Jackson Road Elementary School - Montgomery County … · cause analysis, it was revealed that: ... CFIP & data chats ... Jackson Road Elementary School Leadership will communicate

Jackson Road

Elementary School

Baldrige Guided School

Improvement Plan

2014-2015

Mrs. Sally Ann Macias

Principal

Baldrige Category

School wide Program Components Page

Leadership Baldrige Linkages Chart

Mission/Vision

Processes for developing and communicating the mission and

vision

3

4

5

Organizational Performance Results Goals and Objectives

11-21

Student and Stakeholder Focus Comprehensive Needs Assessment (Title I Component)

Instructional Focus

22-40

Faculty and Staff Focus Sample Learning Progression

Instruction by Highly Qualified Teachers (Title I Component)

Ongoing Professional Development (Title I Component)

Strategies to Attract Highly Qualified Candidates (Title I Component)

49-64

41

46-48

42-45

Strategic Planning School wide Reform Strategies (Title I Component)

Activities to Ensure that Under Performing Students Reach

Proficient or Advanced (Title I Component)

Plans for Assisting Pre-School Children in the Transition to

Local Elementary School (Title I Component)

Increased Parent Involvement Implementation Plan with

Family Involvement Action Plan (Title I Component)

Coordination and Integration of Federal, State, and Local

Funds (Title I Component)

65-67

77-79

80-83

84-88

89-91

Measurement, Analysis & Knowledge Management Measures to Include Teachers in the Decisions Regarding the

Use of Academic Assessments (Title I Component)

92-93

95-102

Process Management Monitoring the SIP goals

94

ORGANIZATIONAL

PERFORMANCE

RESULTS

The following data will be

used to monitor student

achievement & growth

MAP-R o 3rd Prof – 75.0 o 3rd Adv – 23.5

o 5th Prof – 84.0

o 5th Adv – 41.0

MAP-M o 5th Prof – 80.0

o 5th Adv – 29.0

MAP-P

mClass

WIDA - Access

Report Card Grades

STRATEGIC PLANNING - GOALS AND MEASURES

District Wide Milestones: Grade 3 students reading at the proficient and advanced levels.

o JRES Goal: All students and all subgroups at Jackson Road Elementary School in grades K-2 will meet end of

year benchmarks on mClass reading assessments by the completion of the 2014-2015 school year.

District Wide Milestones: Grade 5 students preforming at the proficient and advanced levels in reading and

mathematics.

o JRES Goal: All students and all subgroups at Jackson Road Elementary in grades 3-5 will increase their

performance on MAP-R by 7 points by the completion of the 2014-2015 school year.

o JRES Goal: All students and all subgroups at Jackson Road Elementary in grades 3-5 will increase their

performance on MAP-M by 7 points by the completion of the 2014-2015 school year.

Jackson Road Elementary will measure student achievement using Instructional Impact Scores (IIS). The IIS is a

school-based measurement tool that produces a score for each student summarizing their achievement measures on a

variety of national, state, and school-based formative assessments. Our goal is to raise the percentage of students

with proficient IIS (>0) so that students in each subgroup meets or exceeds the 2015 district milestones and school

goals.

STUDENT AND

STAKEHOLDER FOCUS

As a result of the root

cause analysis, it was

revealed that:

Hispanic, African

American and LEP

students need daily

speaking and writing

opportunities to use

academic vocabulary.

FACULTY &

STAFF FOCUS

As a result of the root

cause analysis,

professional learning will

be provided on the

following topics in order

to meet the students’

needs:

Strategies for

acquisition of

academic and social

emotional

vocabulary.

Leaders need to

collaborate with

teams to facilitate,

and observe the

implementation of

the instructional

focus areas.

MEASUREMENT,

ANALYSIS, &

KNOWLEDGE

MANAGEMENT

INFORMATION & ANALYSIS

Instructional Impact Scores

comprised of the following

math specific data:

o mClass-3D, DIBELS

o MAP-R, MAP-M &

MAP-P

o CARS – Monthly

o Written Responses

and Monthly PCR’s

o PARCC

o Common formative

assessments

Examine student data

CFIP & data chats

Fountas & Pinnell for

most at-risk students

Collaborative Problem

Solving CPS

Documentation of

Intervention

Classroom Focused Visits

Benchmark Assessments

SLOs

JACKSON ROAD ELEMENTARY SCHOOL – 2014-2015 -MISSION

Our mission at Jackson Road Elementary is to provide a high quality, world class education that ensures success for every student through academic

excellence, creative problem solving and social emotional learning. Our vision focuses on these principles: The belief that all students can learn by

communicating high expectations ~ Learning on a daily basis is a priority ~ It is our responsibility as educators to be persistent in the education of

all of our children ~ Effective effort leads to student achievement ~ Creative collaboration of human and material resources is based on data-driven

decision making.

PROCESS MANAGEMENT

Planning:

Teams will initiate critical conversations surrounding planning documents.

Teams will engage in discussions regarding reading and math common formative assessments.

Teams will analyze student performance data with the Classroom-Focus Improvement Process (CFIP) and

develop differentiated instructional opportunities.

Instruction:

o Grade level teams will fully implement Curriculum 2.0 (emphasis on small group differentiated instruction)

o Instruction will be planned and implemented according to student needs utilizing the instructional focus area.

o Principal will schedule informal observation with focus on SIP, learning outcomes, planning from PLC’s and

data

Assessment:

Grade level teams will collaboratively determine varied assessments to administer each week and discuss the

results of selected student performance data.

Teachers will utilize the Jackson Road Progress Monitoring Database (myJRES) and Instructional Impact Scores

to monitor achievement of all students at their grade level through the CFIP process or data chats.

School Improvement Team & Leadership will meet monthly to evaluate and adjust the action plan accordingly.

Intervention:

Reading intervention teachers will provide a double dose of reading instruction to at-risk students.

Math intervention teachers will support at-risk students.

PBIS committee and Leadership team will monitor data on behavior management, implementing FBA/BIP as

needed.

Document of Intervention plans will be developed and monitored for at risk students.

4

Baldrige Category: LEADERSHIP

Jackson Road Elementary School

Mission Statement: Our mission at Jackson Road Elementary is to provide a high quality, world

class education that ensures success for every student through academic excellence, creative

problem solving and social emotional learning.

Our vision focuses on these principles:

The belief that all students can learn by communicating high expectations

Learning on a daily basis is a priority

It is our responsibility as educators to be persistent in the education of all of our children

Effective effort leads to student achievement

Creative collaboration of human and material resources is based on data-driven decision

making.

Jackson Road Elementary School Leadership will communicate the mission and vision to improve

student achievement for all stakeholders through the following avenues:

Staff Meetings/ Professional development

Curriculum Implementation Meetings

Family Involvement Programs

Data Meetings – Classroom Focused Improvement Process (CFIP)

-see p.76 for narrative)

Instructional Team Meetings/Planning

Race and Equity Discourse

Communications from Leadership to all stakeholders

Positive Behavioral Interventions and Supports (PBIS)

5



Parents were involved in the development of this plan in the following way(s):

Parents are invited monthly to attend school improvement meetings (SIP) and provide input on

the SIP. The principal presented an overview of the SIP and the specific goals at the September

17, 2014 and September 18, 2014 Back To School Nights. Parents received a family involvement

survey at that time and were asked to provide additional feedback in the form of comments and

questions. The school improvement team reviewed these surveys and incorporated applicable

ideas in the plan.

The school sends out a bi-monthly Principal’s Newsletter, which also provides an invitation for

parents to attend the school improvement team meetings. They are given the option to contact

the principal, assistant principal, staff development teacher, parent community coordinator or

Title I specialist by phone or e-mail if they have questions or inquiries about the school

improvement plan as it pertains to the total school program. We have had two parents directly

involved during the development of the SIP as well as PTA members. These invitations are

repeated on a monthly basis.

Stakeholder Involvement of School Improvement Efforts:

The school improvement effort is a collaborative process involving all stakeholders. The School

Improvement Team provides organizational leadership through representation of multiple

stakeholder groups. The members of this group serve to provide input based on their

communication with their expanded group of stakeholders. For example, team leaders bring

feedback from grade level teachers, PTA leadership shares commentary from PTA membership,

and teachers provide feedback from students on certain issues pertaining to the plan.

The core instructional team provides essential information, data, and action plans for the contents

of this document. This team includes administration, staff development teacher, math content

coach, reading specialist, literacy support teachers, math support teachers, ESOL, special

education, academic interventionist, and representation from the Division of Title I Programs.

These individuals play a key role in monitoring and implementing the plan as organized by

Baldrige.

The entire staff and parent stakeholder groups are presented with the Baldrige Linkage chart to

become familiar with our efforts as we address academic achievement and school improvement

during Title I Parent Information and School Improvement Meetings. The linkage chart serves

to support our mission, outline our efforts, and provide a condensed version of the total school

improvement process and will be a consistent reference shared with the staff and parents as we

meet over the course of the 2014-2015 school year. This Linkage chart will also be posted on

the Jackson Road Elementary website so that staff, students, parents and community members

can have continual access to the instructional focus plan.

6

Baldrige Category: LEADERSHIP continued

School Improvement Team Information

(See Attachment B for Signatures)

All members of the School Improvement Team who worked on the plan must complete the table

below. Their signatures verify that they were active members on the team. The School

Improvement Team leads the school community in making the school a place in which teaching

and learning are priority for all involved. The team should be representative of the school

community and work closely with the school administration to develop a comprehensive plan for

school improvement.

Print Name Signature Position

Staff (required):

Sally Ann Macias Principal

Jason Reinke Assistant Principal

Priscilla Sinon Staff Development

Charon Hines Title I Support Specialist

Elizabeth Pappano Math Intervention

Gail Carr Counselor

Leslie Dorn Reading Specialist

Natalie Browne Literacy Intervention

Yoon Sung ESOL Team Leader

Daina Seale Kindergarten Team Leader

Jodi Whalen First Grade Team Leader

Kerri Jakobsen Second Grade Team Leader

Amanda DaSilva Third Grade Team Leader

Leandra Lillie Fourth Grade Team Leader

Amanda Byrne-Barrett Fifth Grade Team Leader

Christen Saltarelli Elected Faculty Representative

Susan Koutsky Media Specialist

Sarah Hirabayashi Literacy Technology

Lindsey Dankmyer Math Intervention / Math

Content Coach

Katie Quay Academic Intervention

Shirley McClendon PEP Parent Coordinator

Parents (required):

Robin Madden Community Parent

Cynthia Bruning Community Parent

7

Baldrige Category: LEADERSHIP Continued

Jackson Road Elementary School – School Staff List

NAME TITLE

Courtney Margenthaler Kindergarten Teacher

Daina Seale Kindergarten Teacher

Ayanna Cook Kindergarten Teacher

Leigh String Kindergarten Teacher

Megan Keller Kindergarten Teacher

Julie Harrison Kindergarten Teacher

Jessica Hudik Grade 1 Teacher

Andrea Shin Grade 1 Teacher

Ally Carr Grade 1 Teacher

Tara Persaud Grade 1 Teacher

Jodi Whalen Grade 1 Teacher

Emily Mitchell Grade 1 Teacher

Kerri Jakobsen Grade 2 Teacher

Jessica Newman Grade 2 Teacher

Erin Kilic Grade 2 Teacher

Jada Richardson Grade 2 Teacher

Jill Liddle Grade 2 Teacher

Anna Hugo Grade 3 Teacher

Amanda DaSilva Grade 3 Teacher

Melanie Kreutel Grade 3 Teacher

Erika Tabler Grade 3 Teacher

Leslie Brew Grade 3 Teacher

Christen Salterelli Grade 4 Teacher

Leandra Lillie Grade 4 Teacher

Veronica Ciany Grade 4 Teacher

Amy Russo Grade 4 Teacher

David Bunge Grade 5 Teacher

Amanda Byrne-Barrett Grade 5 Teacher

Stacey Kindl Grade 5 Teacher

Erica George-James Grade 5 Teacher

Sandra Sellman Pre-Kindergarten Teacher

Krystal Putman PEP

Jenna Patterson PEP

Kyle Haje PEP

Ashley White PEP

Kelly Moon PEP

Victoria Dean PEP

Gail Carr Counselor

Lisa Gutman Art

Donna Ellerman Art

Yoon Sung ESOL

8



NAME TITLE

Ken Ferguson ESOL/ESOL Support Teacher

Dionna Ricks ESOL Focus Teacher

Alicia Esteban ESOL Teacher

Susan Koutsky Media Specialist

Robin Madden Media Assistant

Vicki Embrey Music Teacher (General)

Lisa Kussman Music Teacher (General)

Daniella Krohn Music Teacher (Instrumental)

Michelle Spillman Physical Education Teacher

Ralph Schwartzback, Jr Physical Education Teacher

Aaron Knoll Physical Education Teacher

Priscilla Sinon Staff Development Teacher

Leslie Dorn Reading Specialist

Doug Rowan Reading Literacy Teacher

Natalie Browne Literacy Teacher

Lindsay Dankmyer Math Support Teacher – Math Content Coach

Katie Quay Math Focus Teacher

Liz Pappano GT/Math Teacher

Sheri Slade Resource Teacher

Marie Hunter Resource Teacher

Princess Evans Speech Teacher

Sarah Hirabayashi Technology Literacy Teacher

Noelia Torres Parent Coordinator/Paraeducator

Charon Hines Title 1 Instructional Specialist

Shirley McClendon PEP Parent Coordinator

Rachel Cleveland PEP Speech

Megan Riguga PEP OT

Cristen Malone PEP OT

Nicole Wade PEP PT

Wes Wise IDA

Rashida Nedrick Nurse

Karla Arrington Health Tech

Kassie Cardona Pupil Personnel Worker

Wanda Hill Psychologist

Audley Mundy Building Services

Wayne Fuller Building Services

Mariatu Kanu Building Services

Dwayne Donerson Building Services

Charles Fangoma Building Services

Yao Efiadogbe Building Services

Cynthia Bruning Paraeducator

9


NAME TITLE

Sarah Konieczka Special Education Paraeducator

Hina Khan Paraeducator

Laura Schindler Pre-K Paraeducator

Caroline Tinkham Special Ed Paraeducator (PEP/INC AM)

Malak Abdel-Razig Special Ed Paraeducator (PEP/beginnings)

Svetlana Klimchenko Special Ed Paraeducator (PEP/INC AM & PM)

Rosa Vales Special Ed Paraeducator (PEP Classic)

Greg Furmanek Special Ed Paraeducator (PEP/PEP C)

Alba Gomez Special Ed Paraeducator (PEP/Classic/LRE)

Cynthia Bremerman Special Ed Paraeducator (PEP/INC PM)

Edith Mena Special Ed Paraeducator (PEP/beginnings)

Malak Abdel-Razig Special Ed Paraeducator (PEP/beginnings)

Yesenia Amaya Food Services

Shafiqa Karzai Food Services

Zelliah Stewart Food Services

Alex DeBuchananne Lunch Aid

Sandra Umanzor Lunch Aid

Rehna Omer Lunch Aid

Angelique Harrington Lunch Aid

Anthony Brown Lunch Aid

Terri Hawthorne Administrative Secretary

Leida Martinez Attendance Secretary

Jason Reinke Assistant Principal

10



On the lines below, please record the dates that your school improvement team will meet during

the 2014-15 school year to review the plan, monitor action plans, and identify next steps as

needed.

