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Title I School Improvement Plan
Wheaton Woods Elementary School
Montgomery County Public Schools
Division of Title I and Early Childhood Programs and Services
2017–2018
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Title I School Improvement Plan
Table of Contents
Page
School Improvement Overview
Linkages Chart
School Improvement Team Members
SIP Meeting Dates
3
4
5
Comprehensive Needs Assessment
Narrative and Data
o Five Data Sources
6
7
Schoolwide Reform
Learning Progression
Literacy/Math Action Plans
Customized Intervention Strategies
20
29
32
Title I, Part A Budgets and Staffing Allocation Grid
33
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SIP Team Meeting Dates
On the lines below, please record the dates that the SIT will meet during the 2017–2018
school year to review the plan, monitor action plans, and identify next steps as needed.
As part of the Root Cause Analysis process, schools are expected to assess the impact of
their instructional focus. Please indicate the dates of your mid-year and end of year SIP
reviews.
Month Leadership Meeting
Date Time of Meeting
School Improvement
Plan Review (Check
the boxes next to your
SIP review dates)
July N/A N/A
August 8/18/17
8/21/17
8/22/17
8:30-4:00
September 9/12/17 8:00-9:00
October 10/10/17 8:00-9:00
November 11/14/17 8:00-9:00
December 12/12/17 8:00-9:00
January 1/16/18 8:00-9:00
February 2/13/18 8:00-9:00 X
March 3/13/18 8:00-9:00
April 4/3/18 8:00-9:00
May 5/1/18 8:00-9:00
June 6/12/18 8:00-9:00 X
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Comprehensive Needs Assessment
Wheaton Woods Elementary School (WWES) is a Title I school that serves 557 students
in grades Pre-K-5. The Wheaton Woods community has undergone significant growth, and
as a result, a building renovation was completed during the summer of 2017. The
breakdown in WWES student demographics are shown in the chart below:
Student Group Percentage
African American 26.7%
Hispanic 59.4%
Caucasian 4.6%
Asian 7.7%
Special Education (SPED) 9.5%
Limited English Proficient (LEP) 47.9%
Free and Reduced Meals (FARMS) 79.7%
Wheaton Woods Elementary School is a collaborative community that seeks to Inspire
Leadership, Diversity, Character, Achievement and Thoughtful Students who will be
college and career ready. We communicate our shared vision and mission to all
stakeholders through personal interactions such as conferences and meetings, as well as
through literature such as our SIP and newsletters. The School Leadership Team
communicates goals and action plans to all stakeholder groups, and monitors processes that
support student achievement and identified areas of need based on student data. Our vision
and mission were generated with input from all stakeholder groups and continue to be the
lens through which our SIP is created.
Data Examination and Analysis
A variety of formal and informal data was collected throughout the 2016-2017 school year.
The School Leadership Team (SLT) met in June and August 2017 to analyze the data to
determine if the school goals had been met, and if the instructional focus needed to be
changed or continued. Last year, the school goal was to increase the percentage of all
students "ready for the next level" or "demonstrating successful transition to the next level"
by 10 percentage points in reading through the monitoring of MAP-R, mCLASS, MIRL
and report card grades; and in mathematics through the monitoring of MAP-P, MAP-M,
EMAT and report card grades. The instructional focus was, “Our students, especially our
Hispanic and Special Education students, need data driven instruction that includes
opportunities for students to engage in meaningful and purposeful discourse across content
areas focused on the development of their academic language.” The cultural proficiency
focus was to develop and understanding and awareness of one’s own racial and cultural
identity to promote effective teaching, leading and learning. The team looked student
performance data, staff and student voice survey data and school climate data, to determine
strengths and needs of student groups and identify next steps for improvement for the 2017-
2018 school year.
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Student Performance Data:
Literacy:
The Evidence of Learning (EOL) Framework, takes into account multiple measures when
determining student success and achievement in Montgomery County Public Schools
(MCPS). These measures include scores from the MAP-R, MAP-M, and PARCC
assessments, as well as mCLASS scores and report card scores. Last year, grades 1, 2, 3
and 5 were considered to be years that measured if students were ready for the next level
or made a successful transition to the next level. Below are the literacy results from June
2016 and June 2017 the as measured by the EOL Framework.
Percentage of Students Who Met Literacy Milestones: June 2017
Student
Subgroups
Male Female Hispanic Asian African
American
White English
Language
Learners
Special
Education
Free
and
Reduced
Meals
Grade 1 54% 72% 51% 71% 74% 100% 60% 28% 63%
Grade 2 50% 42% 36% 50% 68% 0% 40% 17% 44%
Grade 3 69% 74% 60% 88% 88% 100% 63% 28% 67%
Grade 5 63% 70% 56% 76% 78% 100% 49% 14% 61%
The goal was for all student groups, with an emphasis on the Hispanic and Special
Education group to increase scores by 10%. This goal was achieved in both the Hispanic
and Special Education student groups in grade 1. There was a significant increase in
performance across grade 1 in all student groups. The Hispanic group in grade 3 increased
by 4% and the African American group increased performance by 17%. In grade 2, English
Learners increased achievement by 7% and grades 2 and 3 showed growth in the Special
Education group, although the 10% goal was not met. Performance dropped for the
Hispanic and Special Education student groups in grades 2 and 5. Contributing factors to
increased performance in grade 1 could be attributed to a focus in reviewing mClass, MIRL
and running record data more frequently as outlined on the grade 1 grade level action plan.
