Brookhaven Elementary School
School Improvement
Plan
School
Improvement
Process
School Structures
and Processes
MCPS: Baldrige
Guided Categories
Local School
Student
Performance &
Work Data
Title I Schoolwide
Components
Principal: Mr. Shahid Muhammad
Assistant Principal: Mr. Xavier Kimber
2015- 2016
-1-
Title I School Improvement Template
Baldrige Categories/Schoolwide Program Components
Leadership
 Baldrige Linkages Chart
 Mission / Vision
 Processes for developing and communicating the mission and vision
Process Management
 Monitoring the SIP Goals
Organizational Performance Results
 Summative Measures
Page
3
4
4-6
7-8
9
Student and Stakeholder Focus
 Comprehensive Needs Assessment (Title I Component)
 Instructional Focus
 School Improvement Goals
Faculty and Staff Focus
 Sample Learning Progression/Ongoing Professional Development (Title I
Component)
 Strategies to Attract and Retain Highly Qualified Candidates (Title I
Component)
 Instruction by Highly Qualified Teachers (Title I Component)
Strategic Planning
 Action Plan
 Schoolwide Reform Strategies (Title I Component)
 Activities to Ensure that Under Performing Students Reach Proficient or
Advanced (Title I Component)
 Increased Parent Involvement Implementation Plan (Title I Component)
 Plans for Assisting Pre-School Children I the Transition to Local
Elementary School (Title I Component)
 Coordination and Integration of Federal, State, and Local Funds (Title I
Component)
Measurement, Analysis, and Knowledge Management
 Measures to Include Teachers in the Decisions Regarding the Use of
Academic Assessments (Title I Component)
-2-
10-18
19-26
23
26-27
28
33
33
34-51
53
54-58
59-60
FACULTY AND STAFF FOCUS
As a result of the root cause analysis of our
student data, we determined that
professional development will be provided
on the following in order to meet students’
needs;
Teachers need to know and be able to:
- plan and deliver instructional practices in
reading and mathematics that embed Critical
Thinking opportunities with Criteria for
success and Academic Success Skills
-Incorporate equitable student centered
strategies that embed reading and math
discourse, inquiry based content, and critical
thinking challenges with criteria for success.
STRATEGIC PLANNING
Goals and Measures
Literacy: All students and all subgroups, with a focus on Special Ed. and ESOL, in
grades 3-5 will meet or exceed grade level county benchmarks as measured by MAPR, with an increase of 5% or more for each student.
- T he difference in performance between African Americans (78%) and Hisp anics (62%) on
MAP-R will be reduced by 10-15% by the completion of the FY15-16 school year (Subgroup
gap goal)
Mathematics
All students and all subgroups, with a focus on Special Ed. and ESOL students, in
grades K-5 will meet or increase their performance on MAP-P /M by an increase of
5% at the completion of the 2015-16 school year in order to reach district-wide
milestone of MAP-M proficiency by completion of grade 5. T he difference in
performance between Whites (100%) and African Americans and Hispanics (both 66%) on
MAP-M will be reduced by 10-15% by the completion of the FY15-16 school year (Subgroup
gap goal)
Insert
Baldrige Linkages Chart
Cultural Proficiency
Goal:
Brookhaven staff will meet the needs of African American and Hispanic students by
utilizing intentional and deliberate planning practices that focus on culturally relevant
instruction with an emphasis on instructional s caffolds and critical thinking.
PROCESS MANAGEMENT
Instructional building leaders need to
know and be able to:
-Provide effective feedback to instructional
staff and follow through on equitable
adjustments and use of results
-Monitor instruction to ensure student
progress is consistently documented in
reading and mathematics.
We will evaluate the effectiveness of
professional development through
observations, evaluations and student data
analysis.
1. Teachers will participate in grade level team collaborative planning two times
per week utilizing consistent planning protocol for TASS instruction, reflection
and monitoring to continue the implementation of Curriculum 2.0 standards
and indicators.
2. Progress monitoring data meetings to document and discuss student
achievement for targeted students and subgroups.
3. Monthly data chats for grade level teams
4. Intervention team process to closely monitor students’ not meeting benchmark
and make equitable adjustments in reading and/or math.
- 3 - for Extended Planning including Classroom
5. Scheduled time frames that allow
teachers, Special Education, ESOL, Focus and Support staff.
Grade 5
Math
Prof./Adv.
LEADERSHIP
Mission: The students of Brookhaven Elementary School will meet or exceed yearly
M CPS math and reading benchmarks. Students will achieve these goals by being
critical thinkers and meeting high academic expectations by adults. Students will
receive rigorous and differentiated instruction. All Brookhaven stakeholders will work
together to build socially responsible, hardworking and college ready citizens.
Vision: We the Brookhaven community will work collaboratively to instill a passion for
learning and foster a responsible, respectful, honest environment. We expect social and
academic success from all students.
ORGANIZATIONAL
PERFORMANCE RESULTS
GRADE 3
Rdg.
Prof./Adv.
Grade 5
Rdg.
Prof./Adv.
As a result of the root cause
analysis of our student data, we
determined that our instructional
focus will be to provide
consistent, daily opportunities for
students to deepen their
understanding through the
application of Thinking and
Academic Success Skills (TASS)
and Critical Thinking
opportunities with criteria for
success across all content areas
with a continued focus on Special
Education and ESOL students
Brookhaven Elementary School
School Improvement Plan 2015-2016
Students
STUDENT AND
STAKEHOLDER FOCUS
ALL
HI
AA
SPED
64.0%
76.2%
45.4%
LEP
72.7%
66.6%
65.0%
Insufficient
sample
62.9%
61.1%
80.0%
Insufficient
sample
70.3%
MEASUREMENT, ANALYSIS,
AND KNOWLEDGE
MANAGEMENT
 MCPS and Local school
monitoring tool for
targeted sub-group(s) &
individual student data
collection
 Curriculum 2.0 Math
formative assessments
 MAP-R, MAP-P, MAPM
 Mclass, MIRL
 Fountas & Pinnell
 Analysis of student
responses to quarterly
teacher created math
critical challenges that are
aligned to C2.0 indicators
 Focused Instructional
walk-throughs /peer visits
 Professional
Development evaluation
at all 6 levels
 Formal & Informal
observations
Baldrige Category: Leadership
Explain how this School Improvement Plan (SIP) was developed to include the school’s
vision, mission, goals and objectives and how it addresses equity. Include information
regarding efforts to update your vision and mission, if appropriate. Please include the
involvement of all stakeholders including parents.
This plan was developed through a collaborative process between school staff and
parents during summer leadership meetings in July and August 2015 and will continue
to be refined and improved upon throughout the school year. The mission and vision
are traditionally the introduction to these summer meetings. The group reviews
relevance and discusses adjustments. The plan addresses cultural proficiency through a
goal and professional learning progression that will effect students through
instructional strategies that are meaningful to them helping to increase achievement in
reading and mathematics. This is done in combination with performance data and
discussion of academic needs. We state in our student stakeholder focus that we have a
particular focus on Special Education and ESOL students due to the performance gap
present between our highest achieving students and the Special Education and ESOL
subgroups. Parents work side by side with staff at these summer meetings. Our SIP
remains the constant as we provide parent training and family involvement events, our
agendas reflect the connection between our actions and the SIP goals we are working
to attain.
School Mission Statement: The students of Brookhaven Elementary School will meet
or exceed yearly MCPS math and reading benchmarks. Students will achieve these
goals by being critical thinkers and meeting high academic expectations by adults.
Students will receive rigorous and differentiated instruction. All Brookhaven
stakeholders will work together to build socially responsible, hardworking and college
ready citizens.
School Vision Statement: We, the Brookhaven Community, work collaboratively to
instill a passion for learning and foster a responsible, respectful, caring, and honest
environment. We expect social and academic success from all students.
Explain how the plan is communicated to parents, school staff, and other stakeholders.
The plan is communicated to school staff during pre-service week and monthly
throughout the school year at staff meetings, email updates, data chats and school
leadership meetings/SIP Meetings. The plan is communicated to parents and
stakeholders during Back To School Night, PTA Meetings, Principal Coffee Meetings
and three Family Learning Nights throughout the school year. Each parent coffee
/training session connects the effort to the school improvement plan and shares some
aspect of data as related to current student progress. These occur at least once per
quarter. The plan is posted on our school website. The front office also has a hard
copy of the document for feedback which is available for parents throughout the year.
Participants of the development of this plan have signed the School Improvement Team
(SIT) information sheet. (see next page).
☒ Yes
☐ No
-4Title I Checklist Schoolwide Component–Monitoring the SIP Goals
Baldrige Category: Leadership
School Name: Brookhaven Elementary School
Date: September, 2015
School Improvement Team Information
Principal: Mr. Shahid Muhammad
All staff members of the School Improvement Team (SIT) who worked on the plan must
complete the sign in sheet. Their signatures verify that they were active members on the
-5Title I Checklist Schoolwide Component–Monitoring the SIP Goals
Baldrige Category: Leadership
On the lines below, please record the dates that your SIT will meet during the 2015–2016
school year to review the plan, monitor action plans, and identify next steps as needed.
