Rounded Rectangle: STUDENT  & STAKEHOLDER FOCUS Based on an analysis of the disaggregated data: §          MCPSAP-PR Reading o         Strengths-Kindergarten (Level 4) 100%; & (Level 6) 91.2%, 1st Gr.  94% and   2nd Gr. 76%  met benchmark o         Next Steps- Strengthen skills in Gr. 2 for subgroup ( H ) to close achievement gap and  provide rigor  for all student groups §          TN/2 Reading: Strengths-79.4 % met proficiency o         Next Steps- Strengthen skills in Gr. 2 for subgroup  (H) to close achievement gap & provide rigor  for all students §          MSA Reading: Strengths:  Scoring Proficient/Advanced in Gr. 3: 98.8 %; Gr.4: 97.1 %;  Gr. 5: 100% o         Next Steps:  Increase percent of student scoring advanced in all groups by differentiating instruction and achieve 100% proficiency by providing academic interventions. §          MCPS Math EOY Reports K-1:Strength: 98% Kdg & 98% 1st Gr. Met or exceeded EOY benchmark o         Next Steps:  Increase percent of students scoring above grade level in all groups §          TN/2 Math: Strengths: 86 % met proficiency o         Next Steps: Increase skills for all subgroups and acceleration for all student groups §          MSA Math: Strengths:  Scoring Proficient/Advanced Gr. 3: 98.8 %; Gr. 4: 98.5%; Gr. 5: 97.1% o         Next Steps: Increase percent of students scoring advanced in all groups §          Math 6:  Strength: 60% completion rate §          Parent Survey:  48 %  report satisfaction with communication o          Next Steps: Provide quarterly interim reports for all students; survey parents regarding Internet access  at home;  provide Connect Ed/ newsletter reminders to parents for completing surveys online   Rounded Rectangle: LEADERSHIP Vision:  Woodfield is a community school where engaged students, supportive parents, and a dedicated staff work together to provide a safe, nurturing environment where all students achieve the knowledge, skills, and attitudes that promote lifelong learning. The School Leadership Team will: ·          analyze student performance data and stakeholder feedback to determine the school’s goals  ·          monitor progress and make modifications during quarterly meetings ·          communicate progress through PTA meetings& newsletters, School Leadership team mtgs., principal/grade level newsletters, Curriculum Nights, AIP conferences in addition to fall conferences, websites,  interims and individualized student performance letters. ·          collaborate in decision-making, problem-solving and facilitating the implementation of the SIP and action plans.                                                                                                                                                                                                                                          

 

 

 

 

 

 

Rounded Rectangle: MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT The following are used to monitor progress for instructional implications: §          MSA and TN/2 §          MCPSAP-PR (K-2)- Fall, Winter, Spring §          MAP-R (Gr.3-5)-Fall, Winter, Spring §          MCPS Math Unit Assessments §          AIP’s-Quarterly Analysis §          BCR Data §          Fountas & Pinnell Reading Assessments  (Gr 3-5) §          Study Island (Online Rdg. & math Program) §          CARS §          Scoring High §          Data Chats §          Data notebooks (Students & Staff) §          Formative Assessments: as outlined in Grading & Reporting for Gr. 1-3; informal rdg.&  math assessment checklist §          Observations: informal and/or formal; anecdotal notes §          Track effectiveness of Academic Intervention Programs §          Vertical Articulation §          Math journals §          Collaborative Problem Soloving Model §          EMT/IEP Meeting Model     Rounded Rectangle: PERFORMANCE RESULTS    See attachments   Text Box: Woodfield Elementary School    SIP Plan 09-10 2009-2010 School Improvement Plan                                                 Rounded Rectangle: STRATEGIC PLANNING: GOALS & MEASURES Goals: §          Continue to meet AYP in all subgroups as measured by MSA §          Increase the percent of students meeting MSA reading and math proficiency/advanced to 100%. §          Increase the percent of students from proficient to advance in MSA reading & math: §          Grade 3   o         All Students:                          Reading: 46.3% to 54%      Math: 42.5% to 57 % o         African American (1) :          Reading: 33.3% to 100%    Math: 22.2% to 100% o         Hispanic (3):                          Reading: NR  to  33  %       Math: NR to 33 % §          Grade 4 o         All Students:                          Reading: 47.8%  to 60.3 %    Math: 64.2% to 66.2% o         African American (5):            Reading: 33.3% to 50.3%     Math: 83.3% to 85% o         Hispanic (3):                          Reading: 40%  to 50%          Math: 80% to 85 % §          Grade 5 o         All Students:                           Reading:  82.9%  to 84%      Math 60%  to  67% o         African American (5):            Reading:  maintain 100%      Math 67%  to 75% o         Hispanic (5):                           Reading: 57.1%  to 67%       Math: 28.6%  to 50% §          Increase Math 6 completion from 60% to 63%. §          Increase the percent of all 2nd grade students meeting MCPS cut scores of: o         50% on the TN/2 in reading  79%  to 90 %       and         math computation  75%  to  90% o         70% on the TN/2 in reading  48%  to 50  %      and         math computation  54%  to  60 % §          Increase the percent of all students in kindergarten reaching & exceeding reading benchmark o         Reaching Level 4 : maintain 100%              Exceeding (Level 6+)   91.2%  to  96 %. §          Increase the percent of all students reaching & exceeding reading benchmark o         Grade 1   Reaching: 94%  to 100%             Exceeding:    65%  to 70% o         Grade 2   Reaching: 79%  to  90 %             Exceeding:   38%  to 45 %. §          Improve school climate by increasing the overall satisfaction with stakeholder communication by 20 %.     Rounded Rectangle: PROCESS MANAGEMENT Stakeholders will: §          develop & monitor achievement of students in all subgroups with particular attention to the African American , Hispanic & Special Education subgroups. §          participate in grade level data chats to analyze performance results with particular attention on intervention groups & students on the cusp of proficient/advance. §          Collaborate with parents to support all  students’ academic achievements: particularly at-risk students §           maintain data notebooks & coach students on maintaining data §           maintain  data showing  progress on BCR’s in grades 3-5 §          differentiate instruction to meet academic needs of all students §          incorporate technology to support student learning §          develop master schedule to provide extended planning (1x per wk.),common planning time w/ team ( 2 x’s per wk.) §          benchmark with schools who have a higher success rate with the groups we are focusing on for  “best practices” §          provide lessons that promote student discourse §          meet in vertical teams to maintain school-wide consistency     Rounded Rectangle: FACULTY & STAFF FOCUS Extend and enrich the staff’s repertoire of skills by: §          meeting as Professional Learning Community  (PLC) to address equity and academic concerns §          meeting as a PLC to develop action plans addressing the achievement gap §          meeting as a PLC to develop action plans to provide accelerated instruction for all student groups §          training on the use of technology to support student learning:  implementation  & monitoring of Study Island (new for Gr. 1) for differentiating instruction in rdg. & math; myMCPS to monitor student data  to determine instructional implications §          training on diversity & equitable practices §          training to increase teacher capacity in facilitating student-to-student reading & math discourse §          training on reading vocabulary strategies §          training on implementation of Junior Great Books and William & Mary Continue to focus on: §          providing effective parent communication (ie effective feedback on student work) §          developing on-going intervention plans for students not meeting standard & assess progress through formative data