BaldrigeGuidedSchoolImprovementPlan2011Bald
Strawberry Knoll Elementary School
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2010-2011
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Frank Kaplan, Principal
“The job of the school improvement team is to lead the
development of a school improvement plan that addresses
student achievement needs, to monitor the implementation of
the plan, and to revise it when appropriate.”
http://mdk12.org/process/leading/index.html
“School improvement is the work of the entire staff. Even when the school has
identified a school improvement team, they cannot replace the critical, ongoing
work that grade level teams, interdisciplinary teams and departments play in
improving student achievement. It is important for you to clearly delineate the
role of each team in the school improvement process. Equally important is
making sure that everyone on staff knows the student achievement goals for the
school and their role in attaining them.”
Lani Seikaly M.S.D.E. http://mdk12.org/process/leading/tips.html
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
Table of Contents
Literacy Linkages Chart………………………………………………………………..
Mathematics Linkages Chart ……………………………………………………….
Social Skills Linkages Chart…………………………………………………………..
Technology Linkages Chart…………………………………………………………..
Literacy Action Plan……………………………………………………………………..
Mathematics Action Plan…………………………………………………………….
Social Skills Action Plan……………………………………………………………….
Technology Action Plan……………………………………………………………….
Grade Level Action Plans for Literacy…………………………………………..
Grade Level Action Plans for Mathematics…………………………………..
Grade Level Action Plans for Social Skills………………………………….....
Grade Level Action Plans for Technology……………………………………..
MSA Cohort Data Reading……………………………………………………………
MSA Cohort Data Mathematics……………………………………………………
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
3
5
7
8
10
12
14
15
17
31
41
43
52
53
Page 2
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
Literacy
Student and Stakeholder Focus
An analysis of the disaggregated 2010 MSA student data
indicates the following:
 All subgroups met the AMO target of 81.2% in reading!
However, special emphasis will be directed towards
professional development and articulation
/collaboration of ESOL teachers with general education
teachers to ensure that our LEP students meet the 2011
AMO target of 85.9% for reading as measured on the
MSA.
Sub group
Basic
Advanced
ALL
7.9
29.0
A
3.7
44.4
AA
9.8
23.2
W
0
54.5
H
11.3
18.3
FARMS
12.6
19.5
SPED
7.1
14.3
LEP
25
0
An analysis of TN2 data indicates that 40.5% of second
th
grade students did not meet or exceed the 50 percentile
for overall reading performance.
An analysis of MClass data found that
 18% of K students did not meet the level 6 Seven Keys
target.
 45% of grade 1 students did not meet the level J Seven
Keys target.
 54.5% of grade 2 students did not meet the level N
Seven Keys target.
Leadership
Vision: SKES is a premier school that Strives for
Knowledge, Excellence, and Success.
Mission: "We are a caring, hardworking
community of learners and leaders who
motivate and encourage each other to set and
meet high expectations.”
Communication: We will communicate our
vision, mission, and plan at staff, team, PTA
meetings, and through the principal’s newsletter
& the SKES website.
We will monitor the progress of our plan at
monthly instructional council meetings, bimonthly grade level team meetings, monthly
staff and committee meetings, along with
quarterly data chats to enhance strategic
monitoring.
Instructional Council members will include the
following: grade level team leaders,
administrators, Reading Specialist, Media