As part of the Root Cause Analysis process, schools are expected to assess the impact of
their instructional focus. Please indicate the dates of your mid-year and end of year
reviews.
Time Frame for Leadership is 3:50-4:50 p.m.
Month
Leadership Meeting Date
July
1 st , 2 nd
August
19 th
September
30 th
October
28 th
November
X
December
2 nd
January
13 th
February
24 th
March
X
April
6 th
May
4 th
June
8 th
School Improvement Plan Review
Mid-year review
End-of-Year Review
-6Title I Checklist Schoolwide Component–Monitoring the SIP Goals
Baldrige Category: Process Management
Provide a description of the structures and processes in place to monitor the school
improvement plan.
The consistent structure to monitor the SIP is the monthly leadership team. Each
agenda includes a component that specifically addresses progress monitoring data
related to SIP goals and student focus groups. The opportunity to examine data and
discuss our growth or needs as a school is paramount and each meeting addresses it in
some fashion. The plan is monitored on a monthly basis throughout the school year at
staff meetings, email updates, data chats and core meetings/OSSI Meetings. This is the
venue where the impact of instruction is examined using progress monitoring and
formative data. School-wide data is shared quarterly with all staff at staff and
leadership meetings. Components of the plan are consistently reviewed by school
administration with support from Title I specialist and school leadership. The MSDE
focus grant is also monitored and updated which is another level of examination of
student progress specific to special education and ESOL students. These plans are
reviewed as part of the agenda setting planning meetings to ensure programming and
progress monitoring are aligned to the instructional focus and the planning reflected in
daily classroom activities. MIRL will be key to measuring progress over time.
Our collaborative planning teams include all areas of instruction (general, special
education, ESOL, intervention) so that student progress is the driving force for
instructional decision making. The examination of progress and mastery of indicators
determines adjustments or changes that can be addressed by using TASS appropriately
and equitably to meet students where they are functioning academically. The
integration of critical thinking skills serve as an equitable component for student
engagement for all groups and levels. Our instructional focus which includes for our
varied student groups as it takes in to account cultural proficiency. The use of criteria
for success as a vital component provides a consistent structure that promotes
differentiation with a continued emphasis on high expectations that are appropriate
MIRL data will play a larger part in looking at the planning of small group reading
instruction at all grade levels and provide consistency in the progress monitoring of
reading growth.
Brookhaven ES has an intervention team that monitors specific students (Student
focus groups: Special Education and ESOL ) who are still striving to work towards
meeting grade level benchmarks. This group of staff review data monthly and examine
progress and trends that may be impeding instruction and student achievement. This
will be integrated more intentionally as part of the collaborative planning work. MIRL
will be a key piece of this monitoring process. This group problem solves to adjust
programming for students in order to increase academic progress. This information is
shared between instructional staff working with individual focus students to ensure
both educators are working towards the same indicators and goals while presenting
instruction consistently to the student.
The Special Education PLC is another structure that is building capacity in general
and special education teachers through the coaching model. The teachers collaborate
and are also coached by core team members to enhance communication, strategy
selection, and student progress. The PLC meets monthly as a total group to share data
and debrief on the student gains and challenges they are experiencing.
-7Title I Checklist Schoolwide Component–Monitoring the SIP Goals
Baldrige Category: Process Management
Focus Grant Monitoring and Review Meetings occur throughout the year with select
individuals from the core team and a more formal review midyear and end of year.
Focus Grant efforts include the SpecEd PLC, coaching, intervention data from Imagine
Learning and First in Math. Professional Learning and collaborative planning which
integrate the critical thinking instructional focus. Title I staff and local school staff
participate in walk throughs to document these efforts funded by this grant and
correlate with student progress data. The midyear review gathers and presents this data
to core team, Title I staff, and discusses current status and potential adjustments or
upgrades. The end of year review is done collaboratively between Brookhaven Title I ,
and MSDE.
Does the Linkages Chart contain summative measures to determine student progress and
subgroup gap performance data?
☒ Yes
☐ No
-8Title I Checklist Schoolwide Component–Monitoring the SIP Goals
Baldrige Category: Organizational Performance Results
School Improvement Goals
Local School Data Point(s): MClass,MAP R and MAP-P/ M Scores
Brookhaven Elementary School will meet the following goals:
Literacy:
All students and all subgroups, with a focus on Special Ed. and ESOL, in grades 3-5 will
meet or exceed grade level county benchmarks as measured by MAP-R, with an increase
of 5% or more for each student.
The difference in performance between African Americans (78%) and Hispanics (62%)
on MAP-R will be reduced by 10-15% by the completion of the FY15-16 school year
(Subgroup gap goal)
Math:
All students and all subgroups, with a focus on Special Ed. and ESOL students, in grades
K-5 will meet or increase their performance on MAP-P /M by an increase of 5% at the
completion of the 2015-16 school year in order to reach district-wide milestone of MAPM proficiency by completion of grade 5.
The difference in performance between Whites (100%) and African Americans and
Hispanics (both 66%) on MAP-M will be reduced by 10-15% by the completion of the
FY15-16 school year (Subgroup gap goal)
Cultural Proficiency Goal:
Brookhaven staff will meet the needs of African American and Hispanic students by
utilizing intentional and deliberate planning practices that focus on culturally relevant
instruction with an emphasis on instructional scaffolds and critical thinking.
Explain the process for reviewing and analyzing data to determine your 2015-2016
instructional focus as a result of the Root Cause Analysis. This discussion will include
focused classroom observations, teacher voice data, student voice data, student
performance/work, and school structures and processes to tell your school’s story and
how it aligns with your instructional focus.
Through over 40 formal and informal teacher observations, we have identified the
following instructional strengths:





Clarity of instruction and purpose
High level of student engagement
Consistent small group instruction in reading and math
Continuity of grade level assessments
Instruction aligned to Curriculum 2.0 indicators
Observational opportunities for improvement are:



Consistent differentiation of instruction for rigor
Consistent critical thinking tasks for all students
Consistent modification of student work and assessments for special education students
-9Title I Checklist Schoolwide Component–Comprehensive Needs Assessment
Baldrige Category: Student and Stakeholder Focus
Three Year Trend Data: Meeting County Benchmarks by Grade Level in Reading
and Math
Pre-Adj usted Trends
2012-2013
Performance Targets
#
Adj usted Trends
2013-2014
%
#
2014-2015
%
2012-2013
#
%
#
2013-2014
%
#
2014
%
Brookhav en Elementary - Grade K Reading Meeting - Percent of students meeting or exceeding lev el 4 benchmark
All
62
95.2%
64
93.8%
Brookhav en Elementary - Grade K Mathematics Meeting - Percent of students meeting or exceeding 60th percentile
All
62
45.2%
64
51.6%
Brookhav en Elementary - Grade 1 Reading Meeting - Percent of students meeting or exceeding lev el 16 benchmark
All
76
88.2%
61
88.5%
61
23.0%
73
87.7%
73
42.5%
51
33.3%
51
11.8%
48
37.5%
48
31.3%
58
31.0%
58
27.6%
Brookhav en Elementary - Grade 1 Mathematics Meeting - Percent of students meeting or exceeding 60th percentile
All
76
19.7%
Brookhav en Elementary - Grade 2 Reading Meeting - Percent of students meeting or exceeding lev el M benchmark
All
49
75.5%
Brookhav en Elementary - Grade 2 Mathematics Meeting - Percent of students meeting or exceeding 60th percentile
All
49
36.7%
Brookhav en Elementary - Grade 3 Reading Meeting - Percent of students meeting or exceeding 60th percentile
All
54
68.5%
51
62.7%
73
65.8%
54
38.9%
Brookhav en Elementary - Grade 3 Mathematics Meeting - Percent of students meeting or exceeding 60th percentile
All
54
79.6%
51
68.6%
73
76.7%
54
27.8%
Brookhav en Elementary - Grade 4 Reading Meeting - Percent of students meeting or exceeding 60th percentile
All
52
67.3%
48
68.8%
50
78.0%
52
48.1%
Brookhav en Elementary - Grade 4 Mathematics Meeting - Percent of students meeting or exceeding 60th percentile
All
52
69.2%
48
83.3%
50
80.0%
52
36.5%
Brookhav en Elementary - Grade 5 Reading Meeting - Percent of students meeting or exceeding 60th percentile
All
51
72.5%
58
62.1%
46
80.4%
51
49.0%
Brookhav en Elementary - Grade 5 Mathematics Meeting - Percent of students meeting or exceeding 60th percentile
All
51
86.3%
58
63.8%
46
71.7%
51
39.2%
As a result of the root cause analysis of our student data, we determined that our instructional
focus will be to provide consistent, daily opportunities for students to deepen their
understanding through the application of Thinking and Academic Success Skills (TASS) and
Critical Thinking opportunities with criteria for success across all content areas with a
continued focus on Special Education and ESOL students. This data will be shared specifically
in the next section.
