WATKINS MILL ELEMENTARY SCHOOL
School Improvement Linkages Chart 2015-2016 (Revised 08-31-15)
STUDENT AND
STAKEHOLDER FOCUS
As a result of the data drill down and Root Cause Analysis (RCA)
process, it was determined that our students need:



INSTRUCTIONAL FOCUS
Daily data-driven instruction that targets critical skills in reading
and math through small group instruction and math block
structures, respectively
Purposeful, effective, and differentiated guided reading group
instruction and small group math instruction and related follow up
assignments.
Culturally responsive teaching (self-efficacy, equitable practices).
Summary of RCA process and findings of RCA process included the
analysis of the following data:

Student voice data-including focused surveys and focus
groups-data were analyzed by sub-groups

Student performance data

Focused classroom observations of instructional practice
and the impact on all students.

Teachers self-assessment of collaborative planning
LEADERSHIP
Vision:
We believe we ALL can achieve!
Mission: The Watkins Mill Community believes all students will achieve academic success through
high expectations, open communication, and respect for self and others.
The school leadership team, staff, and other members of our stakeholder community analyzed data to
determine the school’s instructional focus. The School Improvement Plan (SIP) is communicated
through: leadership, staff, and planning meetings; teacher data chats; monthly parent bulletins; the
school website; and Connect-Ed phone messages.
STRATEGIC PLANNING
District-wide Milestones

Grade 3: Reading at the proficient and advanced levels

Grade 5: Reading and mathematics at the proficient and advanced levels
In order to meet the system strategic planning goals, we will work on the following:
All Student Achievement: Reading Goal

All students in grades K, 1, & 2 will demonstrate a 10% increase in growth towards or
above grade-level proficiency in reading as measured by the spring mClass benchmark
targets.

All students in grades 3, 4, & 5 will demonstrate a 10% increase in growth towards or
above grade-level proficiency in reading as measured by the spring MAP-R targets.
Gap Reduction (Race/Ethnicity by 15%)

Reduce the 3rd grade gap by at least 7% between Asian (83%) and Hispanic students
(37%) as measured by spring MAP-R results.
FACULTY AND STAFF FOCUS
Teachers will engage in professional learning on:




Planning and implementing small group instruction that
incorporates culturally responsive practices to model strategies
and provide guided practice.
Building and maintaining momentum by establishing routines for
small-group instruction
Routinely conducting running records to monitor progress and
instructional reading levels
Monitoring critical math skills: algebraic thinking and number
sense
Leaders will engage in professional learning on:

Facilitative coaching and feedback to facilitate Model-CoachApply process (Core Team)

Using instructional rounds to examine and reflect on our schoolwide teaching practices by participating in a yearlong book study
using the book Instructional Rounds in Education (Core Team)

Addressing racial and ethnic barriers to student achievement by
engaging in dialogue and problem solving through the
participation in a book study of “Multiplication is for White
People” by Lisa Delpit (Instructional Leadership Team)
All Student Achievement: Math Goal

All students in grades K, 1, & 2 will demonstrate a 10% increase in growth towards or
above grade-level proficiency in math as measured by the spring MAP-P targets.

All students in grades 3, 4, & 5 will demonstrate a 10% increase in growth towards or
above grade-level proficiency as measured by the spring MAP-M targets.
Gap Reduction (Race/Ethnicity by 15%)

Reduce the 5th grade gap by at least 6% between Asian (86%) and the ESOL (44%)
students as measured by spring MAP-M results.
PROCESS MANAGEMENT
As a result of the RCA, the following structures and processes will be implemented and monitored to
address student and staff needs:





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Weekly collaborative planning sessions supported by the Instructional Coach, Math Content
Coach, Reading Specialist, Staff Development Teacher, and Administration
Weekly administration and core team meetings to monitor student progress and the
implementation of professional learning
Monthly leadership team meetings, staff meetings, and PLCs to provide ongoing jobembedded professional learning to study and examine the instructional focus
Quarterly peer observations and feedback/reflective conversations to examine the impact of the
implemented instructional strategies as part of the Model-Coach-Apply strategy (core team)
On-going evaluation of the effective use of teacher feedback on the peer observation process,
collaborative planning process, and support during various meetings
Quarterly analysis of data to identify and monitor students’ reading and math progress (Core
Team Data Meetings).
ORGANIZATIONAL PERFORMANCE RESULTS
Measures of Academic Progress-Reading & Math
Grade 3
Prof/Adv
Reading
53%
83%
43%
37%
Grade 4
Prof/Adv
Reading
69%
100%
67%
59%
Grade 5
Prof/Adv
Reading
69%
93%
65%
60%
44%
43%
0%
69%
67%
19%
63%
51%
14%
Math
Subgroup
Grade 3
Prof/Adv
Math
Grade 4
Prof/Adv
Math
Grade 5
Prof/Adv
Math
All Students
61%
74%
64%
Asian
75%
100%
86%
African Amer
68%
74%
59%
Hispanic
43%
69%
57%
FARMS
55%
70%
60%
ESOL
48%
74%
44%
SPED
15%
25%
14%
Reading
Subgroup
All Students
Asian
African Amer
Hispanic
White
FARMS
ESOL
SPED
White
MEASUREMENT, ANALYSIS
AND KNOWLEDGE
MANAGEMENT
Student Data Points:

Math and Literacy Formatives (by Teacher and MCPS)

mClass and MAP-R

MAP-P and MAP-M

Fountas and Pinnell (Grades 3-5)
Teacher Data Points:

Data Collection tool for Math
o
K-5: Operations and Algebraic Thinking; Number and
Operations Base 10
o
K Only: Counting and Cardinality
o
3-5: Operations and Algebraic Thinking, Numbers and Base
10

Focused Classroom Observation – examine the use of identified
instructional practices and the impact on focus students

Collaborative Planning and Self-Assessment-Feedback on the collaborative
planning process
Leader Data Points:

Administrative Walkthrough feedback based on expectations shared with
staff

Core Team walkthrough feedback from Model-Coach-Apply process

Student Learning Objectives (SLOs) and Quarterly Data Chats with teachers