September 22, 2014 – 3:30-4:30

October 20, 2014 - 3:30-4:30

November 17, 2014 - 3:30-4:30

December 15, 2014 – 3:30-4:30

January 12, 2015 3:30-4:30

February 9, 2015 - 3:30-4:30

March 16, 2015 - 3:30-4:30

April 20, 2015 - 3:30-4:30

May 18, 2015 - 3:30-4:30

11

Baldrige Category: ORGANIZATIONAL PERFORMANCE RESULTS


Jackson Road Elementary School will meet the MCPS Strategic Planning Framework

Milestones Progress Measures for Measures of Academic Progress in Reading and Mathematics:

All seven subgroups will meet their respective 2015 Data Point Target by demonstrating

proficient or advanced performance in reading and mathematics on the 2014-2015

Measures of Academic Progress in Reading and Mathematics Assessments. Subgroups

are: Hispanic/Latino, Asian, African American/Black, White, Special Education, Limited

English (ESOL), FARMS

Gap reduction target: Student group gap is calculated by determining the difference

between the highest performing group and the lowest. The gap difference will be

factored for improvement purposes.

All Subgroup

Grade 5 Students

Reading

Need to Meet MAP-R Proficient Target

of 84% SY2014-2015

Need to Meet MAP-R Advanced Target

of 41% SY 2014-2015

All Subgroup

Grade 5 Students

Mathematics

Need to Meet MAP-M Proficient Target

of 80% SY2014-2015

Need to Meet MAP-M Advanced Target

of 29% SY 2014-2015

All Subgroups

Grade 3 Students

Reading

Needed to Meet MAP-R Proficient Target

of 75% SY2014-2015

Needed to Meet MAP-R Advanced Target

of 23.5% SY 2014-2015

Jackson Road ES will measure student achievement using the RIT scores for fall, winter and

spring administration of the:

Measures of Academic Progress in Reading Assessment (MAP-R)

Measures of Academic Progress in Mathematics Assessment (MAP-M).

Additionally staff will use the Instructional Impact Score (IIS). This school-based measurement

tool helps staff to progress monitor. It measures a variety of national and school-based

assessments in addition to learning skills to produce a score for each student summarizing

student achievement at any given point.

12

Baldrige Category: ORGANIZATIONAL PERFORMANCE RESULTS (Continued)

Our goal is to raise the percentage of students with proficient Instructional Impact Scores (>0) so

that students in each subgroup are performing at proficient or advance levels based on end-of-

year proficient benchmark RIT scores data targets SY2015 as developed by MCPS, in reading

and mathematics and or identified gap reduction targets. The assessments to progress monitor

for mathematics will be the Measures of Academic Performance in Mathematics and the

Measures of Academic Performance in Reading in all grades 3, 4 and 5. In Kindergarten, first

and second grades we will use the Montgomery County Public Schools’ (MCPS) Assessment

Program in Primary Reading (AP-PR) benchmarks. Measures of Academic Performance-

Reading (MAP-R): Grades 3, 4, 5

- Measures of Academic Performance-Primary Mathematics (MAP-P): Grades K, 1, 2

- Measures of Academic Performance- Mathematics (MAP-M): Grades: 3, 4, 5

- Assessment Program in Primary Reading (AP-PR): Grades K, 1, 2

- Student Gallup Poll: Grade 5

Based on the MAP-R reading trend data displayed below (Table 1, 2 & 3), we will continue to

monitor all subgroups with special attention paid to our Hispanic, African American and LEP

cells to ensure students meet proficient and advance levels and gap reduction targets

SY 2015.

TABLE 1 Grade 3 MAP-R Reading - Jackson Road ES Trend Data 2012-2014

13


TABLE 2 Milestone: Grade 3 MAP-R Reading – Performance vs. Target

MAP-R %Proficient

Needed to Meet Target of

75.0% 2014-2015

MAP-R % Advanced 2013-2014

Needed to Meet

Target of 23.5%

2014-2015 All Students 54 +21 12 +11.5 Asian 50 +25 33 African Am 62 +13 10 +13.5 Hispanic 45 +30 +23.5 White 50 +25 50 +19.5 FARMS 57 +18 4 +19.5 ESOL 45 +30 3 +20.5 Sp Ed 25 +50 +23.5

TABLE 3 Milestone: Grade 3 MAP-R Reading – Gap Reduction Target SY2015

Grade 3 2013-2014

MAP-R % Proficient

*Gap Comparison Group

All Students 54 Asian 50 African American 62 *Hispanic 45 *African American White 50 FARMS 57 Non-FARMS ESOL 45 Non-ESOL Sp Ed 25 Non-Sp Ed

Our highest performing group is represented by African American students at 62%; our

Hispanic/Latino student group performance is 45% (Table 3). The Gap (difference) is 17

percentage points.

*Selection of the Gap Reduction Target group was developed based upon sample size of

populations. Accordingly, the White and Asian Gap Reduction Target groups were not factored

into the statistical calculation due to the small sample size and MCPS guidance for race/ethnicity

comparison.

14


Based on the MAP-R reading trend data displayed below (Table 4), we will continue to monitor

all subgroups with special attention paid to our Hispanic, ESOL and African American cells to

ensure students are proficient and advanced based on end-of-year benchmark RIT scores and gap

reduction targets for this school year 2015 for all 5th grade students.

TABLE 4 Grade 5 MAP-R Reading - Jackson Road ES Trend Data 2012-2014

TABLE 5 Milestone: Grade 5 MAP-R Reading –Performance vs. Target SY 2015

MAP-R %Proficient

Needed to Meet Target of

84.0% 2014-2015


Needed to Meet

Target of 41% 2014-2015

All Students 56 +28 19 +22 Asian 60 +24 40 +1 African Am 51 +33 23 +18 Hispanic 56 +28 3 +38 White 100 FARMS 57 +27 4 +37 ESOL 45 +39 3 +38 Sp Ed 25 +59 +41

15


TABLE 6 Milestone: Grade 5 MAP-R Reading – Gap Reduction Target SY 2015

Grade 5 2013-2014

MAP-R Gap Comparison Group

All Students 56 Asian 60 *African American 51 *Hispanic Hispanic 56 White 100 FARMS 57 Non-FARMS ESOL 45 Non-ESOL Sp Ed 25 Non-Sp Ed

Our highest performing group is represented by Hispanic students at 56%. Our

African American group performance is 51% (Table 6). The Gap (difference) is

5 percentage points.



into the statistical calculation due to the small sample size and MCPS guidance from race/

ethnicity comparison.

TABLE 7 Grade SPRING 2014 Grade MAP-R Reading – Performance vs. Target SY

2015

Grade Proficient/ Advanced Needed to Meet Target of 84.0%

2014-2015

All 4th Grade Students 80% (78/97) +4

16


Based on the MAP-M mathematics trend data displayed below (Table 8), we will continue to

monitor all subgroups with special attention paid to our Hispanic, African American, and LEP

cells to ensure students are proficient and advanced based on end-of-year proficient benchmark

RIT scores and gap targets for this school year 2015.

TABLE 8 Grade 5 MAP-M Mathematics - Jackson Road ES Trend Data 2012-2014

TABLE 9 Milestone: Grade 5 MAP Mathematics – Performance vs. Target

MAP-M %Proficient

Needed to Meet Target of 80% 2014-2015


Needed to Meet Target of 29% 2014-2015

All Students 54 +26 13 +16 Asian 47 +33 47 African American

57 +23 11 +18

Hispanic 50 +30 +29 White 100 +29 FARMS 48 +32 10 +19

17

ESOL 8 +72 +29 Sp Ed 25 +55 13 +16


TABLE 10 Milestone: Grade 5 MAP Mathematics – Gap Reduction Target SY2015

Grade 5 2013-2014 MAP-R GAP COMPARISON GROUP

All Students 54 Asian 47 African American 57 *Hispanic 50 *African Am White 100 FARMS 48 Non-FARMS ESOL 8 Non-ESOL Sp Ed 25

Our highest performing group is represented by African American students at 57%. Our

Hispanic group performance is 50% (Table 10). The Gap (difference) 7 percentage points.



into the statistical calculation due to the small sample size and MCPS guidance from race/

ethnicity comparison.

Table 11 Jackson Road K-2 MCPSAP-PR mClass Trend Data FY2012-2014

18

Between 2012 and 2014, the percentage of primary grade students who met or exceeded reading

benchmarks on the AP-PR remained below 90 percent in kindergarten through second grades.


Table 12 2013 End-of-Year MAP-P Trend Data –Kindergarten

Table 13 2013 End-of-Year MAP-P Trend Data –Grade 1

19

‘



Table 10 Maryland State Assessment Science Trend Data-Grade

Table 15

2014 End-of-Year Reading MAP-R Data Percent of Gr 4 Students Meeting Proficiency

and Advanced– Performance vs. Target SY 2015

Grade Proficient/ Advanced Needed to Meet Target of 84.0%

2014-2015

All 4th Grade Students 80% (78/97) +4

20


Table 16

2014 End-of-Year Mathematics MAP-M Data- Percent of Gr 3 & 4 Students Meeting

Proficiency of Advanced

Grade Spring Proficient (RIT Score) Spring Advanced (RIT Score)

3 28% 27%

4 46% 45%

(MAP-M trend data for grade 5 can be found in Table 8.)

Table 17

Grade 5 MSA-Science FY 2014 MSA Trend Data for Science Grade 5 – 2011-2014

All 5th Grade Students

2011 %

# students

2012 %

# students

2013 %

# students

2014 %

# students 55%

44/80 58.9% 43/73

48.3% 42/82

51.5% 51/99

Table 18 MSA Science FY 2014 - Subgroup Grade 5

Subgroups Grade 5 2014 % 2014 # of students All 5th Grade 51.5% 51/99

Asian 81.3% 13/16 White * *

African American 47.8% 22/46 Hispanic 38.7% 12/31 Farms 42.4% 25/59

Special Education * * LEP 18.2% 2/11

* indicates no students or fewer than 10 students in the category

21

Baldrige Category: ORGANIZATIONAL PERFORMANCE RESULTS (continued)


School Improvement Goals

Jackson Road Elementary School will meet the following goals:

Goal (Reading):

o SY 2014-2015 - All students and all subgroups at Jackson Road Elementary School in grades

K-2 will meet end of year benchmarks on mClass reading assessments by the completion of the

2014-2015 school year. The subgroup gap will be cut between African American and Hispanic

students by 7 percentage points.

o SY 2014-2015 - All students and all subgroups at Jackson Road Elementary in grades 3-5 will

increase their performance on MAP-R by 7 points by the completion of the 2014-2015 school

year. The subgroup gap will be cut between Hispanic students and African American by 7

percentage points.

Goal (Mathematics):

o SY 2014-2015 - All students and all subgroups at Jackson Road Elementary in grades 3-5 will

increase their performance on MAP-M by 7 points by the completion of the 2014-2015 school

year. The subgroup gap will be cut between African and Hispanic students by 7 percentage

points.

22

Baldrige Category: STUDENT AND STAKEHOLDER FOCUS


Comprehensive Needs Assessment

Goals and Measures:

Jackson Road Elementary School will meet the 2015 MCPS Targets Data for all subgroups in

Mathematics and Reading. All students and subgroups will score at the proficient or advanced level in

Reading and Mathematics. In addition, Jackson Road Elementary School will measure student

achievement using:

Measures of Academic Progress-Reading (MAP-R) Grades 3-5

Measures of Academic Progress -Mathematics (MAP-M) Grades 3-5

Measures of Academic Progress -Primary (MAP-P) Grade K-2

MCPS Assessment Program in Primary Reading mClass (AP-PR) Grades k-2

Maryland School Assessment (MSA) - Science

Instructional Impact Score; this is a school-based measurement tool that helps staff to

progress monitor.