- 10 Title I Checklist Schoolwide Component–Comprehensive Needs Assessment
#
Baldrige Category: Student and Stakeholder Focus
Teacher and Student Voice Data:
Grades 2-5 Student Voice Survey May 2015
Instructional Focus
200
80%
180
160
140
54%
120
100
80
60
40
51%
42%
36%
10%
20
0
44%
36%
13%
16%
14%
4%
My teacher likes to hear My teacher lets me My teacher challenges My teacher lets me
what I am thinking
work with a partner or me with critical thinking know the criteria for
everyday
small group everyday
assignments
success to help me
understand how I can
do well on my work
226
Frequently
Sometimes
Rarely
- 11 Title I Checklist Schoolwide Component–Comprehensive Needs Assessment
Baldrige Category: Student and Stakeholder Focus
Grades 2-5 Teacher Survey Results 2014-2015
Instructional Focus
12
100%
91%
10
82%
8
64%
6
36%
4
18%
2
9%
0
I provide my students with
I provide daily
I provide daily
I provide my students with
opportunities to share
opportunities for my instructional opportunities criteria for success to
their thinking on a daily students to share ideas in for my students to engage complete critical thinking
basis
pairs and groups
in critical thinking tasks challenges multiple times
during the marking period
Frquently
Sometimes
Rarely
As we look at this data, we see that the criteria for success is an instructional component
that resonates with students. We need to utilize this as a daily, weekly assessment
component for instruction that is evident in collaborative planning for all service and
racial groups since the majority of our students are positively impacted by this procedure.
Teachers need to re-evaluate the number of opportunities for student discourse, since
their responses differ from students. This is a vital link for students to understand their
outcome and what must be done to achieve it effectively. This is essential for the special
education and ESOL students so their understanding is clear on what is expected of them.
This is a direct piece of the school instructional focus as well.
MAP-R Data Spring 2015
Focus Group Data
Brookhaven Elementary
Grade Level
% Special Education Students
at or above the MCPS
Proficient Benchmark
% ESOL Students
at or above the MCPS
Proficient Benchmark
Third Grade
5/11
45%
32/44
73%
Fourth Grade
1/3
33.3%
29/36
81%
Fifth Grade
0/2
0%
19/27
70%
- 12 Title I Checklist Schoolwide Component–Comprehensive Needs Assessment
Baldrige Category: Student and Stakeholder Focus
Based on the chart above, it is evident that our special education students continue to be
the group that requires greatest focus since less than 46% at each grade level are not
meeting benchmark. ESOL percentages meeting benchmark appear more successful, yet
when disaggregated, the majority of these students are also part of the Hispanic subgroup.
When we drill down, we need to broaden the focus of our monitoring efforts to ensure
students below benchmark are being reviewed consistently and the strategies for
instruction are culturally relevant so the content is meaningful and the processes are
engaging.
- 13 Title I Checklist Schoolwide Component–Comprehensive Needs Assessment
Baldrige Category: Organizational Performance Results
.
MARKING PERIOD 4 / June 2015
MCPS Reading Benchmark Assessment Data
mClass (K-2) Fountas & Pinnell Levels (3-5)
Group
Overall
Asian
K
1
2
3
4
5
Level 4
Level 16
Level M
Level P
Level S-T
Level V-W
45 / 49 52 / 62 49 / 64 57 / 73 43 / 52 33 / 47
92%
84%
77%
78%
83%
70%
6 / 7
2 / 2
4 / 5
5 / 6
3 / 4
2 / 3
86%
100%
80%
83%
75%
67%
African 12 / 13 21 / 25 23 / 28 18 / 21 20 / 21 15 / 20
American
92%
84%
82%
86%
95%
75%
2 / 2
6 / 7
4 / 6
5 / 5
2 / 2
4 / 4
White
100%
86%
67%
100%
100%
100%
24 / 25 21 / 26
/
27 / 39 18 / 24 11 / 18
Hispanic
96%
81%
#DIV/0!
69%
75%
61%
0 / 0
1 / 1
1 / 1
0 / 0
1 / 1
1 / 1
Indian
n/a
100%
100%
n/a
100%
100%
MultiRacial
Special
Ed.
ESOL
FARMS
1 /
2
1 /
1
0 /
50%
100%
2 / 4
5 / 7
3
50%
71%
29 / 31 34 / 42 27
0
2 /
2
0 /
n/a
100%
/ 6
5 / 11 2
50%
45%
/ 38 34 / 44 29
0
0 /
0
n/a
n/a
/ 3
0 / 2
67%
0%
/ 36 17 / 28
94%
81%
71%
77%
81%
61%
26 / 28 33 / 39 28 / 40 41 / 50 30 / 39 23 / 35
93%
85%
70%
82%
77%
66%
As we review the reading benchmark data, the special education students continue to the
the lowest performing group. We are documenting gains with other subgroups in grades
K-4. Last year, we saw a grade level drop from grade 4 to grade 5, therefore, we will
monitor the reading more consistently in intermediate and use the Monitoring
Instructional Reading Level (MIRL) to frequently check the continued growth in our
current grade 5 students.
- 14 Title I Checklist Schoolwide Component–Comprehensive Needs Assessment
Baldrige Category: Organizational Performance Results
MCPS Reading MCPS Milestone Data Comparison (%)
2014-15
MAP-R
Annual Report
Milestone
FY15 Target
MAP-R
FY15 -16
Results
75.2
78.0
74.6
71.8
22.7
25.5
22.6
2.8
85.5
88.5
86.0
76.0
43.0
46.0
43.7
23.9
80.2
83.0
81.0
78.2
27.9
31.0
27.4
21.7
Results
Grade 3 Reading
Proficient
Grade 3 Reading
Advanced
Grade 5 Reading
Proficient
Grade 5 Reading
Advanced
Grade 5 Math
Proficient
Grade 5 Math
Advanced
FY15-16
MAP-R
Brookhaven
Elementary
Results
MCPS MAP Reading and Mathematics Systemwide Milestone Data ComparisonRace/Ethnicity 2014-2015 (%)
Af Am
MCPS Asian
MCPS
Hisp/Latino
MCPS
Milestone MCPS
Af Am
Grade 3
Reading
Proficient
Grade 3
Reading
Advanced
Grade 5
Reading
Proficient
Grade 5
Reading
Advanced
Grade 5
Math
Proficient
Grade 5
Math
Advanced
Asian
Hisp/Latino
WH
WH
68.0
76.2
89.8
83.3
55.7
64.0
86.6
100
11.7
0 (0/21)
38.0
16.6
(1/6)
6.9
0 (0/39)
36.2
20.0
(1/5)
80.4
80.0
(16/20)
93.9
66.0
(2/3)
72.2
61.1 (11/18)
96.0
100
(4/4)
26.2
30.0
(6/20)
61.3
33.0
(1/3)
18.3
11.1 (2/18)
66.1
50.0
(2/4)
69.3
65.0
(13/20)
94.1
66.0
(2/3)
65.7
66.6 (12/18)
93.7
100
(4/4)
10.9
(1/20)
53.3
0 (0/3)
8.8
0 (0/18)
40.1
0
(0/4)
- 15 Title I Checklist Schoolwide Component–Comprehensive Needs Assessment
Baldrige Category: Organizational Performance Results
We are including this comparative data to show progress that exceeds county progress.
This confirms our instructional efforts are positively impacting our students across grade
levels and racial groups.
MAP Reading and Mathematics Milestone Data Comparison- Service Groups 2014-2015
(%)
Milestone
MCPS
FARMS
FARMS
MCPS LEP
LEP
MCPS
Special Ed
Special Ed
Grade 3
Reading
Proficient
Grade 3
Reading
Advanced
Grade 5
Reading
Proficient
Grade 5
Reading
Advanced
Grade 5
Math
Proficient
Grade 5
Math
Advanced
55.2
52.5
72.7
(32/44)
32.3
45.4 (5/11)
5.0
5.1
4.5
(2/44)
4.9
0 (0/11)
71.9
67.0
70.3
(19/27)
44.6
0 (0/2)
17.0
13.0
14.8
(4/27)
11.5
0 (0/2)
63.2
61.2
62.9
(17/27)
41.4
0 (0/2)
8.1
5.7
0 (0/27)
5.7
0 (0/2)
We are including this comparative data to show progress regarding our service groups.
This is another example of the urgency to put effective supports in place to focus on our
special education students. ESOL gains are evident in grade 3 yet the following grade
levels show little progress. This indicates that the lack of direct ESOL instruction is
impacting the continued growth of these students, as they are released from ESOL
programing or have less contact with ESOL teachers as they are in Level 4,or 5
groupings. This is being addressed through monthly scheduling reviews and
confirmations by administration.