The decrease in grade 2 could be attributed to a wide range of student needs, both academic
and behavioral, that was compounded by students being bused to a holding/temporay
school while the permanent school building was being renovated. Title I funds were used
to reduce class sizes in second grade but the academic needs were still significant. It should
be noted that in reviewing cohort data from grade 1 in FY16 to grade 2 in FY17, ELL and
FARMs subgroups showed an increase in improvement. Contributing factors to decreased
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performance in grade 5 are unknown as grade 4 data was not officially recorded to
enlightened data trends. It should be noted that that grade 4 teachers in FY16 included all
first and second year teachers and perhaps novice teachers learning a new curriculum with
a mid-year school relocation impacted student learning as a result of an instructional gap,
thereby impacting student achievement beyond the FY16 grade 4 year into the FY17 grade
5 year.
District measures within the EOL framework in reading include mCLASS in grades K-2
and MAP-R in grades 3-5. Trend results are included below.
mCLASS:
Percentage of Students Who Met or Exceeded EOY
Benchmark
2015 2016 2017
Kindergarten 70% 71% 77%
Grade 1 69% 39% 62%
Grade 2 53% 35% 27%
MAP-R:
Percentage of Students Who Met or Exceeded EOY
Benchmark
2015 2016 2017
Grade 3 67% 43% 58%
Grade 4 76% 47% 42%
Grade 5 80% 47% 55%
Kindergarten EOY mClass reflects an increase over three years as veteran teachers were
moved into kindergarten. Grade level teams worked to more closely monitor mClass data
and MIRL data. The overall decline in student data in mClass and MAP-R during 2016
could be attributed to a mid-year school relocation. However, it is more likely that teachers
were still learning how incorporate MAP-R data and the learning continuum into mid-range
and daily lesson planning.
PARCC results were also analyzed during the summer and the start of the school year. The
literacy results are shown below from the past two years.
Grades 3-5 Literacy Evidence of Learning
(Levels 3-5)
MSDE
(Levels 4-5)
(2017 student numbers
are below) 2016 2017 2016 2017
ALL (239) 66% 63.2% 44% 40.1%
Black/AA (61) 80% 73.7% 63.3% 49.2%
Hispanic (145) 54.8% 53.8% 29.6% 30.3%
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Special Education
(23)
14.3% 17.3% 4.7% 8.6%
LEP (65) 27.8% 29.2% 9.8% 6.1%
FARMS (184) 63.5% 58.6% 41.8% 34.7%
Although there was a slight drop in performance, from 2016-2017, there are still over 60%
of students scoring a Level 3-5 on PARCC, which counts as meeting the EOL external
measure in MCPS. A score of a Level 4 or 5 is considered meeting the benchmark by the
Maryland State Department of Education. 40.1% of all students in grades 3-5 scored at a
Level 4 or 5. The Black/AA group is the strongest in performance, with 49.2% meeting in
2017. The Hispanic, LEP and Special Education student groups continue to show need.
Mathematics:
Below are the mathematics results from June 2016 and June 2017 the as measured through
the EOL Framework. The EOL framework measures for math include mathematics report
card grades, EMAT tasks, MAP-M and PARCC.
Percentage of Students Who Met Mathematics Milestones: June 2017
Student
Subgroups
Male Female Hispanic Asian African
American
White English
Language
Learners
Special
Education
Free
and
Reduced
Meals
Grade 1 57% 44% 43% 57% 56% 100% 46% 14% 50%
Grade 2 55% 39% 39% 50% 68% 0% 43% 0% 45%
Grade 3 60% 43% 35% 75% 72% 67% 37% 14% 58%
Grade 5 41% 30% 22% 51% 50% 100% 17% 14% 34%
Just as in reading, there was a significant increase in grade 1 from the end of 2016-2017,
with a 22% increase in performance in the Hispanic group and a 14% increase in
performance in the Special Education group. There was a slight drop in the performance
of the Hispanic group in Grade 2 from 41% to 39% and a more significant drop in grades
3 and 5. The White, African American and Asian student groups continue to outperform
their peers. It was also noted that students performed slightly higher on the literacy
measures than the mathematics measures. Our school’s instructional focus during FY15
and FY16 focused on writing that allowed students to convey meaning through print. A
more rigorous writing program was used to supplement our district’s writing curriculum
and as a result, reading rigor could have been advanced leading to literacy measures
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outpacing mathematics measures. During FY17 and FY18, our school’s instructional focus
is on academic language through vocabulary and discourse so we are awaiting this impact
on student learning as measured by the milestones.