The 2015 MCPS targets for SY 2015, for grades Kindergarten through fifth, will be used to help us

understand skills and knowledge students have acquired in Reading, Mathematics and Science.

Additionally, we will continue to monitor student growth and achievement from fall to spring on the

MAP assessments; achieving a growth goal of 7 points from fall to spring on MAP assessments. The

Instructional Impact Score will be monitored to determine student support and interventions because

it generates a score for each student by calculating state and school-based assessments results, which

captures student achievement. Our goal is to raise the percentage of students with proficient

Instructional Impact Scores (>0) so that students in each subgroup will meet or exceed the 2015 end-

of-year proficient benchmark RIT scores data point goals.

MCPSAP-PR – mCLASS

Following is the trend data for the number of test takers and percentage of students who met or

exceeded end-of-year reading benchmarks on Assessment Program in Primary Reading (AP-PR)

from 2012 to 2014 at Jackson Road Elementary School (JRES) in Kindergarten, first and second

grades in comparison to the county. (Table 19)

23

Table 19

Kindergarten (K)

% (#) of K Test Takers - Met Benchmark @Text Level 4

2012 2013 2014

JRES 88.4 (86) 82.8 (93) 85.2

Baldrige Category: STUDENT AND STAKEHOLDER FOCUS (continued)

Table 20

First grade (1st)

% (#) 1st gr Test Takers - Met Benchmark @Text Level 16

2012 2013 2014

JRES 71.6 (109) 78.5 (93) 76.1

Table 21

Second grade (2nd)

% (#) of 2nd gr Test Takers - Met Benchmark @Text Level M

2012 2013 2014

JRES 69.2 (91) 61.6 (112) 74.3

Between 2013 and 2014, the percentage of primary grade students who met or exceeded reading

benchmarks on the AP-PR remained below 90 percent in kindergarten through second grades. (Table

19, 20, 21). The percentage for Kindergarten students show only slight increases for Kindergarten

students (82.8 to 85.2). A slight decrease of 2.4 percentage points was noted in Grade 1 (78.5 to

76.1). A significant increase of 12.7 percent points occurred in Grade 2; students who achieved

proficiency at Text Level M (61.6 and 74.3).

Following is the percentage of students who met or exceeded the end-of-year reading benchmark at

text level on the AP-PR in 2014 by subgroup (Table 22)

Kindergarten percentage of students who met EOY benchmark by subgroup

Table 22

Text Level 4

As %) Bl % Hi % Wh % ESOL % Farms % Spec Ed %

JRES 88.9 86.8 85 - 84.9 84.75 50

The Asian subgroup cells scored above the Hispanic students by 3.9 percentage points. There is a

38.9 percent disparity between African American and special education subgroups (88.9 and 50)

meeting EOY benchmark in Kindergarten. (Table 22)

24

First grade percentage of students who met EOY benchmark by subgroup

Table 23

Text Level 16


There is a 16.9 percentage points disparity between Asian and Hispanic students (85.7 and 68.8) and

52.4 percentage points disparity between Asian and special education (85.7 and 33.3) meeting EOY

benchmark at Text Level 16. (Table 23)

Table 24

Second grade number of test takers and percentage of students who met EOY benchmark

Text Level M

There is a 13.3 percentage point disparity between Hispanic and White subgroups (80 and 66.7)

meeting EOY benchmark in second grade at a Text Level M.

Measures of Academic Progress – Reading MAP-R Trend Data 2012-2014

The following trend data shows the number of students and percent of students’ who were proficient

or advanced on the Measures of Academic Progress in Reading (MAP-R) from 2012 to 2014 at

Jackson Road Elementary School (JRES) in 3rd, 4th and 5th grades. (Table 25)

Table 25

MAP-R Trend DATA for Grades 3, 4 and 5; percent % and number# of students who met EOY

Measures of Academic Progress in Reading

Grade MAP-R 2012

% #

MAP-R 2013

% #

MAP-R 2014

% #

3 76.5 (62/81) 72 (67/93) 66 (67/102)

4 85.1 (63/74) 83.1 (84/101) 80 (79/97)

5 83.5 (61/73) 80.8 (72/89) 75 (76/100_

A slight decrease has occurred for all grade levels as reflected on the FY2014 MAP-R.

As % Bl % Hi % Wh % ESOL % Farms % Spec Ed %

JRES 85.7 78.3 68.8 100 73.3 74.2 33.3

As % Bl % Hi % Wh % ESOL % Farms % Spec Ed %

JRES 62.5 72.6 80 66.7 71.4 75.9 20

25


Measures of Academic Progress – Mathematics Primary (MAP-P)

See Table 26, 27 and 28 trend data for students who demonstrated proficient and advance on the

Measures of Academic Progress in Mathematics (MAP-P) from 2012 to 2014 at Jackson Road

Elementary School (JRES) in Kindergarten, 1st and 2nd grades end-of-year math RIT benchmarks.

Table 26 2013 End-of-Year MAP-P Trend Data –Kindergarten


26



Table 10 Maryland State Assessment Science Trend Data-Grade

Measures of Academic Progress – Mathematics (MAP-M)

Following percentage of students who met or exceeded end-of-year math RIT benchmarks on the

Measures of Academic Progress in Mathematics (MAP-M) Grade 5 from 2012 to 2014 at Jackson

Road Elementary School (JRES) in 5th grades.

Table 29 Grade 5 MAP-M Mathematics - Jackson Road ES Trend Data 2012-2014

27


Table 30

2014 End-of-Year Mathematics MAP-M Data- Percent of Gr. 4 Students Meeting

Proficiency of Advanced

Grade Spring Proficient (RIT Score) Spring Advanced (RIT Score)

4 46% 45%

MAP-M trend data for grade 3 and 4 are not available.

Root Cause Analysis

During the Spring of 2014, a collaborative team worked to develop three short surveys to capture

student and teacher voice data and perceptions on the instructional focus, academic vocabulary

acquisition. The surveys were created electronically through the SurveyMonkey.com website. They

were drafted purposefully to ask the same types of questions and determine if the student and teacher

perceptions were similar. It also was developed to achieve a deeper understanding on ethnic

preferences in learning academic vocabulary through various formats and styles. Students were asked

to log into the survey using their student identification number which was later matched with our in

house database to disaggregate the students profile in terms of ethnicity, IEP, ESOL stature. We

surveyed 176 primary students, 125 intermediate students and 39 teachers.

Of the primary students, Table 25 reports the data of participants in the survey, 56% of them reported

attempting to use new vocabulary all the time within a school day.

28

TABLE 25 – Primary students self-reported daily use of new vocabulary.


The intermediate students’ survey data when asked to respond to a similar question revealed a

different result. Of the intermediate students, in grades 3-5, Table 26 reports the data of participants

in the survey, and 52.8% of them reported attempting to use academic vocabulary sometimes within a

typical school day.

TABLE 26 – Intermediate students self-reported daily use of new vocabulary.

29

When we asked our teachers to report how often they used academic vocabulary within a typical

instructional day, 89.75% reported using academic vocabulary either often or all of the time, which is

depicted in Table 27. This data correlates with the subsequent question data reported from students in

terms of where new academic words are used. It also raised some questions pertaining to the school

structures and procedures we currently had in place and suspected that clarifying the expectations of

the collaborative planning tool may increase the “often” responses to “all the time” responses.


Table 27 – Teacher reported use of academic vocabulary in instructional day.

30

The second question we asked our students to report about is where, physically, they find themselves

using the academic vocabulary.

Table 28 shows how our primary students reported using new school words with nearly the same

frequency as in formal instructional settings with the teacher present as they did within their homes.

This pattern remained prevalent in the intermediate students’ self -reporting as well, as depicted in

Table 29.


Table 28 – Primary students’ self reported data of where they use the academic vocabulary.

31

Table 29 – Intermediate students’ self reported data of where they use the academic vocabulary.


32

Teachers to no surprise found themselves using academic vocabulary the most within whole group

and small group situations with students. Again this correlates to what students had reported in terms

of opportunities to use and practice academic vocabulary. Given the school structures and procedures

in place it was not a surprise to find the academic vocabulary conversations also happening within

their common planning sessions as they planned for specific and purposeful academic vocabulary

lessons to use with their students. Table 30 shows the data reported from the teacher survey.

Table 30 – Teacher reported locations for use of academic vocabulary.

The third question we asked our students was how they believe they learn academic language with

greatest success. As depicted in Table 31, students in the primary grades replied that oral

communication or visuals were the preferred method to learn academic vocabulary.


33

Table 31 – Primary students self-reported data of methods for learning academic vocabulary.

Table 32 shows that our intermediate students reported 65% acquired a solid understanding of

academic language through oral conversations but included a greater percentage of peer dialogue for

increased acquisition of vocabulary than the primary students. They also reported with 52% of the

students acquiring academic language through the venue of purposeful vocabulary games. Again, a

print rich classroom was another tool that helped them when learning new academic vocabulary.


34

Table 32 – Intermediate students self-reported data of methods for learning academic vocabulary

Finally, we asked the teachers to report their perceptions of the learning method in which their

students were able to show the greatest understanding of academic language through a variety of

formative data points. The graph suggested that talking with the teacher was the primary way

teachers believed students understood and solidified understanding of academic vocabulary at

87.18%. Then having a print rich academic vocabulary environment at 84.62% followed up by peer

conversations and practice at 82.05%. After analyzing this data, we determined that the perception

the teachers had in terms of peer conversations and students reporting this as a way they needed

academic vocabulary practice was a disconnect and that teachers needed to increase the opportunities

for students to engage in collaborative peer groups to use and practice the newly introduced academic

vocabulary. This teacher reported data is depicted in Table 33.


35

Table 33 – Teacher reported beliefs regarding students’ best acquisition of vocabulary.

We also evaluated school structures that we had put into place with common planning templates.

Teachers were asked to use the template to develop lessons that looked at academic vocabulary and

specific ways these words could be taught purposefully in classrooms. One of the two weeks that

were randomly sampled are depicted in Table 31 which shows that most teams were using the

planners for the required core subject of mathematics, but only two of the six teams had purposefully


36

developed academic vocabulary lessons or identified academic vocabulary within the planning

document. This information was helpful during our summer leadership meetings in establishing

criteria for the planning documents and subjects that they would be implemented with. This school

structure and process data has been refined and improved by the leadership team during the summer

sessions for the current school year along with clear and regular feedback from the Core

administration team.

Table 34- Randomly chosen school structure and process data related to identification and

purposeful teaching of academic vocabulary by week.

Concurrently during this time, the leadership team designed a capture sheet that would include

evidence of academic vocabulary present in classrooms. The capture sheet was divided into three


37

artifact categories. Methods that could possibly be seen, heard or in practice by students; either

independently or in a lesson structure.

Teachers were given the opportunity to participate in focused peer visits in other classrooms in the

building with the “look-for” capture sheet. There was ample independent reflection opportunities as

well as with the staff development teacher. Teachers were encouraged to utilize information they

retrieved during the focused classroom visits and put it into instructional practice.

Following the opportunity to practice newly acquired academic vocabulary ideas and strategies a

selected group of leaders used the capture sheet to collect formal data to use as a piece of our root

cause analysis.

At summer leadership days, the leadership team split into 4 separate groups (student survey primary,

student survey upper, teacher survey and focused classroom visit capture data). Within the four

groups, the teammates were given reflection prompts to consider when analyzing the data. They were

then asked to summarize their findings and be prepared to share out their main conclusion.

Identification of Instructional Focus – Through Root Cause Analysis

All four groups overwhelming returned with the same conclusion from one of the data sources they

were asked to analyze. They each determined that their unique piece of data showed that students did

not have ample time to practice academic vocabulary with peers. There was a considerable amount

of data highlighting the fact that teachers and students were using academic vocabulary in whole and

small group learning situations for instruction, but they lacked the informal opportunities to practice

using the vocabulary authentically with their peers. This data was prevalent with the African

American, Hispanic and LEP students after the survey data was disaggregated with our in-house data

base. This was the data that narrowed our instructional focus as it related to teaching and learning.

We determined that all students needed daily speaking and writing opportunities to use academic

language.

Grade levels examined planning practices and effective development of instruction that intentionally

promotes the integration of academic vocabulary. A comprehensive staff development plan was

developed to for the purpose of professional learning will be provided on strategies for acquisition of

academic and social emotional vocabulary. Additionally, leaders will continue to work

collaboratively with teams to facilitate, and observe the implementation of the instructional focus

areas.

Efforts being made to reduce the gap

The following will ensure that students who are not meeting the state and local standards at Jackson

Road Elementary School’s Instructional Focus needs are being monitored.

Reading

The following areas of student achievement will be addressed in reading:

Through ongoing progress monitoring and data analysis of all students in reading gains will be

exhibited in all at-risk students.

Students and selected reading assessment data will be evaluated at monthly collaborative team

Classroom Focused Improvement Process (CFIP) meetings to determine a course of action for

at-risk, on and enriched students.


38

Implementation of Collaborative Problem Solving (CPS/ RTI) will document achieved progress

of all students performing below benchmark in reading.

Intervention services and supports will be provided for all students still performing below

benchmark.

Double dose of guided reading instruction to at risk students.

Reading intervention teachers will provide tailored instruction to cusp students who performed

on the low end of proficient on MAP R or who nearly met advanced on MAP R in reading.