Mathematics~ MAP-M Data Spring 2015
Grade Level
Third
Fourth
Fifth
% Special Education
Students at or above the
National Average
% ESOL Students at or
above the National Average
5/11
29/45
45%
64%
0/3
27/36
0%
75%
0/2
17/27
0%
63%
Based on the chart above, it is evident that our special education students continue to be
the group that requires greatest focus since less than 45% at each grade level are not
meeting benchmark. The numbers in this service group are small and therefore, this year,
the Special Education, PLC is taking a portfolio approach to progress monitoring in
- 16 Title I Checklist Schoolwide Component–Comprehensive Needs Assessment
Baldrige Category: Organizational Performance Results
addition to systematic assessment and formative data. The sampling of student work
where diagnostic implications can be discussed by special education, general education,
and coaches will serve as a method for improving student learning. ESOL percentages
meeting benchmark appear more successful, yet when disaggregated, the majority of
these students are part of the Hispanic subgroup. Our cultural proficiency goal will bring
our instructional strategies to the forefront to ensure our methods are meaningful and
relevant to these students. When we drill down, we need to broaden the focus of our
monitoring efforts to ensure students below benchmark are being reviewed consistently
by general education and ESOL instructors. This is also part of a continued effort towards
increasing collaboration.
- 17 Title I Checklist Schoolwide Component–Comprehensive Needs Assessment
Baldrige Category: Organizational Performance Results
What strengths and needs were evident amongst the subgroups based on your root cause analysis
that validated the development or continuation of your instructional focus?
Our continued professional development work with Garfield and Laura Gini Newman are
heightening our capacity to provide consistent, daily opportunities for students to deepen their
understanding through the application of Thinking and Academic Success Skills (TASS) and
Critical Thinking opportunities. The development of criteria for success across all content areas
with a continued focus on Special Education and ESOL students, is a key component to help
students understand where they are headed and how they need to get there. Additional
scaffolding is still important based on scores for our special education and ESOL students.
These efforts are in their second year and we know it takes time for instruction to reflect this
professional development and impact student achievement. We also are hopeful that student
data shows an increase as we continue this work. Our local formatives; critical math
challenges, show growth over time for our students in reference to their fluency and
comprehension reflected in responses. These formatives inform our instructional plans and
clarify needs we must address for students to attain benchmark growth.
The level of success and enthusiasm for the Imagine Learning program in grades K,1,2 has also
been a strength and had a positive impact on individualized reinforcement of instruction and
teacher response to expand differentiation specific to our special education, ESOL, and other
students not meeting benchmark. The component to link home and school has been as
additional benefit for our students and parents. Parents feel as if they have a greater
understanding of what their students are also working on in class.
The approach towards special education has expanded through perspective and action. The
addition of coaching between specific special educators and classroom teachers will strengthen
the efforts and align them between staff. This needs to be a stronger collaborative initiative,
we believe previous student data also reflects a lack of collaboration between special and
general education. This has come up repeatedly as a constant over the last few years and we are
making strides to overcome this. Changes have been made for schedule and timing
adjustments to relieve that. The core team is taking on broader roles as coaches and expanding
their expertise to directly impact classrooms where the greatest number of special education
students exist.
- 18 Title I Checklist Schoolwide Component–Comprehensive Needs Assessment
Baldrige Category: Faculty and Staff Focus
LITERACY LEARNING PROGRESSION
LITERACY GOAL: All students and all subgroups, with a focus on Special Ed. and ESOL, in grades 3-5 will meet or exceed grade level county benchmarks as
measured by MAP-R, with an increase of 5% or more for each student. We will reduce the difference in performance by 10- 15 % between African Americans (78%) and
Hispanics (62%) on MAP-R
a
July ILT
Professional Learning for ILT
ILT members engaged in analysis of
school data to revise and refine SIP. ILT
learned the steps in the SIP process in
order to lead their teams in supporting
the key actions of the SIP.
b
August
Professional Learning for teachers:
All teachers will engage in a coachingworkshop session with Garfield GiniNewman on Critical Thinking to address:
~criteria for success (descriptive and
qualitative)
~setting an classroom environment that
supports critical thinking
~developing a common language for critical
thinking in grades K-5
SIP
data
process
template
and
descriptor
ConsultantMr. GiniCT2
Newman
flipchart
SDT
Anecdotal
notes from
participants
reflection
- 19 Title I Checklist Schoolwide Component–Ongoing Professional Development
Monitori
ng Date
Principal
Asst.
principal
SDT
Monitori
ng Tools
Data
Points
Resource
s Needed
Action Steps
Person
Responsi
ble
Students need consistent opportunities to deepen their understanding through the application of TASS/Critical Thinking opportunities with
criteria for success across all content areas
July
August
Anticipated/Actual Results
(Percentage or # of Participants)
ILT members are able to explain why we
examine the 5 data sources and able to
summarize the steps in the SIP process and
participate in revising and refining the plan.
ILT members reported their increased
knowledge and ability to communicate different
components of the SIP to their team members.
100% of teachers will attend the session.
Teachers will be able to explain and develop
both descriptive and qualitative criteria for a
variety of critical thinking tasks.
Teachers will agree on specific critical thinking
vocabulary for consistency in all grade levels.
Baldrige Category: Faculty and Staff Focus
August
Teachers will participate in a
training session to explore the relationship
among instructional reading levels, resources
to differentiate guided reading instruction
and to identify the components of the
Monitoring Instructional Reading Level
(MIRL) digital data collection tool.
Reading
Specialist,
MCC,
Reading
Recovery
teacher
Ppt. and
hand-outs
Capture
sheet
Anecdotal
notes from
participants
reflection
August
September
Professional Development
MIRL Module 1
Reading
Specialist,
SDT
Module 1
resources
ppt
Session
hand-outs
Sept.
K-5, ESOL and Special Education teachers
September/October/November
K-2, special education teachers and one
teacher from grades 3, 4 & 5 will participate
in Imagine Learning Training
/implementation and monitoring of data
October
Continued Professional Development with
Garfield Gini-Newman on embedding critical
thinking in the classroom with criteria for
success.
Imagine
Learning
Reps., SDT
Computer
lab
Anecdotal
notes from
participants
reflection
Sept.
Oct.
Nov.
K-2, one teacher from grades 3, 4 & 5 and Special
Education teachers will be able to implement
Imagine Learning to effectively support Special
education and ESOL students.
October
Professional Development
MIRL Module 2A for teachers of grades 3-5
h
October
Professional Learning for Leadership Team
ILT members will engage in in-depth
discussions focused on the equity framework
i
November
Professional Development for Teachers
Micro PD session for grades K-5 teachers to
develop critical challenges with criteria for
success
c
d
e
f
g
Consultant- Ppt. and
Mr. Ginihand-outs
Newman
Capture
sheet
SDT
Session
hand-outs
Reading
Specialist,
SDT
Ppt. and
hand-outs
Capture
sheet
Principal
Asst.
principal
Equity 101the Equity
Framework
Reading
Specialist,
SDT,
Criteria
C2.0
sample
learning
tasks
Oct.
100% of teachers will attend the session.
Teachers will be able to explain and develop
both descriptive and qualitative criteria for a
variety of critical thinking tasks.
Session
hand-outs
Oct.
3-5, ESOL and Special Education teachers will
be able to apply MIRL to effectively support
differentiated guided reading instruction.
Discussion
notes
monthly
Anecdotal
notes from
participants
reflection
- 20 Title I Checklist Schoolwide Component–Ongoing Professional Development
K-5, ESOL and Special Education teachers
will be able to apply MIRL to effectively
support differentiated guided reading
instruction.
Nov.
ILT will be able to participate in discussions
about the impact of race and equity on teaching
and learning by examining their beliefs,
attitudes and expectations.
100% of teachers will attend the session.
Teachers will be able to create descriptive and
qualitative criteria for selected sample learning
tasks
Baldrige Category: Faculty and Staff Focus
j
k
l
December
Professional Development
MIRL Module 2B for teachers of grades K-2
Reading
Specialist,
SDT, RCT
Module
2B ppt
Session
hand-outs
Dec.
January and March
Professional Development for Teachers
Skype sessions with Garfield Gini-Newman
on critical thinking (specific content to be
determined)
Consultant- computer
Mr. GiniNewman
Notes from
previous
sessions
Jan.
March
May
Professional Development
MIRL Module 3 for teachers of grades
K-5
SDT
Reading
Specialist,
SDT, RCT
Module 3
ppt.
Session
hand-outs
May
- 21 Title I Checklist Schoolwide Component–Ongoing Professional Development
100% of teachers grades K-2 will attend the
session. Teachers will implement and apply
reading best practices during reading
instruction.
100% of teachers will attend the session.
Teachers will be able to develop both descriptive
and qualitative criteria for a variety of critical
thinking tasks.
K-5, ESOL and Special Education teachers will
be able to apply MIRL process to effectively
support differentiated guided reading
instruction.
Baldrige Category: Faculty and Staff Focus
MATHEMATICS LEARNING PROGRESSION
MATHEMATICS GOAL: All students and all subgroups, with a focus on Special Ed. and ESOL students, in grades K-5 will meet or increase their performance on
MAP-P /M by an increase of 5% at the completion of the 2015-16 school year in order to reach district-wide milestone of MAP-M proficiency by completion of grade 5.