Specialist, SDT, NAACP parent representative,
ESOL teacher, PTA Co presidents, Guidance
Counselor, Elected Faculty, and SEIU
Representatives. The instructional council will
meet twice each month to review the plan.
Literacy Committee members will include at
least one representative from each grade level,
the Principal, Reading Specialist and Media
Specialist. The literacy committee will meet
once each month to review the plan.
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Organizational Performance Results: Reading
Sub
2008
2009
2010
2011
group
MSA
MSA
MSA
MSA
Scores
Scores
Scores
Scores
AMO
AMO
AMO
AMO
71.8
76.5
81.2
85.9
July 2011
ALL
88.8
88.7
92.1
July 2011
A
93.5
89.3
96.3
July 2011
AA
83.6
86.5
90.2
July 2011
W
96.0
97.5
100
July 2011
H
85.7
85.0
88.7
July 2011
FARMS
84.5
82.3
87.4
July 2011
SPED
76.0
66.7
92.9
(56.2 Low
Band)
LEP
87.2
80.9
*Source: mdk12.org (August 2010)
Subgrou
p
ALL
A
AA
W
H
FARMS
SPED
LEP
2010
MClass
2011
MClass
Benchmark
Benchmark
61 %
81%
59 %
76 %
45 %
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
Not available
52 %
41 %
87
July 2011
2010
TN2
Reading
Scores
27 %
38 %
26 %
62 %
9%
18 %
38 %
9%
2011
TN2
Reading
Scores
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
Page 3
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
Faculty and Staff Focus
 Staff will continue to use William and Mary, Junior Great
Books, and Jacob’s Ladder strategies for all students and
fully implement William and Mary for advanced students
(grades 2-5)
 Maryland Artist Teacher Institute (MATI)-Trained staff
will integrate the MATI methods throughout the
Reading/Language Arts Curriculum.
 Staff will use various monitoring tools including those on
MDK12 to assess and monitor student progress toward
mastery of the essential learnings and targets identified
in the state curriculum.
 Professional development will include data triangulation
and data chats at grade level team meetings.
 Staff will use a 9 week calendar and guided reading
planning sheets to monitor student progress towards
flexible use of the 7 major areas of comprehension (self
monitoring, asking questions, synthesizing, determining
importance, making connections, visualizing,
summarizing) as identified in the state curriculum via
anecdotal notes, and formal and informal assessments
 Evaluation for effectiveness of staff development will be
identified through the 6 Levels of Evaluating Professional
Development; specifically Levels 4 & 5. (Level 4:
Application of New Knowledge and Skills; Level 5 Impact
on Student Learning )
To increase staff accountability of student achievement,
data chats will include focusing on equitable practices for
grouping students for instruction, as well as analyzing
formative and summative assessment data in looking at
and addressing the achievement gap.
 Professional development will include mini
trainings/work sessions to present new technology,
strategies, myMCPS, and the Elementary Integrated
Curriculum (EIC).
Strategic Planning
 By June 2010, students will meet the AMO of 85.9 %
for reading in all subgroups demonstrating
proficiency in comprehending text.
 The subgroup data below represents the percentage
and student increase required to meet AMO for FY11
Sub group
% increase to
n= number of
meet AMO
students
ALL
A
AA
W
H
FARMS
SPED
LEP
10.9
4
The subgroups data below represents the percentage
and student increase required to meet our target of
35% advanced. Subgroups that met target will
demonstrate a 15% growth on MSA FY11
Sub group
% increase to
n= number of
meet AMO
students
ALL
A
AA
W
H
FARMS
SPED
LEP
6
13
11.8
10
16.9
15.5
20.7
100
12
14
3
28
Measurement, Analysis, and Knowledge Management
Student Data