Monthly progress monitoring will occur for all students; administer Fountas & Pinnell to all at

risk students. Data collected on school database. Upper grades: CARS, Reading PCR, Reading

Text Level, and reading formative assessments. Primary; CARS, reading formative

assessments, Reading PCR, mClass (AP-PR), text level.

Implementations of Positive Behavior Intervention Systems (PBIS), will document achieved

progress of all students in need of interventions.

Continue journey/ training: Race & Equity, academic vocabulary, training with progress

monitoring, training of curriculum based measures, CPS/ RTI, PBIS.

Universal Design Lessons (UDL) will be a school wide focus to allow students to access the

curriculum.

Instructional rounds focused on differentiation of instruction.

Consistent monitoring of students with use of documentation of interventions (DOI).

Literacy curriculum night to support academic program with parent community.

Teachers will use the reading incentive program BookIt! to motivate students to increase time

spent reading at home.

Implement the Fountas and Pinnell Leveled Literacy Intervention Program (LLI), a

research-based reading intervention for struggling readers 1 year or more below the grade level

reading benchmark. The LLI program is used for general education and Special Education

students.

Implement the following research based programs for Special Education students: Corrective

Reading for upper grades to help with decoding goals. Early Interventions in Reading

program, which focuses on vowels, sounds and decoding (primary grades).

Implement Comprehensive Assessment of Reading Strategies (CARS) monthly in grades 1-5 to

monitor progress of comprehension skills.

Implement Reading Intervention groups utilizing the Jan Richardson Guided Reading Model.

Administer Measures of Academic Progress - Reading to students in grades 3-5 to further

diagnose individual student literacy needs. Complete analysis and utilize the Descartes tool to

facilitate and plan targeted instruction for all students.

Administer MCPSAP-PR mClass progress monitoring to students in grades K-5 to further

diagnose individual literacy needs.

Mathematics

The following areas of student achievement will be addressed in mathematics:

Thorough ongoing progress monitoring and data analysis of all students in math gains will be

exhibited in all at-risk students.


39

Students and selected mathematics assessment data will be evaluated at monthly collaborative

team Classroom Focused Improvement Process (CFIP) meetings to determine a course of action

for at-risk, on and enriched students.

Implementation of the Collaborative Problem Solving (CPS/RTI) will document achieved

progress of all students performing below benchmark in mathematics.

Math intervention teachers will provide direct instruction to students in at-risk subgroups.

Math intervention teachers will provide direct instruction to cusp students who performed on the

low end of proficient on MAP M or who nearly met advanced MAP M in Math.

Small, differentiated guided group instruction in Math daily; use of manipulatives; strategies to

help students access instruction; word work with academic language.

Ongoing progress monitoring for all students using curriculum based formative assessment

measures.

Monthly progress monitoring will occur for all students; data collected on school database.

Upper grades: Math PCR, weekly common math formatives. Primary; weekly math formatives.

Universal Design Lessons (UDL) will be a school wide focus to allow students to access the

curriculum.

Increase use of manipulatives and constructivist centers during the math block as measured by

walk through and observations.

Administer Measures of Academic Progress - Mathematics to students in grades 3-5 and

Measures of Academic Progress – Primary in grades K-2 to further diagnose individual student

mathematic strand needs. Complete analysis and utilize the Descartes tool to facilitate and plan

targeted instruction for all students.

Implement the following research based programs for Special Education students: Fastt Math

intervention program for math computation goals (3rd – 5th grade). Touch Math for (K-5th

grade).

The following next steps will be maintained or implemented and progress monitored to ensure

school improvement is being addressed: Each professional to develop two Student Learning Outcomes related to SIP

Increase information about the Curriculum 2.0; CCSS in Reading and Math via curriculum

nights to support academic program with parent community and increased outreach to

parents.

Ongoing focus on Curriculum 2.0, staff development training in macro and micro learning

environments.

Address needs of highest performing students (CFIP/GT Programming)

Our GT/Math Focus Teacher works collaboratively with teachers to expand student capacity by

identifying opportunities for acceleration and enrichment within the curriculum for students who

demonstrate success with grade level skills, through both extension work and acceleration

components embedded within the Curriculum 2.0. We continue to focus on monitoring those

students who have the potential to move from the proficient to the advanced level on MAP

assessments. We have created a monitoring database of these students and this is also noted in the


40

FileMaker school monitoring tool. As instructional efforts are reviewed, this is noted on specific

agendas to discuss ideas and present gains in achievement based on current assessment and

monitoring data. Furthermore, enrichment and acceleration options are identified on weekly Math

Content Planners. The GT teacher serves in a consultant capacity to teachers as they develop ideas

for enrichment and acceleration. Small group or one on one professional development is arranged

based on professional needs and this responsibility is also shared by the staff development teacher.

Their focus is to ensure all teachers have information on the William and Mary Program, the Junior

Great Books program, and Acceleration and Enrichment opportunities in the Math Curriculum 2.0.

These are paramount as they are approved as part of our county enrichment curriculum.

All students in Grade 2 participate in the Student Instructional Program Planning and Implementation

(SIPPI) process for Gifted and Talented Identification and instructional placement. Selected 3rd, 4th,

and 5th grade students also participate in New Student Screening and Rescreening. These processes

entail the use of multiple data points to help match students to appropriate instructional placement

and for Gifted and Talented identification. The data points used include reading and math

performance, teacher surveys, parent input, staff surveys, and scores from the 5 subtests on the

InView.

Gallup Poll Student Survey: The Gallup Student Poll is a 20-question survey of students in grades

5 through 12 that measures their hope, engagement, and well-being. Research supports the idea that

hope (ideas and energy for the future), engagement (involvement with and enthusiasm for school),

and well-being (how we think about and experience our lives) are actionable targets linked to student

achievement, retention, and future employment. The following reveals the student results of the

survey on a 5 point scale. One hundred fifth grade students participated in the fall of 2013.

2013 Gallup Poll Student Survey Results

Student Hope

JRES MCPS ES National ES

4.53/5 4.39/5 4.42/5

Student Engagement


4.48/5 3.99/5 4.39/5

Student Wellbeing


8.62/10 8.62/10 8.46/10


41

Science

MSA Trend Data for Science Grade 5--- 2011-to 2014

MSA Trend Data for Science Grade 5 – 2011-2014

All 5th Grade

Students

2011

% , # students

2012

% , # students

2013

% , # students

2014

% , # students

55%, 44/80 58.9% , 43/73 48.3%, 42/82 51.5% , 51/99

Subgroups Grade 5 2014 % 2014 # of students

All 5th Grade 51.5% 51/99

Asian 81.3% 13/16

White * *

African American 47.8% 22/46

Hispanic 38.7% 12/31

Farms 42.4% 25/59

Special Education * *

LEP 18.2% 2/11

* indicates no students or fewer than 10 students in the category

In science, 51.5 percent of our 5th grade students scored at the proficient or advanced levels

which is an increase of 3.2 percentage points since 2013. African American students scored

above Hispanic students by 9.1 percentage points (47.8 and 38.7 percentage points).

Our plan to increase the proficiency levels of students that take the Fifth Grade Science MSA, is

rooted in maintaining fidelity of the Common Core Science Curriculum (CCSS) as students

move through all grade levels. Including and applying the academic vocabulary use strategies,

which is our instructional focus will further the depth of science understanding students obtain as

they progress through the curriculum. Utilizing the ESOL teacher in a plug-in model can

scaffold and help develop the unique academic language that is found within the Science MSA

and standards based curriculum.

Baldrige Category: Faculty and Staff Focus

42

Instruction by Highly Qualified Teachers

Local School Effort

Jackson Road Elementary School continues to encourage a community of learners and

colleagues. The Office of Human Resources and Development works in collaboration with each

school to ensure we have a staff of highly qualified individuals. Our school works to maintain

highly qualified teachers by connecting one of our instructional support staff or a veteran teacher

to serve as on-site support and mentor. This is in addition to the mentor teacher for staff new to

MCPS and the consulting teacher provided by MCPS for newly hired staff. The role of the team

leader and instructional support staff has been upgraded to include more specific responsibilities

related to grade level support at a team level. The team leaders and staff development teacher

are also identified as resource persons to provide coaching strategies for effective support of new

teachers, teachers new to the school, and grade level colleagues. Monthly team leader meetings

occur to provide a forum for problem solving and upgrading leadership capacity. Professional

development linked to the needs of staff and the goals for school improvement also play an

important part in ensuring that instructional skills of all teachers are expanded and there is a

consistent effort to build capacity in all staff.

*See Highly Qualified School System & Local School plan on next page

43

Baldrige Category: Faculty and Staff Focus

Highly Qualified Teachers Plan to Montgomery County Public Schools Date: July 1, 2014

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.

Local School Objective #1: To provide instructional support and school acclamation for all teachers new to JRES using veteran members of the

staff and instructional leadership team.

Tasks

Office(s) Responsible Time Line Task Review Dates

1.

Recruit and hire a cadre of certified and

highly qualified teachers for Title I

Schools

Office of Human Resources and

Development

Continuous

Monthly

2.

Strive to fill vacancies from a broad-

based and diverse candidate pool that

includes balance in terms of gender,

ethnicity, and experience


Development

August-June

April

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.


Development /Department of Staffing

November-April Monthly; November-

April

44

Tasks Office(s) Responsible Time Line Task Review Dates

4.

Monitor voluntary and involuntary

transfers, substitute teachers and

instructional assistant coverage for

employee absence


Development

April-June April-June

5.

Provide consulting teachers to each first-

year teacher as part of a comprehensive

teacher induction program.


Development

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.


Development

August-June January and June

7.

Provide training to school teams on

effective practices for coaching and

supporting colleagues


Development, Office of Curriculum and

Instructional Programs

July-June

January and May

8.

Provide job-embedded professional

development linked to the School

Improvement Plan


Development, Office of Curriculum and

Instructional Programs

October-April

January-May

45

Tasks Office(s) Responsible Time Line Task Review Dates

9.

Select and maintain skilled team leaders to

provide support for HQ staff on a local

school level.

Staff Development Teachers, Division of

Title I Programs

June -June Monthly

August – June

10.

Provide on-site MCPS mentor support for

teachers hired new to the county. Paired

with an experienced JRES teacher,

instructional support staff, and/or

consulting teachers.

Staff Development Teacher

Instructional Leadership

Administration

August-June

(Weekly/as needed basis)

Weekly checks at team

meetings as well as

pre-determined

meetings.

August-June

11.

Provide collaborative planning support

for team and data meetings through

advance planning with team leaders.


September-June

(Weekly basis)

September-June

12.

Provide quarterly opportunities for staff

social gatherings specifically for staff new

to JRES sponsored by Social Committee.

Social Committee September – June

(Quarterly)

September-June

13.

Provide teachers with opportunities to

apply for Lead Teacher status on the

Career Lattice Program

Jackson Road Elementary School October – June July-August

14.

Provide professional growth opportunities

(such as Baldrige Academy) through a

committee forum established for new

teachers to acclimate them to

JRES/MCPS.


Office of the Chief Operating Officer

August – June (Monthly) September-June

46

Jackson Road ES Big Picture Plan for Communication 2014-2015

Developing a Professional Learning Community*

*Reading and mathematics action plans include specific professional development activities directly related to MAP and mCass data.

- 47 -

Baldrige Category: FACULTY AND STAFF FOCUS continued


High Quality, Ongoing Professional Development

Staff Development focused on planning, differentiation, monitoring tools, enrichment,

and vocabulary instruction.

The aforementioned topics continue to be an integral part of Staff Development efforts

for all grade level teams. A variety of trainings in multiple settings, such as staff

meetings, leadership meetings and team meetings provide the vehicle for this information

to be shared by customized needs based level. Staff has made vocabulary upgrades this

year by including and actively utilizing a math vocabulary word wall that includes visuals

for students to expand their understanding. A school wide program focusing on academic

vocabulary/language is also being implemented highlighting curriculum vocabulary that

students need additional strategic exposure to. Multiple academic vocabulary teaching

strategies are presented in a macro setting and implemented through professional learning

communities by applying the practice through the curriculum vehicle.

Implementation of Baldrige Quality Tools

We utilize our school improvement team meetings as a forum for the use of various

Baldrige Quality Tools. A small portion of each agenda is allotted to discuss further uses

of these tools within the classroom. Many of the Baldrige Quality Tools have also been

embedded within the curriculum. New teachers to the school and overall system are

encouraged to attend the Baldrige academy to observe the tools functioning in actual

classrooms with ample time for reflection.

Collaborative creation or editing of formative assessments and proficiency statement

development.

Teachers with the guidance of the Staff Development Teacher, Reading Specialist and

Math Content Coach participate in collaborative professional learning communities to

develop or edit formative assessments. After thoroughly analyzing the Common Core

State Standards the PLC develops proficiency statements to measure learning on a agreed

standard. This occurs in weekly team meetings and during marking period professional

development days.

Curriculum Implementation Training

Teachers attend trainings provided by the district and the local school level given by the

reading specialist, math content coach and staff development teacher. All teachers

implementing the common core curriculum have been allocated planning time to increase

their familiarity with curriculum.

- 48 -


Data and Classroom Focused Improvement Process meetings

Analyzing data continues to be a focus for all staff members. Grade level teams meet

weekly to evaluate student formative work samples and discuss student data and

progress. Monthly teams participate in the Classroom Focused Improvement Process to

delve deeper into understanding of different assessment types and develop a strategic

course of action to differentiate and support students performing at varied levels. In

addition, the entire staff comes together quarterly to analyze school data in vertical teams.