We will reduce the difference in performance by 10-15% between Whites(100%) and African Americans and Hispanics (both 66%) on MAP -
b
c
August
Professional Learning for teachers:
All teachers will engage in a coachingworkshop session with Garfield GiniNewman on Critical Thinking to address:
~criteria for success (descriptive and
qualitative)
~setting an classroom environment that
supports critical thinking
~developing a common language for
critical thinking in grades K-5
October
Continued Professional Development
with Garfield Gini-Newman on
embedding critical thinking in the
classroom with criteria for success.
Resource
s Needed
Monitori
ng Tools
Monitori
ng Date
a
July ILT
Professional Learning for ILT
ILT members engaged in analysis of
school data to revise and refine SIP.
ILT learned the steps in the SIP
process in order to lead their teams in
supporting the key actions of the SIP.
Person
Responsi
ble
Students need consistent opportunities to deepen their understanding through the application of TASS/Critical Thinking
opportunities with criteria for success across all content areas
Principal
Asst.
principal
SDT
data
SIP process
template and
descriptor
ILT members are able to explain why we
examine the 5 data sources and able to
July /
summarize the steps in the SIP process and
August participate in revising and refining the plan.
ILT members reported their increased
knowledge and ability to communicate different
components of the SIP to their team members.
ConsultantMr. GiniCT2
Newman
flipchart
SDT
Consultant- CT2
Mr. Giniresources
Newman
Ppt./flip
chart
SDT
Anecdotal notes
from
participants
reflection
100% of teachers will attend the session. Teachers
will be able to explain and develop both descriptive
and qualitative criteria for a variety of critical
August thinking tasks.
Teachers will agree on specific critical thinking
vocabulary for consistency in all grade levels.
Anecdotal
notes with
implementation Oct.
plan
- 22 Title I Checklist Schoolwide Component–Ongoing Professional Development
Anticipated/Actual Results
(Percentage or # of Participants)
100% of teachers will attend the session. Teachers
will be able to explain and develop both descriptive
and qualitative criteria for a variety of critical
thinking tasks.
Baldrige Category: Faculty and Staff Focus
e
f
g
October/November
Professional Development for Teachers
Micro PD session for teachers in grades
2-5 on collaborative analysis and scoring
of critical thinking challenges in math
November
Professional Development for Teachers
Micro PD session for grades 2-5 teachers
to develop critical challenges with
criteria for success
January and March
Professional Development for Teachers
Skype sessions with Garfield GiniNewman on critical thinking (specific
content to be determined)
SDT,
MCC,
SDT,
MCC,
Math
challenge
samples
Scored math
challenges with
proficiency
scale
Indicators
Content
planner
Tasks with
criteria
Consultant- computer
Mr. GiniNewman
Notes from
previous sessions
SDT
- 23 Title I Checklist Schoolwide Component–Ongoing Professional Development
Oct.
Nov.
100% of teachers will attend the session. Teachers
will be able to collectively score and analyze the
tasks. Teachers will use results to guide instruction.
Nov. /
Dec.
100% of teachers will attend the session. Teachers
will be able to explain and develop both descriptive
and qualitative criteria for a variety of critical
thinking mathematics tasks.
Jan.
March
100% of teachers will attend the session. Teachers
will be able to apply their skills to analyze the
descriptive and qualitative criteria for a variety of
critical thinking tasks.
Baldrige Category: Faculty and Staff Focus
Schools may add to the tasks in this section based on school-specific goals and activities.
Highly Qualified Teachers Plan for Montgomery County Public Schools
Date: July 1, 2015
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.
Task Review
Tasks
Office(s) Responsible
Time Line
Dates
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
3. 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.
4. Monitor voluntary and involuntary transfers, substitute teachers
and instructional assistant coverage for employee absences
OHRD
Continuous
Monthly
OHRD
August-June
OHRD
NovemberApril
Monthly;
November-April
OHRD
April-June
April-June
April
- 24 Title I Checklist Schoolwide Component–Strategies to Attract and Retain Highly Qualified Candidates and Instruction by Highly Qualified Teachers
Baldrige Category: Faculty and Staff Focus
Office(s) Responsible
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
October-April
January-May
August- June
September,
December,
March, May
Quarterly
Title I notebook/
quarterley
9. Open door policy meeting for support by Staff Development,
Reading Teacher, Math Content Coach to assist in acclimating
teachers new to MCPS, to Curriculum 2.0 and assessment
implementation.
10. Provide
job embedded staff development on the
improvement plan
Brookhaven ES
Time Line
Task Review
Dates
Tasks
school
SDT, Title I Spec., IST
- 25 Title I Checklist Schoolwide Component–Strategies to Attract and Retain Highly Qualified Candidates and Instruction by Highly Qualified Teachers
Baldrige Category: Faculty and Staff Focus
Tasks
Task Review
Dates
In SDT log/ prof
dev notebook/
Title I notebook
Office(s) Responsible
Time Line
11. Staff Development Teacher, Math Focus, and Reading Specialist
and Reading Focus teachers identify specific times to provide
customized training (1 on 1 or 2 on one) for teachers who need
background information or strategies connected to current
programming, in the event the staff member has not had that
professional experience.
12. “Brookhaven Bows” are documented in the weekly newsletter
by the administration. These are recognition of staff efforts as well
as above and beyond experiences.
SDT, Math Support, GT,
Title I, Rdg Spec
As neededoffered qrtr I
Administration
monthly
School office
documentation
13. Administrative team provides informal feedback notes following
classroom visits and face to face feedback mini-meetings, upon
request
Principal and Assistant
Principal
Quarter I , as
needed
following this
quarter
As needed
- 26 Title I Checklist Schoolwide Component–Strategies to Attract and Retain Highly Qualified Candidates and Instruction by Highly Qualified Teachers
Baldrige Category: Faculty and Staff Focus
Highly Qualified Teachers Plan for Brookhaven Elementary School
Date: July 1, 2015
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.
Professional Development (check all that apply)
☒ Provide job-embedded professional development linked to the SIP differentiated to meet the needs of the varied levels of experience in
our building.
☒ Provide meeting/trainings with paraeducators to align professional development with school initiatives.
☒ Support teachers and paraeducators through working with staff development teacher, reading specialist, math focus teacher, ESOL,
CORE, and Special Education teacher to provide additional ideas.
☒ Provide differentiated staff development opportunities based on Professional Development Plans.
☒ Create mentoring opportunities and individualized support for staff new to school or based on their needs and experience.
☒ Engage in opportunities for Professional Learning Communities.
☒ Provide substitute coverage for planning to work with colleagues to support instruction.
☒ Provide training for paraeducators to enhance and maintain capacity of the C2.0 curriculum and initiatives.
☒ Provide book study options based on interests that align to the school's instructional focus.
Leadership (check all that apply)
☐ Provide teachers support in applying for Lead Teacher status on the Career Lattice Program.
☒ Provide leadership opportunities through school leadership and committee.
☒ Provide opportunities for focus staff to serve in leadership positions and serve as mentors for new staff members.
- 27 Title I Checklist Schoolwide Component–Strategies to Attract and Retain Highly Qualified Candidates and Instruction by Highly Qualified Teachers
Baldrige Category: Faculty and Staff Focus
Climate (check all that apply)
☐ Administration meets after school with teachers to informally discuss concerns or ideas
☒ Provide social staff gatherings to build relationships between staff members.
☒ Promote staff member recognition through a variety of ways.
☒ Provide welcome activities for new staff members.
☒ Wellness/social activities provided for staff members to participate in as a group before or after school.
Planning and Instruction (check all that apply)
☒ Provide teachers the opportunity to observe in other teachers' classrooms.
☒ Provide teachers (in second year or beyond) opportunities to refine instruction and expand capacity for demonstrating high
expectations for all students.
☒ Extended time team planning in master schedule.
Support to Teachers (check all that apply)
☒ Provide support for staff members for interpreting and translating by Parent Community Coordinator or other local staff members.
☒ Provide informal feedback notes (or face-to-face feedback meeting if requested) following classroom visits for professional growth.
☒ Select and maintain skilled team leaders to provide support for staff members.
☒ Provide coaching for instruction and assessments.
☒ Provide book study options based on interests that align to the school's instructional focus.
Hiring and Selection of Teachers
☒ Participating in team interviews for open positions.
- 28 Title I Checklist Schoolwide Component–Strategies to Attract and Retain Highly Qualified Candidates and Instruction by Highly Qualified Teachers
Baldrige Category: Strategic Planning
Cultural Proficiency Goal (15-16): Brookhaven staff will meet the needs of African American and Hispanic students by utilizing intentional
and deliberate planning practices that focus on culturally relevant instruction with an emphasis on instructional scaffolds and critical thinking.
This goal is measured by weekly planning templates, student data, report card grades and classroom observations.
July - June
ILT will build their capacity as leaders
in the examination of the impact of Race
and Equity on Teaching and Learning
through the study of Equity 101-The
Equity Framework
September – June
Teachers will discuss scaffolding and
culturally relevant instructional strategies
during collaborative planning and document
instructional moves in a planning template .