William and Mary Pre & Post assessments

Quarterly writing assessments or tasks for grades K-5

MClass, Fountas & Pinnell Benchmark Assessment
Results, MAPR

Maryland State Curriculum Monitoring Tools
(mdk12.org)

Progress Monitoring
Teacher Data

Walk throughs

Collaborative problem-solving notes on student
achievement

Anecdotal teacher records

Grading sheets
 Process Management
The student progress towards this goal will be
monitored using a school wide action plan and grade
level action plans that support the school wide action
plan. The plans will be monitored and updated at
monthly Instructional Council, Literacy Committee,
and grade level team meetings. Other monitoring
processes will include collaborative team planning and
data chats. Individual Professional Development
teacher plans may reflect the school wide goal to
increase reading comprehension.
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Page 4
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
Mathematics
Student and Stakeholder Focus
An analysis of the disaggregated 2010 MSA student data
indicates the following:
 All subgroups met the AMO target of 79.4% in
mathematics except Special Education (57%.), FARMS
(78.2), and LEP (79.3). Hence special emphasis will be
directed towards professional development and
articulation/collaboration between special education &
ESOL,with general education teachers to ensure Special
Education & LEP students meet the 2011 AMO target of
84.5% for mathematics as measured on the MSA.
Sub group
Basic
Advanced
ALL
13.5
28.8
A
3.7
33.3
AA
18.3
24.4
W
6.1
48.5
H
15.3
23.6
FARMS
21.8
14.9
SPED
49.2
7.1
LEP
20.7
6.9
An analysis of TN2 data indicates that 55.4 % of second
th
grade students did not meet or exceed the 50 percentile
for overall mathematics performance.
An analysis of Math Six student data indicates that 100%
of fifth grade students met or exceeded the on grade
proficiency standard on the unit assessments developed
by MCPS and as outlined in the Seven Keys to College
Readiness.
Leadership
Vision: SKES is a premier school that Strives for
Knowledge, Excellence, and Success.
Mission: "We are a caring, hardworking
community of learners and leaders who
motivate and encourage each other to set and
meet high expectations.”
Communication: We will communicate our
vision, mission, and plan at staff, team, PTA
meetings, and through the principal’s newsletter
& the SKES website. We will monitor the
progress of our plan at monthly instructional
council meetings, bi-monthly grade level team
meetings, monthly staff and committee
meetings, along with unit (1week after unit
reporting due date) data chats to enhance
strategic monitoring. We will also communicate
with parents by using the Parent Newsletters
created by the math office as well as the parent
sheet with the end of unit data.
Instructional Council members will include the
following: grade level team leaders,
administrators, Reading Specialist, Media
Specialist, SDT, NAACP parent representative,
ESOL teacher, PTA Co presidents, Guidance
Counselor, &. Elected Faculty Representatives.
The instructional council will meet twice each
month to review the plan.
Math Committee members will include at least
one representative from each grade level, the
Assistant Principal, Staff Development Teacher,
and Instructional Data Assistant. The committee
will meet once each month to review the plan.
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Organizational Performance Results: Mathematics
Sub
2008
2009
2010
2011
group
MSA
MSA
MSA
MSA
Scores
Scores
Scores
Scores
AMO
AMO
AMO
AMO
69.1
74.2
79.4
84.5
July 2011
ALL
85.0
83.7
86.5
July 2011
A
87.1
89.3
96.3
July 2011
AA
72.1
74.3
80.7
July 2011
W
98.0
97.5
93.9
July 2011
H
85.7
83.3
84.7
July 2011
FARMS
80.3
81.0
78.2
July 2011
SPED
48.0
50.0
57.1
(53.6 low
band)
Safe Harbor
July 2011
LEP
79.5
87.2
79.3
*Source: mdk12.org (August 2010)
Sub
2010
2011 TN2 2010
1010
2011
group
TN2
Math
Math Math
Math 6
Math
Scores
6
6
Data
Scores
ALL
A
AA
W
H
FARMS
SPED
LEP
26 %
62 %
16 %
50 %
9%
18 %
38 %
15 %
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
Enroll
ment
Data
%
Succe
ssful
Compl
etion
Data
36 %
29 %
25 %
14 %
32 %
39 %
3.5 %
11 %
100 %
100 %
100 %
100 %
100 %
100 %
100 %
100 %
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
June 2011
Page 5
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
Faculty and Staff Focus
 Staff will continue to focus on student discourse by
modeling and facilitating reflective classroom discussions
that focus on strategy use, connections, clarifications,
confirmations, new information, and questions.
Professional development will focus on increasing
student discourse.
 Staff will use various monitoring tools including those on
MDK12 to assess and monitor student progress toward
mastery of the essential learnings and targets identified
in the voluntary state curriculum.
 Professional development will include staff
implementation of data triangulation and participation in
data chats.
 Staff will pre-assess, re-teach and re-assess to continue
monitoring student progress in mathematics.
 Staff will differentiate instruction as evidenced by guided
math groups and individual student instruction.
 Evaluation for effectiveness of staff development will be
identified through the 6 Levels of Evaluating Professional
Development; specifically Levels 4 & 5. (Level 4:
Application of New Knowledge and Skills; Level 5 Impact
on Student Learning )
To increase staff accountability of student achievement,
end of unit test data chats will include focusing on
equitable practices for grouping students for instruction,
as well as analyzing formative and summative
assessment data in looking at the achievement gap.
Strategic Planning
 By June 2011, students will meet the AMO of 84.5%
for mathematics in all subgroups demonstrating
proficiency in analyzing and applying mathematical
knowledge to solve problems. The subgroup data
below represents the percentage and student
increase required to meet AMO for FY11
Sub group
% increase to
n= number of
meet AMO
students
ALL
A
AA
2.8
4
W
H
FARMS
6.3
6
SPED
27.4
8
LEP
5.2
3
The subgroups data below represents the percentage
and student increase required to meet our target of
35% advanced. Subgroups that met target will
demonstrate a 15% growth on MSA FY11
Sub group
% increase to
n= number of
meet AMO
students
ALL
A
AA
W
H
FARMS
SPED
LEP
6.7
.9
10.92
15
1
9
12
20.4
29.4
41
9
21
6
9
Measurement, Analysis, and Knowledge Management
Student Data