Standard Based Grading and Reporting Initiatives

This academic year the standards based report cards for grades K-5 is being fully

implemented. Staff trainings have been provided for all staff; focused small group team

level trainings/support will be ongoing and tailored to specific needs.

Behavior Management Training –

This is the ninth year successfully implementing the Positive Behavioral Interventions

and Supports (PBIS) program. Differentiated training to all staff, including

paraprofessionals, was provided during pre-service with follow-up trainings scheduled to

occur throughout the year during staff meetings and as needed. In addition, specifically

identified staff members will attend the Comprehensive Behavior Management Institute

on an ongoing basis. All staff have been trained to administer Functional Behavioral

Assessments, as well as writing and implementing Behavioral Intervention Plans.

Differentiation Strategies to specifically increase Hispanic, African American and

Limited English Proficient Achievement –

Root cause analysis uncovered a significant gap in the aforementioned sub-groups

achievement when compared to other sub-groups. These findings suggested a lack of

appropriate differentiation strategies as a strong possibility for this discrepancy. To

address this need, staff will complete an Inventory on Differentiation Strategies and also

conduct walk throughs using the MCPS Differentiation Look-Fors to determine staff and

individual professional development needs to improve the use of differentiation during

instruction. These strategies will be shared with para-professionals during grade level

team meetings as grade level teachers determine which strategies will work best for their

classrooms and how to use their paraprofessionals to aid in these efforts.

Universal Design for Learning (UDL) Trainings

In preparation for the PARCC assessment school testing coordinators have been trained

on the inclusionary tactics of the administration of the test. Trainings will also be held

during team meetings to allow for more focused implementation of the UDL concepts as

they relate to the specific grade level curriculum and the demands of the PARCC

- 49 -


assessment. Teachers will maintain fidelity of Curriculum 2.0, whereas UDL practices

are embedded within lesson seeds created by MCPS curriculum writers. Increased

collaborative planning with the technology literacy teacher surrounding technology

software that is readily available and its inclusion in instruction will complement the

UDL model. The HIAT agency within MCPS will be resourced to assist with

professional development trainings as well as assisting with the creation, implementation

and critique of lessons considering UDL

- 50 -

DRAFT Jackson Road Elementary School DRAFT DRAFT Comprehensive Professional Development Plan DRAFT

(SIP Professional Learning Action Plan)

Action Steps

Outcome/Timeline Persons

Responsible Resources Needed

Monitoring Tools or Data Points

Monitoring Date and by whom

Anticipated/Actual Results

Instructional Focus: All students need daily speaking and writing opportunities to use academic vocabulary.

a

September 8, 2014 Staff Meeting Professional learning on: distinguishing amongst Tier 1, Tier II and Tier III vocabulary within a Sample Learning Task (MARZANO) Teachers will be able to: Classify and sort Tier I, Tier II and Tier III academic vocabulary.

SDT

TIER Power Point

Tiered

vocabulary sort

Selected Sample learning tasks

Level 1: Plus/Delta Evaluation Level 2: Exit Card – In groups, classify and sort Tier I, Tier II and Tier III vocabulary.

9.8.14

SDT MCC

ESOL lead?

Level 1: Pattern of Plusses:

Engaging Activity for isolating Tiered words within SLT

Turn and talk time/discussions/reflections

Respected Time limits

Clear agenda/objectives

PEP differentiation with 3 tiers of vocabulary

Agenda on private ahead of time.

Pattern of Deltas:

Vocab activity seemed familiar

Heard last year

Examples of finding tiered words

Sidebar conversations still need work.

Too long, not as much time

- 51 -

needed for group activities.

Please don’t always have us in teams – 2 teams is cramped

Not using technology responsibly

Level 2: 100% of teacher groups were able to identify and classify tiered vocabulary accurately.

b

September 22, 2014 ILT Meeting Professional Learning for leadership on:

CFIP process & expectations Start Dates (reviewing data as it relates to our SIP)

The “trends” in common planning - feedback

Team feedback

Leaders will be able to: Deconstruct the steps of the CFIP process and apply a language frame to explain the process.

SDT MCC

PRINCIPAL

Concrete planning feedback. CFIP power point

Level 1: Plus/Delta Evaluation

9.15.14

SDT RS

MCC PRINCIPAL


Clarification of experts’ roles in collaborative planning.

Strides activator

Discussion of CFIP

Snacks

Came prepared to discuss team feedback.

Pattern of Deltas:

Not sticking to agenda times

Not enough copies of data targets, which are unclear.

Rushing through team feedback

- 52 -

c

Month of September 2014 PLCs Professional learning on: Identification of tired vocabulary essential to academic concepts in reading and math planning templates. Teams will be able to: collaboratively identify and plan for Tiered academic vocabulary. **MCC/RS/SDT continually supporting teams with planning structure and process**

SDT MCC Grade

Level PLC Teams

Curriculum 2.0

Common Planning

Templates for Math and Reading

Level 2: Tiered vocabulary is identified in weekly planners with purpose. Level 4: Teacher Application

Week of 9.22.14

SDT MCC RS

PRINCIPAL ASST. PRIN.

Level 2: All Teams (100%) collaborative plans will have identified/highlighted Tier II & Tier III words for purposeful instruction. Level 4: 100% of teams will have identified Tiered academic vocabulary within their planning templates for both math and reading.

d

September 29, 2014 CFIP Meeting Professional learning on: Classroom Focused Improvement Process

Purpose

Jigsaw 6 steps of process Teachers will be able to: collaboratively depict a representation of the steps of CFIP.

SDT MCC RS

PPT

Laptops with links to video

steps

Handouts explanations of

each step

Capture Sheet


9.29.14 - SDT


CFIP process

This will help us plan to differentiate

Focus is on kids. Pattern of Deltas:

Unsure of what this will look like in action.

What data will be best to use

.

- 53 -

e

October 13, 2014 Staff Meeting Professional learning on: Academic Language frames in oral conversation and written comprehension. Academic Language Frames (MCPS)

Language of Cause & Effect

Etc. CERT presentation Social Committee presentation Teams will be able to: create a formative assessment using sentence frames.

SDT

Sentence Frames

PPT

Handout with types of language

frames.

Level 1: Plus/Delta Evaluation Level 2: With given prompt teachers will write a sentence frame to support the development of academic vocabulary.

Week of 10.13.14

SDT


Frames are useful

Fun and interactive

Lots of information

Review of norms (sidebar & digital)

Uncommon commonalities

Stuck to time limits/agenda

Fewer sidebars

SERT presentation

Loved jack o’lantern activity

Think-pair-share

Concrete strategy

snacks Pattern of Deltas:

Not enough tables/chairs for collaborative groupings

Move nuts & bolts to beginning

Honor time limits

sidebars Level 2: 32/39 (82%) teachers able to write a sentence frame to support students use of academic language

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f

Month of October 2014 PLCs Professional learning on: Applicable use of language frames in common planning formative either oral conversation and /or written comprehension. Teams will be able to: collaboratively create a formative assessment using sentence frames.

SDT MCC Grade

Level PLC Teams

Curriculum 2.0

Formative

Academic Language frame

handout

Level 2: Tiered vocabulary is identified in weekly planners with purpose. Level 3: Organizational Support and Structure Level 4: Teacher Application

Week of 9.22.14

SDT MCC RS


Level 2: All Teams (100%) collaborative plans will have identified/highlighted Tier II & Tier III words for purposeful instruction. Level 3: 100% of teams will have common formative that includes an appropriate language frame for academic vocabulary attainment. Level 4: 100% of teachers will apply the formatives for data collection of students understanding, which will be evaluated at a future CFIP meeting.

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g

October 20, 2014 ILT Meeting Professional Learning for leadership on:

PARCC question types & PNP profile protocol

Determining a SLO timeline

SIP data from MAP

Common Planning Feedback

Team feedback

Leaders will be able to:

SDT RS

MCC PRINCIPA

L

SLO timeline

PARCC

Question Type ppt

SIP data from

MAP Fall Assessment

window

Common planning data for

feedback

Level 1: Plus/Delta Evaluation Level 2:

9.29.14

SDT RS

MCC PRINCIPAL


Analysis and feedback of trends in planning & expert clarifications

PARCC question types presentation

Positive energy

Stuck to time limits

Prizes for play

Good discussions Pattern of Deltas:

Still many PARCC question to answer

Lots of information

Flex media issues working out

End of meeting felt rushed

SLOs

Level 2:

h

October 31, 2014 Small group and the inclusion of academic vocabulary instruction for paraeducators

SDT RS

Paras

Reading Group structure Jan Richardson Resources Academic Language strategies

- 56 -

i

November 3, 2014 Staff Meeting Professional learning on: PARCC Question types

PCR deconstructing strategy – Do What?

Inview Testing Protocol Teachers will be able to: identify the types of questions found on the PARCC assessment, and apply he “Do What” strategy to decompose a complex PCR writing prompt.

SDT MCC

AST. PRIN (STC)

PARCC PPT from MSDE

Handout of

question types defined

Do What strategy

explanation

Decomposing PCR activity


Level 2a: As an exit card, teachers are given a PARCC question type to analyze and identify. Level 2b: As an application assessment for learning teachers will use the “Do what” strategy to decompose a complex writing prompt and determine what the prompt is requiring them to do.

11.3.14

SDT MCC

ASST. PRINC (STC)


XXXXX Pattern of Deltas:

XXXXX

Level 2a: XX/XX Teachers accurately identify the question types by analyzing question structure.

Level 2b: XX/XX teachers accurately use the “Do What strategy” to decompose a PARCC-like PCR question prompt.

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j

November 2014 PLCs Professional learning on: Examining and crafting PARCC question types considering the use and application of academic language strategies to enhance student response. Teams will be able to: create a PARCC like question structure formative assessment to connect one content area of Curriculum 2.0 or CARS assessment

SDT MCC Grade

Level PLC Teams

Level 3: Organizational Support and Structure Level 4: Teacher application

Week of 12.15.14

SDT MCC RS


Level 3: Teams will have common understanding of PARCC question types. Level 4: 100% of teachers will apply/assess students using a PARCC structured formative question to connect at least one Curriculum 2.0 content area.

k

November 17, 2014 ILT Meeting Professional Learning for Leadership Team Members on: Co-teaching and Collaboration with ESOL & Classroom teacher as it relates to Academic Vocabulary Team feedback CFIP updates/feedback Leaders will be able to: Distinguish between co-teaching and collaboration as it relates to academic vocabulary instruction.

SDT ESOL Lead

MCC AI RS

Leadership Members

Sorting cards from 7/14 ESOL

training

Level 1: Plus/Delta Evaluation Level 2: Distinguishing/sorting amongst characteristics and responsibilities of co-teaching & collaboration.

10.27.14

SDT ESOL Leader

MCC AI RS



XXXXX

Level 2: XX/XX leaders will be able to sort activities as either co-teaching or collaboration.

- 58 -

l

December 1, Staff Meeting Professional learning on: purposeful “hands on vocabulary strategy” graphic organizers (MARZANO) on assessments. *PARCC does not allow graphic organizers, but students can create.

Describing wheel (MSDE)

Frayer Model/Vocabulary SEED (MSDE)

Wordsplash (MCPS)

Making Meaning (MCPS)

Vocab Cartoons (MCPS)

Teachers will be able to: select a “hand-on vocabulary strategy” - graphic organizer and explain how it supports the acquisition of academic language.

SDT MCC

Hands on Vocabulary strategies resource

Level 1: Plus/Delta Evaluation Level 2: Exit card PARCC question type structure

10.13.14

SDT MCC



XXXXX Level 2: XX/XX teachers select a graphic organizer and develop a statement that supports the use of a graphic organizer to help acquire the knowledge of academic vocabulary. Going further to connect the student practice/use of graphic organizers and organizing their thinking when responding to PARCC assessment prompts.

- 59 -

m

Month of December 2014 - PLCs Professional learning on: Applicable use of graphic organizer in common planning formative either for oral conversation and /or written comprehension. Teams will be able to: collaboratively create a formative assessment using graphic organizers.

SDT MCC Grade

Level PLC Teams

Curriculum 2.0 Formative Graphic organizer

resource grid

Level 3: Organizational Support and Structure Level 4: Teacher Application

Week of 10.20.14

SDT MCC RS


Level 3: Teams will have common formative that includes a graphic organizer to support learning of academic vocabulary. Level 4: 100% of teachers will apply the formatives for data collection of students understanding, which will be evaluated at a future CFIP meeting.

n

December 15, 2014 ILT Meeting Professional Learning for Leadership Team Members on: Google Applications and the Google Chrome Book – what’s ahead? Looking for academic vocabulary connections. Checking in on SLO timeline progress GALLUP ANALYSIS Planning Feedback Team feedback

SDT ITS

ITS availability

Level 1: Plus/Delta Evaluation Level 2: TBD

11.17.14

SDT ITS



XXXXX

Level 2:

XX/XX leaders will …

- 60 -

o

January 5, 2015 Staff Meeting Professional learning on: The Habits of Discussion DIFFERENTIATED PRESENTATION

Learning to Share PEP-K-1

Learning to Build 2-3-4-5 (pg 4-5 in DEBATE Station pdf) (pg 123-127 in DEBATE Station pdf) Teachers will be able to: Select 1 habit of discussion that applies to their grade level band and explain how that connects to the oral rehearsal of academic vocabulary.

WIDA TESTING PROTOCOL

GALLUP ANALYSIS Teachers will be able to: select trigger words from writing prompts that will aid students in formulating a complete and thorough response including academic vocabulary that complements their content understanding.

