Baldrige Guided School
Improvement Plan
for
Wheaton Woods Elementary
School
2013-2014
Mr. David Chia
Principal
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WWES 2013-2014
Baldrige Category
School-wide Program Components
Leadership
 Mission/Vision
 Processes for developing and communicating the
mission and vision
Organizational Performance Results
 Customized MSDE AMO Data
 Goals/Objectives
Student and Stakeholder Focus
 Comprehensive Needs Assessment
Faculty and Staff Focus
 Instruction by Highly Qualified Teachers
 Ongoing Professional Development
 Strategies to Attract Highly Qualified Candidates
Strategic Planning
 School-wide Reform Strategies
 Activities to Ensure that Under Performing Students
Reach Proficient or Advanced
 Plans for Assisting Pre-School Children in the
Transition to Local Elementary School
 Title I Parent Involvement Plan: 2013-2014
 Coordination and Integration of Federal, State, and
Local Funds
Measurement, Analysis, and Knowledge Management
 Measures to Include Teachers in the Decisions
Regarding the Use of Academic Assessments
Process Management
 Monitoring the SIP Goals
Attachments
 Attachment A: School Leadership Team Members
 Attachment B: 2013-2014 WWES Staff List
 Attachment C: Organizational Data Charts
 Attachment D: Increased Parent Involvement
Implementation Action Plan & Family Involvement
Committee Members
 Attachment E: Title I Parent Involvement District
Level Plan
 Attachment F: Baldrige Linkages Charts
 Attachment G: Grade Level Action Plans
 Attachment H: Reading & Math Monitoring Tools
 Attachment I: SIP Monitoring Grid & “LEAD” sheet
 Attachment J: Staff Development Needs Assessment
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WWES 2013-2014
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Attachment
Attachment
Attachment
Attachment
K: Professional Development Action Plan
L: Parent Compact
M: Parent Involvement Policy
N: Parent Involvement Regulation
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WWES 2013-2014
Leadership
Mission
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 School Improvement Plan (SIP) and newsletters. The School Leadership
Team (SLT) communicates goals and action plans to all stakeholders, and monitors processes that support student
achievement and identified areas of need based on student data. During the 2012-2013 school year, the SLT
discussed, reflected, and created the school’s vision statement. The SLT collaboratively worked towards defining
what we wanted our students, staff and families to exemplify as members of the Wheaton Woods Elementary
School community. The SLT used our school mascot, the WILDCAT, as the acronym for identifying key
components of what we want to develop in our students and this resulted in our vision statement: Wheaton Woods
Inspires Leadership Diversity Character Achievement and Thoughtful Students.
Vision
Wheaton Woods Inspires Leadership, Diversity,
Character, Achievement and Thoughtful Students
La vision de Nuestra Escuela
El "Wildcat" es nuestra mascota y la siguiente es la vision de los Wildcats
"Wheaton Woods inspira en sus estudiantes direccion, diversidad,
caracter, acontecimientos, y el ser considerados, atentos y cortes."
Processes for developing and communicating the mission and vision:
The School Leadership Team (SLT) is the decision making body for school-wide resolutions. The SLT is
comprised of parents, staff and administrators who represent our school community. Required team members
include:
 PTA leadership
 Reading specialist
 Grade level team leaders
 Math content coach
 Elected Faculty Representation (EFR)
 Staff development teacher
 Elected Support Representative (ESR)
 Assistant principal
 Resource teacher
 Principal
All parents and staff are strongly encouraged to attend and actively participate in the monthly SLT meeting which
is publicized through the monthly school newsletter “Wheaton Woods Wildcats”, the weekly email update
“Wildcat Weekly”, weekly Connect-ED calls and parent coffees. The SLT agenda is posted to staff prior the
meeting. The SLT operates with a collaborative approach through open discussion and creative thinking. For the
2013-2014 school year, SLT meetings are scheduled on the following Mondays from 3:45 pm to 5:15 pm:
 September 6, 2013
 January 6, 2014
 May 12, 2014
 October 7, 2013
 February 3, 2014
 June 9, 2014
 November 4, 2013
 March 3, 2014
 August 13, 2014
 December 9, 2013
 April 7, 2014
The mission and vision are consistently communicated by modeling behaviors, articulating and demonstrating
expectations, and communicating vision, mission and core values to all stakeholders at school-wide Town Hall
assemblies, class meetings, school leadership meetings, staff meetings, team planning meetings, parent coffees
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WWES 2013-2014
and PTA meetings. School Leadership Team member names with signatures are listed as Attachment A. The
2013-2014 WWES Staff List is found on Attachment B.
Organization Performance Results
Customized MSDE AMO Data
Wheaton Woods Elementary School will meet its customized Maryland School Assessment (MSA) 2014
Annual Measurable Objectives.
Reading Goal:
SY 2013-2014: All students and all subgroups in the aggregate in Wheaton Woods Elementary School will have
met the AMO in reading, and cut the subgroup gap between Hispanic/Latino (89.9%) and Black/African
American (84.6%) students by 2.6% points.
Math Goal:
SY 2013-2014: All students and all subgroups in the aggregate in Wheaton Woods Elementary School will have
met the AMO in math, and cut the subgroup gap between Black/African American (91.3%) and Hispanic/Latino
(86.6%) by 2.3% points.
Subject
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Subgroup
All Students
Hispanic/Latino of any race
Asian
Black or African American
White
Special Education
Limited English Proficiency
FARMS
All Students
Hispanic/Latino of any race
Asian
Black or African American
White
Special Education
Limited English Proficiency
FARMS
AMO 2014 Target
90.9%
89.9%
96.6%
84.6%
*
91.7%
87.5%
85.2%
89.7%
86.6%
96.9%
91.3%
*
83.3%
85.0%
83.5%
Goals/Objectives
Wheaton Woods Elementary School (WWES) will make adequate yearly progress by meeting the 2014 School
Progress Proficiency AMO set in reading and mathematics for students in the aggregate and for each student
subgroup as measured in the spring 2014 Maryland School Assessment (MSA). The subgroups include
Black/African American, American Indian/Alaskan Native, Asian, Native Hawaiian/Pacific Islander,
Hispanic/Latino, White, Multi-Racial, students with limited English proficiency, students receiving special
education services, and economically disadvantaged students. The 2014 School Progress Proficiency AMO target
will be 90.9% in reading and 89.7% in math for all students. The 2013-2014 school year is the final year of the
MSA and the 2014-2015 school year will be the first year of the PARCC Assessments. As such, the goals are
broad on the SIP. Grade level action plans yield more specific progress measures. During this tra nsition time,
WWES will use the Measures of Academic Performance (MAP) in reading (MAP -R for grades 3-5) and math
(MAP-P for grades K-2 and MAP-M for grades 3-5) as progress measures. WWES will continue to use district
level mClass for grades K-2 reading progress measures.
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WWES 2013-2014
In addition, WWES will increase parent involvement and engagement through Family Learning Nights (FLN)
three times during the school year. The FLNs 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 Principal’s 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. Organizational Data
Charts are listed as Attachment C.
Student and Stakeholder Focus
Comprehensive Needs Assessment
The School Leadership Team (SLT) held a retreat on August 13, 2013 to review Gallup data, MSA data, local
school data, staff feedback, parent input and curriculum updates in order to prioritize goals and action plans for
the 2013-2014 school year. All staff were invited and encouraged to attend. On August 14, 2013, the SLT met
with parents and further discussion and actions were taken to establish school wide goals and action plans. All
parents and staff were invited and encouraged to attend. The school wide goals are listed on the Baldrige Guided
Linkages Charts (LCs) and the Grade Level Action Plans (GLAPs). MSA subgroup data was examined for trends
and achievement gaps. Grade level teams identified reading and math targets on their GLAPs. In October 2013,
more specific targets will be established using Student Learning Outcomes (SLOs) once present level data for
students is obtained (mClass, Fountas & Pinnell guided reading levels, Measures of Academic Progress in
Reading [MAP-R], Math [MAP-M] and Primary [MAP-P]. All grade level teams will continue with collaborative
team planning focused on Curriculum 2.0 in order to differentiate instruction to match student needs. There is an
emphasis on looking at student work and teaching beyond proficiency by providing opportunities for
exceptional at the standard work that is aligned with the school district’s grading and reporting. The
instructional focus continues to be writing. Gallup data suggested a greater level of consistency related to student
expectations could be beneficial. Thus during the 2013-2014, WWES initiated its first year of Positive Behavioral
Interventions and Supports (PBIS). Student survey data related to PBIS implementation will be collected. Gallup
data suggested a continued need for professional development for staff. Thus during the 2013-2014, WWES
improved its effort in providing differentiated and timely staff development related to Curriculum 2.0, standards
based grading & reporting, technology integration and the instructional focus on writing. Several years ago,
WWES participated in a Professional Learning Communities Institute (PLCI) cohort and staff survey data related
to PLCI will be collected. A staff development needs assessment is found as Attachment J.
Data Examination & Analysis
The 2013 MSA data shows that our students met overall Annual Measurable Objective (AMO) targets. Staff and
teachers will continue to closely monitor progress of all students and closely monitor individual students who just
met benchmark requirements, especially within the subgroups of special education and free/reduced meals. Staff
will continue to make a concerted effort to focus on increasing the number of students moving from proficiency
to advanced as measured by the Maryland School Assessment (MSAs). The Maryland State Department of
Education (MSDE) set the 2013 School Progress Proficiency Annual Measurable Objective (AMO) target at
89.9% for reading and 88.6% for math for all students. Several subgroups were identified to narrow the
achievement gap. The subgroups include:
2013 Reading AMOs
African American
Free/Reduced Meals
Limited Eng Prof
2013 Math AMOs
Hispanic
Special Education
Free/Reduced Meals
Limited Eng Prof
82.9%
83.5%
86.1%
6
85.1%
81.5%
81.6%
83.3%
WWES 2013-2014
Grade level teams will review the 2013 MSA subgroup results and incorporate Student Learning Outcomes
(SLOs) to attain a gap reduction in subgroup student achievement.
The 2014 School Progress Proficiency AMO target will be 90.9% in reading and 89.7% in math for all students.
The identified subgroups with accompanying AMO targets are:
2014 Reading AMOs
African American
Free/Reduced Meals
Limited Eng Prof
2014 Math AMOs
Hispanic
Special Education
Free/Reduced Meals
Limited Eng Prof
84.6%
85.2%
87.5%
86.6%
83.3%
83.5%
85.0%
2013-2014 Data Points
Montgomery County Public Schools (MCPS) published the “Strategic Plan Improvement Targets for Elementary
Schools” which provided information from MSA and local district assessments. The School Leadership Team
reviewed present level data for every student during September of each year. Instructional groups, academic
supports and enrichment opportunities are structured for each student. The following is a list of key 2013-2014
data points as of September 30, 2013:
 46.7% meeting benchmark with letter naming & initial sound fluency (Kindergarten)
 3.5% at reading level 4 fluency (Kindergarten end of year benchmark)
 2.3% at reading level 6 fluency (Kindergarten end of year “ stretch goal”)
 50.0% at reading level 6 fluency (Grade 1)
 0% at reading level J fluency (Grade 1 end of year benchmark)
 3.9% at reading level J (Grade 2)
 0% at reading level M (Grade 2 end of year benchmark)
 0% at reading level N (Grade 2 end of year “stretch goal”)
The Measures of Academic Performance (MAP) in reading (MAP-R for grades 3-5) and math (MAP-P for grades
K-2 and MAP-M for grades 3-5) will be used as progress measures. WWES will continue to use district level
mClass for grades K-2 reading progress measures. Grade level action plans provide specific progress measures
related to reading and math with an instructional focus on writing. Data Charts are listed as Attachment C.
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WWES 2013-2014
Faculty and Staff Focus
Instruction by Highly Qualified Teachers
All classes are taught by “highly qualified teachers” which is defined by the Maryland State Department of
Education (MSDE) as:
 holding at least a bachelor’s degree from a regionally accredited institution of higher education (IHE);
 holding a valid Standard Professional Certificate or Advanced Professional Certificate or Resident
Teacher Certificate in the subject area they are teaching;
 and satisfying the requirements associated with specific teaching levels and experience demonstrating
content knowledge and pedagogy competency by passing state tests that assess subject knowledge and
teaching skills in reading, writing, math, and other areas of basic early childhood or elementary school