Data Notebooks

Data displays

Unit Assessments Forms A and B.
Teacher Data

Pre-assessment/formative assessment data.

Walk Throughs

Collaborative Problem-Solving (CPS) notes on
student achievement.

Anecdotal teacher records

Grading sheets
Process Management
The student progress towards this goal will be
monitored using a school wide action plan and grade
level action plans that support the school wide action
plan. The plans will be monitored and updated at
monthly Instructional Council, Literacy Committee,
and grade level team meetings. Other monitoring
processes will include collaborative team planning and
data chats. Individual Professional Development plans
may reflect the school wide goal to increase
mathematics proficiency.
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Page 6
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
Social Skills



Student and Stakeholder Focus
Reduce the number of office referrals by
50%
Students will apply appropriate social skills
in all school settings and situations to
included lunch and recess.
Students will engage in social skills lessons
and refrain from bullying-like behavior.
Data from the 2010 School Climate Survey show an
overwhelming concern among students regarding
bullying. Informal parent feedback confirms student
concerns.
Leadership
Vision: SKES is a premier school that Strives for
Knowledge, Excellence, and Success.
Mission: "We are a caring, hardworking community
of learners and leaders who motivate and encourage
each other to set and meet high expectations.”
Communication: We will communicate our vision,
mission, and plan at staff, team, PTA meetings, and
through the principal’s newsletter & the SKES
website.
We will monitor the progress of our plan at monthly
instructional council meetings.
Instructional Council members will include the
following: grade level team leaders, administrators,
Reading Specialist, Media Specialist, SDT, NAACP
parent representative, ESOL teacher, PTA Co
presidents, Guidance Counselor, &. Elected Faculty
Representatives. The instructional council will meet
twice each month to review the plan.







Faculty and Staff Focus
Staff will continue to implement the social skills
program “Stop and Think” and use a school wide
behavior matrix system.
Behavior referrals will be tracked and analyzed at
monthly Social Skills committee meetings.
Staff will implement “Stop and Think”lessons
monthly based on grade specific needs and
developmental appropriateness.
Social skills committee will communicate
monthly grade level “Stop and Think” lessons to
para-educators, new staff, substitutes,
lunch/recess aides
All staff will use “Stop and Think” verbiage
consistently.
Grade levels will a yearlong calendar evidencing
the planning for and implementation of “Stop
and Think”lessons.
School staff will engage students in anti-bullying
lessons.
Strategic Planning
By June 2010, students will demonstrate
proficiency in applying appropriate social
responses to classroom and school situations.
Process Management
The student progress towards this goal will be
monitored using a school wide action plan and
grade level action plans that support the
school wide action plan. The plans will be
monitored and updated at monthly
Instructional Council meetings. The action
plans will also be reviewed at monthly grade
level team meetings.
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Organizational Performance Results
Office Referrals
Sub
group
2009
2010
2011
Refer
Referral
Referral
ral
Data
Data
Data
ALL
56
63
June 2010
A
0
3
June 2010
AA
34
37
June 2010
W
9
10
June 2010
H
13
13
June 2010
*Total number of office referrals by school year.
Measurement, Analysis, and Knowledge Management
Student : Office referrals will decrease by 50% because students will be
make better choices based on “Stop and Think” lessons.
Teacher: Teachers will successfully implement the lessons as outlined in
the “Stop and Think” program and noted on their monthly calendar. Staff
will recognize and reinforce hallway, playground, and cafeteria behavior by
giving classes that demonstrate appropriate behavior a “red knight”.
Page 7
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
Technology