SDT ESOL lead?

RS MCC

Debate Station resources from

MSDE

Differentiated PPTs

Habits of

Discussion Scope & Sequence (revised?)

Level 1: Plus/Delta Evaluation Level 2: Exit card/Select 1 habit of discussion that applies to grade level and how it connects to oral rehearsal of academic vocabulary. (Structure like a PARCC question format)

10.6.14

SDT ESOL Lead

RS MCC



XXXXX Level 2: XX/XX teachers connect a habit of discussion to curriculum 2.0 and the acquisition of academic language in a PARCC structured question.

- 61 -

p

January 12, 2015 ILT Meeting Professional Learning for Leadership Team Members on: expanding leadership capacity (TEAM handbook) The Habits of Discussion – PART 2 Evaluating team norms Team feedback Leaders will be able to:

PRINC SDT


Level 1: Pattern of Plusses: XXXXX Pattern of Deltas: XXXXX

q

January 20, 2015 Behavior Management Strategies for paraeducators

SDT Paras

Behavior Management Strategies

r

January 2015 PLCs Professional Learning On: Purposeful planning for Habits of Discussion Teams will be able to: support students social and emotional wellbeing

SDT Grade

Level PLC Teams

s

February 2, 2015 Staff Meeting Professional learning on: Strategies for increasing Student to Student interaction (Jigsaw analysis & present)

Opportunities for Interaction

Providing Language targets

Visuals to Enhance Instruction

Involving all Students in Meaningful Interaction

Questioning

Wait Time

SDT MCC

ESOL lead


2/2/15


- 62 -

PARCC ASSESSMENT Teachers will be able to:

t

February 9, 2014 ILT Meeting Professional Learning for Leadership Team Members on: Google Applications with Chrome books - – Led by Title 1 Teacher Team Feedback Leaders will be able to:

SDT Technology

Literacy Teacher


2/9/15


u

February 2015 PLCs Professional Learning On: Google Applications Teams will be able to:

SDT Grade

Level PLC Teams

v

March 2, 2015 Staff Meeting Professional learning on: foldables/journals Teachers will be able to:

SDT MCC

PRINC



XXXXX Pattern of Deltas: XXXXX

w

March 2015 PLCs Professional Learning On: Using foldables/journals to support instruction considering Marzano’s Academic Vocabulary acquision Teams will be able to:

SDT Grade

Level PLC Teams

- 63 -

x

March 16, 2015 ILT Meeting Professional Learning for Leadership Team Members on:

Preparation of capture sheet for Focused Classroom Visit related to Academic Vocabulary Instruction and use




y

Week of March 16, 2015 – Peer Visits Implement Focused Classroom Visits to capture observational data.

z

April 13, 2015 Staff Meeting Professional learning on: Marzano’s Academic Vocabulary Games ROTATION STAFF MEETING? Teachers will be able to: play varied games that allow for the practice and application of academic vocabulary to solidify understanding.

SDT MCC

AI ESOL

RS

Marzano’s Academic

Vocabulary Game Text

Stations of games

for teachers to rotate through and experience

PPT highlighting

the research surrounding the

inclusion of games to increase

academic vocabulary

Level 1: Plus/Delta Evaluation Level 2: Exit card that evaluates solidification of academic vocabulary through the use of a purposefully planned and played game.

2.2.15

SDT MCC

AI ESOL

RS


XXXXX Pattern of Deltas: XXXXX Level 2: XX/XX teachers show understanding of the benefit of inclusion of academic vocabulary games within the academic day.

- 64 -

acquisition

1

April 20, 2015 ILT Meeting Professional Learning for Leadership Team Members on: FCV – evaluating data captured –RCA Developing survey data for student and teacher voice collection Team Feedback Leaders will be able to:




2

April 2015 PLCs Professional Learning On: Teams will be able to:

SDT Grade

Level PLC Teams

3

May 4, 2015 Staff Meeting Professional learning on: pictures to support academic development (PADI & MSDE) Writing – the Hand Plan – teaching a well designed paragraph. (MSDE) Teachers will be able to:

SDT MCC GT RS


4.13.15

SDT MCC GT RS



- 65 -

4

May 18, 2015 ILT Meeting Professional Learning for Leadership Team Members on: Team Feedback Evaluating survey data for student and teacher voice as it relates to the instructional focus – RCA Leaders will be able to:




5

May 2015 PLCs Professional Learning On: TBD Teams will be able to:

SDT Grade

Level PLC Teams

6

June 8, 2015 Staff Meeting Professional learning on: Closeout procedures and articulation Teachers will be able to:

SDT RS

MCC




Level 0 – Planning Level 1 – Teacher Satisfaction Level 2 – Teacher Learning Level 3 – Organizational Support & Structure Level 4 – Teacher Application Level 5 – Student Achievement

- 66 -

Baldrige Category: STRATEGIC PLANNING


Schoolwide Reform Strategies

Describe the scientifically-based research incorporated into the school improvement plan. Explain

how these strategies strengthen the core academic subject areas of reading and mathematics.

Balanced Literacy Approach

The balanced literacy approach as presented by Fountas & Pinnell is used throughout in grades K-

5. Teachers work on developmentally appropriate skills as students move from emergent to fluent

readers. Students’ ability to apply foundational literacy skills are confirmed using literacy

assessments based on DIBELS, and running records. Assessment data is maintained electronically

using tablets and this reading data is downloaded to the local and county databases.

Reading Comprehension Strategies

In grades 3-5 during whole and small group reading instruction teachers will present focused

lessons on the comprehension strategies, self-monitoring, questioning, making connections,

inferring, determining importance, visualizing and synthesizing. Use of these strategies will be

assessed during small group instruction including guided reading and collaborative discussions

using rubrics, checklists, written response, quarterly PCRs and the MAP-R online assessment,

which is administered yearly in Fall, Winter and Spring.

Research Based Reading Intervention

Jackson Road staff is implementing the reading intervention model developed by Dr. Jan

Richardson, which promotes supplemental guided reading groups as an intervention. Specific staff

participated in trainings in prior school years. New staff members are trained by the Reading

Specialist and Staff Development Teacher.

Junior Great Books Program: This program is proven to help students develop the essential skills

of reading carefully, thinking critically, listening intently, and speaking and writing persuasively.

Classroom teachers lead the program as it has been integrated within Curriculum 2.0 and is an

integral part of the regular language arts curriculum. It is flexible enough to focus on the needs of

English language learners, gifted, and Title I students.

Jacob’s Ladder: This reading comprehension program is used to provide instructional scaffolding

for students through the use of specified readings from certain genres. This program enables

students to move through an inquiry process progressing from basic understanding to critical

analysis of the text.

William and Mary: The program was developed by the Center for Gifted Education at the College

of William and Mary specifically to meet the needs of high ability students. The program includes

a series of curriculum units designed to challenge students to read advanced texts and perform a

variety of tasks. The literature and tasks increase in complexity as students move from one grade

to the next. Through consistent use of the curriculum’s specific teaching models, students build

competence in reading, writing and thinking. In class the students read and discuss short pieces of

- 67 -

literature – poems, short stories, speeches, and essays. They keep a response journal to clarify

thinking and to help prepare for written and oral assignments. Students respond to the literature

and think critically about it by analyzing ideas, vocabulary, and structure. The units include

reading and research activities that require work outside of class, and students may need support in

the classroom and at home. Instruction focuses on active learning, problem solving, research, and

critical thinking. In addition to receiving direct instruction, students are encouraged to work

individually and in collaborative small groups. The use of rubrics to evaluate work is a strong

component. A pre/post-test assesses progress made in the areas of literature, grammar and writing;

students maintain a writing portfolio that documents growth in writing; and a number of projects

are assessed through three perspectives – self, peer, and teacher. In MCPS highly able students

participate fully in the William and Mary Curriculum. Instruction includes the sequence of lessons

and full integration of the reasoning and research components. All students in MCPS participate in

partial implementation of the William and Mary Curriculum through consistent application of the

teaching models along with selected readings and lessons from the units.

Drexel Math Forum: The Drexel Math Forum is a research-based, online resource library of open-

ended questions that require students to utilize higher-order thinking skills and engage in student-

to-student discourse to solve problems. The forum includes a Problem of the Week that engages

students in the process of analyzing, discussing, and solving challenging problems that integrate the

various strands of mathematics, focusing primarily on algebraic thinking, geometry, probability,

and number sense. Teachers providing explicit directions and instruction on each step of the

problem solving process, from initial pondering (“I wonder”) through presentation of class

solutions and analysis of divergent thinking. Curriculum 2.0 has embedded the Drexel Math

Forum to bridge mathematical understanding in real world context.

Curriculum 2.0

The goal of the MCPS’ Pre-K–12 mathematics program is for all students to achieve mathematical

proficiency by developing both conceptual understanding and procedural fluency. The end result is

the ability to think and reason mathematically and use mathematics to solve problems in authentic

contexts.

Overarching Enduring Understandings

• Mathematics is the study of patterns and relationships.

• Mathematics is a language consisting of carefully defined terms and symbols.

• Mathematics is a tool used to solve problems in everyday life.

• Technology influences the mathematics that is taught and essential for our world.

The integration of both mathematical concepts and processes is essential for meaningful understanding

of mathematics. In the K–5 mathematics framework, the concepts of mathematics are organized under

six strands: Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in

Base Ten, Number and Operations—Fractions, Measurement and Data, and Geometry.

Collaborative Problem Solving: Collaborative Problem Solving is a framework for making

instructional decisions based on data, in order to accelerate learning for struggling students. CPS uses

a multi-tiered structure to organize the use of data in instructional decisions. Differentiated instruction

at all tiers with personalized goal-setting that allows intervention to be delivered immediately (instead

- 68 -

of “waiting to fail”). Collaborative Problem Solving allows staff to discuss areas of concern

surrounding specific students and work together to devise a plan for success. Interventions are

documented on MyMCPS. Parental and community involvement is encouraged to ensure all

stakeholders are in support of these practices. Professional development is used to build capacity of

staff as we move forward in this effort.

Commonweal Foundation: Commonweal Foundation is an organization that serves as a partner in

education with select Montgomery County Public Schools. Among other services, the program

provides math and reading academic instructional support to students who are academically and

financially impacted. To qualify, students must possess the following characteristics:

Have a current Individual Education Program (IEP), 504 Plan, or other indicators of a

learning disability or ADHD

Live in families with incomes at or below the federal poverty level.

Students receive tutoring tailored to their reading and math academic needs. The program meets

outside of the school day and students are in groups of three to five. Students are instructed by

educators that are identified by the foundation as highly qualified. Students typically meet for two

one-hour tutoring sessions per week, in conjunction with the after-school activities program.

69

Jackson Road ES SIP Action Plan –Mathematics 2014-2015 (Action planning to outline the development of processes and systems to achieve SIP goals/objectives. Monitored weekly, monthly, quarterly, as appropriate.)

Includes the integration of the following: Strategic Monitoring/Intervention Process (OSP) and School Improvement Plan

Jackson Road Elementary School will meet the 5th Grade MAP M Proficiency Target of 77.2% and Advanced Target of 25.9%

Action

Timeline

Person(s) Responsible Resources

Needed

Monitoring tools

or data points

(formative &

summative)

Monitoring:

Date and by

whom

Anticipated Results

(include evaluation of processes for

effectiveness and efficiency)

*= in progress 1. Identify below proficient students

who will require additional support to

achieve a score of Proficient or

Advanced on the MAP M assessment

S. Macias, Principal J. Reinke, AP

P. Sinon, SDT

G. Carr, Counselor L. Dankmyer, MCC

L. Pappano, GT

K.Quay, Math Focus Kindergarten Team

First Grade Team

Second Grade Team Third Grade Team

Fourth Grade Team Fifth Grade Team

Formative assessments

Schoolwide Data Monitoring Tool

(myJRES)

MAP M Scores

Gradebook

-EMT referrals -Report card data

-Conference notes

-Formative Assessments

7/16/14,SIPC 1/17/14, SIPC

8/14/14, SIPC

SIP Review 11/17/14

SIP Review 2/9/15

SIP Review 4/20/15 SIP Review 5/18/15

Pre-service week 8/18/14

8/20/14 8/21/14

List of identified students at each grade level for

intervention groups taught by specialists and

classroom teachers.

Instructional Impact Scores improve for cusp

students.

2. Multiple data points, including math

formative assessments, MAP-M results

in grades 3-5, and MAP-P in grades K-

2 will be analyzed to identify students

with math deficits for re-teaching and

reassessing opportunities w/ focused

reinforcement of computation,

concepts, and problem solving skills as

designated in the CCSS.

Classroom teachers PreK-5 L. Dankmyer, MCC

L. Pappano, GT

G. Carr, Counselor S. Macias, Principal

J. Reinke, AP

P. Sinon, SDT K. Quay, Math Focus

Paraeducators

Math Curriculum

Teacher made

formatives

MAP-P &

MAP-M assessments

NWEA Decarte

tool

Math Formative Assessment data

Report Card Grades & levels

Student work

Exit Cards

MAP P & MAP M

Assessment data


SIP Review 4/20/15

SIP Review 5/18/15

November 2014

report card

February 2015 on

report card

April 2015 report

card

June 2015 report card

Student reassessment results on MCPS Math

Formative Assessments after re-teaching

Grade Level/Specialist Team SIP Review Data

reports at team meetings

Use of the NWEA Decarte tool to target

differentiated instructional needs for students.

