Student and Stakeholder
Strathmore Elementary Linkages Chart & Action Plan 2013-14
As a result of the root cause analysis (RCA)
process, it was determined that our students need:
Leadership
Vision: Strathmore is a safe place where we show respect for all, challenge our minds, and experience
success.
Mission: To enable all individuals to achieve to their fullest academic, social, and personal potential, we
will:

Appreciate and respect the diversity and commonalities of all our community members

Create a safe, motivational, supportive and challenging environment

Engage in work that is meaningful and relevant

Communicate effectively, utilize technology, and take risks to solve real-life problems.
Together, we will achieve a superior education.
Communication:

School: The vision, mission and core values are communicated and posted throughout the
entire school, highlighted in the newsletter banner, represented on the meeting agendas,
parent teacher conferences, and stated during school community events. Stakeholders will
monitor implementation through agendas, follow-up notes, issue bins, and plus/deltas,
organizational performance results, and surveys.

Classroom: The vision, mission and core values of the school are used to guide the creation
of corresponding classroom documents. Teachers revisit these value statements at various
points in the school.
All teachers to provide opportunities for:

students to engage in differentiated
and small math and reading groups

a variety of assessment formats which
include daily anecdotal notes, exit
cards, running records, and checks for
understanding

Engaging in 21st century learning skills
(TASS).
Teachers establish and maintain positive, personal
relationships with students in order to accelerate
learning through 2nd Step, Class Meetings, and
PBIS
Summary of RCA process and findings
The RCA process included the analysis of the
following data:

Student performance data-various measures

Focused classroom observations of
instructional practices and the impact on all
student-focused practices

Teacher self-assessment of practices and
needs
The Leaders need professional development on:


Effective facilitation/coaching of
collaborative planning
Use of observation/data collection tools
(look-fors)
AMO
All
Hispanic
Asian
Black
White
Multi
SPED
LEP
FARMS
Reading
2011 2012
85.9 82.8
81.3 82.6
84.1 79.6
84.6 100
79.9 81.8
77.8 88.5
*
*
52.7 48.3
77.5
81
78.9 81.5
2013
84.4
78.9
75.3
93.1
79.5
95.5
*
49.2
69.3
76.8
2011
84.5
81.3
88.9
84.6
79.3
81.8
*
56.4
73
78.9
Math
2012
82.8
76.9
78.1
92
72.9
84.6
*
46.6
76
73.9
Strategic Planning
2014:
As a result of our root cause analysis, it was determined that focusing our efforts on the 129
students who are FARMS and 1 or more school group categories would have the greatest impact on
our overall student achievement in reading and math.
READING SIP Goal/Objective: Overall Objective: all Strathmore students that are FARMS in the Black,
Hispanic, special education, and ELL subgroups will meet or exceed the grade level reading benchmark as
measured MAP-R, running records, checklists, anecdotal notes, comprehension interviews.
Faculty and Staff Focus
Teachers will need professional development on
increasing rigor and student engagement.
Professional development will focus on:
 Guided small group instruction in reading
and math
 Jan Richardson book study: Next Steps in
Guided Reading
 TASS
 Close analytical reading
 Technology embedded instruction
 Data analysis to inform math and reading
instruction
 Teaching for equity and excellence
Organizational Performance Results
MATH SIP Goal/Objective: Overall Objective: all Strathmore students that are FARMS in the Black,
Hispanic, special education, and ELL subgroups will be proficient using various data points (formative math
data, pre/post assessments, anecdotal notes, exit cards, and MAP-M in Grade 3).
Gallup 2013:
Overall Objective:

Teacher: At work, my opinions seem to count.

Students: Grade Five students will show an increase in the item mean for “I feel physically and
emotionally safe in this school.” (based on 2012 baseline)
Process Management







Collaborative planning supported by RS, MCC, SDT, and administrators
Staff meetings to include: review and discussion of school practices and procedures,
examination of student work
Peer observations to examine the impact of the implemented strategies on focused students
Job-embedded professional learning to study and examine the instructional focus
Reading and math data chats and strategy meetings to support increased student achievement
Focused observations and walk-throughs by instructional leaders with feedback/reflective
conversations
Process for teacher feedback on the peer observation process, the collaborative planning
process, and the support provided by leaders and professional development
Measurement, Analysis, and Knowledge
Management
Measurements of Accountability

Reading level and report card data analysis of
student

2013/14 strategic monitoring tool in reading and
math

Administrative Data/ Reflection Meetings

Gradebook analysis of student performance

Classroom observations, formal and informal, with
established look fors (administration/teacher)

Surveys to monitor school culture [internal survey
documents, meeting notes, evaluation tools]
Review/analyze Performance Data through:

Weekly:

grade level collaborative planning meetings

Core team meetings

Bi-weekly grade-level collaborative problem
solving (CPS) meetings

Monthly:

Leadership meetings

Team leader meetings

Principal’s Coffee

Weekly intervention/ collaborative problem solving
team meetings

Quarterly grade-level data chats and planning
meetings

Semester planning meetings with Bel-Pre to
review/revise our joint School Improvement Plan

Electronic Grade book

SIP action plans

Walk-throughs
2013
84.4
71
66.7
96.6
70.8
81.8
*
35.6
65.7
66.8
Strathmore Elementary Linkages Chart & Action Plan 2013-14
Action step/Objectives/
Processes/Timeline
Person (s)
Responsible
Resources
Needed
Monitoring Tools Or
Data points
Monitoring
Date and by
whom
1
Teachers will increase rigor and student engagement through differentiated instruction within small groups to meet the needs of
all learners
1a
October 15, 2013
Professional development on:
 Guided Reading Instruction (per
Jan Richardson’s Next Steps in
Guided Reading):
o Preparing for guided reading.
(Chapter 1)
o Effective use of reading
strategies during guided reading
in order to provided learners
with explicit reading instruction
that meets their needs.
Teachers will be able to:
 Identify the appropriate materials
and structures that need to be in
place for effective guided reading
instruction
 Identify and use appropriate and
effective reading strategies based
on data and student’s needs.
RS, SDT, MCC,
AP, Principal
Next Steps in
Guided Reading,
Jan Richardson




Running records
MAP-R
Anecdotal notes
Comprehension
interviews
 Jan Richardson
protocols
 Higher level questioning
Staff/Core team
(monthly –
running record
data; quarterly
– data chats,
grade book)
Anticipated Results/ Results
Based on staff development, focused collaborative
planning, and a process of focused observations and
feedback, 100% of teachers will increase rigor and
student engagement through differentiated instruction
within small groups to meet the needs of all learners.
Anticipated results:

Monthly running records that demonstrate
students’ progress toward reading
benchmarks

Effective implementation of small group
instruction using Jan Richardson’s small
group checklist

Effective use of Jan Richardson’s
comprehension interview and guided reading
template

Consistent exposure to close analytical
reading process to increase comprehension
and responses to higher level questioning
Strathmore Elementary Linkages Chart & Action Plan 2013-14
1b
November 19, 2013
Professional development on:
 Guided Reading Instruction (per
Jan Richardson’s Next Steps in
Guided Reading):
o Assessment and grouping.
(Chapter 2)
Teachers will be able to:
 Analyze and use assessment data
to place students in differentiated
reading groups matched to their
needs.
Level 2
Sample reading assessments
to model grouping decisions
Exit card: Teachers will bring
actual reading assessments
and use them to group
students
Strathmore Elementary Linkages Chart & Action Plan 2013-14
1c
December 3, 2013
Professional development on:
 Guided Reading Instruction (per
Jan Richardson’s Next Steps in
Guided Reading):
o Self-monitoring-decoding and
word work. (Chapter 4)
Teachers will be able to:
 Identify strategies for phonics,
decoding, and word work.
Match the appropriate
strategy for the student’s
area of need using scenarios
Strathmore Elementary Linkages Chart & Action Plan 2013-14
1d
December 17, 2013
Professional development on:
 Guided Reading Instruction (per
Jan Richardson’s Next Steps in
Guided Reading):
o Self-monitoring-decoding and
word work. (Chapter 4)
Teachers will be able to:
 Identify strategies for phonics,
decoding, and word work.
Strathmore Elementary Linkages Chart & Action Plan 2013-14
1e
January 14, 2014
Professional development on:
 Guided Reading Instruction (per
Jan Richardson’s Next Steps in
Guided Reading):
o Vocabulary (Chapter 6; pp.
200-245)
Teachers will be able to:
 Identify strategies for explicit
vocabulary instruction.
 Develop working understanding of
the three tiers of vocabulary
instruction
Strathmore Elementary Linkages Chart & Action Plan 2013-14
1f
February 4, 2014
Professional development on:
 Guided Reading Instruction (per
Jan Richardson’s Next Steps in
Guided Reading):
o Comprehension: predicting
and making connections.
(Chapter 6: Fluent Guided
Reading)
Teachers will be able to:
 Identify and use a variety of
comprehension strategies to use
during small group instruction.
Strathmore Elementary Linkages Chart & Action Plan 2013-14
1g
1b
Differentiated professional development
on:
 Small group math instruction
o Effective use of formative
data, various instructional
strategies, and manipulatives to
the needs of learners
SDT, MCC, AP,
Principal
MyMCPS
instruction
rd th
Center, 3 , 4 ,
th
and 5 grades





Math formatives
Pre/post
assessments
Anecdotal notes
Exit cards
MAP-M (Gr. 3)
Staff/Core team
(monthly –
running record
data; quarterly
– data chats,
grade book)
Anticipated results:

Effective analysis of student work, strategy
use, and assessment data to drive
differentiated instruction

Flexible groupings matched to knowledge and
understanding of the group needs

Scaffolding instruction using manipulatives
and various instructional strategies