MAP-P
Percentage of Students Who Met or
Exceeded EOY Benchmark
2016 2017
Kindergarten 49% Not Available
Grade 1 21% 51%
Grade 2 59% 51%
MAP-M
Percentage of Students Who Met or Exceeded EOY
Benchmark
2015 2016 2017
Grade 3 87% 40% 48%
Grade 4 88% 47% 41%
Grade 5 76% 49% 51%
The overall decline in student data in MAP-P and MAP-M during 2016 could again be
attributed to a mid-year school relocation. Teacher development and understanding in how
to interpret MAP-P and MAP-M data and incorporate the learning continuum into mid-
range and daily lesson planning took time and could have had an impact on student decline
in meeting or exceeding EOY benchmarks in mathematics.
PARCC results were also analyzed during the summer and the start of the school year. The
mathematics results are shown below from the past two years.
Grades 3-5 Mathematics
Evidence of Learning
(Levels 3-5)
MSDE Title I Accountability
(Levels 4-5)
(2017 student numbers below)
2016 2017 2016 2017
ALL (244) 66.9% 67.6% 42.2% 40.5%
Black/AA (61) 88.3% 81.9% 65% 55.7%
Hispanic (150) 53.3% 56.6% 26.6% 30%
Special Education (23)
23.8% 21.7% 9.5% 8.6%
LEP (70) 44.3% 40% 16.3% 10%
FARMS (193) 63.5% 62.6% 40.2% 35.8%
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Overall, more than 60% of students scored levels 3-5 on the PARCC, with over 80% of
students in the Black/AA student group scoring a level 3-5. The percentage of students who
scored a level 4 or 5 decreased slightly, however, there was an increase in the Hispanic
student group, which was our focus group last year. There was a drop in the performance
of our LEP students, which shows a continued need to focus on academic language and to
incorporate strategies to support both our LEP and Special Education students.
All of the data show that the learning needs of students receiving Special Education and
ESOL services are not being met. In order to begin to address this need, a Special Education
and ESOL teacher were used during Extended Learning Opportunities- Summer
Adventures in Learning to provide plug-in or pull-out support to students receiving ESOL
and Special Education services in the summer, in an effort to continue instruction that
occurs during the school year. Students were provided support, resources, interventions
and strategies in order to fill gaps in learning and help them access grade level curriculum.
We believe this effort will set our students up for success at the start of the school year and
we will continue to deploy staff and resources to support our ESOL and Special Education
students.
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Other Data Sources:
Staff and Student Voice Survey Data:
In addition to student performance data, a staff and student voice survey were administered to collect additional data related to the instructional
and cultural proficiency focus.
Student Question/ Teacher Question Winter 2016-
Student
Winter 2016- Teacher Spring 2017- Student Spring 2017-
Teacher My teacher cares about me. / I show that I care about my
students.
My teacher makes me feel good about myself. / I make my
students feel good about themselves.
My teacher believes that I will be successful in school. / I
believe that all of my students can learn and be successful.
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If I don’t understand something, my teacher helps me by
teaching in a different way. / If my students don’t understand
something, I help them learn by teaching in a different way.
My teacher respects and encourages my opinions, suggestions
and ideas. / I respect and encourage students’ opinions,
suggestions and ideas.
I feel like everyone has a chance to share their ideas in class. /
I provide opportunities for all students to share their ideas.
My teacher helps me understand words I need to know in
order to learn. / I make sure students understand the words
they need to know in order to learn.
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I have time to have discussions with my classmates in order to
help me learn. / I provide opportunities for students to engage
in collaborative conversations which support their learning.
My teacher helps me speak about my ideas by providing
supports such as sentence frames and word banks when I need
them. / I provide supports as needed in order for all students
to verbally share their ideas.
My teacher helps me write about my ideas by providing
supports such as sentence frames and word banks when I need
them. / I provide supports as needed in order for all students
to share their ideas in writing.
Students and teachers responded positively to the survey questions overall. The data show that the majority of students feel that their teacher
cares about them, but there are slight discrepancies between the teacher and student results overall. The SLT determined contributing factors
included a lack of clarity in communication between teacher and student or consistency of communication between teacher and student. Also,
in the spring, 45 students felt that their teachers did not feel that they could learn and be successful. The responses to this question and the data
show a continued need for professional learning related to teacher beliefs and expectations. In analyzing the results, we also realized a need to
provide more discourse strategies and support to students so that they have of opportunities to share their thinking verbally and in writing to
practice academic vocabulary and language structures.