October
Professional Learning for Leadership Team
ILT members will engage in in-depth
discussions focused on the equity framework
October, November, January, March
All teachers will engage in a coachingworkshop session with Garfield GiniNewman on Critical Thinking to address:
~criteria for success (descriptive and
qualitative)
~setting an classroom environment that
supports critical thinking
~developing a common language for critical
thinking in grades K-5
Monitoring
Date
Resources
Needed
Action Steps
Outcome/Timeline
Persons
Responsibl
e
ACTION PLAN: __X__ CULTURAL PROFICIENCY
Anticipated/Actual Results
(Percentage or # of Participants)
BOOK
Equity 101-the
Equity
Framework
July /
August 2015
ILT will be able to participate in discussions about the
impact of race and equity on teaching and learning by
examining their beliefs, attitudes and expectations.
Planning
Template
Weekly
The high level equitable strategy will yield performance
growth for African American and Hispanic students in
reading and math. Instructional strategies will be
documented in planning templates, formal and informal
observations.
BOOK
Equity 101-the
Equity
Framework
Monthly
Principal Asst.
principal
ILT will be able to participate in discussions about
the impact of race and equity on teaching and
learning by examining their beliefs, attitudes and
expectations.
Consultant-Mr.
Gini-Newman
CT2 Resource
information
Quarterly
each
Marking
period
100% of teachers will attend the session. Teachers will be
able to explain and develop both descriptive and
qualitative criteria for a variety of critical thinking tasks.
Teachers will agree on specific critical thinking
vocabulary for consistency in all grade levels.
Principal
Asst.
Principal
SDT, Leadership
team
Teachers
Leadership
Team
SDT
- 29 Title I Checklist Schoolwide Component–Schoolwide Reform Strategies and Interventions Strategies for Underperforming Students
Baldrige Category: Strategic Planning
October
K-2, special education teachers and one
teacher from grades 3, 4 & 5 will participate
in Imagine Learning Training
/implementation and monitoring of data
Imagine
Learning Reps.,
SDT
Computer lab
October,
December,
February,
April, June
K-2, one teacher from grades 3, 4 & 5 and Special
Education teachers will be able to implement
Imagine Learning to effectively support Special
education and ESOL students.
October – May
Special education students in grades 3-5 will
participate in an after-school enrichment
program using the First In Math computer
program.
Teacher
Principal
Computer
Lab
OctoberMay
15-20 special education students will attend 25 one
hour sessions after school beginning October 15,
2015
- 30 Title I Checklist Schoolwide Component–Schoolwide Reform Strategies and Interventions Strategies for Underperforming Students
Baldrige Category: Strategic Planning
ACTION PLAN: __X__ READING
Action steps/objectives/ processes
Timeline
Person(s)
Responsible
Resources
Needed
August- September, November K-5
Teachers will engage in collaborative
grade level discussions to explore the
relationship among instructional
reading levels, resources to
differentiate guided reading instruction
and identify the components of the
Monitoring Instructional Reading
Level (MIRL) digital data collection
tool to guide reading instruction
September 2015- June 2016
Collaborative Team Planning
Grade level teams will plan for critical
thinking opportunities and develop
criteria for the tasks, both descriptive
and qualitative, for reading
Reading
Specialist,
SDT,
Reading
Recovery
teacher
C2.0 Reading
toolkit K-5
Guided
Reading
planning
sheets
Grade level
teams,
ESOL, Sp.
Ed., SDT,
Rdg. Sp.,
TASS
resources from
C2.0
Critical
Thinking
Tasks: 6 forms
from TC2
September 2015- June 2016
Professional Learning during
Collaborative Team Planning
Grade level teams will plan for critical
thinking opportunities and develop
criteria for the tasks, both descriptive
and qualitative in reading
grade level
teachers
SDT, reading
specialist,
PD resources
from MCPS
and C2.0
(Coaching,
data, Critical
thinking)
Monitoring
tools or data
points
(formative &
summative)
MIRL
Running
Records
Diagnostic /
Analysis Notes
from running
records
Collaborative
planning sheets
reflecting
crtitical
thinking tasks
and
differentiated
plans
Professional
Development
SANE
documentation
/evaluation
feedback and
summaries
Monitoring:
Date and by
whom
Results
(include evaluation of processes for
effectiveness and efficiency)
Monthly-schoolwide
MIRL progress monitoring by
class/grade/subgroup and academic support
plans for students not meeting benchmark
Weekly by gr.
Level team and
core team
Weekly planning
and academic
interaction by
grade level and
core team
members
Critical Thinking tasks and fluency /
quality changes over time in thinking logs
Sept 30,
2015/Oct 30,
2015
Grade level teams use the planning
templates, 2.0 sample learning tasks and
requisite tools to embed critical challenges
with criteria for success. Compile and
analyze criteria for success results
- 31 Title I Checklist Schoolwide Component–Schoolwide Reform Strategies and Interventions Strategies for Underperforming Students
Baldrige Category: Strategic Planning
October~ June
Teachers will implement Imagine
Learning with special education ,
ESOL K-2 students to effectively
support and monitor student growth in
reading
Grade level,
ESOL and
special ed.
teachers
December ~ April
Focused Classroom Observations to
determine consistency in use of common
language for critical thinking,
implementation of critical challenges and
criteria for success
Principal,
assistant
principal
Imagine
Learning
Program
Monthly
Imagine
Learning Data
Reports
Available to
teachers daily for
instructional
information on
literacy topics,
Title I review of
K-2 monthly with
core team
MIRL and
running record
correlation
Monthly K-2 and subgroup data reports
Follow up
summary of look
for observation
Implications for
instruction
Next steps for
instruction
Information
compiles and
disseminated
within 1 week of
observations/
Immediate general
feedback following
same day of
observation
Analysis of patterns in observations to measure
impact of learning on teacher practice.
Consultant,
Title I Support
through focus
grant funding
Title I support
for substitutes
Consensusbased
Look – For
sheet
Follow up observation to document change in
instructional behavior
- 32 Title I Checklist Schoolwide Component–Schoolwide Reform Strategies and Interventions Strategies for Underperforming Students
Baldrige Category: Strategic Planning
ACTION PLAN: __X__ MATHEMATICS
Action steps/objectives/ processes
Timeline
Person(s)
Responsible
September 2015- June 2016
Collaborative Team Planning
Grade level teams will plan for critical
thinking opportunities and develop
criteria for the tasks, both descriptive
and qualitative, for mathematics math
Grade level
teams,
ESOL, Sp.
Ed., SDT,
MCC
September 2015- June 2016
Professional Learning during
Collaborative Team Planning
Grade level teams will plan for critical
thinking opportunities and develop
criteria for the tasks, both descriptive
and qualitative in mathematics.
September ~ May
Marking Periods 1 thru 4:
IST and grades 2-5 teachers will
develop and administer math critical
challenge assessments administered
each MP.
grade level
teachers
SDT, , MCC,
Grade level
teachers,
MCC, SDT,
assistant
principal
Resources
Needed
Monitoring tools
or data points
(formative &
summative)
TASS
Collaborative
resources from planning sheets
C2.0
reflecting crtitical
Critical
thinking tasks
Thinking
and differentiated
Tasks: 6 forms plans
from TC2
PD resources Professional
from MCPS
Development
and C2.0
SANE
(Coaching,
documentation
data, Critical
/evaluation
thinking)
feedback and
summaries
C2.0 math
To be
grade level
administered
sample
twice each
learning tasks, marking period
common
formative
First in Math
assessments
student records
Grade level
and progress over
critical math
time
challenges
First in Math
participation
Monitoring: Date
and by whom
Results
(include evaluation of processes for
effectiveness and efficiency)
Weekly planning
and academic
interaction by
grade level and
core team
members
Critical Thinking tasks and fluency /
quality changes over time in thinking
logs
Sept 30, 2015/Oct
30, 2015
Grade level teams use the planning
templates, 2.0 sample learning tasks and
requisite tools to embed critical
challenges with criteria for success.
Compile and analyze criteria for success
results
Quarterly and
grade level and
IST
First in Math
records reviewed
bi-weekly for
progress measures
of students
- 33 Title I Checklist Schoolwide Component–Schoolwide Reform Strategies and Interventions Strategies for Underperforming Students
Baldrige Category: Strategic Planning
Schoolwide Reform and Interventions Strategies for Underperforming Students
Complete the following chart to describe the school wide structures and interventions to be
used to ensure underperforming students reach proficiency and/or advanced.
School-wide
Reform Strategy
Data sources from Needs
What does this school-wide reform
Assessment to support the
strategy address?
school-wide reform strategy
First in Math (2-5)
MAP-P, MAP-M data
The reinforcement and confirmation
Report Card data, articulation of computation and number sense as
part of student background and
mastery demonstration.