curriculum
Highly Qualified Teachers Plan for Montgomery County Public Schools
Date: July 1, 2013
School System Objective #1: To recruit, select, and retain highly qualified and certified teachers with a cadre
of experiences that can address the diverse needs of the students enrolled in the Title I Schools.
Tasks
1.
Recruit and hire a cadre of certified and highly qualified teachers for
Title I Schools
2.
Strive to fill vacancies from a broad-based and diverse candidate
pool that includes balance in terms of gender, ethnicity, and
experience
Evaluate the credentials of applicants with experiences related to the
needs of the students and conduct interviews by asking questions
related to the needs of the students. Work cooperatively with
principals to select applicants with the skills set that addresses the
needs of the students Allow Title I principals to review new
candidate files prior to other principals.
3.
Office(s)
Responsible
Office of Human
Resources and
Development
(OHRD)
Time Line
OHRD
August-June
Continuous
Task Review
Dates
Monthly
April
OHRD
NovemberApril
Monthly;
November-April
April-June
4.
Monitor voluntary and involuntary transfers, substitute teachers and
instructional assistant coverage for employee absences
OHRD
April-June
5.
Provide consulting teachers to each first-year teacher as part of a
comprehensive teacher induction program.
OHRD
August-June January and June
6.
Assign a staff development teacher to all schools to ensure that staff
members are supported in job-embedded professional development
linked to the school improvement process.
OHRD
August-June January and June
7.
Provide training to school teams on effective practices for coaching
and supporting colleagues
OHRD
Office of
Curriculum and
Instructional
Programs (OCIP)
July-June
January and May
8.
Provide job-embedded professional development linked to the
School Improvement Plan
OHRD, OCIP
OctoberApril
January-May
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WWES 2013-2014
Highly Qualified Teachers Plan for Wheaton Woods Elementary School
Date: July 1, 2013
School System Objective #1: To recruit, select, and retain highly qualified and certified teachers with a cadre
of experiences that can address the diverse needs of the students enrolled in the Title I Schools
Tasks
1. Staff meetings focused on SIP goals, instructional focus on writing,
instructional strategies, Curriculum 2.0
Person(s)
Time Line
Responsible
Principal, Assistant
Principal (AP),
Staff Development
August –
Teacher (SDT)_,
June
Reading Specialist
(RS), Math Content
Coach (MCC)
Task Review
Dates
Bi-Weekly
2. New Teacher Meetings
SDT, RS, MCC
August –
June
Monthly
3. Staff recognition such as staff celebrations, “Shinning Star” and
“THEO” awards, letters of commendation and staff birthdays
Principal, AP
Continuous
Monthly
4. Staff development opportunities differentiated based on Professional
Development Plans (PDPs)
Principal, AP,
SDT, RS, MCC
Continuous
Monthly
Ongoing Professional Development
The following job-embedded professional development opportunities are provided for staff:
 Bi-monthly staff meetings with the following focus/topics
o Promethean Board use and integration
o Standards based grading and reporting
o Student Learning Outcomes
o Accelerated and Enrichment Instruction and Strategies
o Curriculum 2.0
o Analyzing student work and student data
o Reading instructional strategies
o Math instructional strategies
o Writing instructional strategies
 Monthly New Teacher meetings to prepare for upcoming tasks & events
o Back to School Night
o Open House
o Report card preparation
o Parent Conferences
o Articulation
o Instructional strategies (reading, math, writing, science, social studies)
o Student management strategies
o Communicating with parents
 Quarterly Marking Period Planning (MPP) meetings
o Collaborative team planning for the next marking period
o Discussing and planning for lessons
o Exchanging effective instructional strategies and ideas
o Looking at student work
o Studying the curriculum
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WWES 2013-2014
 Weekly extended common planning meetings
 Tech Thursdays to provide technology training
 Paraeducator meeting/training sessions
In addition, teachers collaborate in cohorts or teams for:
 High Incidence Accessible Technology (HIAT) Universal Design for Learning (UDL) cohort
 National Board for Professional Teaching Standards Certification (NBCTs)
 Various post-graduate degree programs
Other professional development topics and trainings, which are prioritized based on an annual staff
development needs assessment include:
 Guided reading group
 Drexel Math Forum
 Junior Great Books
 Fastt Math
 William and Mary
 Writing Process
 Jacob’s Ladder
 mClass assessments
 Technology Integration
 MAP assessments
 Differentiation
 Student Learning Outcomes (SLO)
 Co-teaching
Strategies to Attract Highly Qualified Candidates
Montgomery County Public Schools (MCPS) has a system-wide objective to recruit, select, and retain highly
qualified and certified teachers with a cadre of experiences that can address the diverse needs of the students
enrolled in Title I Schools. Our local school has the objective to attain and retain highly effective teachers. We
attain teachers by:
 communication school vision, mission, core values and priorities to potential staff via a recruiting
brochure
 engaging potential teachers at the school district’s job fairs or recruiting fairs
 creating a professional learning and teaching community immersed with culture of high expectations,
trust, respect and self-accountability
We retain teachers by:
 communicating our vision, mission and core values with all staff
 modeling and working in a professional learning and teaching community replete with high
expectations, trust, respect and self-accountability
 providing customized coaching and instructional support for all teachers through a variety of staff
development options
 providing new teachers with support from a consulting teacher, mentor teacher and/or team leader
 providing the resources and materials for teachers to be successful in the teaching and learning process
with students
 providing opportunities for professional growth through a Professional Development Plan (PDP) and a
Professional Growth Portfolio
The Professional Development Plan is found as Attachment K.
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WWES 2013-2014
Strategic Planning
School-wide Reform Strategies
All classes are implementing the MCPS Curriculum 2.0 which is aligned to the Common Core State Standards.
The instructional focus is writing. The 2013-2014 school year is the final year of the MSA and the 2014-2015
school year will be the first year of the PARCC Assessments. During this transition time, WWES will use the
Measures of Academic Performance as central progress measures. Grade level action plans (GLAPs) identify
and guide additional progress measures. GLAPs are found as Attachment G.
Activities to Ensure that Under Performing Students Reach Proficient or Advanced
MSA data is used to determine basic, proficient and advanced levels. District data such as mClass and guided
reading levels are used to determine below, on and above grade levels. Classroom assessments are used to
determine not yet making (N), in progress (I), demonstrating proficiency (P) and exceptional at the grade level
(ES) levels as reported on student report cards. Based on these data, student support is identified and matched
with several interventions and supports including, but not limited to:
 Words Their Way (phonics, vocabulary and spelling)
 Reading Recovery (first graders only)
 Soar to Success (reading comprehension)
 Junior Great Books (reading skills and critical thinking)
 Jacob’s Ladder (reading comprehension)
 William and Mary Language Arts Program (reading skills and critical thinking)
 6 + 1 Traits of Writing (writing)
 Hands on Equations (math)
 Fastt Math (basic facts)
 Drexel Math Forum (math)
 Double-dose guided reading groups (reading comprehension)
 ESOL support (students qualifying for ESOL only)
 Resource support (students with IEPs only)
 Speech support (students with IEPs only)
 Academic intervention support in reading and writing
 Extended Learning Opportunities – Summer Adventures In Learning (ELO-SAIL)
Plans for Assisting Pre -School Children in the Transition to Local Elementary School
There is one all day Head Start class and two half-day Pre-Kindergarten classes. Support with parent outreach
for the Head Start and Pre-Kindergarten classes are provided by the Early Childhood Program and Services, local
school staff, and Linkages to Learning. Examples of support include:
 Home Visits
 Open House
 Parent Coffees and Information Meetings
 Title I Family Involvement Activities
 Local school events and programs
 PTA Activities
 Promotion Ceremonies
 Kindergarten Orientation
 Extended Learning Opportunities – Summer Adventures In Learning (ELO-SAIL)
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WWES 2013-2014
School-wide Program Coordination for Homeless Students
Homeless children receive services under Title I. Therefore, the MCPS Division of Title I Programs (DTP)
centrally reserves an amount per-homeless-child equal to the ELO-SAIL per pupil allocation. This amount
covers the cost of homeless students’ participation in Title I’s ELO-SAIL program. Wheaton Woods
Elementary School instructs students in reading and math during the summer program.
During the school year Wheaton Woods Elementary School coordinates with the Homeless Liaison Office and
works with families to complete the following forms:
 335-77: Homeless Status
 335-77B: Student Transportation Action Request
 335-77A: School Choice Decision letter for students with a homeless status , if applicable
WWES also invites families of homeless students to participate in family involvement events through
coordinated efforts between the Division of Title I Programs and Montgomery County Public Schools’
Homeless Liaison.
Wheaton Woods Elementary School Title I Parent Involvement Plan: 2013-2014
Wheaton Woods Elementary School supports the involvement of all parents/families. It is our belief that the
education of our children is a shared responsibility. We believe that when parents are involved, students will be
more successful. In this policy, “parent” is intended to include parents, guardians, and other family members
involved in supervising the child’s schooling. We carry out the requirements for Title I schools in the following
ways:
General Requirements
 Involve parents in deciding how family involvement funds are being spent
 Involve parents in the development of our school’s Parent Involvement Plan
 Distribute the Parent Involvement Plan to all parents
 Hold an annual Title I meeting to provide information about the Title I program, parental rights, and the
important role parents play in their children’s education.
 Involve parents in planning, reviewing and improving our school’s Parent Involvement Plan and Program
 Ask for parents’ comments about the Parent Involvement Plan and submit those comments to the Division
of Title I Programs
 Develop a written school-parent compact with parents
Building Capacity
 Help parents understand the Maryland School Assessment Program and the Maryland and MCPS
Standards and Curriculum and the requirements of Title I
 Provide materials and parent trainings/workshops to help parents improve their children’s academic
achievement
 Provide training for staff about how to work with parents as equal partners
 Work with other agencies and programs that support parental involvement, such as Special Education,
ESOL, Linkages to Learning, Judy Center, Health Department and Library
 Communicate information in a format and language that parents can understand whenever possible
 Provide reasonable support so parents may participate in school activities as much as possible, such as
transportation and childcare
Accessibility
 Provide additional support for parents with limited English proficiency, parents with disabilities, or
parents who are homeless
 Provide information in a format and language such parents will understand to the greatest extent possible
The Increased Parent Involvement Implementation Action Plan is included as Attachment D.
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WWES 2013-2014
Coordination and Integration of Federal, State, and Local Funds
Supplementary positions using Title I and MCPS funding include:
Title I Funded:
 1.0 Full Time Equivalent (FTE) Math Content Coach
 0.6 FTE Math Support Teacher
 0.6 FTE Reading Support Teacher
 0.6 FTE Reading Support Teacher
 0.4 FTE Head Start Teacher
 1.750 FTE Paraeducators for student support
 0.250 Parent Outreach Paraeducator for parental support
 0.525 Head Start Paraeducator for Head Start support
MCPS Funded:
 0.8 FTE Academic Intervention Teacher
Supplementary programs and activities using Title I, MCPS, local school and PTA funding include:
Title I Funded:
 Extended Learning Opportunities – Summer Adventures In Learning (ELO-SAIL) is a four week summer
school held in July. Students attend for a four hour half-day morning session for nineteen days.
 Extended Day Learning or afterschool learning opportunities for students are held in three eight-week
sessions during the fall, winter and spring. Extended day learning includes math club, homework club
and writing programs that are held once a week during each of the eight-week sessions. A new extended
day learning offering this year is Creative Kids where students read and write in presenting dramas.
MCPS, Local School and PTA Funded:
 Additional afterschool learning opportunities for students are held at the same time include chess club,