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School Culture and Climate Survey
At the end of the school year, all staff were asked to complete a school culture and climate
survey. The compiled results are shown below:
The 2017 Staff Engagement Survey results were mixed. Staff agreed with the levels of
belief (93.1%), expectation (93.1 %), commitment (100.0%), and collegiality (86.2%) of
their peers. However, there were clear areas for improvement, which included
communication within the school (66.7%), communication within the district (39.1%), and
staff morale (57.1%). The school leadership team could not determine the root cause of
staff morale and communication, so the school leadership team will continue to discuss
potential morale supports. In addition, our administrative team will discuss morale issues
during regular triad meetings with MCEA and SEIU representatives.
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Parent Engagement Survey:
Parent Engagement Survey 2017
% Total Agreement
Wheaton
Woods
Cluster
Schools
MCPS
Number of Respondents 54 241 7132
1. I feel welcomed at my child’s school. 98.1 95.0 96.2
2. When I visit my child’s school, I am promptly and courteously received.
98.1 95.9 95.2
3. The school respects my family. 98.0 97.6 97.7
4. I am comfortable talking to my child’s teachers about my child’s education.
100.0 98.5 97.0
5. The school informs me about my child’s education in a timely manner.
96.2 96.6 92.5
6. My child’s teachers expect my child to do well in school.
100.0 98.8 97.9
7. School staff members are responsive to my concerns about my child.
96.0 93.6 94.0
8. I am comfortable being an advocate for my child. 98.0 98.0 97.1
9. The school informs me of resources that are available so I can help my child with his/her homework, tests, and projects.
97.9 93.3 88.6
10. I believe my child is safe at school. 92.5 94.2 96.1
11. The school has a clear process for addressing my needs.
93.6 90.7 89.1
12. The school provides opportunities for me to voice my needs about my child’s education.
96.1 95.5 90.9
13. The school welcomes my input on how my child’s educational experience can be improved.
93.9 94.7 89.0
14. There is an adult at the school who will advocate for my child’s needs.
89.1 93.1 89.8
15. I am informed in a timely manner about events and activities occurring at my child’s school.
96.2 97.2 94.0
16. I believe I play an important role in my child’s education.
100.0 99.1 98.8
17. The school has a clear process for me to provide feedback about my child’s education.
92.0 92.0 83.9
18. The school provides information about resources in the school and community that are available to my child and family.
96.2 95.4 90.8
19. The school considers me a partner in my child’s education.
95.9 97.2 94.5
20. The school informs me of educational opportunities that are available to my child.
100.0 93.4 88.2
21. I would recommend this school to others. 87.5 96.9 94.2
22. What grade would you give your child’s school? (A or B)
80.8 79.4 84.4
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23. What grade would you give the public schools in Montgomery County? (A or B)
88.5 84.2 81.2
The results of the 2017 Parent Engagement Survey were generally positive, with 9 out of
10 respondents agreeing or strongly agreeing with most statements. Parents’ comfort with
their children’s teachers, the teachers’ belief in their children, and the school’s
communication were relative strengths. The lowest scores were related to whether parents
would recommend our school to others (87.5%) and if there were adults at the school that
would advocate for their children (89.1%). The lower scores for recommending could have
been attributed to the temporary facility in which our school was housed during the
construction of our new building. The lack of belief about staff advocacy was more
puzzling, considering that we added a parent community coordinator to our support
infrastructure that included teachers, administrators, paraeducators who live in the
community, counselors, pupil personnel worker, health technician, Nurse, and Linkages to
learning. Our Family Engagement Committee plans to look deeper into this issue during
the school year.
Summary of Conclusions and Next Steps:
Based on all of the data, it was determined that the instructional focus will continue to
center around academic language, with a heightened focus and more learning on discourse
and vocabulary including:
Incorporation of academic language strategies and discussion in team planning
Including more ongoing staff training on academic language and collaborative
conversations/discussions
Reducing the amount of teacher talk and increasing the amount of student talk
Focused Words Their Way training to address vocabulary and language structure
needs
Feedback from informal observations and feedback from teachers and school leaders
showed a need to revise collaborative planning structures to elevate the focus on analyzing
data as a team and using that data to plan instruction that meets the needs of all students,
especially our Hispanic and English Learners. Over the summer, the School Leadership
Team developed a list of expectations for before, during and after collaborative planning.
The team has also examined and practiced a variety of data analysis protocols. This year,
teams will choose and utilize the protocols that best meet their needs in order to use data
to plan meaningful instruction. Teachers will use formative data from a variety of county-
made assessments, such as the EMAT, progress checks and written responses, as well as
teacher-created assessments to help guide planning.
SLT and school staff also felt that a key piece of data that was missing from the root cause
analysis process was the focused classroom observations. This data can be used to show if
the professional learning staff are received is being implemented in the classroom in order
to impact student results. It can also help guide next steps and help in planning for future
professional development opportunities. As a result, the SLT will work with their teams to
develop look fors related to the instructional and cultural proficiency foci for the visits.