Math Critical thinking Math Critical Challenges –
The continuation of student math
challenges measured Rubric Response/ Teacher
inquiry and demonstration of
by criteria for success
Commentary
knowledge through oral / written
communication
Monitoring
mClass and MAP-R
Need for consistent implementation
Instructional Reading
formative running record
and documentation of reading
Levels (MIRL)
data
progress monitoring
Specific Strategies
for
Underperforming
Students
Imagine Learning
Data sources from Needs
Assessment to support the
intervention strategy
What does this intervention
strategy address?
mClass, MAP--R- Spec Ed
student data, WIDA for ESOL
First in Math
MAP-P, MAP-M data
Report Card data, articulation
Reading Recovery
mClass, Letter Knowledge and
sounds, running records
mClass, MIRL, rrunning
records,letter knowledge and
sounds
MAP-P MAP-M
Practice and reinforcement of
foundational language skills through oral
and written practice and demonstration
Weekly monitoring of computation
and number sense as part of student
background and mastery
demonstration for students in SpEd
and those not meeting benchmark
Foundation literacy background for
students in greatest need grades 1,2
Specific needs of students not meeting
grade level benchmarks or falling below
grade level
Specific needs of students not meeting
grade level benchmarks or falling below
grade level
Supplemental small
group reading
Supplemental small
math groups
- 34 Title I Checklist Schoolwide Component–Schoolwide Reform Strategies and Interventions Strategies for
Underperforming Students
Baldrige Category: Strategic Planning
Parent Involvement Action Plan 2015–2016–Strategic Planning
Directions: Clarify Action Steps to address specific tasks as they occur for you school. Distinguish how these actions will be addressed and by whomand when. Develop
measurable action steps/objectives/processes to achieve SIP goals to be monitored weekly, monthly, quarterly, as appropriate.
School: Brookhaven Elementary School
Action steps/objectives/ processes
Timeline
General Requirements
1.Parents are involved in the decision making
process regarding how funds reserved for family
involvement are being spent, through
collaborative discussions during coffees, parent
surveys, and PIC.
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 school wide
program and parental rights. Information will be
shared during principal’s coffees, Family
Learning Night events, and parent/teacher
conferences.
4. Involve parents in planning, reviewing and
improving the school’s parent involvement
program
Date: September, 2015
Person(s)
Responsible
Customized to
represent your
school
Resources Needed
Parent
Involvement
Committee (PIC)
Administration
Title I Instructional
Specialist
PIC
School staff
Administration
Parent Community
Coordinator (PCC)
Title I Instructional
Specialist
Survey feedback
Budgets
PIC
PCC
Monitoring tools
or data points
(formative &
summative)
Sign in
Agenda
Notes
Evaluation
(SANE)
Monitoring: Date
and by whom
Ongoing
Administration
PIC
Parent Involvement SANE
Plan
Feedback
Feedback
Ongoing
PIC
Title I Instructional
Specialist
Interpreter
SANE
October/November
Title I Instructional
Specialist
Survey feedback
SANE
Ongoing
PIC
- 35 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Results
(include evaluation of
processes for
effectiveness and
efficiency)
Baldrige Category: Strategic Planning
Action steps/objectives/ processes
Timeline
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.
Building Capacity
1.Plan and implement parent information
meetings and monthly information at principal’s
coffee or workshops on the following topics:
a. Partnerships for Assessment
Readiness College & Careers
(PARCC)
b. Maryland and MCPS Standards
and Curriculum: Student Goals
and Data
c. How to Support Reading and
Math at Home based on
Classroom Visitation
d. Effective Use of School and
Community Library
e. STEM
f. College and Career Readiness
2.
Provide training to staff on the importance of
family involvement and effective practices in
conducting parent-teacher conferences
3.
Work with other agencies and programs that
support parental involvement
Person(s)
Responsible
Customized to
represent your
school
PIC/ PCC
Administration
Title I Instructional
Specialist
Parents
Teachers
Students
Resources Needed
Monitoring tools
or data points
(formative &
summative)
Monitoring: Date
and by whom
School-Parent
Compact
Template
School-Parent
Compact
Sign off from
parents
SIP
November 1
Title I Instructional
Specialist
Title I Instructional
Specialist
PIC
School staff
PCC
PowerPoint
Parent Notification
Interpreter
Babysitters
ConnectEd
SANE
Ongoing
Title I Instructional
Specialist
Staff Development
Teacher
Title I Instructional
Specialist
PCC
School Counselor
Administration
Research articles
Handouts
SANE
Mid November
Title I Instructional
Specialist
Contact person at
Flyers
the agency/program Meeting notes
- 36 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Ongoing
PCC
School Counselor
Results
(include evaluation of
processes for
effectiveness and
efficiency)
Baldrige Category: Strategic Planning
Action steps/objectives/ processes
Timeline
4.
Communicate information to parents about
school programs, meetings, and other
activities in multiple languages and various
modes as appropriate. (i.e., school
newsletters, flyers, meeting notices, etc.)
5.
Provide reasonable support so parents may
participate in school activities as much as
possible (i.e., transportation, babysitting)
Accessibility
6. Provide additional support for parents with
limited English proficiency, parents with
disabilities, or parents who are homeless
7.Updated section of staff handbook that
addresses parent accessibility in home –school
communication
Other
8.Involve parents as active participants in the
planning, review, and revision of the School
Improvement Plan.
Person(s)
Responsible
Customized to
represent your
school
Teachers
Administration
School secretary
Teachers
PCC
Department of
Community
Engagement &
Partnerships
(OCEP)
Title I Instructional
Specialist
Administration
PCC
Resources Needed
Monitoring tools
or data points
(formative &
summative)
Monitoring: Date
and by whom
Interpreter
Language Line
School newsletters
Notices
ConnectEd
Translation
equipment
School website
Newsletters
Notices
Handouts to parents
ConnectEd
Ongoing
Title I Instructional
Specialist
Interpreter
PIC
Babysitters
SANE
Flyers
Fiscal Documents
Related forms
Ongoing
PIC
Title I Instructional
Specialist
Administration
School Counselor
PCC
Interpreter
School Counselor
ESOL teachers
Administration
Staff Handbook
(electronic/paper)
SANE
Flyers
Fiscal Documents
Related forms
Conference Log
Communication
Log
MCPS Translation
Unit
Ongoing
PIC
Title I Instructional
Specialist
Quarterly check w/
grade levels
SANE
July-September
Update to OSSI (as
appropriate)
Administration
Accessible
PCC
schedule
Title I Instructional Interpreter
Specialist
- 37 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Results
(include evaluation of
processes for
effectiveness and
efficiency)
13.Updated section of
staff handbook that
addresses parent
accessibility in home –
school communication
Baldrige Category: Strategic Planning
Action steps/objectives/ processes
Timeline
9. School-wide promotion of recreational and
social events sponsored by school and/or PTA to
acclimate and network new parents to the school
community
Person(s)
Responsible
Customized to
represent your
school
PIC/ PCC
Administration
PTA
Attendance
secretary
Classroom
Teachers
Resources Needed
Publicity Modes
Multilingual
notes/phone calls/
Connect ED
- 38 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Monitoring tools
or data points
(formative &
summative)
Contact log
(electronic)
E mail follow ups
Monitoring: Date
and by whom
September Contact
Log
October contact log
2015
Log for follow up
Results
(include evaluation of
processes for
effectiveness and
efficiency)
Baldrige Category: Strategic Planning
2015-2016 Family Involvement Committee Information
School: Brookhaven Elementary School
Date: September, 2015
Principal: Mr. Shahid Muhammad
Print Name
Position/ Role
Mr. Shahid Muhammad
Mr. Xavier Kimber
Angelina Sanchez
Susan Ginsberg
Alicia Beatley
Kathryn Lee
Toneka Ogburn
Victoria Couch
Denise Ekelson
Yolanda Johnson
Principal
Assistant Principal
Staff Development Teacher
Title 1 Instructional Specialist
Parent Community Coordinator
Media Specialist
Third grade teacher
Parent
Parent
Parent
- 39 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
Brookhaven 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. 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 su pport
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.
B. 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 opportunities
that will support their success.
e) Sharing power—families and school staff are important and valued partners with
unique information regarding decisions that affect children. Families and school staff
- 40 -
Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
2.
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.
D. DESIRED OUTCOME
All MCPS staff will collaborate with families to build strong family-school partnerships.
E. IMPLEMENTATION STRATEGIES
1.
2.
3.
The superintendent of schools will review existing policies and procedures, and develop
necessary regulations and procedures to support this policy.
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.
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.
F. 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, Nov ember 13, 1990; reformatted September 1996; amended by Resolution 48902, October 28, 2002, amended by Resolution 417-10, July 26, 2010.
- 41 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
Brookhaven 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 initiative to reach out to parents in a variety of ways to encourage
parent participation. In addition, local schools 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:
- 42 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
i.
D.
E.
F.
G.
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 parentteacher 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
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
b) Get information on “parenting” topics such as nutrition, health, selfesteem, 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.
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
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
Respect the right of parents to serve as advocates and support this advocacy by:
- 43 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
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
vi.
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
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:
- 44 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
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 poverty
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.
______________________________________________________________________________
- 45 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
Montgomery County Public Schools
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 Montgomery County
Public Schools (MCPS) staff members 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 MCPS 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 (Office of Community
Engagement and Partnerships, (OCEP) 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 (DTP). 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 DTP. (Section 1118 (a), (2), (B)
DTP coordinates and integrates parent involvement strategies with MCPS offices and
divisions by participating on various committees throughout the year. For example,
representatives from the DTP staff members meet monthly with OCEP staff members to
coordinate workshops and outreach efforts for the Parent Academies. Title I also partners
with English for Speakers of Other Langauges and Head Start at least twice a year to
coordinate training efforts for Title I parents.
