebooks Student work Notes from informal classroom visits and formal observations Learning walks Informal observations by administrators (ongoing) Quarterly reviews by Instructional Support Team (IST)
Students who are not meeting reading benchmarks will receive tiered reading interventions based on how far they are below grade level and their specific reading needs. Tier 1 interventions will include extra guided reading and classroom modifications. Tier 2 will include reading intervention by a focus teacher. Tier 3 interventions will include Early Intervention in Reading and Fast Track Reading Specialist Classroom teachers AITs, Selected Para educators Special education teachers LLI Read About Early Interventions in Reading Fast Track Data Reports Running Records mClass scores MAP-R scores Reading benchmarks Data wall Weekly by classroom teachers and AITs Monthly by Reading Specialist Quarterly by IST and Leadership Team Teachers and Para educators will be provided with training and on-going support on effective ways/strategies to improve the academic achievement of special education and ELL students in the regular classroom. A primary focus will be on the WIDA language functions of discourse, grammar/language complexity, and academic vocabulary. Special Ed teachers SDT Central Office Support Spec Education Office/ Instructional Specialist Special Ed. and ESOL teachers ESOL Instructional Specialist Staff agendas Team planning agendas Evaluations Sign in sheets Learning Walks Informal observations by administrators Evaluations by training participants (Sept 2012) Learning walk debriefings in October, January, and April level teams will identify a limited number of critical learning objectives for proficiency setting. Teams will design formative assessments to gauge proficiency and will meet to discuss their students’ work. Grade level teams Reading specialist SDT Curriculum 2.0 and MCPS Instructional Guides Reading specialist SDT Sets of formative assessments Data on results of those assessments Notes from team discussions Twice per marking period by administrators and IST members
Brookhaven Elementary School 2013-2014 Parent Involvement Action Plan Action 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 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. Administration I Specialist Title I Specialist Interpreter SANE October/November Title I Specialist 4. Involve parents in planning, reviewing and improving the school’s parent involvement program Administration Instructional Support Team PIC 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 I Specialist Parents Teachers/ Students School-Parent Compact Template School-Parent Compact Sign off from parents School Improvement Plan September Title I Specialist Building Capacity
6. Plan and implement parent information meetings and monthly information coffees or workshops on the following topics: Maryland School Assessment Program Maryland and MCPS Standards and Curriculum How to Support Reading and Math at Home Effective Use of School and Community Library College and Career Readiness I Specialist PIC School PowerPoint Parent Notification Interpreter Babysitters ConnectEd SANE Ongoing Title I Specialist 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 on the importance of family involvement and effective practices in conducting parent-teacher conferences Title I Specialist Staff Development Teacher Research articles Handouts SANE Mid November Title I Specialist 8. Work with other agencies and programs that support parental involvement School Counselor Administration Teachers Cluster PCC Contact person at the agency/program Flyers Meeting Ongoing PCC School Counselor 9. Communicate information to parents about school programs, meetings, and other Administration School secretary Teachers DFCP Interpreter Language Line School newsletters Notices Newsletters Notices Handouts to parents Ongoing I Specialist
activities in multiple languages as appropriate. (i.e., school newsletters, flyers, meeting notices, etc.) Title I Specialist ConnectEd Translation equipment School website ConnectEd 10. Provide reasonable support so parents may participate in school activities as much as possible (i.e., transportation, babysitting) Administration PTA Interpreter PIC Babysitters SANE Flyers Ongoing PIC Title I Specialist 11. Recruit Volunteers, Conduct Orientation & Provide support PTA Administration PTA Volunteer Coordinator Volunteer Log Quarterly Review and PTA report 12. Provide school programs for parents to increase literacy and technology skills Administration Montgomery County Literacy Counsel Montgomery County Educational Foundation Group Sponsors Babysitters Newsletters Notices ConnectEd Flyers Summative Review of Programs Parent Surveys Accessibility 12. Provide additional support for parents with limited English proficiency, parents with disabilities, or parents who are homeless Administration School Counselor ESOL PCC PCC Interpreter School Counselor ESOL teachers SANE Flyers Ongoing PIC Title I Specialist 13.Updated section of handbook that addresses parent accessibility in home –school communication Administration Handbook (electronic/paper) Conference Log Communication Log MCPS Translation Unit Quarterly check w/ grade levels Nov 2013 Jan 2014 April 2014 June 2014 Other 14. Involve parents as active participants in the planning, review, and revision of the School Improvement Plan. Administration Title I Specialist Accessible schedule Interpreter SANE July-September Review due quarterly to OSP Resources Needed Results (include evaluation