CFIP Evaluation of data identifies students and

action plan

70

Action

Timeline


Needed

Monitoring tools

or data points

(formative &

summative)

Monitoring:

Date and by

whom

Anticipated Results



*= in progress 3. Provide weekly common planning

time for teachers to look at student

work and systematically respond to

students whose formative assessment

results indicate they have not yet

achieved mastery of a given indicator.


P. Sinon, SDT

E. Pappano, GT G. Carr, Counselor

L. Dankmyer, MCC

K. Quay, Math Focus G. Carr, Counselor

Classroom Teachers K-5


Student work BCR

CFIP data records

NWEA DeCarte

Tool

Student Work Samples ES,P,I,N Rubrics

Exit cards

Quality tool surveys from students

Teacher-Made

Formative Assessments

Monthly Leadership meetings

Weekly grade level team meetings


SIP Review 4/20/15

SIP Review 5/18/15

Monthly CFIP data

meetings w/SIP and grade level teams

Team Leader Mtg – PDSA master schedule.

4. Implement at least an uninterrupted

60 minute math block with dedicated

small group reteach, enrichment and

extension focuses.

S. Macias, Principal

J. Reinke, AP

P. Sinon, SDT E. Pappano, GT

G. Carr, Counselor

L. Dankmyer, MCC K. Quay, Math Focus

G. Carr, Counselor


Kindergarten

Training

Math curriculum

Checking for

Understanding in common planning

meetings

Curriculum 2.0 Math


in grades K-5

Weekly grade level

team meetings

Weekly Core Team

Meeting

SIP Review 11/17/14

SIP Review 2/9/15

SIP Review 4/20/15

SIP Review 5/18/15

Grade Level/Specialist Team SIP Review Data

reports

5. Schedule monthly SIP and CFIP

meetings and to communicate and

review progress on goals and strategic

planning. CFIP not only monitors

students underperforming but allows

for careful consideration of acceleration

of students who are performing at an

advanced level.

Leadership Team

CFIP grade level teams

Report card data identifying percent

above, on , below

grade

CFIP data reports

School wide monitoring tools

Last Monday of every month

Utilize the SIP development and review cycle.

Grade Level/Specialist Team SIP and CFIP

Review Data reports

71

Action

Timeline


Needed

Monitoring tools

or data points

(formative &

summative)

Monitoring:

Date and by

whom

Anticipated Results



*= in progress 6. Increased communication between

teachers and parents regarding C2.0

mathematics


P. Sinon, SDT

E. Pappano, GT G. Carr, Counselor

L. Dankmyer, MCC

K. Quay, Math Focus G. Carr, Counselor


Mathematics Committee members

Family Involvement

Committee

Family Math Events

Parent Curriculum Guide

Parent Newletters – Grade Level

- Principal page

Evaluation from night After event by committee/school

Notes from math and family involvement

committees

7. Develop and monitor SLO using

Filemaker Database school monitoring

Tool and common formative

assessments based on grade level

needs.


P. Sinon, SDT

E. Pappano, GT L. Dankmyer, MCC

K. Quay, Math Focus

Classroom Teachers K-5 ESOL Team

Paraeducators

Student Learning Objectives (SLO)

Schoolwide Data Monitoring Tool

(myJRES)

MCPS Formative Assessments

Basic Facts/Number Sense Checks

On-going starting in November

Monthly Grade Level Reports via MyJRES

emphasizing subgroups in need.

Ongoing evaluation of individual/team SLO

progress.

8. Increase communication between

teachers and parents regarding student

progress in math and Curriculum 2.0.


J. Reinke, AP

P. Sinon, SDT E. Pappano, GT

L. Dankmyer, MCC

K. Quay, Math Focus Classroom Teachers K-5

ESOL Team

Paraeducators Family Involvement

Committee

Curriculum 2.0

Math Parent

Newsletters (MCPS) bi-

quarterly

Grade Level

Newsletter

Principal Page

Newsletter

Monthly &

Bi-Quarterly Principal Page Newsletter posted to Jackson

Road Website monthly and also sent via back

pack.

Grade Level Newsletters posted to Jackson Road

Website monthly and also sent via back pack.

MCPS Curriculum 2.0 math parent newsletters

sent via back pack and also posted on Jackson

Road Website bi-quarterly.

72

Action

Timeline


Needed

Monitoring tools

or data points

(formative &

summative)

Monitoring:

Date and by

whom

Anticipated Results



*= in progress 9. Teachers in grades PreK-5th grade

meet monthly to review Collaborative

Problem Solving (CPS) data for at-risk

students and create DOIs based on CPS

and CFIP data. Intervention plans for

at-risk students to be progress

monitored for 4-8 weeks to determine if

student is responsive to (or benefiting

from) intervention.


P. Sinon, SDT

L. Dorm, Reading Specialist S. Koutsky, Media Specialist

E. Pappano, GT

L. Dankmyer, MCC K. Quay, Math Focus


ESOL Team Paraeducators

Intervention from Tier 1, Tier 2 or

Tier 3

Student work

BCR

Document of Interventions

Interventions lists

CFIP data

collection form

Student work samples

ES, P, I, N Rubrics

Exit cards

Quality tool surveys from students CFIP data collection

form

myJRES

Monthly Leadership Team meetings

Grade level team meetings

Monthly data meetings w/SIP and

grade level teams

SIP Review 11/17/14

SIP Review 2/9/15


Team meeting schedule

Grade level Data Meeting Notes

CFIP notes with actions.

73

Jackson Road ES SIP Action Plan –Reading 2014-2015 (Action plan that outlines the development of processes and systems to achieve SIP goals/objectives and monitored weekly, monthly, quarterly, as appropriate.)

Includes the integration of the following: Strategic Monitoring/Intervention Process (OSP) and School Improvement Plan

Jackson Road Elementary School will meet the 3rd Grade MAP R Proficiency Target of 71.9% and Advanced Target of 20.5%

Jackson Road Elementary School will meet the 5th Grade MAP M Proficiency Target of 81.0% and Advanced Target of 37.8%

Action Step

Person(s) Responsible1 Resources

Needed

Monitoring Tools or

Data Points

(formative &

summative)

Monitoring

Date and by

Whom

Results/Next Steps

(include evaluation of

processes for effectiveness

and efficiency)

1. Identify below proficient students who will require

additional support to score proficient on the MAP R

assessment.


J. Reinke, AP P.Sinon, SDT

L. Dorn, Reading Spec.

G. Carr, Counselor N. Browne, Literacy Teacher

D. Rowan, Title I Literacy

Kindergarten Team First Grade Team

Second Grade Team

Third Grade Team Fourth Grade Team

Fifth Grade Team

mClass Data (K-2)

MAP-R Data (3-5) School wide data

monitoring tool

(MyJRES)

2014 MAP-R (spring)

Reading grade & levels 2014 mCLASS 3-D

7/16/14,SIPC

1/17/14, SIPC 8/14/14, SIPC


SIP Review 4/20/15

SIP Review 5/18/15

List of identified students at

each grade level for

intervention groups taught

by specialists and classroom

teachers.

2. Implement a research-based corrective reading

program (Grades 3-5) or Early Interventions in

Reading (Grades 1-2) to meet the needs of special

education students in reading to ensure that all students

including those w/special needs achieve proficiency.


J. Reinke, AP

S. Slade, RT M. Hunter, RT

L. Dorn, Reading Specialist

Corrective Reading

Program

Training on use of

program

IEP goals in reading

IEP goals and objectives

IEP Periodic Reviews

IEP Annual Reviews

Daily monitoring of student

progress

November 2014, IEP

progress attached to report card


SIP Review 4/20/15

SIP Review 5/18/15

February 2015, IEP prog.

attached to report card April 2015, IEP prog.

attached to report card

June 2015 IEP prog. attached to report card

Quarterly Reading Level

report for all identified gr.

3,4,5 special ed. students and

regular ed. students assessed

two years below grade level

participating in Corrective

Reading.

1 MSDE SIP Req. #8: “Specify the responsibilities of members of the school staff, LEA, and MSDE.”

74

Action Step


Needed

Monitoring Tools or

Data Points

(formative &

summative)

Monitoring

Date and by

Whom

Results/Next Steps



and efficiency)

3. Provide weekly common planning time for teachers

to look at student work and systematically respond to

students whose formative assessment results indicate

they have not yet achieved mastery of a given

indicator.


P. Sinon, SDT

L. Dorn, Reading Spec. G. Carr, Counselor

N. Browne, Literacy Teacher

D. Rowan, Title I Literacy Kindergarten Team

First Grade Team


Fourth Grade Team

Fifth Grade Team


Student work

BCR CFIP Data Collection

Tool

NWEA DesCarte Tool

PCR


Guided Reading Journals

ES, P, I, N Rubrics

Exit cards

Quality tool surveys from

students Teacher Made Formatives


Weekly grade level team meetings

Monthly data meetings w/SIP and grade level

teams

SIP Review 11/17/14

SIP Review 2/9/15



Grade level Data

Meeting Notes

CFIP Meeting Data

Notes

4. Schedule monthly SIP and CFIP meetings and to

communicate and review progress on goals and

strategic planning. CFIP not only monitors students

underperforming but allows for careful consideration

of acceleration of students who are performing at an

advanced level.

SIP/Leadership Team

CFIP grade level teams and

assigned specialists

Report card data identifying percent

above, on, below

grade

CFIP data collection

tool and reports

School wide monitoring tools

PCR Practice data MAP R

mClass Reading 3-D

CARS

Formative data

Last Monday of every month


SIP Review 4/20/15

SIP Review 5/18/15

Utilize the SIP development

and review cycle.

Grade Level/Specialist Team

SIP and CFIP Review Data

reports

5. Analyze the MAP-R results in grades 3-5, mCLASS

Reading 3D in grades K-2, and MCPSAP-PR in PreK,

in order to continually form flexible reading

intervention groups in grades K-5, monitor at risk

students, and predict success for all students on MAP R

assessment.


P. Sinon, SDT

L. Dorn, Reading Specialist N. Browne, Literacy Teacher

D. Rowan, RR/Lit Support

Y. Sung, ESOL teacher S.Slade, Resource teacher

All Classroom Teachers

NWEA reports by grade & class

mCLASS reports by teacher

NWEA reading achievement & growth chart

mCLASS reading benchmarks for grades K-2

2014-15 MAP-R scores

Reading grade & levels

2014-2015

2014-15 mCLASS report

scores

Report card reading grades

& reading levels

Monthly by classroom teachers & SIP

Committee

Monthly progress report of

intervention students.

EMT/IEP as needed for

students who are progressing

below the mean level of

growth in each grade level.

75

Action Step


Needed

Monitoring Tools or

Data Points

(formative &

summative)

Monitoring

Date and by

Whom

Results/Next Steps



and efficiency)

6. Develop and monitor grade level and sub group SLO

using Filemaker Database School Monitor Tool

(MyJRES) and common formative assessments based

on grade level needs.


P. Sinon, SDT



D. Rowan, Title I Literacy Kindergarten Team

First Grade Team


Fourth Grade Team

Fifth Grade Team Arts team

ESOL Team

Schoolwide Data

Monitoring Tool

(myJRES)

Teacher SLO form

CARS Assessments

Grade Level PCR’s

Fountas and Pinnell

Reading Inventory


MAP-R

mCLass Reading Data

Monthly starting in November

Monthly Grade Level

Reports via MyJRES

emphasizing subgroups in

need.

Monthly evaluation of

team/individual SLO

progress.

7. Teachers in grades PreK-5th grade meet monthly to

review Collaborative Problem Solving (CPS) data for

at-risk students and create DOIs based on CPS and

CFIP data. Intervention plans for at-risk students to be

progress monitored for 4-8 weeks to determine if

student is responsive to (or benefiting from)

intervention.


P. Sinon, SDT



D. Rowan, Title I Literacy

Kindergarten Team

First Grade Team


Fourth Grade Team

Fifth Grade Team

Intervention from Tier 1, Tier 2 or Tier 3

DOI

Intervention

CFIP Data Collection

form

Student work

BCR

Professional development

evaluation data

PCR


Guided Reading Journals

ES, P, I, N Rubrics

Exit cards

Quality tool surveys from

students


Grade level team meetings

Monthly data meetings

w/SIP and grade level

teams

SIP Review 11/17/14

SIP Review 2/9/15



Grade level Data Meeting

Notes

8. Increased communication between teachers and

parents regarding Curriculum 2.0 reading.


P. Sinon, SDT



D. Rowan, Title I Literacy K-5 Grade Level Teams

Arts team

ESOL Team Family Involvement/Reading

committee

Family Reading Events

Parent Curriculum Guide

Parent Newsletters: -Grade Level

-Principal Page

Evaluation from night Reviewed after event by reading committee

Notes from Reading Family

Involvement Committee

76

Baldrige Category: STRATEGIC PLANNING continued

Describe the school’s plan for incorporating additional activities during the summer.

All Title I schools in Montgomery County Public Schools participate in the Extended

Learning Opportunities Initiative. The program consists of one main component

implemented during the summer break.

The Extended Learning Opportunities Summer Adventures in Learning (ELO SAIL) –

Extended Year program is designed to provide additional instruction in reading/language arts

and mathematics to entering Kindergarten through Grade 2 students in our school.

Specifically, the ELO-SAIL program seeks to:

Alleviate the loss of academic skills that some students may experience over the

summer months;

Extend learning by continuing to review concepts and skills that were taught in the

previous school year;

Strengthen basic skills that are the preconditions of later learning;

Accelerate learning by previewing concepts and skills to be taught in the grade

students will enter in the fall;

Provide opportunities for Kindergarten students to acclimate to the structures of

the academic setting; and

Provide continuing English language instruction for speakers of other languages.