yearbook club, Student Government Association and Girls on the Run.
Baldrige Linkage Charts
Baldrige Linkages Charts for reading and math are included as Attachment F
Grade Level Action Plans – Reading and Math
Grade Level Action Plans (GLAPs) for reading and math by grade level are included as Attachment G
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WWES 2013-2014
Measurement, Analysis, and Knowledge Management
Measures to Include Teachers in the Decisions Regarding the Use of Academic Assessments
Wheaton Woods Elementary School continues to build teacher capacity in the examination of student data and
the analyzation process in order to make instructional decisions that result in increased student learning and
student achievement. Grade level action plans allow teachers autonomy in establishing grade level progress
measures that are aligned with the school improvement plan goals in reading and writing, instructional focus on
writing, district measures, district milestones and state measures. District milestones at the elementary level
include:
 Grade 3 reading at the proficient and advance levels
 Grade 5 reading at the proficient and advance levels
 Grade 5 math at the proficient and advance levels
 Grade 5 hope, engagement and well-being
Reading and math proficient and advance levels are measured by the Measures of Academic Progress (MAP) in
reading (MAP-R) and math (MAP-M) for grades 3 and 5. Grade 5 hope, engagement and well-being are
measured by an annual Gallup survey. Based on the most recent data, the following progress measures were
established:
 Reading: All students and all student subgroups in Wheaton Woods Elementary School in grades 3-5
will increase their performance on the MAP-R in reading by 3 points each trimester.
 Math: All students and all student subgroups in Wheaton Woods Elementary School in grades 3-5 will
increase their performance on the MAP-M in math by 3 points each trimester.
 Math: All students and all student subgroups in Wheaton Woods Elementary School in grades K-2 will
increase their performance on the MAP-M in math by 3 points each trimester.
Organizational Data Charts are listed as Attachment C.
Student data charts are updated at least once a marking period, but usually once a month. Several monitoring
tools and charts are provided for teacher use at weekly planning meetings and quarterly Marking Period
Planning meetings that include a data discussion. Examples of Reading and Math Monitoring Tools are found
on Attachment H.
Process Management
Monitoring the SIP Goals
A SIP Monitoring Grid is used to help guide the monthly School Leadership Team meetings to focus on specific
areas of the School Improvement Plan. A monthly monitoring sheet (LEAD) is provided to all staff to guide and
provide focus to specific student sub-groups and SIP goals during team and individual planning. The SIP
Monitoring Grid and an example of a monthly monitoring sheet (LEAD) are found on Attachment I.
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WWES 2013-2014
Attachment A: School Leadership Team Members
Wheaton Woods Elementary School Leadership Team Information
Principal: ______David Chia________________________________________________
All members of the School Leadership Team (School Improvement Team) who worked on the plan must complete
the sign in sheet. Their signatures verify that they were active members on the team. The School Improvement
Team leads the school community in making the school a positive place in which teaching and learning thrive.
The team should be representative of the school community and work closely with school administrators to
develop a comprehensive plan for school improvement.
Print Name
Staff (required):
David Chia
Linda Williams
Nickie Wallace
Kathleen Wolf
Crystal Wright
Marcia Hamilton
Sofia Gonzalez
Dora Stephey
Elizabeth Lilley
Brooke Cecil
Iana Clifford
Colleen Reed
Jodi Lethbridge
Samuel Quarcoo
Catherine Miller
Candice Markovitz
Amy Scribner
Kirk Bickel
Parents (required):
Cherissa Taylor
Evelyn Perez
Signature
Position
Principal
Assistant Principal
Staff Development Teacher
Reading Specialist/Coach
Special Education Teacher
Title I Instructional Specialist
Elected Faculty Representative
Elected SEIU Representative
Team Leader – Kindergarten
Team Leader – First Grade
Team Leader – Second Grade
Team Leader – Third Grade
Team Leader – Fourth Grade
Team Leader – Fifth Grade
Team Leader – ESOL
Math Support Teacher
Counselor
Media Specialist
Lisa Hubbard
Others (Students, Business/Community Members):
15
PTA President
PTA Vice-President
PTA Secretary
PTA Treasurer
WWES 2013-2014
16
WWES 2013-2014
Attachment B: 2013-2014 WWES Staff List
Wheaton Woods Elementary School 2013-2014 Staff List
CLASSROOM TEACHERS
Mrs. N. Kligman-Wasserman (Art)
Mrs. Candice Markovitz (Acad. Support)
Ms. Catherine Miller (ESOL)
Mrs. Kathy Reger (Psychologist)
Mrs. Amy Scribner (Counselor)
Ms. Lauren Snyder (ESOL)
Mrs. Jeeyoung Song (ESOL
Ms. Jaclyn Stief (Acad. Support)
Mrs. E. Vakalopoulos(ESOL)
Mrs. Nicki Wallace (SDT)
Mrs. Kathleen Wolf (Reading Specialist)
Mrs. Crystal Wright (Resource)
Pre –K
Ms. Kerry Schaner
Ms. Tibisay Kenney (Paraeducator)
Head Start
Mrs. Helen Justus
Mrs. Mary Castaneda (Paraeducator)
Kindergarten
Mr. Charles Haje
Ms. Elizabeth Lilley
Ms. Gianna Nalda
Ms. Jennifer Vavreck
Ms. Michele Weschler
SUPPORT PROFESSIONALS
Ms. Casey Collier
Mrs. Joan Letkiewicz (Media Assistant)
Mrs. Clemencia Lopez
Mrs. Georgina Nalda
Mrs. Debbie Nichols (IDA)
Mrs. Patricia Solaimanpour
Mrs. Dora Stephey
Grade 1
Mrs. Brooke Cecil
Ms. Haley Just
Ms. Diane Lightner
Mrs. Jessica Steiner
Ms. Danillya Wilson
Grade 2
Ms. Jamie Berman
Mrs Iana Clifford
Ms. Sonya McMillan
Ms. Anita McQueen
BUILDING SERVICES
Mrs. Violeta Cortez
Mr. Michael Dempsey (BSM)
Mr. Norman Plummer
Ms. Amy Sauerwein
Mr. Erik Tommila (BSAM)
Grade 3
Ms. Sommer Copley
Mrs. Catherine Dimock
Mrs. Colleen Reed
CAFETERIA
Mrs. Margaret Carswell
Mrs. Maritza Higueros
Ms. Karmen Tilmian (Manager)
Grade 4
Ms. Lindsey Drury
Ms. Sofia Gonzalez
Mrs. Jodi Lethbridge
LUNCH/PLAYGROUND
Ms. Dora Acevedo
Mrs. Esperanza Mazariegos
Mrs. Geyser Mendez
Mrs. Evelyn Perez
Grade 5
Ms. Monika Barman
Mrs. Erin Connors
Mr. Samuel Quarcoo
HEALTH ROOM
Mrs. Jo Ella Dixon (Health Tech)
Mrs. Edith Ntali (Nurse)
TEACHER SPECIALISTS
Mrs. Theresa Baker (Academic Support)
Mr. Kirk Bickel (Media Specialist)
Mr. Jose Casiano (P.E.)
Mrs. Jennifer Cox (Academic Support)
Ms. Elaine Diamondidis (ESOL)
Ms. Wendy Eckenrode (O.T.)
Ms. Diane Frommer (Acad. Support)
Ms. Mavis Ellis (PPW)
Mrs. Nikki Giorgis (Speech Path.)
Mr. William Gale (Inst. Music)
Mrs. Pichu Herz (ESOL
Mrs. Teresa Hopkins (Music)
ADMINISTRATION
Mr. David Chia (Principal)
Dr. Linda Williams (Assistant Principal)
Ms. Sophia Anderson (Admin Secretary)
Mrs. Flor Lopez (School Secretary)
Team Leaders in bold
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Attachment C: Organizational Data Charts
# and % Below National Avg (50%)
Assessment
MAPM
Fall
2013
Grad
e
Natl.
Avg.
5
192.
1
203.
8
212.
9
Grad
e
Natl.
Avg.
3
4
Total
Student
s
72
66
59
Total Group
37/72
(51%)
39/66
(59%)
29/59
(49%)
HI
AS
BL
WH
MU
31/45 (69%)
2/7 (29%)
3/17 (18%)
1/2 (50%)
0/1 (0%)
27/37 (73%)
1/4 (25%)
10/20 (50%)
23/36 (64%)
2/4 (50%)
3/16 (19%)
1/5 (20%)
1/1
(100%)
0/2 (0%)
PI
AM
PI
AM
PI
AM
# and % At or Above National Avg (50%)
Assessment
MAPM
Fall
2013
3
4
5
192.
1
203.
8
212.
9
Total
Student
s
72
66
59
Total Group
35/72
(49%)
27/66
(41%)
30/59
(51%)
HI
AS
BL
WH
MU
14/45 (31%)
5/7 (71%)
14/17 (82%)
1/2 (50%)
1/1
(100%)
10/37 (27%)
3/4 (75%)
10/20 (50%)
4/5 (80%)
13/36 (36%)
2/4 (50%)
13/16 (81%)
0/1 (0%)
2/2
(100%)
# and % At or Above National (75%)
Assessment
MAPM
Fall
2013
Grad
e
3
4
5
Natl.
Avg.
192.
1
203.
8
212.
9
Total
Student
s
72
66
59
Total Group
14/72
(19%)
12/66
(18%)
13/59
(22%)
HI
AS
BL
WH
MU
3/45 (7%)
1/7 (14%)
8/17 (47%)
1/2 (50%)
1/1
(100%)
2/37 (5%)
2/4 (50%)
5/20 (25%)
3/5 (60%)
2/36 (6%)
1/4 (25%)
8/16 (50%)
0/1 (0%)
2/2
(100%)
# and % Below National Avg (50%)
Assessment
MAPR
Fall
2013
Grade
Natl.
Avg.
Total
Students
3
182
72
4
188
65
5
197
59
Grade
Natl.
Avg.
Total
Students
3
182
72
4
188
65
5
197
59
Total Group
HI
AS
BL
WH
MU
22/72
(31%)
21/65
(32%)
9/59
(15%)
17/45
(37.8%)
2/7
(28.6%)
2/17 (11.8%)
1/2
(50.0%)
0/1 (0%)
14/36 (39%)
1/4 (25%)
6/20 (30%)
0/5 (0%)
8/36 (22%)
0/4 (0%)
1/16 (6%)
0/1 (0%)
PI
AM
PI
AM
0/2 (0%)
# and % At or Above National Avg (50%)
Assessment
MAPR
Fall
2013
Total Group
HI
AS
BL
WH
MU
50/72
(69%)
44/65
(68%)
50/59
(85%)
28/45
(62.2%)
5/7
(71.4%)
15/17
(88.2%)
1/1
(100%)
22/36 (61%)
3/4 (75%)
4/4
(100%)
14/20 (70%)
1/2
(50.0%)
5/5
(100%)
1/1
(100%)
28/36 (78%)
18
15/16 (94%)
2/2
(100%)
WWES 2013-2014
# and % At or Above National 75%
Assessment
MAPR
Fall
2013
Grade
Natl.
Avg.
Total
Students
3
182
72
4
188
65
5
197
59
Grade
Natl.
Avg.
Total
Students
K
143.7
85
1
162.8
84
2
178.2
77
Total Group
23/72
(32%)
12/65
(18%)
11/59
(19%)
HI
AS
BL
WH
MU
8/45 (17.8%)
3/7
(42.9%)
10/17
(58.8%)
1/2
(50.0%)
1/1
(100%)
3/36 (8%)
2/4 (50%)
5/20 (25%)
2/5 (40%)
5/36 (14%)
0/4 (0%)
5/16 (31%)
0/1 (0%)
PI
AM
PI
AM
PI
AM
PI
AM
1/2 (50%)
# and % Below National Avg (50%)
Assessment
MAPP
Fall
2013
Total Group
41/85
(48%)
40/84
(48%)
16/77
(21%)
HI
AS
BL
WH
MU
31/47 (66%)
4/7 (57%)
6/23 (26%)
0/5 (0%)
0/3 ()%)
32/51 (63%)
1/5 (20%)
5/19 (26%)
2/8 (25%)
0/1 (0%)
13/39 (33%)
2/8 (25%)
0/25 (0%)
1/5 (20%)
# and % At or Above National Avg (50%)
Assessment
MAPP
Fall
2013
Grade
Natl.
Avg.
Total
Students
K
143.7
85
1
162.8
84
2
178.2
77
Total Group
44/85
(52%)
44/84
(52%)
61/77
(79%)
HI
AS
BL
WH
MU
16/47 (34%)
3/7 (43%)
17/23 (74%)
5/5
(100%)
19/51 (37%)
4/5 (80%)
26/39 (67%)
6/8 (75%)
14/19 (74%)
25/25
(100%)
3/3
(100%)
1/1
(100%)
6/8 (75%)
4/5 (80%)
# and % At or Above National 75%
Assessment
MAPP
Fall
2013
Grade
Natl.
Avg.
Total
Students
K
143.7
85
1
162.8
84
2
178.2
77
Total Group
20/85
(24%)
24/84
(29%)
34/77
(44%)
HI
AS
BL
WH
MU
3/47 (6%)
1/7 (14%)
10/23 (43%)
4/5 (80%)
7/51 (14%)
3/5 (60%)
8/19 (42%)
5/8 (63%)
2/3 (67%)
1/1
(100%)
14/39 (36%)
3/8 (38%)
13/25 (52%)
4/5 (80%)
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Attachment D: Increased Parent Involvement Implementation Action Plan Date: September 2013
2013-2014 Wheaton Woods Elementary School – Parent Compact
As a result of the parent involvement plan, parents will be:
 actively engaged stakeholders in the decision making process related to school improvement and family
involvement
 aware, informed and engaged in the academic and social emotional development of their child at school
 utilize services provided by MCPS and Linkages to Learning
Action steps/objectives/
processes
Timeline
General Requirements
1. Involve parents in the
decision making process
regarding how funds reserved
for family involvement are
being spent.
2. Review, revise and
distribute the parent
involvement plan annually to
meet the changing needs of
the parents in the school.
3. Conduct parent meeting to
disseminate information
about the school’s Title I
schoolwide program and
parental rights.
4. Involve parents in
planning, reviewing and
improving the school’s parent
involvement program
5. Develop/revise/disseminate
school-parent compact which
identifies actions in which the
parents, school staff, and
students will engage to share
the responsibility for
improved student
achievement.
Person(s)
Responsible
Resources
Needed
Monitoring
tools or data
points
(formative &
summative)
Parent
Involvement
Committee
(PIC)
Administration
Title I
Specialist
PIC
School staff
Administration
Parent
Community
Coordinator
(PCC)
Title I
Specialist
Survey
feedback
Budgets
Sign in
Agenda
Notes
Evaluation
(SANE)
Monitoring:
Date and by
whom
Results
(include
evaluation of
processes for
effectiveness and
efficiency)
Ongoing
Administration
Parent
Involvement
Committee
Parent
SANE
Involveme Feedback
nt Plan
Feedback
Ongoing
Parent
Involvement
Committee
Title I
SANE
Specialist
Interpreter
October/Nove
mber
Title I
Specialist
PIC
PCC
Survey
feedback
SANE
Ongoing
Parent
Involvement
Committee
PIC
Administration
Title I
Specialist
Parents
Teachers
Students
SchoolParent
Compact
Template
School-Parent
Compact
Sign off from
parents
School
Improvement
Plan
November 1
Title I
Specialist
The term “parent” is intended to include parents, guardians, and other family members involved in supervising
the child’s schooling.
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WWES 2013-2014
Action steps/objectives/
processes
Timeline
Building Capacity
6. Plan and implement
parent information
meetings on the following
topics:
 Maryland School
Assessment
Program
 Maryland and
MCPS Standards
and Curriculum
 How to Support
Reading and Math
at Home
7. Provide training to staff
on the importance of family
involvement and effective
practices in conducting
parent-teacher conferences
8. Work with other
agencies and programs that
support parental
involvement
Person(s)
Responsible
Title I
Specialist
PIC
School staff
Staff
Development
Teacher
Title I
Specialist
PCC
School
Counselor
Administration
Teachers
9. Communicate
Administration
information to parents
School
about school programs,
secretary
meetings, and other
Teachers
activities in a language that PCC
they can understand, using DFCP
interpretation resources that Title I
are available
Specialist
10. Provide reasonable
support so parents may
participate in school
activities as much as
possible (i.e.,
transportation, babysitting)
Administration
PCC
Resources
Needed
Monitoring
tools or data
points
(formative &
summative)
Monitoring:
Date and by
whom
PowerPoint
Parent
Notification
Interpreter
Babysitters
ConnectEd
SANE
Ongoing
Title I
Specialist
Research
articles
Handouts
SANE
Mid November
Title I
Specialist
Contact
person at
the
agency/pro
gram
Interpreter
Language
Line
School
newsletters