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Focused classroom visits will occur in the winter, spring and end of the school year and
will coincide with students and teacher voice data.
With the move back to the new building, we feel it will be important to welcome parents
and the community in right away. In addition to Back to School Night, we hosted a Math
and Reading Night within the first weeks of school. Wheaton Woods Elementary School
will continue to increase parent involvement and engagement through Family Engagement
Nights (FEN) that are differentiated by individual grade levels and specific content areas
multiple times during the school year. The FENs will be designed to inform, engage and
educate parents about school goals/objectives, supporting student learning at home and
partnering with school staff to increase student learning and achievement. We also hosts
regularly scheduled Parent Coffees, which provides additional opportunities to increase
parent engagement. These learning sessions are designed to inform parents about
curriculum, grading & reporting, Title I information and home-school communication. We
have a monthly Town Hall assembly when students and their achievements are celebrated
by staff and parents. We communicate with parents through a weekly school-wide email
update, weekly school-wide phone call and a monthly school-wide newsletter. We partner
with our Linkages to Learning community based support team with joint activities and
programs to engage and meet the needs of students and their families as well. We also
have a Parent Community Coordinator who works in concert with staff to initiate, relate
and then educate parents on a daily basis.
The SLT and staff felt that the Hispanic student group should remain a focus this year,
because although some progress was made this year, this group still shows need and is our
largest student group. Many of our English Learners fall into this category as well, and we
know that what will benefit one student group will benefit all student groups. It was
determined that the instructional focus for the 2017-2018 school year will be, “Our
students, especially our Hispanic students, need data-driven instruction focused on the
development of their academic language which will include opportunities for students to
engage in meaningful and purposeful discourse and explicit vocabulary instruction across
content areas.” Our cultural proficiency focus will address Essential Question 2: “How do
awareness, knowledge and understanding of the racial and cultural identities of students
and staff promote effective teaching, leading and learning?” An emphasis will be placed
on high expectations for all students and culturally relevant instruction. We believe this
will help us further student growth and achievement and meet our school improvement
goals for the 2017-2018 school year.
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School Improvement Goals
Evidence of Learning Goals:
Goal: Reading and Mathematics
Based on the Evidence of Learning Framework, we will increase the percentage of
students in each grade level (K-5) who are “ready for the next level” or “demonstrating
successful transition to the next level” by 10 percentage points in both reading and
mathematics.
PARCC Goals:
Long Term PARCC Goal (ELA):
55.5% of students with an emphasis on the Hispanic student group, will have met or
exceeded level 4 as measured on the PARCC by 2023.
Long Term PARCC Goal (Math):
55.1% of students with an emphasis on the Hispanic student group, will have met or
exceeded level 4 as measured on the PARCC by 2023.
Action Plan: Learning Progression The purpose of the learning progression is to align actions with data gathered from your comprehensive needs assessment and leadership meetings.
Information and data related to teacher learning will be placed in the results column. Steps completed will be reviewed and revisions made to inform
next steps for professional learning.
Instructional Focus: Our students, especially our Hispanic students, need data-driven instruction focused on the development of their academic
language which will include opportunities for students to engage in meaningful and purposeful discourse and explicit vocabulary instruction across
content areas.
Cultural Proficiency / Equity Integration: How do awareness, knowledge and understanding of the racial and cultural identities of students and
staff promote effective teaching, leading and learning?
Wheaton Woods Elementary School Professional Learning Action Plan: 2017-2018
Instructional Focus: As a result of the Root Cause Analysis, it was determined that our students, especially our Hispanic students,
need data driven instruction that includes opportunities for students to engage in meaningful and purposeful discourse across content
areas focused on the development of their academic language.
Cultural Proficiency - It was determined that our staff will focus on Essential Question 2: How do awareness, knowledge, and
understanding of the racial and cultural identities of students and staff promote effective teaching, leading, and learning?
Action Steps
Outcome/Timeline*
Persons
Responsible
Resources
Needed
Monitoring Tools Data
Points
Monitoring
Date & by
Whom
Anticipated/
Actual Results ___% of staff (Percentage
or # of Participants)
School Leadership
Meeting 8/21/17
By the end of the meeting,
participants will have:
Created a list of
expectations for
collaborative planning for
this school year
SLT MCPS
Expectations for
Collaborative
Planning
Evaluation of progress
with collaborative
planning among grade
level teams
SLT
9/12/17
A list of expectations was
created and distributed to
the SLT
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School Leadership
Meeting 9/12/17
By the end of the meeting,
participants will have:
Set expectations for data discussions
SLT Various Data
Discussion
Protocols
Evaluation of progress
of data discussions at
the next SLT meeting
SLT
10/10/17
SLT members will
use a data discussion
protocol to facilitate
data analysis with
their grade level
teams.
