Farmland Elementary School
2009-2010 School Improvement Plan
Student and Stakeholder Focus
The team has reviewed the following data:
School Climate Surveys, MSA, TN/2, math unit
assessments, advanced math in Grade 5 participation,
mClass, and MAP-R.
After careful examination of the math
assessment data, there is a significant disparity
between the performance of African American,
Hispanic, and Special Education subgroups in all
areas. In addition, 2008-2009 data indicates 18
children scored basic on MSA math and 15
students scored at the 50th NCE or below on
TN2.
After careful examination of the reading
assessment data, there is a significant disparity
between the performance of African American,
Hispanic, and Special Education subgroups. In
addition, 2008 – 2009 data indicates 33 students
scored basic on MSA reading and 24 students
scored at the 50th NCE or below on TN2. 34
students did not meet the benchmark for mClass
and 23 students did not meet the benchmark for
MAP-R.
Staff Focus
Staff training on the following:
Differentiation
Data-driven decision making
Implementing accommodations
ESOL support in teaching math
vocabulary/phrasing used on math assessments
Administering and analyzing running records
Opportunity to observe other instructional
differentiated programs
Resources
Books to provide additional instructional
ideas/strategies/technology
Classroom math manipulatives
o Electronic Monitoring Tools
Leadership
The School Improvement, Leadership, and Grade Level Teams:
Reviewed and agreed upon the school’s vision, mission and core values during pre-service.
Will monitor the school’s vision, mission, core values and SIP goals at monthly staff meetings, grade level team
meetings, quarterly SIP meetings.
Will communicate the plan and progress towards goals through a variety of methods (website, PTA newsletter,
principal’s newsletter, morning announcements, PTA meetings, and cluster meetings).
Strategic Planning: Goals and Measures
The SIP goal for Farmland is for all students to score proficient or higher on MSA and for all students to be at or above
benchmark in reading by the end of grade 2. Increase the percentage of students within grade level cohorts scoring
advanced on the Math and Reading MSA by 5% with specific emphasis on the subgroups – African Americans,
Hispanics, FARMS, Special Education, and Limited English Proficient.
Math Goal of 5% for each subgroup within the 2008-2009 cohorts
AA
Hisp
Asian
White
FARMS
Sp Ed
Gr 3 (Gr 2 08-09)
5%
17%
73%
55%
17%
22%
Gr 4 (Gr 3 08-09)
5%
17%
73%
55%
17%
22%
Gr 5 (Gr 4 08-09)
38%
55%
85%
80%
45%
30%
LEP
46%
46%
62%
All K-5 students at Farmland will have access and opportunity to receive instruction on above grade level math
indicators, with a goal of 45% participation at each grade level and successful completion of all indicators.
Reading Goal of 5% for each subgroup within the 2008-2009 cohorts
AA
Hisp
Asian
White
FARMS
Sp Ed
Gr 3 (Gr 2 08-09)
30%
17%
66%
53%
43%
38%
Gr 4 (Gr 3 08-09)
30%
17%
66%
53%
43%
38%
Gr 5 (Gr 4 08-09)
22%
55%
62%
64%
25%
5%
LEP
32%
32%
45%
Performance Results
see attached sheet “Farmland
Elementary School – Performance
Results, 2009-2010”
Measurement, Analysis, and
Knowledge Management
Formative Measures:
Progress will be assessed using the
following:
MCPS formative assessments
MCPS unit assessments (Analysis of
strand performance on-grade and
challenge indicators)
Based on the results of data, reteach
as necessary
Vertical articulation across grade
level based on math categories
MCPS Unit Preassessments
Student work-specific to grade level
indicators-report card grades
Running records
School-developed BCRs
mClass and MAP-R (Analysis of
grade level data)
Process Management
Provide teacher training to differentiate instruction within the math and reading/language arts block to utilize the
time effectively.
Hold weekly grade level data meetings, chaired by team leaders for the purpose of reviewing disaggregated
performance data to determine groupings and provide differentiation.
Review math summative and key formative assessments quarterly by grade level to ensure all students are
challenged and supported as needed for their success.
Review running record levels and school-developed BCRs quarterly and analyze mClass and MAP-R testing
window data.
Continue to provide diversity training to deepen staff members’ understanding of their minority students.
Plan and host Math and Reading nights for the students and parents.
Administer needs assessment for staff to determine professional development trainings to address the needs of
underachieving students and strategies to motivate high-end students.
Farmland Elementary School 10/20/2009