Notices
ConnectEd
Translation
equipment
School
website
PTA
Interpreter
PIC
Babysitters
Flyers
Meeting notes
Ongoing
PCC
School
Counselor
Newsletters
Notices
Handouts to
parents
ConnectEd
Ongoing
Title I
Specialist
SANE
Flyers
Ongoing
PIC
Title I
Specialist
Results
(include
evaluation of
processes for
effectiveness and
efficiency)
The term “parent” is intended to include parents, guardians, and other family members involved in supervising
the child’s schooling.
21
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Action steps/objectives/
processes
Timeline
Accessibility
11. Provide additional
support for parents with
limited English proficiency,
parents with disabilities, or
parents who are homeless
Other
13. Involve parents as
active participants in the
planning, review, and
revision of the School
Improvement Plan.
Person(s)
Responsible
Resources
Needed
Monitoring
tools or data
points
(formative &
summative)
Monitoring:
Date and by
whom
Administration
School
Counselor
PCC
Interpreter
School
Counselor
ESOL
teachers
SANE
Flyers
Ongoing
PIC
Title I
Specialist
Administration
PCC
Title I
Specialist
Accessible
schedule
Interpreter
SANE
July-September
Review due
quarterly to
OSP
Results
(include
evaluation of
processes for
effectiveness and
efficiency)
The term “parent” is intended to include parents, guardians, and other family members involved in supervising
the child’s schooling.
22
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Family Involvement Committee Information
Wheaton Woods Elementary School
Date: September 30, 2013
Principal: ____David Chia___________________________________________
All members of the Family Involvement Committee who participated in the development of the school
improvement plan must complete the table below. Their signatures verify that they were active members on the
team. The Family Involvement Committee provides feedback and contributes ideas as vital stakeholders in the
school improvement process. The team should be representative of the families, community and local school.
This committee serves as a partnership to work closely with the school leadership to develop a comprehensive
plan for school improvement.
Print Name
Position/ Role
Academic Intervention Teacher
Fifth Grade Teacher
Third Grade Teacher
ESOL Teacher
Counselor
Parent
Parent
Assistant Principal
Principal
Theresa Baker
Sam Quarcoo
Colleen Reed
Lauren Snyder
Amy Scribner
Evelyn Perez
Cherissa Taylor
Linda Williams
David Chia
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Attachment E: Title I Parent Involvement District Level Plan
Division of Title I Programs
Title I Parent Involvement District Level Plan
Part I: General Expectations for Parent Involvement
Montgomery County supports the involvement of all parents/families. It is our belief that the education of our
children is a shared responsibility. We believe that when parents are involved, students will be more successful.
The school system as well as individual schools make the commitment to establish programs and practices that
create a climate of mutual trust and respect and that support substantive parent involvement. All MCPS
employees in Title I schools are expected to convey a commitment to parent involvement. Information will be
provided to parents in the ‘major’ languages of the school system. This plan has been developed jointly with
parents and is aligned with the Montgomery County Public School’s Parent Involvement Policy ABC and the
MCPS Master Plan (Bridge to Excellence). (Section 1118 (a), (2), (A)
(In this plan, ‘parent’ is intended to include parents, guardians, and other family members involved in supervising
the child’s schooling.)
Part II: Description of how the Local Education Association (LEA) will implement Title I Parent
Involvement Required Components:
The MCPS Parent Involvement Cross-Functional Team (Department of Family and Community Partnerships)
participates in the joint development of the MCPS District Level Plan under the Master Plan (Bridge to
Excellence.) Parents from Title I Schools are members of this committee. Section 1118 (a), (2), (A)
1. Coordination and Support
The coordination of Title I Parental Involvement efforts and technical assistance to Title I Schools will be
provided by Title I instructional specialists from the MCPS Division of Title I Programs. The instructional
specialists will provide support, guidance, and technical assistance to the school staff, at least monthly, in planning
and implementing effective parent involvement activities to improve student achievement and school
performance. Title I instructional staff will provide assistance with the development of the school-parent
compact, School Level Plan, and other parent involvement activities. Documentation that demonstrates
adherence to Title I federal and state requirements will be maintained in the office of the Division of Title I
Programs. (Section 1118 (a), (2), (B)
The Division of Title I Programs coordinates and integrates parent involvement strategies with MCPS offices and
divisions by participating on various committees throughout the year. For example, representatives from the
Division of Title I Programs meet monthly with the Department of Family and Community Partnerships to
coordinate workshops and outreach efforts for the Parent Academies. Title I also partners with ESOL and Head
Start at least twice a year to coordinate training efforts for Title I parents.
2. Providing Assistance and Training
Technical assistance is provided throughout the year to Title I instructional specialists through a variety of forums
and on an array of topics related to their work as members of central office staff and school based staff. Since
Title I instructional specialists assist in implementing, coordinating, and ensuring compliance of federal and state
requirements, Title I staff will also receive training on relevant issues which they in turn will share with school
staffs and families.
Specific topics of training include:
 Development of school-parent compact
 Research and practice about importance of family involvement
 Preparation and monitoring of family involvement budgets
 Inclusion of parents in family involvement budget decisions
 Proper use of federal funds
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3. Ensuring Accessibility
All MCPS policies and publications will be available in the ‘major’ languages of Montgomery County Public
Schools including but not limited to Spanish, Korean, Chinese, Vietnamese, French, and Amharic. Invitations,
flyers, conference information, and newsletters are translated as needed. Interpretation services are available
upon request through each school. MCPS policies are available online through www.mcpsmd.org, Division of
Title I Programs web page, and individual office and school web pages. Section 1118-(e), (5)
4. Building Capacity for Parental Involvement
MCPS Parent Academies provide materials and training to parents at least twice a month during the school year,
at various times and locations, on a variety of topics including: (Section 1118, building capacity, e-1 and 2)
 Understanding state and local assessments and curriculum standards
 Monitoring student progress
 Working with educators to improve student achievement.
 Helping parents work with their children
Additionally, at least annually, Title I instructional specialists provide materials and training to parents and school
staff, at each school, on understanding Title I and the requirements. (Section 1118, building capacity, e -1 and 2)
The Title I office participates on each school’s Family Involvement Committee that meets monthly and includes
staff and parents. These Committees meet to plan and develop professional development for school staff to work
as equal partners with parents and to enhance parent outreach and communication between home and school. The
Title I instructional specialists from the Division of Title I Programs participate on each school’s Family
Involvement Committee that includes staff and parents. These committees meet regularly to ensure that parents
receive training to support their children’s progress at home. (Section1118, e-3)
5. Integration with Other Programs
The Division of Title I Programs coordinates and integrates parent involvement strategies with MCPS offices and
divisions by participating on various committees throughout the year. For example, the Division of Title I
Programs meets monthly with the Department of Family and Community Partnerships to coordinate workshops
and outreach efforts for the Parent Academies. Title I also partners with ESOL and Head Start at least twice a
year to coordinate training efforts for Title I parents; through the 21st Century grant, the Title I Office provides
funding for language classes for parents. (Section 1118, e-4).
6. Parent Involvement Activities
The Title I Office involves parents in the activities of schools at the district and school level by:
 Ensuring parents are represented on decision making teams such as the MCPS Parent Involvement CrossFunctional Team, School Level Family Involvement Committee and School Improvement Team;
 Providing opportunities at least annually for parents to have input into the development, review, and
revision of the District Level Title I Parent Involvement Plan, School Level plans, and school-parent
compacts;
 Offering District and School Level workshops and training at least monthly through the Parent
Academies, family outreach nights, and curriculum nights.
Section 1118 (a), (2) and (F).
7. Parental Input on the Title I Parent Involvement Plan
The Division of Title I Programs will annually involve parents in the joint development, review, evaluation, and
revisions of the MCPS Title I Parent Involvement District Level Plan. The Division of Title I Programs receives
guidance from The Maryland State Department of Education (MSDE) on an ongoing basis. With this guidance a
draft Plan has been created. Input from parents on the draft Plan will be gathered at Back to School Night, through
25
WWES 2013-2014
the Family Involvement Committee, and School Improvement Team meetings. The DTP Family Involvement
Committee will consider the input to develop the final plan. After final revisions, the plan will be provided to
parents in multiple languages. The plan will be posted on the MCPS Title I website and references to the plan
will be made in each school’s newsletter. (Part II, 1 and 6 - Section 1118, (a)(2)(A)(E)
26
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Attachment F: Baldrige Linkages Charts
Wheaton Woods Elementary
Reading Linkages Chart
2013-2014
LEADERSHIP 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. T he Sc hool
Leadership T eam 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 are presented in the SIP narrative in this Baldrige
category.
STRATEGIC PLANNING GOALS AND MEASURES
As we work to address the gap in student performance between our highest and lowest
performing subgroups, with Asian being the highest and African American the lowest, our
goal is to achieve the customized annual measureable objective for each subgroup.
See next page for customized reading AMO
STUDENT AND
STAKEHOLDER FOCUS
PROCESS MANAGEMENT
Root cause analysis of student data and
student work samples resulted in
identifying writing as the instructional
focus. T eachers will provide students
with opportunities to improve writing
across all content areas with a focus
on:
 daily opportunities to improve
student proficiency in writing;
 explicit instruction for writing
mechanics, process, structure and
content;
 written responses to open-ended
questions
 effective analysis of student writing
and timely feedback
Procedures in place to ensure implementation of
actions in all categories:
 Grade level collaborative planning meetings/curriculum
study twice a week with embedded data chats focused
on indicators and T hinking and Academic Success
Skills
 Planning meetings, action meetings and plans shared on
school Outlook folder and T eacher Shared panel on the
school server
 Sharing of common monitoring tools for student
progress monitoring
 Quarterly Marking Period Planning Meetings, monthly
School Leadership T eam meetings, bi-monthly T eam
Leader meetings, bi-monthly Academic Support T eam
meetings, monthly new teacher meetings, monthly
paraeducator team trainings, weekly team meetings,
weekly core team meetings, committee meetings
 Meetings to incorporate Baldrige and Facilitative
Leadership processes
 Weekly issue of Wheaton Woods staff bulletin
 Sub time for professional development for all teams
(C2.0)
FACULTY/STAFF FOCUS
Professional development for all staff
will focus on building capacity in:
 using rubrics to analyze and assess
student work;
 effective progress monitoring;
 effective collaborative planning and
lesson design;
 higher order thinking questions.
Professional development for
administrators will focus on:
 providing structures that support
effective collaborative planning;
 providing effective feedback to
instructional staff;
 monitoring student progress.
Q uality Tools in use to analyze and improve school
process and student learning:
 Monthly LEAD documents with progress monitoring
focal questions
 Weekly issue of Wheaton Woods staff bulletin
 T eacher Shared Panel on the school server
 Posted monitoring tools for student progress monitoring
 Monthly school-wide T own Hall meetings and weekly
classroom meetings
 Student goal setting with the use of student data
notebooks and class data centers
 Parent Compact - “Your Job, My Job, Our Job”
 T eacher data binders and updated data spreadsheets
 Baldrige tools and resources
27
PERFORMANCE
RESULTS
See next page for reading
performance results
MEASUREMENT,
ANALYSIS, AND
KNOWLEDGE
MANAGEMENT
Student progress data points:

MSA

MAP-R

Fountas & Pinnell guided
reading levels

mClass data

Student work samples

C2.0 Measurement T opics
T eacher data points:

Quality of lesson planning
and design

Implementation of
professional development
strategies with fidelity

C2.0 Measurement T opics
Administrator data points:

Formal/informal classroom
observations

T eam planning meeting
observations

Quality of teacher feedback
WWES 2013-2014
PERFORMANCE RESULTS
FOR READING - WWES
2013 Reading—All Grades
MSA by Race/Ethnicity - Advanced + Proficient Percent
A m. Indian/A K
Year
A ll Students
Black/A f rican
Native
A sian
Two or more
A mer.
White
Hispanic/Latino
races
%
#
%
#
%
#
%
#
%
#
%
#
%
#
2013
92.1
176
191
*
*
≥
95.0
*
≥ 95.0
*
≥ 95.0
*
87.2
102
117
*
*
2012
≥ 95.0
*
*
* 92.9
13
14
≥ 95.0
*
*
* ≥ 95.0
*
*
*
2011
93.6
176
188
*
*
≥
95.0
*
≥ 95.0
*
*
*
98
108
*
*
90.7
2013 Reading—All Grades
MSA by Special Needs - Advanced + Proficient Percent
Year
A ll Students
Special Education
FA RMS
LEP
%
#
%
#
%
#
%
#
2013
92.1
176
191
83.3
10
12
94.8
147
155
89.6
60
67
2012
≥ 95.0
*
92.9
13
14
93.8
137
146
92.0
81
88
2011
93.6
176
188
88.2
15
17
92.9
131
141
86.2
56
65
STRATEGIC PLANNING GOALS AND MEASURES
FOR READING - WWES
School Progress Reading Proficiency AMO Targets
All Students
American Indian or Alaska Native
Asian
Black or African American
Hispanic/Latino of any race
Native Hawaiian or Other Pacific Islander
White
Two or more races
Free/Reduced Meals
Special Education
Limited English Proficient
Baseline 2012
AMO
87.9
88.9
*
*
95.4
95.8
79.5
81.2
86.6
87.7
*
*
*
*
na
na
80.2
81.9
88.9
89.8
83.3
84.7
28
2013
AMO
89.9
*
96.2
82.9
88.8
*
*
na
83.5
90.7
86.1
2014
AMO
90.9
*
96.6
84.6
89.9
*
*
na
85.2
91.7
87.5
2015
AMO
91.9
*
96.9
86.3
91.0
*
*
na
86.8
92.6
88.9
2016
AMO
92.9
*
97.3
88.0
92.2
*
*
na
88.5
93.5
90.3
WWES 2013-2014
2017
AMO
94.0
*
97.7
89.7
93.3
*
*
na
90.1
94.4
91.6
Wheaton Woods Elementary
Math Linkages Chart
2013-2014
LEADERSHIP 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. T he School
Leadership T eam 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 are presented in the SIP narrative in this Baldrige
category.
STRATEGIC PLANNING GOALS AND MEASURES
As we work to address the gap in student performance between our highest and lowest
performing subgroups, with Asian being the highest and Special Education the lowest, our
goal is to achieve the customized annual measureable objective for each subgroup.
See next page for customized math AMO
STUDENT AND
STAKEHOLDER FOCUS
PROCESS MANAGEMENT
Root cause analysis of student data and
student work samples resulted in
identifying writing as the instructional
focus. T eachers will provide students
with opportunities to improve writing
across all content areas with a focus
on:
 daily opportunities to improve
student proficiency in writing;
 explicit instruction for writing
mechanics, process, structure and
content;
 written responses to open-ended
questions
 effective analysis of student writing
and timely feedback
Procedures in place to ensure implementation of
actions in all categories:
 Grade level collaborative planning meetings/curriculum
study twice a week with embedded data chats focused
on indicators and T hinking and Academic Success
Skills
 Planning meetings, action meetings and plans shared on
school Outlook folder and T eacher Shared panel on the
school server
 Sharing of common monitoring tools for student
progress monitoring
 Quarterly Marking Period Planning Meetings, monthly
School Leadership T eam meetings, bi-monthly T eam
Leader meetings, bi-monthly Academic Support T eam
meetings, monthly new teacher meetings, monthly
paraeducator team trainings, weekly team meetings,
weekly core team meetings, committee meetings
 Meetings to incorporate Baldrige and Facilitative
Leadership processes
 Weekly issue of Wheaton Woods staff bulletin
 Sub time for professional development for all teams
(C2.0)
FACULTY/STAFF FOCUS
Professional development for all staff
will focus on building capacity in:
 using rubrics to analyze and assess
student work;
 effective progress monitoring;
 effective collaborative planning and
lesson design;
 higher order thinking questions.
Professional development for
administrators will focus on:
 providing structures that support
effective collaborative planning;
 providing effective feedback to
instructional staff;
 monitoring student progress.
Q uality Tools in use to analyze and improve school
process and student learning:
 Monthly LEAD documents with progress monitoring
focal questions
 Weekly issue of Wheaton Woods staff bulletin
 T eacher Shared Panel on the school server
 Posted monitoring tools for student progress monitoring
 Monthly school-wide T own Hall meetings and weekly
classroom meetings
 Student goal setting with the use of student data
notebooks and class data centers
 Parent Compact - “Your Job, My Job, Our Job”
 T eacher data binders and updated data spreadsheets
 Baldrige tools and resources
29
PERFORMANCE
RESULTS
See next page for math
performance results
MEASUREMENT,
ANALYSIS, AND
KNOWLEDGE
MANAGEMENT
Student progress data points:

MSA

MAP-M

MAP-P

Student work samples

C2.0 Measurement T opics
T eacher data points:

Quality of lesson planning
and design

Implementation of
professional development
strategies with fidelity

C2.0 Measurement T opics
Administrator data points:

Formal/informal classroom
observations

T eam planning meeting
observations

Quality of teacher feedback
WWES 2013-2014
PERFORMANCE RESULTS
FOR MATH - WWES
2013 Mathematics—All Grades
MSA by Race/Ethnicity - Advanced + Proficient Percent
A m. Indian/A K
Year
A ll Students
Black/A f rican
Native
A sian
A mer.
Two or more
White
Hispanic/Latino
races
%
#
%
#
%
#
%
#
%
#
%
#
%
#
2013
85.3
163
191
*
*
≥
95.0
*
90.2
46
51
≥ 95.0
46
51
80.3
94
117
*
*
2012
87.6
162
185
*
*
≥
95.0
*
85.5
53
62
*
53
62
86.0
86
100
*
*
2011
90.9
169
186
*
*
≥
95.0
*
88.7
47
53
*
47
53
90.7
98
108
*
*
2013 Mathematics—All Grades
MSA by Special Needs - Advanced + Proficient Percent
Year
A ll Students
Special Education
FA RMS
LEP
%
#
%
#
%
#
%
#
2013
85.3
163
191
58.3
7
12
85.8
133
155
74.6
50
67
2012
87.6
162
185
85.7
12
14
86.4
127
147
86.5
77
89
2011
90.9
169
186
76.5
13
17
92.9
130
140
87.7
57
STRATEGIC PLANNING GOALS AND MEASURES
FOR MATH - WWES
School Progress Mathematics Proficiency AMO Targets
Baseline 2012
AMO
All Students
86.3
87.4
American Indian or Alaska Native
*
*
Asian
95.8
96.2
Black or African American
88.5
89.4
Hispanic/Latino of any race
82.1
83.6
Native Hawaiian or Other Pacific Islander
*
*
White
*
*
Two or more races
na
na
Free/Reduced Meals
78.0
79.8
Special Education
77.8
79.6
Limited English Proficient
80.0
81.7
30
2013
AMO
88.6
*
96.5
90.4
85.1
*
*
na
81.6
81.5
83.3
2014
AMO
89.7
*
96.9
91.3
86.6
*
*
na
83.5
83.3
85.0
2015
AMO
90.9
*
97.2
92.3
88.1
*
*
na
85.3
85.2
86.7
2016
AMO
92.0
*
97.6
93.3
89.6
*
*
na
87.1
87.0
88.3
WWES 2013-2014
2017
AMO
93.1
*
97.9
94.2
91.1
*
*
na
89.0
88.9
90.0
Attachment G: Grade Level Action Plans
Kindergarten Reading
See attachment
31
WWES 2013-2014
Attachment G: Grade Level Action Plans
Kindergarten Math
See attachment
32
WWES 2013-2014
Attachment G: Grade Level Action Plans
Grade 1 Reading
See attachment
33
WWES 2013-2014
Attachment G: Grade Level Action Plans
Grade 1 Math
See attachment
34
WWES 2013-2014
Attachment G: Grade Level Action Plans
Grade 2 Reading
See attachment
35
WWES 2013-2014
Attachment G: Grade Level Action Plans
Grade 2 Math
See attachment
36
WWES 2013-2014
Attachment G: Grade Level Action Plans
Grade 3 Reading
See attachment
37
WWES 2013-2014
Attachment G: Grade Level Action Plans
Grade 3 Math
See attachment
38
WWES 2013-2014
Attachment G: Grade Level Action Plans
Grade 4 Reading
See attachment
39
WWES 2013-2014
Attachment G: Grade Level Action Plans
Grade 4 Math
See attachment
40
WWES 2013-2014
Attachment G: Grade Level Action Plans
Grade 5 Reading
See attachment
41
WWES 2013-2014
Attachment G: Grade Level Action Plans
Grade 5 Math
See attachment
42
WWES 2013-2014
CARS
43
WWES 2013-2014
BCR #12
Assessment 12
BCR #11
Assessment 11
BCR #10
Assessment 10
BCR #9
Assessment 9
BCR #8
Assessment 8
BCR #7
Assessment 7
BCR #6
Assessment 6
BCR #5
Assessment 5
BCR #4
Assessment 4
BCR #3
Assessment 3
BCR #2
Assessment 2
BCR #1
Assessment 1
Attachment H: Reading & Math Monitoring Tools
Reading Monitoring Tool for CARS
Attachment H: Reading & Math Monitoring Tools
Math Monitoring Tool
44
WWES 2013-2014
BCR
Pg. 5657
BCR
Pg. 5153
BCR
Algebra,
Patterns &
Functions
Pg. 14
BCR
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Pg. 70Plane
71
Geometry
Unit 2 - due by:
12/3
11/5
Pg. 10
Pg.
191192
BCR
Students
Pg.
187188
BCR
Math
Pg. Prime/Comp
183osite #
184
BCR
Unit 1 - due by:
NT - 10/14/2013
Attachment I: SIP Monitoring Grid and “LEAD” sheet
Wheaton Woods Elementary School
Monitoring Grid for 2013-2014 School Improvement Plan
The reporter will present a verbal report to the School Leadership Team that gives an update on implementation, analysis of d ata and
results, and plans for next steps. Each reporter will be given 5 minutes to present and 5 minutes to hear comments, questions, or
suggestions at the school improvement team meeting.
Goal 1- Reading/Language Arts/Writing
Meet AMO target FY14
dentify students receiving special
ducation services and their current
eading levels monthly
Develop and administer one common
rief-constructed response for each grade
evel (grades 1-5) per month
mplement Horizons as a reading
ntervention for K-5 students
mplement Curriculum 2.0 in K-5 grades
Reporter
Crystal
Kathy
Linda
Kathy
Nickie
8/14/13
9/6/13
10/7/13
11/4/13
12/9/13
1/6/14
2/3/14
3/3/14
4/7
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Kathy
Kathy
each the MCPS K-5 reading/language arts
nits with fidelity as evidenced by teacher
sson plans
Develop and administer one common briefonstructed response for each grade level
grades 1-5) per month
rain and implement literature circles in
rades 3-5
Kathy
Nickie
Develop student vocabulary
Kathy
Candy
X
X
X
X
X
ncrease student reading comprehension as
measured by MAP-R, MCPSAP, guided
eading levels
ontinue to develop school-wide postal
rogram
Kathy
Nickie
X
X
X
X
X
Beth
Kathy
X
X
X
X
X
Goal 1- Reading AMO target
Reporter
8/14/13
9/6/13
10/7/13
11/4/13
12/9/13
1/6/14
2/3/14
3/3/14
4/7
Goal 2 - Math
Meet AMO target FY14
dentify LEP students and their current
math levels monthly
Reporter
8/14/13
9/6/13
10/7/13
11/4/13
12/9/13
1/6/14
2/3/14
3/3/14
4/7
X
X
X
Kathy
Kathy
Crystal
Nickie
Linda
45
X
X
WWES 2013-2014
dentify students receiving special
ducation services and their current math
evels monthly
Develop and administer one common
rief-constructed response for each grade
evel (grades 1-5) per month
mplement Curriculum 2.0 in K-5 grades
each the MCPS K-5 math units with
delity as evidenced by teacher lesson plans
Develop student math vocabulary
ncrease student computation speed and
ccuracy as measured by Fastt Math data
Nickie
Candy
X
X
X
X
X
Nickie
Candy
X
X
X
X
X
Nickie
Candy
X
X
X
X
X
Nickie
Candy
X
X
X
X
X
Nickie
Candy
X
X
X
X
X
Nickie
Candy
X
X
X
X
X
Goal 2 - Math AMO target
Reporter
8/14/13
9/6/13
10/7/13
11/4/13
12/9/13
1/6/14
2/3/14
3/3/14
4/7
Goal 3 - Science
Meet AMO target FY14
each the MCPS K-5 science units with
delity as evidenced by teacher lesson plans
Reporter
8/14/13
9/6/13
10/7/13
11/4/13
12/9/13
1/6/14
2/3/14
3/3/14
4/7
David
Linda
X
X
X
X
X
rovide science learning within and outside
f the classroom as evidence by teacher use
f MCPS science units and Smith Center
esources
rovide enrichment opportunities through
he Spring Science Fair
David
Jessica
X
X
X
X
X
X
X
X
X
X
rovide enrichment opportunities through
he annual Spring Science Fair showcasing
David
Jessica
X
X
X
X
X
David
46
WWES 2013-2014
tudent work during Arts, Science and
echnology Night 2014
ach grade level team will participate in
egular outdoor science lessons as
videnced by teacher lesson plans
ach grade level team will apply for a
mith Center Field Trip
David
Jessica
X
X
David
Jessica
X
X
X
X
X
X
Goal 3 - Science
Reporter
8/14/13
9/6/13
10/7/13
11/4/13
12/9/13
1/6/14
2/3/14
3/3/14
4/7
Goal 4 – Pupil Services
Reporter
8/14/13
9/6/13
10/7/13
11/4/13
12/9/13
1/6/14
2/3/14
3/3/14
4/7
Amy
Linda
X
X
X
X
X
X
X
X
X
David
Amy
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
BIS
own Hall Meetings
Anti-Bullying Plan
ed Ribbon Week – October 24-28
Mentoring Program
tudent Service Learning
Amy
X
Amy
X
X
Amy
Amy
ommunity Outreach/Fundraisers to
romote citizenship
Amy
Jose
xtended-Day & After school Programs
Linda
47
X
X
WWES 2013-2014
ummer ELO-SAIL
Linda
X
X
Goal 4 - Pupil Services
Reporter
8/14/13
9/6/13
10/7/13
11/4/13
12/9/13
1/6/14
2/3/14
3/3/14
4/7
Goal 5 – Parent Involvement
rovide effective parent communication and
ncreased participation in school events
Reporter
David
Linda
8/14/13
9/6/13
10/7/13
11/4/13
12/9/13
1/6/14
2/3/14
3/3/14
4/7
X
X
X
X
X
X
X
X
rovide outreach events to specific parent
ubgroups to increase parent involvement
David
Linda
X
X
Attain 20 hours of parent volunteer support
er month
David
Linda
X
X
rovide parent education on specific topics
anti-bullying, internet safety)
David
Linda
X
X
X
X
X
X
X
X
Develop a quarterly parent volunteer
raining to increase parent involvement with
onsistent expectations
David
Linda
Goal 5 – Parent Involvement
Reporter
8/14/13
9/6/13
10/7/13
11/4/13
12/9/13
1/6/14
2/3/14
3/3/14
4/7
Goal 6 – Staff Development
tudent Data & Technology Support
Reporter
Nickie
Kirk
8/14/13
9/6/13
10/7/13
11/4/13
12/9/13
1/6/14
2/3/14
3/3/14
4/7
X
X
Kathy
Nickie
X
X
X
X
Candy
Nickie
X
X
X
X
David
Nickie
X
X
X
X
eading/Language Arts/Writing Instruction
Math Instruction
cience Instruction
48
X
X
WWES 2013-2014
X
pecial Education Instruction
Crystal
Nikki
X
X
Nickie
Jax
X
X
X
X
rofessional Development Plans & Student
earning Objectives
Nickie
David
X
X
X
X
quity and Excellence
Nickie
Linda
X
X
X
X
X
X
8/14/13
9/6/13
11/4/13
12/9/13
1/6/14
2/3/14
Gifted and Talent Instruction
Goal 6 – Staff Development
Reporter
49
X
10/7/13
X
WWES 2013-2014
3/3/14
4/7
Wheaton Woods Elementary School
LEAD October 2013
“Set your course by the stars, not by the lights of every passing ship.” – Omar Bradley
Performance Results/Data Points
All data points must be analyzed for all of the
No Child Left Behind student groups.
Aligned with the MCPS Strategic Plan and
Bridges to Excellence
Students w ith Academ ic Plans/DOI
1. Review goals for students. Update DOIs
based on recent data trends.
2. Have you provided enrichment and
extension opportunities for GT students?
Curriculum 2.0/Planning
1. Are goals aligned w ith C2.0/curriculum?
2. Do your plans take into consideration the
needs of students at the “basic” and “not
yet making progress” levels?
Attendance
AMO 94%
August: 98.3%
September attendance data w ill be posted
in next month’s LEAD & on Outlook
Annual Measurable Outcom e (AMO)
AMO Targets
Math
Reading
Grades K-5: see grade level action plans
Student Data Center
Oct: Teacher choice (spelling, HFW, etc.)
Nov: TBD by your team
Meetings/Events
10/1 Team Leaders (8:00 am)
10/4 Individual Picture Day
10/7 School Leadership Team (3:45 pm)
10/10 Tow n Hall Meeting (8:50 am; APR)
10/10 Parent Coffee (9:20 am; APR)
10/14 Columbus Day Open House
10/14 Staff Meeting at 3:45 pm (SLOs)
10/16 PTA Meeting & Family Learning
Night (6:30)
10/18 No School (MSEA Prof Day)
10/22 Team Leaders (8:00 am)
10/22 MPP (K/1)
10/23 MPP (2/3)
10/24 MPP (4/5)
10/28 Staff Meeting at 3:45 pm (GT/AEI)
10/28 Red Ribbon Week
10/31 Tow n Hall Meeting (8:50 am; APR)
10/31 Fall Festival (2:30 pm )
11/1 Professional Day – Report Cards
11/4 School Leadership Team (3:45 pm)
11/5 Team Leaders (8:00 am)
11/7 Parent Coffee (9:20 am; APR)
11/11-12 Parent Conferences
Questions to guide your team planning
and your individual planning
SIP Focus - Reading
1.
Know your grade level action plan and targets as it relates to reading
and our SIP goals
2.
Review your MCPSA P and MAP-R results from September and October.
Make planning adjustments as needed. Nickie, Kathy, Candy, Linda &
David are available to help you interpret the results
SIP Focus - Math
1. Know your grade level action plans and targets as it relates to math and
our SIP goals
SIP Focus – Parent Outreach
1. Invite parents to Columbus Day Open House on Oct. 14th
2. Parent Conferences are scheduled for Nov. 11 th & 12th. Confirm times w ith
your students’ parents
Instructional Focus
1. Does your homework match classw ork and classroom instruction?
2. Are you providing timely feedback on student work ?
3 . Are you meeting w ith all guided reading groups on a daily basis?
Student Data Notebook
1. Have student data from his/her data notebook ready to share w ith parents
at parent conferences
2. Monitor student behavior based on PBIS
Relationships
Student Relationships Focus
1. Continue to connect and build your relationship w ith each student
Consider sending one positive note to each student this month
2. Remember to schedule/plan at least one activity w ith your mentee this
Month, if you have a mentee
Staff Relationships Focus
1. At least one teammate or colleague has a birthday this month. Will you