- 46 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
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
3.
Ensuring Accessibility
All MCPS policies and publications will be available in the ‘major’ languages of MCPS
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, DTP 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)
DTP 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 DTP 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
- 47 -
Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
DTP coordinates and integrates parent involvement strategies with MCPS offices and
divisions by participating on various committees throughout the year. For example, the
DTP staff members meet monthly with the OCEP staff members 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.
6.
Parent Involvement Activities
DTP 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 Cross-Functional 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
DTP will annually involve parents in the joint development, review, evaluation, and
revisions of the MCPS Title I Parent Involvement District Level Plan. DTP receives
guidance from the Maryland State Department of Education 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 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)
- 48 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
Brookhaven Elementary School Title I Parent Involvement Plan: 2015-2016
Brookhaven 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,parentalrights,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 Partnership for Assessment of Readiness for College and Careers
(PARCC), the Maryland and MCPS Standards and Curriculum; an d the requirements of Title I
 Provide materials and parent trainings/workshops to help parents improve their children’sacademic
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 asSpecialEducation,
ESOL, Linkages to Learning, Judy Center, Health Department and Library
 Communicate information to parents about school programs, meetings, and other activities in a language
that they can understand, using interpretation resources that are available
 Provide reasonable support so parents may participate in school activities as much aspossible,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 using interpretation
resources that are available.
- 49 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
Brookhaven Elementary School–Parent Compact
2015–2016
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/freque
nt progress reports
Core Value:
Respect
Equity
School Staff
As a school, we expect all
students to meet or exceed
the MCPS grade level
standards and the Common
Core State Standards
(CCSS). 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
 share the MCPS Core
Values that support the
MCPS Strategic
Framework
Parent
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
Student
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 school, we will:
 hold at least one
parent-teacher
conference annually
 assist parents in
learning about ways
they can help their
children with
homework and learning
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 school, we will:
 communicate with
families about high
academic standards,
student progress and
the school’s overall
performance
 communicate with
families in a language
that they can
understand, when
possible
 communicate with
parents and students
about academic
As a parent, I will:
 attend Back-toSchool events,
parent-teacher
conferences and
other schoolsponsored
programs
 communicate any
concerns about my
child’s learning
 tell the teacher or
school when I do
not understand
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/homew
ork
 share all
schoolwork and
notices with my
family
- 50 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
Shared Responsibilities
for:
Accessibility
*Core Value:
Relationships
Respect
Equity
*Core Value:
Learning
Relationships
Excellence
Equity
Opportunities to be
involved/volunteer
School Staff
progress and behavior
through interims, report
cards and parentteacher conferences
 provide frequent
communication
through
announcements,
newsletters, and the
school website to keep
families informed of
upcoming events
 Communicate
information to parents
about school programs,
meetings, and other
activities in a language
they can understand,
using interpretation
resources that are
available.
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
Parent
something that is
sent home
Student
As a parent, I will:
As a student, I will:
 Attend PTA
 Help other students
meetings, parent
 Respect all
trainings, and other
students and adults
special activities
 Ensure that the
school will be able
to reach me at any
time
As a school, we will:
As a parent, I will:
As a student, I will:
 Encourage all families
 Volunteer for at
 Get involved in
to volunteer and be
least one activity
projects that will
involved in the school
during the school
help my school and
year (helping in the
community
 Provide parents with
classroom,
opportunities to give
supporting special
input about the school
activities at school,
climate and
chaperoning a field
instructional program
trip)
through the School
Improvement Team,
 Join school
the Parent Involvement
committees, such
Committee and school
as the Parent
surveys
Involvement
Committee or the
 Encourage parents to
School
participate in their
Improvement
child’s education
Team
through PTA events,
Curriculum Nights,
conferences, and
volunteering
*In this compact, “parent” is intended to include parents, guardians, and other family members involved in
supervising the child’s schooling
- 51 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
Dissemination of the School Parent Compact
All required parent documentation that details the role of our school, home, and students
are linked to our school website. We present this document at our Title I Information
meeting and through SIT meetings with leadership; where parents are present as well. This
compact is provided as part of our Title I newsletter packet which is distributed to all
families during the first quarter of each school year. Our parent conferences held in
November, provide another vehicle for the distribution of these school-parent compacts.
Each teacher presents this document at the parent conference and provides a brief
overview. Once the parent receives this document in their primary language, they sign to
verify they have received this document and the parent involvement plan as well. These
sign in sheets are collected and maintained by the DTP. All newly registered families and
students receive the school/home compact as part of their registration materials upon
entering a Title l school.
.
- 52 Title I Checklist Schoolwide Component–Increased Parent Involvement Implementation Plan
Baldrige Category: Strategic Planning
In transitioning students from pre-school to kindergarten, the following has been done at
Brookhaven Elementary School:
Kindergarten Orientation held in Spring 2015
Kindergarten orientation is designed to help parents enroll their children, including the
completion of health forms, and to assist students in becoming acquainted with future friends
and the school environment. Parents are asked to register children for next year’s
kindergarten on the date scheduled for the elementary school that serves their neighborhood.
Parents are also encouraged to register their children for the Extended Learning
Opportunities Summer Adventures in Learning Program (ELO SAIL) summer program.
In addition parents receive:

Information/Literacy Packet provided for incoming kindergartners to support literacy
and fine motor skills.

Kindergarten Toolkit training offered during ELO SAIL for parents of incoming
kindergarten students. The purpose of the Toolkit Project is to provide the families
of kindergarten students attending ELO SAIL with materials to be used at home to
practice skills to build early reading and math concepts. Parents are given directions
(provided in multiple languages) for the appropriate use of the materials. Parents of
school-aged children can use the materials included in the toolkit to develop skills at
home. The toolkits are supplied by the Montgomery County Retired Teachers
Association.
- 53 Title I Checklist Schoolwide Component–Plans for Transition from Early Childhood Program
Baldrige Category: Strategic Planning
- 54 Title I Checklist Schoolwide Component–Coordination and Integration of Federal, State and Local Funds
Baldrige Category: Strategic Planning
- 55 Title I Checklist Schoolwide Component–Coordination and Integration of Federal, State and Local Funds
Baldrige Category: Strategic Planning
- 56 Title I Checklist Schoolwide Component–Coordination and Integration of Federal, State and Local Funds
Baldrige Category: Strategic Planning
- 57 Title I Checklist Schoolwide Component–Coordination and Integration of Federal, State and Local Funds
Baldrige Category: Strategic Planning
- 58 Title I Checklist Schoolwide Component–Coordination and Integration of Federal, State and Local Funds
Baldrige Category: Measurement, Analysis, and Knowledge Management
Select from the following structures to identify ways your teachers are included in the decisions
regarding the use of assessments. Structures vary among schools; therefore, please explain how each
structure is implemented at your school.
☒District and Local formative assessments
Teachers develop local formative assessments individually and in grade level teams. Teams
examine students work to confirm proficiency and measurement of progress. Critical Thinking
Math Challenges are developed quarterly with input from TC2 Math Consultant. District
assessments are reviewed during quarterly data meetings, which will now utilize MIRL data and
Fountas & Pinnell reading assessments. Data informs supplemental and intervention instruction
based on the input of general, focus, and support staff. MAP assessments are also used as
benchmark gauges and guidance for instructional groupings and programming.
☒Progress monitoring meetings
Special and general education teachers and coaches engage in discussion about the progress of
studentsm, and adjustments to instructional plans are made based on the level of progress. Focus
staff follow up bi-monthly through email and face-to-face meetings emphasizing the progress of
our underperforming students. Collaborative planning meetings also have a time for student data
discussion on meeting needs of students below benchmark and strategies gleaning progress.
☒Strategic monitoring tool
The reading teacher, staff development teacher, and instructional data analyst (IDA)input district,
school level data into the school wide data monitoring tool for all staff to use as a part of
instructional planning. Reading teacher provides specific progress reports to teachers to measure
progress of lowest performing students. This progress monitoring tool provides specific data to
inform instruction. The IDA works closely with focus staff to pull data on small groups of
students to inform progress monitoring and keep general and special education teachers abreast of
latest academic information from formatives and C2.0 tasks.
☒Quarterly data review
This occurs as part of the leadership team meetings which occur monthly. This is also part of the
Special Education- PLC meetings that also occur monthly. Staff meetings also include
professional development that incorporates data related to the professional learning progression
- 59 Title I Checklist Schoolwide Component–Measures to Include Teachers in Decisions Regarding the Use of Assessments
Baldrige Category: Measurement, Analysis, and Knowledge Management
and topic. MIRL will be addressed at multiple meetings but will be a mandatory data review at
these quarterly meetings followed up by grade level discussions on future actions or adjustments.
- 60 Title I Checklist Schoolwide Component–Measures to Include Teachers in Decisions Regarding the Use of Assessments