School Leadership Team
Meeting 10/10/17: SLT members will:
Identify criteria to create a
look-for document that
assesses the implementation
of academic language
strategies.
Use a specific data
discussion protocol to
analyze student data.
SLT Data Discussion
Protocol
Academic
Language
Toolkit
ESOL
Connections
WWES Academic
Language Look-For
Document
Data Discussion
Protocol
10/10/17
SDT
SLT will create a
look-for document
that lists criteria for
effective academic
language instruction.
SLT will practice
using a data
discussion protocol.
Leadership Meeting
11/14/17
By the end of the meeting,
participants will have:
Defined culturally
responsive teaching.
Identified the way the
school already supports
struggling students to
become independent
learners.
SLT Culturally
Responsive
Teaching & the
Brain
Chapter 1
Exit Card
Definition of culturally responsive teaching
Group Capture Sheet of
supports
11/14/17
SLT
____ out of ____
leaders defined
culturally responsive
teaching.
SLT collaboratively
identified supports
that are in place for
struggling students.
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Leadership Meeting
12/12/17
By the end of the meeting,
participants will have:
Identified cultural
archetypes operating among
WWES students.
Reflected on experiences
with structural racialization.
SLT Culturally
Responsive
Teaching & the
Brain
Chapter 2
Group Capture Sheet of
cultural archetypes
12/12/17
SLT
SLT will
collaboratively
identify cultural
archetypes among
WWES students.
100% of leaders will
have the opportunity
to reflect on their
experiences with
structural
racialization.
Leadership Meeting
1/16/18
By the end of the meeting,
participants will have:
Identified factors for
creating a safe and nurturing
environment so that students
can relax and attend to
learning.
SLT Culturally
Responsive
Teaching & the
Brain
Chapter 3
Capture Sheet of factors 1/16/18
SLT
Leaders will identify
factors necessary for
creating a safe and
nurturing
environment to
promote student
learning.
Staff Meeting 9/19/17
Staff will identify one or
more strategies which they
will implement to build
academic discourse skills.
SDT
PTDC
Slide
Presentation: https://docs.google.com/presentation/d/1JZ1WWM__xtgs9X92in1tm3KWOKovxexSUIdTgO3AE3g/edit?usp=sharing
Staff responses to the
survey and to the
following prompt:
For our staff meeting on
October 3, please be
prepared to share your
experience:
In developing and
using ground rules for
Academic
Conversations with
students
In using Accountable
Talk stems with
students
9/19/17
&
10/3/17
SLT
9/19 – 21 out of 21
teachers identified a
strategy that they will
use to build academic
discourse skills with
students.
____% of teachers
identified one or
more strategies that
they used to build
discourse skills with
students.
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With other strategies
that you have used to
promote academic
discourse
Staff Meeting 10/3/17
Staff will incorporate
accountable talk strategies
into an instructional plan.
SDT
RS
PTDC
Academic
Language
Toolkit
Accountable
Talk Resources
Goal Setting
Reflection
10/3/17 &
10/17/17
SDT
____ out of ____
teachers identified a
specific goal for
using an accountable
talk resource.
____% of teachers
identified/
described 1
experience in using
an accountable talk
resource with
students.
Staff Meeting 10/17/17
Staff will articulate the
importance of high
expectations on teaching
and learning.
SDT
PTDC
Everyday
Antiracism
p. 78
Help/Perfection
Matrix
Exit Card:
Identify/name one way
you will communicate a
stance of high help/high
perfectionism to your
students.
10/17/17
SDT
______% of teachers
named a way to
communicate high
help/high
perfectionism to
students.
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Staff Meeting 11/7/17
Staff will identify strategies
for facilitating a book
discussion.
RS
SDT
PTDC
Book
Discussion
Video
Capture Sheet
Capture Sheet –
practices from video
Exit Card:
What practices will you
implement to facilitate
book discussions with
your students?
Observation with
Reflection: Plus/Delta
after Book Discussion
11/7/17
12/1/17
RS
SDT
PTDC
___% of teachers will
identify two or more
practices they will
use to facilitate a
book discussion.
____% of teachers
will share reflections
(plus/delta) after
students engage in a
book discussion.
Staff Meeting 11/21/17
Staff will have described the
effect of caring relationships
and high expectations on
student achievement.
SDT
PTDC
Everyday
Antiracism
p. 28
Exit Card:
What is critical care?
How is critical care different from the traditional definition of care?
High expectations is a component of critical care. Use the article to identify examples of high expectations.
11/21/17
SDT
___% of teachers
were able to
distinguish between
critical care and the
traditional definition
of care.
___% of teachers
identified 2 or more
examples of high
expectations.
Staff Meeting 12/5/17
Staff will adapt writing
instruction to meet the needs
of ELL students.
RS
SDT
PTDC
Adapting Lucy
Calkins Units of
Study for ELL
Resources from
PD at Teachers’
College at
Columbia
University (10/2
& 10/3)
Exit Card:
What adaptations will
you make to a specific
lesson from LC- UOS to
support ELL students?