consider doing something to celebrate this w ith him/her?
2. Are you “On The Move” w ith MCPS colleagues? Check out the MCPS
Wellness options
Parent Relationships Focus
1. Consider calling one student’s parent each w eek this month w ith a positive
message about the student’s progress in your class. Complete and follow up w ith progress reports so parents are not surprised at parent conferences
w ith their child’s report card
SERT Rem inder: Are you turning lights and computer monitors off? Do you
have a SERT student as a class job?
Strategies/Tips for You
Use copy plus as it saves you time at the copier and local school funds
Item s Due
10/1 Set team PBIS monthly goal/target
Additional Team Notes: __________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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Attachment J: Staff Development Needs Assessment
Staff Development Individual Needs Assessment
Please complete the following survey. Check all the apply. The data collected will be included in the
comprehensive development plan for our school that will meet SIP and staff needs. If there is an area that you are
passionate about and would be willing to share your knowledge with staff in a PD forum, please indicate tha t as
well by placing an * next to the topic in the “I am comfortable” column. Learning is all about shared experiences
and knowledge
Please return to me by:
Topic
Name: _____________________
I am comfortable
I am in need of some
professional development
The 6 Professional Standards
of MCPS
Equitable practices
Educational engagement
Effective questioning
Differentiation
Writing mastery
objectives/Framing student
learning
Guided reading
Guided math
6 + 1 Writing Traits
AEI programs (Jacob’s Ladder,
William and Mary, Junior Great
Books)
The Math Forum
Use of math manipulatives
Lesson planning beyond the
collaborative planning
sessions
Student discourse
Classroom management
Using data to guide instruction
Professional Development
Plans
Portfolio’s
Student Learning Objectives
Using Technology in the
classroom
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Attachment K: Professional Development Action Plan
WWES Professional Development Action Plan
Date: September 2013
As a result of the professional development plan, all teachers will be able to:
 develop proficiency in understanding, planning and implementing the MCPS Curriculum 2.0
 develop skills in standards based grading and reporting
 focus on writing as the instructional goal
 use grade level action plans to meet grade level goals
Action steps,
objectives,
processes &
Timeline
Develop
proficiency in
understanding,
planning and
implementing the
MCPS Curriculum
2.0 at bi-monthly
staff meetings,
weekly team
meetings, new
teacher meetings
and one-on-one
sessions
Person(s)
Responsible
Resources
Needed
Principal,
Assistant
Principal (AP),
Staff
Development
Teacher (SDT),
Reading
Specialist (RS),
Math Content
Coach (MCC)
Curriculum 2.0
Develop skills in
standards based
grading and
reporting at staff
meetings, team
meetings, new
teacher meetings
and one-on-one
sessions
Focus on writing as
the instructional
goal at bi-monthly
staff meetings,
weekly team
planning meetings,
and one-on-one
sessions
Principal, AP
SDT, RS, MCC,
MCPS Tech
Consultant
Use grade level
action plans to
meet grade level
goals at team
planning meetings
Develop
proficiency in coteaching and small
group instruction
Classroom
Teachers &
Team Leaders,
SDT, RS, MCC
Principal, AP
SDT, RS, MCC,
Academic
Support
Teachers (AST)
Curriculum 2.0
Materials
Technology
Tools
Monitoring tools or
data points
(formative &
summative)
Quarterly Marking
Period Planning
Outline (MPPs)
Guided reading and
Small group
instruction plans
Monitoring: Date
and by whom
Classroom Teachers,
SDT, RS, MCC,
AST, AP, Principal
Meeting or exceeding grade
level action plan progress
measures
Ongoing
Monitoring Tools
Student work samples
Intervention
materials
Grading &
Reporting
Manuals
Technology
Tools
Monitoring
Tools
Curriculum 2.0
Results
(include evaluation of
processes for effectiveness
and efficiency)
Gallup data on teacher
satisfaction
Team planning action
minutes
Observations on
instructions/team
walkthroughs
Online grade book
Progress reports &
report cards
Classroom Teachers,
SDT & RS as
Teaching & Learning
Reps, AP, Principal
Student data charts
Ongoing
Student Writing
Samples
Classroom Teacher
6 + 1 Traits
Writing Rubrics
Monitoring
Tools
Students (selfmonitoring via data
notebooks)
Gallup data on teacher
satisfaction
Meeting or exceeding grade
level action plan progress
measures
Ongoing
Classroom
Teachers &
Paraeducators,
Team Leaders,
SDT, RS, MCC
Student data
charts
Grade level
action plans
Student data
charts
Schedule
Co-teaching
training
Student data charts
Team planning action
minutes
Classroom Teachers
& Team Leaders,
SDT, RS, MCC
Ongoing
Meeting or exceeding grade
level action plan progress
measures
Communication logs
between teachers and
paraeducators
Staff survey data
Classroom Teachers
& Paraeducators,
SDT, RS, MCC, AP,
Principal
Ongoing
All staff actively and
meaningfully engaged in
classrooms at all times
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Attachment L: Parent Compact
2013-2014 Wheaton Woods Elementary School – Parent Compact
Effective schools are a result of families and school staff working together to ensure that children are successful
in school. A compact is a voluntary agreement between these groups that firmly unites them. You are invited to
be involved in this partnership.
Shared
Responsibilities
for:
High quality
curriculum and
instruction
*Core Value:
Learning
Excellence
Equity
Parent-teacher
conferences
*Core Value:
Relationships
Respect
Communication/
frequent progress
reports
*Core Value:
Respect
Equity
School Staff
Parent
Student
As a school, we expect all
students to meet or exceed
the MCPS grade level
standards and the State
Curriculum (SC). We will:
 review assessment
results to determine
strengths and needs of
students
 use the MCPS
curriculum to plan
instruction that will
improve students’
academic performance
 give students timely
feedback and
opportunities to show
what they know
As a school, we will:
 hold at least one parentteacher conference
annually
 assist parents in
learning about ways
they can help their
children with
homework and learning
As a school, we will:
 communicate with
families about high
academic standards,
student progress and the
school’s overall
performance
 communicate
information to parents
about school programs,
meetings, and other
activities in a language
that they can
understand, using
interpretation resources
that are available
 communicate with
parents and students
about academic
progress and behavior
through interims, report
As a parent, I will support
education and believe that my
child can reach high goals. I will:
 talk to my child about what
is happening in school and
about the importance of
working hard in school
 make sure my child goes to
school every day on time
 make sure my child does
homework and schoolwork
regularly
As a student, I will do my best and
work hard. I will:
 come to school on time
prepared to learn
 pay attention in class and ask
questions when I don’t
understand
 complete all of my assignments
 follow the rules of the school
As a parent, I will:
 attend meetings about what
my child is learning
 ask questions about how I
can help my child at home
As a student, I will:
 know what is expected of me in
all of my subjects
 talk to my family about things I
am learning in school
As a parent, I will:
 attend Back-to-School
events, parent-teacher
conferences and other
school-sponsored programs
 communicate any concerns
about my child’s learning
 tell the teacher or school
when I do not understand
something that is sent home
As a student, I will:
 talk to my family about things I
like about school
 ask my teacher for help when I
have problems with my
schoolwork/homework
 share all schoolwork and
notices with my family
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Accessibility
*Core Value:
Relationships
Respect
Equity
Opportunities to be
involved/volunteer
*Core Value:
Learning
Relationships
Excellence
Equity
cards and parentteacher conferences
 provide frequent
communication through
announcements,
newsletters, and the
school website to keep
families informed of
upcoming events
As a school, we will:
 provide reasonable
access to the school
staff
 make the school a
friendly place for
parents to meet, talk,
and learn about their
child’s education
As a school, we will:
 encourage all families
to volunteer and be
involved in the school
 provide parents with
opportunities to give
input about the school
climate and
instructional program
through the School
Improvement Team, the
Parent Involvement
Committee and school
surveys
 encourage parents to
participate in their
child’s education
through PTA events,
curriculum nights,
conferences, and
volunteering
As a parent, I will:
 attend PTA meetings, parent
trainings, and other special
activities
 ensure that the school will
be able to reach me at any
time
As a student, I will:
 help other students
 respect all students and adults
As a parent, I will:
 volunteer for at least one
activity during the school
year (helping in the
classroom, supporting
special activities at school,
chaperoning a field trip)
 join school committees, such
as the Parent Involvement
Committee or the School
Improvement Team
As a student, I will:
 get involved in projects that
will help my school and
community
In this compact, “parent” is intended to include parents, guardians, and other family members involved in supervising the child’s
schooling.
National PTA Standards for Parent/Family Involvement Programs :
Standard I: Communicating
Standard II: Parenting
Standard III: Student Learning
Standard IV: Volunteering
Standard V: School Decision Making and Advocacy
Standard VI: Collaborating with Community
*The Core Values identified in this compact support the MCPS Strategic Framework.
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Attachment M: Parent Involvement Policy
Wheaton Woods Elementary School accepts the Montgomery County Public Schools family
involvement policy and has aligned its school level parent involvement plan accordingly.
POLICY
BOARD OF EDUCATION OF MONTGOMERY COUNTY
Related Entries: ABA, ABA-RA, ABC-RA, ACG, BFA, BMA, FAA, IEA, IEB, IED, IFB, IGP-RA, IRB-RA
Responsible Office: Communications and Family Outreach
Parent and Family Involvement
A.
A.
PURPOSE
1.
The Board of Education (Board) is committed to promoting meaningful family-school
partnerships as an essential component to students’ academic success.
2.
The Board encourages parent and family involvement in the school community to
support children’s education, healthy development, and well-being. Montgomery
County Public Schools (MCPS) will take actions to promote family involvement
efforts that encompass the diversity of the community.
ISSUE
Research indicates that family involvement in education has a positive effect on student
learning and healthy development and is an important strategy in reducing achievement gaps.
Additionally, meaningful and effective home-school partnerships help to ensure a safe and
respectful learning environment.
C.
POSITION
1.
The Board supports the development of parent and family involvement programs
and services that are comprehensive and linked to student learning and based on, but
not limited to, the National Standards for Family-School Partnerships:
a)
Welcoming all families into the school community—families are active
participants in the life of the school, and feel welcomed, valued and
connected to each other, to school staff, and to what students are learning and
doing in class.
b)
Communicating effectively—families and school staff engage in regular,
meaningful two-way communication about student learning.
c)
Supporting student success—families and school staff continuously