Student and Stakeholder Focus
See attached chart
Leadership
Vision: SKES is a premier school that Strives for
Knowledge, Excellence, and Success.
Mission: "We are a caring, hardworking community
of learners and leaders who motivate and encourage
each other to set and meet high expectations.”
Communication: We will communicate our vision,
mission, and plan at staff, team, PTA meetings, and
through the principal’s newsletter & the SKES
website.
We will monitor the progress of our plan at monthly
instructional council meetings.
Instructional Council members will include the
following: grade level team leaders,
Faculty and Staff Focus




Staff Tech Mod Skills Assessment will be used to
determine appropriate technology training
Technology consultant will improve staff
knowledge and ability to integrate technology
into instruction
Staff will become familiar with and work towards
guiding students to meet the Maryland State
Technology Standards
Staff will work to improve equitable access to all
technology among stakeholders (computer lab,
net book stations, media center hub, tech mod
hardware and software, elmos, etc)
Strategic Planning
By June 2011, students will demonstrate
proficiency in the areas of technology
knowledge and skills. These skills are necessary
in order to participate in today’s technological
society. Student proficiency will be based on
the Maryland Technology Literacy Standards.
Process Management
Student progress towards this goal will be
monitored using a school-wide action plan
and grade level action plans that support the
school-wide action plan. The plans will be
monitored and updated at monthly IC
meetings. The plans will also be reviewed at
monthly grade level meetings.
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Measurement, Analysis, and Knowledge Management
How will we measure?
Student Data

Division of Technology Innovation data showing student usage

Student log-in record

Content area assessments
Staff Data

Request and receive quarterly Division of Technology
Innovation data, showing computer use