12/5/17
RS
SDT
PTDC
____% of teachers
identified 2 or more
adaptations they will
make to a LC-UOS
lesson.
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Grade Level
UOS Resources
Staff Meeting 12/19/17
Staff will identify staff talk
that communicates high
teacher expectations.
SDT
PTDC
Article:
“Equitable
Culture: High
Expectations”
Exit Card:
What are examples of
staff talk/actions that
communicate high
expectations?
12/19/17
SDT
___% of teachers will
be able to identify 2
or more examples of
staff talk/actions that
communicate high
expectations.
Staff Meeting 1/9/18
Staff will identify teacher
practices which effectively
facilitate math talks.
SDT
PTDC
Math Talks
Video
Exit Card:
What instructional
strategies did you
observe which
effectively facilitated
the math talk?
What strategies will you
used during your next
math talk?
1/9/18
SDT
___% of teachers will
identify 2 or more
observed strategies
which effectively
facilitated a math
talk.
___% of teachers will
identify 2 or more
strategies which they
will used during a
math talk.
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AST/IST Model Reading
Lessons
Teachers in all grade levels
will observe a guided
reading lesson (taught by
AST with students from
their grade level) and
identify/analyze the use and
impact of academic
language strategies
SDT
RS
AST
Guided Reading
Templates
(which include
Academic
Language
focus)
Leveled books
Instructional
resources
Planning
template/capture sheet
Videos of Lessons
October
November
December
RS
PTDC
SDT
____% of teachers
will identify
strategies/upgrades
which they will
implement in their
small group reading
lessons.
Word Study for the
Elementary Classroom
RS
SDT
Classroom
Documents
Words Their
Way
texts/resources
Class Assignments October-
December
RS
SDT
____% of grade level
teachers will meet the
requirements for
successful
completion of the
WSFTEC course.
Grade Level Meetings: Teachers will use data
protocols to analyze
formative data and plan
further instruction
PTDC
SDT
RS
Data Discussion
Protocols
Data Discussion
Protocol Capture Sheets
October
December
February
SDT
PTDC
RS
___ out of ___ grade
level teams will
analyze data using a
data discussion
protocol.
Collaborative Planning
Team Meetings: Teachers will plan for
academic language
opportunities (including
vocabulary and discourse)
during regular instruction.
Team
Leaders
SDT
RS
Collaborative
Planning
Templates
Academic
Language Look-
Fors Document
Teacher reflection
sheets
Lesson Plans
November
January
March
SDT
RS
PTDC
___ out of ___ teams
planned for discourse
strategies that
promote the use of
academic language.
___ out of ___ teams
identified specific
practices to
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Teachers will identify
specific practices which will
communicate high
expectations to students
during instruction.
communicate high
expectations to
students.
Grade Level Meetings:
Teachers will analyze data
to create leveled groups for
Words Their Way. They
will plan for differentiation
based on guidelines in texts.
RS
Team
Leaders
Words Their
Way
texts/resources
Student Inventories Ongoing
RS
SDT
___% of teachers will
analyze WTW
student assessment
data and plan for
differentiated
instruction.
Grade Level Meetings:
Teachers will analyze data
to plan/implement Units of
Study (Lucy Calkins)
lessons.
Conferencing
Writing partners
Sharing
RS
SDT
Team
Leaders
Lucy Calkins
Units of Study
texts/resources
Lucy Calkins
Monitoring Tools
Rubrics
Scoring Guides
Ongoing
RS
SDT
___% of teachers will
analyze UOS student
data and plan for
differentiated
instruction.
SLT: Describe ways student
performance and voice data
can be used to assess the
impact of academic
language strategies.
AP
SDT
RS
ESOL
Teachers
Voice Data
WWES Data/
Instructional Focus
Alignment Sheet
March
April
May
_____% of grade
level and non-
classroom teams will
compose student
voice items that align
with the WWES
instructional focus.
Grade Level Teams: As grade levels, analyze
student performance and
voice data in order to assess
the effectiveness of
Team
Leaders
SDT
RS
PTDC
Grade level
2016-2017
student voice,
referral, and
academic
WWES Data Analysis
Capture Sheet
Assessment for
Learning Protocol
November
February
May
_____% of grade
level teams will
complete data
analysis capture
sheets that document
- 28 -
academic language
strategies.
achievement
data; SIP goals
their analyses of
student voice and
achievement data.
Grade Level Teams: Academic Language
Focused Classroom Visits
Gather data on use of
Academic Language
strategies within classrooms
Analyze data
Determine next steps to
support student achievement
using Academic Language
Strategies
SDT
RS
PTDC
Team
Leaders
Data Collection
Tool
Focused Classroom
Visits
Peer Observation
Reflection Sheets
November
February May
____% of Focused
Classroom Visits
documents will
reflect the display of
language objectives
during instruction.