collaborate to support students’ learning and healthy development both at
home and at school, and have regular opportunities to strengthen their
knowledge and skills to do so effectively.
d)
Speaking up for children—families are empowered to advocate for their
children, to ensure that students are treated fairly and have access to learning
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opportunities that will support their success.
2.
D.
e)
Sharing power—families and school staff are important and valued partners
with unique information regarding decisions that affect children. Families
and school staff together inform, influence, and create policies, practices, and
programs including full engagement in the school improvement process.
f)
Collaborating with community—families and school staff collaborate with
community members to connect students, families, and staff to expanded
learning opportunities, community services, and civic participation.
All MCPS employees are expected to promote and demonstrate a commitment to
parent and family involvement.
DESIRED OUTCOME
All MCPS staff will collaborate with families to build strong family-school partnerships.
E.
F.
IMPLEMENTATION STRATEGIES
1.
The superintendent of schools will review existing policies and procedures, and
develop necessary regulations and procedures to support this policy.
2.
The superintendent of schools and the Board of Education will monitor the
milestones and data points associated with Goal 3: Strengthen Productive
Partnerships for Education in the MCPS Strategic Plan.
3.
The Board provides opportunities for parents and other members of the public to
provide feedback through public comments at Board meetings, written and e-mail
correspondence, service on advisory committees, and participation in public hearings
and community forums. Feedback from a broad spectrum of our diverse community
is integral to the processes of developing and revising school system policies,
strategic planning, budget development, and implementation of school district
initiatives.
REVIEW AND REPORTING
This policy will be reviewed in accordance with the Board of Education policy review
process.
Policy History: Adopted by Resolution No. 669-90, November 13, 1990; reformatted September 1996; amended by Resolution 48902, October 28, 2002, amended by Resolution 417 -10, July 26, 2010.
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Attachment N: Parent Involvement Regulation
Wheaton Woods Elementary School accepts the Montgomery County Public Schools family involvement
regulation and has aligned its school level parent involvement plan accordingly.
REGULATION
MONTGOMERY COUNTY PUBLIC SCHOOLS
Related Entries: ABA, ABA-RA, ABC, BMA, FAA, IEA, IEB, IED, IFB, IGP-RA, IRB-RA
Responsible Office: Deputy Superintendent
Parent Involvement
I. PURPOSE
To ensure a strong home-school partnership, promote and increase effective, well structured, and comprehensive parental
involvement practices, and ensure that parental involvement efforts reflect the cultural and linguistic diversity of local school
communities.
II. RATIONALE
Involving parents in their children’s education results in mutually supportive relationships among students, parents, and staff that
will guide and enhance the intellectual and social development of students.
III. DEFINITION
The term “parent” is intended to include parents, guardians, and other family members involved in supervising the child’s
schooling. In this regulation, “comprehensive parental involvement” is intended to include research based, Six National Standards
for Parent/Family Involvement Programs as follows:
A. Communicating
B. Parenting
C. Student Learning
D. Volunteering
E. School Decision-making and Advocacy
F. Collaborating with Community
IV. PROCEDURES FOR SCHOOLS
All MCPS employees are expected to convey a commitment to parent involvement. School staff are expected to take the initiativ e
to reach out to parents in a variety of ways to encourage parent participation. In addition, local s chools are encouraged, in
collaboration with their parent community, to develop a local school statement which articulates a shared responsibility and
strategies to support: student learning and high achievement; effective, frequent two-way communication between school and
home; and family, school, community partnerships aligned with school improvement plan goals.
A. Each local school will include on its school improvement team: school staff, parents, and students (when appropriate)
who reflect the rich linguistic and cultural diversity of the local school community.
B. The school improvement team should consider how parental involvement is incorporated into its School Improvement
Plan.
C. Each local school should work in cooperation with parents, parent groups and PTAs, to develop and maintain a clear,
regular two-way communication system that:
i.
Provides information on issues such as: local school and school system policies, practices and regulations,
including discipline procedures, instructional programs, opportunities for collaboration, school or system
initiatives, regular student progress reports, assessments, and parent-teacher conferences, through a variety of
traditional and non-traditional means such as, but not limited to, newsletters, school-parent orientation
programs, checklists, web sites, and list serves
ii.
Solicits and considers parent comments and concerns, and makes use of parent talents
iii.
Strives to ensure that staff are accessible for parent-teacher communications
iv.
Uses the resources of the community and central offices
D. Work in cooperation with the PTA and other parent groups to support programs for parents to learn how to create and
sustain a home learning environment by:
i.
Sharing information, materials, and programs about how parents can:
a) Recognize that they have an essential role to play in their children’s education by supporting,
encouraging, and assisting their children to learn
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b) Get information on “parenting” topics such as nutrition, health, self esteem, parent/child
communication, motivation, discipline, child development, and other topics relevant to the specific
population
ii.
Providing space for parent training and parent materials, as feasible
iii.
Ensuring that parenting information is provided to parents on a regular, systematic basis by using such forums
as parenting sections in newsletters, discussion groups, conferences, workshops, web sites, and list serves,
etc.
iv.
Parenting information should be translated, as appropriate and feasible.
E. Assist parents in playing an integral role in student learning by:
i.
Providing appropriate information for staff to work effectively with parents in order to support the concept of
learning at home, including such topics as:
a) How to support academic and behavioral expectations
b) How to share curriculum content with parents
c) How to facilitate parent participation in children’s learning at home
ii.
Providing materials on what their child is learning and how to expand on school learning at home, as well as
suggestions about available resources
iii.
Suggesting ways that parents can enrich and support the curriculum
F. In accordance with regulation IRB-RA Use of Volunteer Services, encourage parents to volunteer in the classroom, in
other areas of the school, and/or at home by:
i.
Providing information for staff use in the development of jobs for volunteers
ii.
Maximizing opportunities for parent volunteer participation, including the participation of parents with
special needs or limited English proficiency, and parents of students with special needs or limited English
proficiency
iii.
Providing orientation and training for parent volunteers, seeking support from central office personnel when
appropriate
iv.
Identifying a member of the school staff to work cooperatively with the PTA, and other parent groups to
encourage parent participation
G. Respect the right of parents to serve as advocates and support this advocacy by:
i.
Recognizing that advocacy requires that people understand issues, and have information about the processes
for addressing these issues, including due process rights
ii.
Encouraging parents to participate in the development, monitoring, and evaluation of the school improvement
plan
iii.
Providing leadership/advocacy information for parents
iv.
Encouraging the growth and development of parent groups, PTAs, and other community groups that reach out
within the school community, as well as participating in county, state and national efforts for children and for
education
H. Collaborate with local community resources and informing families about those resources by:
i.
Identifying resources that serve families within the community
ii.
Informing school staff of the resources for families available in the community
iii.
Involving community members in school volunteer and mentor programs
iv.
Providing information about community agencies that provide family support services and adult learning
opportunities
v.
Developing partnerships with local business and service groups to advance student learning and to assist
schools and families
V. PROCEDURES FOR CENTRAL OFFICES
All MCPS employees are expected to convey a commitment to parent involvement and demonstrate respect for parent involvement.
To support this commitment and to ensure implementation of the parent involvement policy and regulation, appropriate staff in central
offices will encourage and assist:
A. Local schools in their comprehensive parent involvement efforts and in the use of interpreter and translation services
whenever feasible
B. Communication with parents about school system policies, practices, regulations, and other general information
C. Development of parenting programs and materials for all parents including those who are English language learners or
have special needs. This may include the use of cable television, pamphlets, adult education courses, parent resource
areas, parent information centers, and programs designed to orient new parents to MCPS by:
i.
Providing materials and resources to inform staff and parents
ii.
Helping parents with school-related issues, resolving problems, and finding resources
iii.
Informing parents about the organization and function of the MCPS system
iv.
Disseminating information about school and community resources to parents and staff
v.
Identifying and sharing successful parent involvement programs, plans, and activities for use by local schools
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D. Countywide volunteer opportunities by providing appropriate information
E. The development of parent leadership through PTAs and other recognized groups
F. Collaboration with businesses, organizations, and other government agencies to gain support and assistance for parent
involvement efforts
G. Information and training by:
i.
Providing information for staff and parents to enable them to understand and support effective parent
involvement
ii.
Providing training for parents and staff to develop positive communication skills, including cultural
competence and collaboration skills, and parent outreach strategies
iii.
Including rationale for parent involvement in A & S training, as well as new principal and new staff training
H. Work with colleges and universities that prepare teachers and administrators to support the inclusion of school and
family involvement practices in their training programs
I. Development of methods to accommodate and support parent involvement for all parents with special circumstances,
including those who are English language learners, those with disabilities, and those living in pov erty
J. Local schools to use the data obtained from a variety of sources, including such things as the MCPS parent surveys to
develop their school improvement plans
Regulation History: New Regulation, August 21, 1991; revised July 21, 2003.
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