Software usage records

Walk-through observations
Page 8
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Page 9
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
School Wide Action Plan (Process Management) for Literacy
SIP Goal/objective Students will demonstrate proficiency in comprehending text and the writing process.
Action Steps/objectives/ Processes
Person(s)
Resources
Monitoring tools or data points
Timeline
Responsible
Needed
(formative & summative
1. Instruction: CPS meetings for teachers to
discuss students and share instructional
strategies.
Teachers,
Team Leaders
Twice monthly
2. Instruction: Junior Great Books, William
and Mary, Jacob’s Ladder will be
implemented and mapped on the 9 week
planners
K-5 Teachers,
Team Leaders
Team
Meeting
template for
capturing
meeting
notes
JGB, W&M,
and JL
instructional
materials.
Gr. K &1: JGB
Gr. 2-5: JGB, W&M & JL
3. Data Analysis: Staff will use various
monitoring tools including those on
MDK12 to assess and monitor student
progress toward mastery of the essential
learnings and targets identified in the
state curriculum. Professional
development will include data
triangulation, data chats, and grade level
team meetings.
Pre-K – 5
Teachers,
Team Leaders
One week following the administration
window of mClass (10/01, 2/18, 6/17) and
Dan Smith,
Linda O’Leary,
Barbie
Serafini
Matt Larson,
Doreen
Doherty,
Kimberley
Row
MAPR. (9/24, 2/11, 5/27)
Team Leaders will send email to invite to
Carrie Schoenfelder (SDT) and Jen Forman
(RS) to participate in the data discussion.
Computer
access to
mdk12,
essential
learnings data
collection
documents
on T Shared
Team meeting template sent electronically
to Frank twice monthly.
Team leaders will communicate grade level
meeting notes to Frank Kaplan via e-mail.
The bi-weekly notes will reflect students
discussed and strategies shared.
Team Meeting Notes
Team Leaders will communicate grade level
implementation of Junior Great Books,
William and Mary, and Jacob’s Ladder with
specific titles/strategies being used to Frank
Kaplan via 9 week planners.
Team meetings, literacy committee meetings
Teachers will demonstrate proficiency in
using a variety of monitoring tools to verify
progress towards end of year benchmarks.
Teachers will meet three times during the
year with administrators and other support
teachers to review student data.
Monitoring: Date
and by whom
Results
(include evaluation of
processes for effectiveness and
efficiency)
Twice monthly
Frank Kaplan,
Rosemary Ford,
Jen Forman
Carrie Schoenfelder
Beginning of
quarter: 9 week
planner
Frank Kaplan,
Jen Forman
Team Meetings
(Twice Monthly)
plus:
mClass (10/29,
2/18, 6/17) and
MAPR. (9/24, 2/11,
5/27)
Jen Forman
Carrie Schoenfelder
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Page 10
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
4. Data Analysis: Monitor growth of
student Instructional Reading levels by
administering informal running records
for all students and diagnostic
inventories for those students below
grade-specific targets. Data points will
include Grade K-2 MCPSAP-PR
MClassReading 3D results and the Grade
3-5 MAP-R RIT Scores.
One week following the close of the
assessment window, Teams will analyze
the MapR data. (10/29, 2/18, 6/17)
5. Data Analysis: Monitored growth of
student writing for grades K-5 to monitor
the progress of the available writing
assessments and tasks for each quarter.
End of quarter dates
11/3, 1/25, 4/1, 6/15
K-5 Teachers
6. Instruction: Continue to improve the
reading materials and resources for
implementing the MCPS curriculum PreK-5
7. Progress Monitoring: Instructional
Council Meetings twice each month: one
brief morning (7:30 – 8:30 a.m.) and one
long (3:15-4:45 p.m.)
8. Instruction: Mati-Trained Staff will
integrate the MATI strategies throughout
the literacy curriculum.
Progress
Monitoring
on Familiar
Text (Palm
Pilot) K-2.
Excel spreadsheet developed by K. Pierce &
E. Harris to be completed by teachers K-5 to
report Instructional Reading Levels for
identified target students.
Grade K-2: 10/29,
2/18, 6/17
Grade 3-5: 10/29,
2/18, 6/17
Monitor growth of reading levels towards
quarterly benchmark. Monitor action plans
for students not making adequate progress
towards benchmark. Monitor growth of
highly-abled readers as they exceed the
benchmark.
Frank Kaplan,
Ellen Harris
Jen Forman
Data
Monitoring
Collection
Sheet
Data Monitoring Collection Sheet
11/3, 1/25, 4/1,
6/15
Jen Forman
Debra
Frederick
Database of
available
materials,
wish lists
ongoing from
team leaders,
funds
Instructional
Council
members
Meeting
space, agenda
sent out prior
to meeting
Increased number of books as well as
breadth of collection
Bookroom literacy collection:
Year
#books
#titles
Fall 07
29,182
4,444
Fall 08
31,082
4,677
Fall 09
31,338
4,721
Fall 10
Notes from meetings posted on Instructional