____% of Focused
Classroom Visits
documents will
capture teacher
statements regarding
language objectives
during instruction.
ACTION PLAN: __X__ Literacy _____Mathematics
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)
Grade Level Collaborative Planning:
Teams will use data analysis protocols to
review formative data and plan reading
instruction that incorporates academic
language strategies.
Grade Level
Teams
RS
SDT
PTDC
Unify
Running records
Planning
templates
Academic
Language
Toolkit
mClass
MAP-R
MIRL
Written Responses
Sept/Jan/May
Quarterly
Ongoing
Grade Level
Teachers
RS/SDT/PTDC
Teachers will provide daily opportunities for
students to practice academic vocabulary
using discourse structures.
RS
SDT
PTDC
Academic
Language
Toolkit/
Resource folder
Look-fors
Weekly team
planning
Focused Classroom
Visits
(Look-Fors Capture
Sheet)
Ongoing
Nov/Feb/May
IST
SLT
Words Their Way
Teachers will provide daily opportunities for
students to engage in word study focused on
sound, spelling patterns, and/or meaning.
RS Words Their
Way texts and
manuals
Classroom
Excel Spreadsheets
for individual
teachers
WTW Inventories
Successful
completion of WTW
class/full
implementation of
WTW K–5
Sept/Jan/May
Dec
RS
Classroom
Teachers
Lucy Calkins
Teachers will plan and facilitate daily writing
lessons which will include direct instruction,
conferencing, student sharing, and goal
setting.
RS LC Units of
Study K-5
Conferencing Data
Collection Forms
Student Goal Setting
UOS Rubrics
Ongoing
- 30 -
The SLT and staff will participate in focused
classroom observations to measure the
impact of the instructional focus on teaching
and learning.
IST
SLT
Focused
Classroom Visit
Look-Fors
Document
Look Fors developed
by SLT
Capture sheet
Nov/Feb/May
ACTION PLAN: ____ Literacy __X___Mathematics
- 31 -
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) Grade Level Collaborative Planning:
Teams will use data analysis protocols to review
formative data and plan mathematics instruction
that incorporates academic language strategies.
SDT
PTDC
Unify
MAP-P
MAP-M
EMAT
Progress Checks
Sept/Jan/May
Assessment for
Learning timeline
SDT
PTDC
Teachers will provide daily opportunities for
students to practice academic vocabulary using
discourse structures.
SDT
PTDC
Academic
Language
Toolkit/
Resource
folder
Look-fors
Weekly team
planning
Focused
Classroom
Visits
(Look-Fors
Capture Sheet)
Ongoing
Nov/Feb/May
IST
SLT
Teachers will facilitate math talks during whole
and small group mathematics instruction.
SDT
PTDC
Academic
Language
Toolkit/
Resource
folder
Videos
Weekly team
planning
Classroom
Visits
Ongoing
The SLT and staff will participate in focused
classroom observations to measure the impact of
the instructional focus on teaching and learning.
IST
SLT
Focused
Classroom
Visit Look-
Fors
Document
Look Fors
developed by
SLT
Capture sheet
Nov/Feb/May
Schoolwide Reform: Customized Intervention Strategies
Complete the following chart to describe effective use of staff and strategies that address the needs
of students at risk of not meeting the challenging State academic standards.
Customized Intervention Strategies Data sources from Needs
Assessment that
supports the
intervention strategy
What does this
intervention strategy
address?
Number Worlds
Structured using the CCSS, Number Worlds is a
highly engaging, research-proven mathematics
intervention program that helps underperforming
students reach grade level. This program is
designed to use with students in pre-k through 8th
grade and has real world application.
This intervention is used by the Special Education
teachers with students in Grades K–2.
MAP-P Data
MAP-M Data
PARCC Mathematics Data
The strategies in this
intervention address all strands
of mathematics:
Number sense, properties,
and operations
Geometry and spatial
sense
Data analysis, statistics,
and probability
Fastt Math
Computer based support that is research based and
highly interactive. This software allows students to
build basic fact mastery and fluency and is used
with students in Grades 3–5.
MAP-P Data
MAP-M Data
PARCC Mathematics Data
EMAT
The strategies in this
intervention address basic
facts mastery and fluency
Level Literary Intervention
Intensive, small-group, supplementary literacy
intervention for students who find reading and
writing difficult.
mClass Data
MAP-R Data
MIRL Data
This intervention is designed
to:
Deepen and expand
comprehension with
close reading
Increase reading volume
by engaging students in
large amounts of
successful daily reading
Monitor student
progress.
Read Naturally
Uses research-proven reading intervention
strategies of teacher modeling, repeated reading
and progress monitoring to individualize
instruction and improves reading proficiency.
mClass Data
MAP-R Data
MIRL Data
Support decoding, vocabulary
development and reading
comprehension
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