Wheaton Woods Elementary
Reading Linkages Chart
2013-2014
STUDENT AND
STAKEHOLDER FOCUS
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
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.
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 communicat es 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
PROCESS MANAGEMENT
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, mont hly 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)
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
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
PERFORMANCE RESULTS
FOR READING - WWES
WWES Organizational Performance Results
2013 Reading—All Grades
MSA by Race/Ethnicity - Advanced + Proficient Percent
Year
A ll Students
A m. Indian/A K Native
A sian
%
#
%
#
%
2013
92.1
176
191
*
* ≥ 95.0
2012
≥ 95.0
*
*
* 92.9
2011
93.6
176
188
*
* ≥ 95.0
Black/A f rican A mer.
White
Hispanic/Latino
Two or more races
#
%
#
%
#
%
#
%
#
*
≥ 95.0
*
≥ 95.0
*
87.2
102
117
*
*
13
14
≥ 95.0
*
*
* ≥ 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
WWES Reading Strategic Planning
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
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
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
STUDENT AND
STAKEHOLDER FOCUS
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
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.
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
PROCESS MANAGEMENT
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)
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
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
PERFORMANCE RESULTS
FOR MATH - WWES
WWES Organizational Performance Results
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.
White
Hispanic/Latino Two or more 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
WWES Math Strategic Planning
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
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
2017
AMO
93.1
*
97.9
94.2
91.1
*
*
na
89.0
88.9
90.0