Council T Shared folder
Fountas and
Pinnell
Guided
Reading
System 3-5.
Teachers in
grades K-5
MATI Team:
Ford, Smith,
Harris,
Doherty,
Abernethy,
Polk, Gagnon,
Thomas
Frank Kaplan,
Semester report to
Instructional
Council by Jen
Forman & Debra
Frederick
Twice Monthly
Frank Kaplan
MATI trained teachers will use and
implement selected strategies (i.e.
movement, rhythm, beat, sound, patterns)
through interdisciplinary (art, music, physical
education) practices.
Teachers will use the MATI planning
template.
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Rosemary Ford, Dan
Smith, Katie Harris,
Doreen Doherty,
Melanie Abernethy,
Devona Polk, Cari
Gagnon, Leslyn
Thomas
Page 11
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
School Wide Action Plan (Process Management) for Mathematics
SIP Goal/objective Students will demonstrate proficiency in analyzing and applying mathematical knowledge to solve problems.
Action Steps/objectives/ Processes Timeline
Person(s)
Resources
Monitoring tools or data
Monitoring:
Responsible
Needed
points (formative &
Date and by
summative
whom
1. Data Analysis: Staff will use various monitoring tools
Teachers,
Computer
Team meetings, math
Unit
including those on MDK12 to assess and monitor
Team Leaders:
access to
committee meetings
Assessment
Smith,
O’Leary,
student progress toward mastery of the essential
mdk12,
county
Serafini, Larson,
learnings and targets identified in the voluntary state
essential
Teachers will demonstrate
calendar
Doherty, Row,
curriculum. Professional development will include
learnings data
proficiency in using a variety
Rosemary
Schoenfelder;S
staff implementation of data triangulation and
collection
of monitoring tools to verify
Ford
DT, Ford; AP
participation in data chats during grade level team
progress towards end of year Ellen Harris
meetings one week following end of unit math
benchmarks.
assessment due date.
K, 4 & 5 use mdk12
indicators
1, 2, &3 use essential
learning data collection
sheets.
K-5 use unit assessment
spreadsheets (Forms A & B)
Team leaders will use a standard
2. Instruction/Intervention: CPS meetings for teachers
Teachers,
Carrie
meeting
form
to
communicate
to discuss students and share instructional strategies.
Team Leaders
Schoenfelde
grade level meeting notes to
r, Rosemary
Frank Kaplan and Rosemary
Ford,
Results
(include evaluation of
processes for effectiveness
and efficiency
)
Ford via e-mail. The weekly
notes will reflect students
discussed and strategies shared.
3.
Instruction: Resources /Manipulatives: Teachers will
use math resources and manipulatives (in the math
lab) to facilitate student engagement and solidify
student math proficiency.
Math Committee,
Schoenfelder; SDT
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Funds for
increasing
inventory of
resources
Math Lab
 Lending Inventory
 Walk throughs
 CPS team meetings
 Formal observations
Math
Committee
9/22, 10/20,
11/17, 12/16,
1/12, 2/9, 4/13,
5/18:
Schoenfelder
Page 12
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
4.
Instruction: Math “Knight” will occur on February
17, 2011 to promote family involvement in
mathematics.
February 17
Schoenfelder;
SDT,
Ford; AP
Advertising:
Connect-Ed,
newsletter,
website, flyers
5. Instruction: Staff will continue to focus on student
discourse by modeling reflective classroom
discussions that focus on strategy use, connections,
clarifications, confirmations, new information, and
questions.
 Professional development will focus on increasing
student discourse. Grade level teams will bring a math
discourse problem and sample student responses and
teacher anecdotal talk moves to reflect instructional
practices and further enhance teacher math discourse
proficiency and implementation.
6. Small Group Instruction: Teachers will focus on
differentiating math content by consistently
implementing small group guided math groups in the
math class. Attention will be given to the county
suggested math block schedule to included focus
lesson, whole group, small group, guided practice,
and checking for understanding.
Teachers
Math
Committee
Schoenfelder;
Staff
Development
Teacher,
Ford; AP
Professional
Material,
Committee/Tea
m time for
professional
development
Teachers,
Math
committee,
Schoenfelder;
SDT, Ford; AP
7. Assessment: Teachers will pre-assess students and
administer two common formative assessments per
unit. Team leaders will e-mail Carrie with the data.
Teachers will analyze the formative assessment
results to plan for differentiated instruction to include
enrichment and acceleration
8. Instruction: All teachers will communicate student
math progress to parents using the county created
sample reports to accompany student EOU data
additionally all teachers will provide parents with the
county generated newsletter to inform parents of
upcoming unit units and objectives .
Teachers,
math comm..
members,
team leaders
Samples and
exemplars of
small group
guided math
instruction
Math unit
assessments
and formative
assessment
data
Copy of
assessments
(SD provides),
data (may
include
samples)
Carrie will send
these
communication
to Copy Plus
and distribute
to team leaders
Teachers,
Carrie
Schoenfelder,
SDT
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Exit Survey data on
satisfaction and attendance
rates.
Student scores on unit
assessments
Grade Level Team Time
Committee Time
All classroom teachers have
and will continue to
participate in professional
development on
Mathematics Discourse.
February 17
Schoenfelde
r, Ford,
Fehner
Rosemary
Ford
Data will vary
September 22
October 20
November 17
December 15
January 12
February 9
April 13
May 18
Teachers,
teams, walkthru groups
Individual classroom data
Determined
by each
team
Determined
by team per
unit
Page 13
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
School Wide Action Plan (Process Management) for Social Skills
SIP Goal/objective Students will demonstrate proficiency in applying appropriate social responses to classroom and school situations.
Action Steps/objectives/
Person(s)
Resources
Monitoring tools or data points (formative
Monitoring:
Results
(include evaluation of processes
Processes Timeline
Responsible
Needed
& summative
Date and by
for effectiveness and efficiency)
whom
1. School counselor with
Teacher support will engage students
in social skills lessons to address
bullying and making good choices
Classroom
Teachers;
Carla Williams
Counselor
Stop and
Think
Kit
 Printout from referral database reflecting
incident of bullying including lunch/recess.
 Classroom data to include class meetings
addressing bullying.
10/19/10
12/14/10
1/11/11
4/12/11
5/17/11
Social Skills
committee
members
2Assistant Principal will gather and
enter student office referrals into the
system wide data base
3. Staff will analyze student office
referrals at Social Skills Committee
meetings to monitor and address
areas of need.
4. Grade Level teams will create and
follow a social skills calendar that is
reflective of their students’ needs and
social-emotional development.
Additionally, all staff will remain
consistent in its implementation and
consistent use, school-wide of the
behavior matrix to ensure
implementation of appropriate
behavioral expectations and
consequences.
Rosemary
Ford,
Assistant
Principal
Database
Forms from
teachers
upon referral
to office
Database printout
Carla Williams will provide the Social Skills
Committee a printout of the referral data at the
Social Skills Committee meetings.
Social Skills
Committee
Grade Level
Representativ
es
Printout from
Carla Williams
Meeting Time
Carla Williams will share office referral
information with committee members to
identify student (also grade specific) patterns
and trends. The data shared will be used to
identify interventions/support and
modifications to the school-wide “Stop and
Think” implementation calendar.
Grade Level
Representati
ve to the
Social Skills
Committee
Stop and
Think Lessons
Classroom data
Anecdotal data
Red Knight data
Social Skills committee members will receive
quarterly updates on grade specific action
plans to analyze student mastery of skills
identified in the“Stop and Think Lessons.”
Refinements in long-range plans will be made
to reflect grade-specific needs and as such
empower student to make appropriate choices.
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
10/19/10
11/16/10
12/14/11
1/11/11
2/8/11
4/12/11
Rosemary Ford
Carla Williams
10/19/10
11/16/10
12/14/10
2/8/11
4/12/11
Social Skills
committee
members
11/16/10
2/2/11
5/5/11
Social Skills
Committee
Page 14
1Baldrige Guided School Improvement Process
Strawberry Knoll Elementary School
2010-2011
School Wide Action Plan (Process Management) for Technology
SIP Goal/objective Students will demonstrate proficiency of the Maryland technology Literacy Standards for Students.
Action Steps/objectives/ Processes
Person(s)
Resources
Monitoring tools or data points
Monitoring: Date
Timeline
Responsible
Needed
(formative & summative
and by whom
1.
Technology Skills Assessment
Survey
2.
Staff Training by technology
Consultant
3.
Grade Level Teams will become
familiar with technologies that
are available to allow the
students to meet Technology
Literacy Standards.
Grade Level
Teams
Technology
Survey
Technology
Committee, Grade
Lev el Teams
Margie
Gaudino,
Technology
Committee
Computer
Lab, Netbook
Station,
Various
Software
Technology
Committee, Grade
Lev el Teams
Technology
Committee,
Grade Level
Teams
Tech Mod
hardware/Sof
tware
Technology
Committee, Grade
Lev el Teams
C.Schoenfelder~08.17.10~8.23.10~09.08.10~09.14.10~9.20.10
Results
(include evaluation of
processes for effectiveness and
efficiency)
Page 15