The ELO SAIL program consists of four hours each morning for a nineteen-day period. The

program is offered at no cost to families, as federal funds are used to support the program.

All students receive breakfast and lunch at no cost, and transportation to and from the

program is provided. The duration of the daily instructional component of the program is a

minimum of three hours. The instructional schedule includes reading/language arts for two

hours and mathematics for one hour.

Additionally, parents of Kindergarten students who attend the ELO-SAIL program are

invited to participate in the Kindergarten Toolkit training. Each Kindergarten student is

provided with a Kindergarten Toolkit, which contains academic games and instructional

materials that reinforce learning at home. Parents are provided a training session during the

ELO-SAIL day that explains the components of the Kindergarten Toolkit and instructional

implications for academic learning at home.

During the summer session, Commonweal Foundation organizes a month-long, site-based

summer learning camp, which provides instruction in reading, writing, mathematics, as well

as specific areas of study, including science, the arts, and health/physical fitness in an

innovative and highly engaging learning environment that incorporates a student to teacher

ratio of 1 teacher for every 12 to 15 students. The summer learning camp is a 4-week

program consisting of a 6-hour student day that includes free transportation as well as

breakfast and lunch meal services. At Jackson Road Elementary School, the summer learning

camp is designated for students in Grades 3 through 5, as a complement to the ELO-SAIL

program.

77


The Instructional Leadership Team meets annually in August for the JRES School

Leadership Meetings, and identifies and discusses students who are academically at risk to be

incorporated in the school’s mentor program that provides one-to-one support to students, as

well as quarterly academic progress monitoring.

JRES staff members compile grade-level specific Summer Reading Activities and Summer

Math Activities for students to complete to ensure there is not regression of concepts taught,

as well as to preview skills for the upcoming school year. Instructional tasks are related to

curricular expectations, and include family extension components. It is an expectation that all

students complete the Summer Activities, and incentives are provided to promote student

completion and submission of their activity packets at the onset of the school year.

78


Title I checklist School wide Component - Activities to ensure that underperforming

students reach proficient or advanced:

- Weekly scheduled data meetings occur with classroom teachers, the Title I literacy

and/or math support focus teachers and ESOL teachers. Data is updated and reviewed by

administration and serves as focus for monthly data discussion between grade level teams

and the principal during the Classroom Focused Improvement Process meeting. The staff

has access to MyMCPS, the school data monitoring tool and use it to examine data

reports from the mClass assessments, MAP-R (Measures of Academic Progress in

Reading), MAP-M (Measures of Academic Progress in Mathematics (Gr 3-5) and MAP-

P (Measures of Academic Progress in Primary Mathematics Gr. K-2). The in-house

myJRES database includes formative assessment data as well as local assessment test

data and formative in-class reports.

- Team meetings highlight instructional objectives shared by all grade level members

and serve as a forum for problem solving, differentiation and planning. The team leader,

staff development teacher, math content coach, and reading specialists help to direct

appropriate actions related to common core and curricular standards as well as crafting

proficiency statements for the academic standards.

- In the event, a particular student requires intensive academic attention or is not

making progress using daily supports available they can be selected for presentation to

the Educational Management Team. This process brings professionals and parents

together as a team to work out a data driven plan to identify innovative actions to increase

an individual’s educational progress.

- The core team serves as an instructional leadership team and this is also a forum

where data is the primary focus which drives instructional decision making. The core

team, provides monthly updates on the direction of instruction, professional development,

interventions and innovations being implemented by individual teachers and grade level

teams. Intense monitoring of students who are at great risk for not meeting proficiency

standards occurs within these meetings. Core team members work directly with teachers

of these students.

- Parent contact is an essential piece and the principal has played an important role in

assisting teachers with making parent contact when academic progress is not meeting

standard. Title I focus teachers also work with classroom teachers will make parent

contact if a specific academic area is presenting a challenge to a student. The county

requires a parent conference during the first semester and it is reflected in the school

calendar.

- The school improvement plan adopts successful policies and practices concerning

reading and mathematics that have the greatest likelihood of ensuring that all students

enrolled in the school (including those who are in major racial, ethnic groups, Limited

79

- Baldrige Category: STRATEGIC PLANNING continued

English proficient, low income, and disabled) will meet the state’s proficient level of

achievement.

- In order to ensure our underperforming students meet benchmark standards, we are

taking a strong intervention approach supported by a customized data monitoring piece.

The entire staff of Jackson Road Elementary School has been trained on the

implementation of Collaborative Problem Solving (CPS) process. This process

incorporates many ideas of Response to Intervention as it uses data guided assessment

and infuses intervention into the core instructional program. This is identified as the

initial stage (Tier I) of the process. As teams meet, they share instructional progress and

strategies used for students. When students are not meeting benchmarks, they become the

Tier I focus student and grade levels with the help of support focus staff, put an

intervention plan in place to provide strategies that will assist students in understanding

content and process needed to increase achievement. CPS will serve as the structure and

pathway to ensure student success based on document-able results over time.

- In an effort to be proactive and identify and provide intervention to underperforming

students and acceleration to identified students, an instructional programming change this

year is the implementation of the Classroom Focused Improvement Process (CFIP) once

a month. This process works through 6 steps that help teachers dig deeper into the

assessments, students and programs for both re-teaching and acceleration. Teams are

expected to respond to the data and determine appropriate courses of action for all types

of students. The teams are facilitated by a specialist in the building and teams are also

accompanied by art, music, PE, ESOL teachers to add their expertise to the data

presented. The staff received training in September to explain the protocol and

expectations for these CFIP meetings. Action items are expected to be decided upon and

implemented between meetings to re-evaluate student growth and progress.

- Paraeducators, focus teachers and specialists have access through our in house school

data monitoring tool to locate identified groups of students that scored below grade level

on any given seasonal MAP reading and math assessments. This data is uploaded with

great frequency and is current. These students are provided with a specific intervention

by a focus teacher or specialist utilizing the DesCarte tool to appropriately map their

development in conjunction with curricular re-teaching. Furthermore formative data is

the forefront of collaborative conversations in planning meetings where focus teachers

and specialists are present to discuss the plan of instruction for the identified group of

students. Paraeducators have purposeful plug-in schedules that allow them to target

specific concepts with the underperforming students so they can rehearse and practice the

skills needed to score proficient on the MAP assessments.

- Many changes have occurred after the thorough Root Cause Analysis of the school’s

structures and processes as related to collaborative planning. Instructional leaders

serving on the leadership team developed a collaborative planning expectations form that

provided clear direction for the elements that should be included related to academic

80


vocabulary instruction as well as differentiated instruction while concurrently analyzing

the DesCarte tool provided by NWEA. Leaders determined a large focus would be

placed on the testable subjects of reading and math. We crafted the criteria and

administration is continually providing feedback on the process during collaborative

planning meetings as well as at monthly Leadership Meetings. The feedback at the

monthly leadership meetings is based on the Planning, Assessment and instruction

Continuum provided by Montgomery County Public Schools.

81


Plans for Assisting Pre-School Children in the Transition to Local Elementary

School

Description of the strategies used for assisting preschool children in the transition

from early childhood programs, such as Head Start, Even Start, Early Reading

First, or a state-run preschool program, to local elementary school programs.

Kindergarten orientation is held each spring in order to give parents an opportunity to

visit the school with their child. During this activity, information on the kindergarten

instructional program and registration process is provided. In addition, stations were set

up to ensure all incoming kindergarten students were registered for the Summer

Adventures in Learning program so they would have a preview of the elementary school

experience during the month of July. There are staff members available from the district

and related organizations to answer questions about the school and related community

services including health, financial assistance, insurance, and citizenship. To assist

students from Head Start, PEP, and other community or profit based preschool programs

transition to the school; kindergarten staff has opportunities to visit neighborhood

preschools and childcare centers to discuss expectations for families and children.

Jackson Road Elementary has a PEP class. During the spring semester, some of the

kindergarten teachers have presented a parent workshop about what kindergarten will be

like for PEP students. All PEP parents are invited and Title I provides support for this

effort.

As part of our summer program, ELO-SAIL, a parent training session was provided for

families of incoming kindergarten students. Families were provided with materials

donated by the retired MCPS staff members association. A workshop demonstrating the

use of these materials to promote the math and literacy foundational skills was presented

by the Title I specialist and the principal. Parents were also given the opportunity to

observe students in their classrooms. This enabled them to see the upcoming

kindergarten curriculum in action. The principal made herself available for brief parent

conferences and inquiries.

Additional School Based Activities

Jackson Road Elementary School provides a comprehensive after-school academic

activities complement to the instructional day, in addition to family information and

academic focused night events. Opportunities are provided for students to participate in

the Commonweal After School Program, the Science and Conservation Club, the Student

Service Club, and Girls on the Run.

The Commonweal After School Program provides reading instruction tutoring to

groups of three to five students in third, fourth, and fifth grade. Funding is

provided through grants secured from the Commonweal Foundation to staff seven

tutors who are staff members at Jackson Road Elementary School. Sessions are

82


held twice weekly for one hour after school. A total of 32 students participate in

the after school program.

The Science and Conservation Club provides opportunities for students in third,

fourth, and fifth grade to explore science and conservation concepts prevalent in

their natural environment. The Audubon Naturalist Society provides funding for a

scientist to come and explore concepts with students. The club is held once

weekly for one hour after school. A total of 20 students participate in the after

school program.

The Student Service Club provides opportunities for students to research and

become engaged in projects that benefit societal concerns, such as food drives to

help the homeless, planting community gardens, and poster contests to promote

positive citizenship at Jackson Road Elementary School. This club is held once

weekly for one hour after school, and includes students from third, fourth, and

fifth grade. A total of 20 students participate in the after school program.

Girls on the Run is club sponsored through a non-profit organization that

promotes the physical and emotion well-being of girls in third, fourth, and fifth

grade. Three coaches, who are staff members at Jackson Road Elementary School,

utilize a curriculum that focuses on health and fitness, while promoting

confidence and academic accomplishment. A total of 20 students participate in the

after school program.

Description of the strategies used for assisting students in the transition from other

schools into the school-wide program after the beginning of the school year has

commenced.

When students arrive over the course of the school year, the principal and the counselor

transition students who transfer to the school with a private tour. The new student is

assigned a buddy to help them get acclimated to the school. Personal contact is made

with parents to discuss school expectations. Members of the core instructional team and

office support staff pull together all available data in order to make an appropriate

instructional placement for the student and provide an initial data profile for the teacher

who will be receiving the student. This initial data profile is also shared with the special

education and/or ESOL teacher, if appropriate.

Administration meets briefly with the family, if possible. If an administrator is not

available then an attempt is made to schedule an appointment for another time within the

course of a week. Families are provided with a Jackson Road set of documents that

describe the school and what it has to offer. This packet also includes Title I school wide

information and PTA information. Teachers are encouraged to make phone call or

personal or electronic contact with the new family over the course of the first week they

are newly enrolled. Teachers complete documentation and forward to the administration

to ensure this contact has occurred.

83


Description of strategies used from elementary to middle school

The Grade 5 teachers work collaboratively as a team to take the lead to ensure the move

from our elementary to White Oak Middle School a smooth transition. Collaborative

meetings between our two schools occur during second semester. There is an articulation

between Grade 5 teachers and middle school staff members (administration, school

counselors, grade-level team leaders) to ensure appropriate groupings and programming

is provided. Middle school counselors come to the elementary school in the spring to

describe middle school life, course offerings, and scheduling to assist students in

completing schedules for the next year. All middle schools have a summer orientation for

students and parents to learn about middle school and visit the site where they will attend.

White Oak Middle School hosts opportunities for staff to preview the structure of the

school, as well as collaborates to review existing benchmark data to ensure the

appropriateness of student course selection and placement.

Our fifth grade students have the opportunity to apply for participation in the county’s

middle school consortium. This consortium consists of three middle schools that have

specialized programs:

Parkland Middle School –Aerospace Technology

Argyle Middle School – Information Technology

Loiederman Middle School – Creative and Performing Arts

Enrollment to these magnet programs is based upon application/lottery.

In addition to the middle school consortium, students may apply to attend the following

middle school magnet programs:

Eastern Middle School – Humanities and Communications

Takoma Park Middle School – Mathematics, Science, and Computer Science

Program

Enrollment to these magnet programs is based upon application, teacher

recommendations, and specific prerequisites.

The counselor works with the Middle School Magnet Program Coordinators and provides

parent and student information presentations to describe these offerings. Students are

given the opportunity to select their preferences in terms of interest and ability.

The guidance counselor and the gifted and talented teacher provide information sessions

for parents and students regarding the application process to attend the magnet programs

designed for highly gifted students.

84


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 School Improvement Team 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 a class list to verify they have received this document and the

parent involvement plan as well. These sign in sheets are collected and maintained by the

Division of Title I Programs.

85


Family Involvement Committee Information

Principal: Sally Macias

All members of the Family Involvement Committee who participated in the

development of the school improvement plan must complete the table below. Their

signatures verify that they were active members on the team. The Family Involvement

Committee provides feedback and contributes ideas as vital stakeholders in the school

improvement process. The team should be representative of the families, community and

local school. This committee serves as a partnership to work closely with the school

leadership to develop a comprehensive plan for school improvement.

Family Involvement/Content Committees

Meeting Dates:

9/15/14

10/6/14

11/10/14

12/8/14

January TBD

February TBD

3/9/14

April TBD

5/11/14

Print Name Position/ Role

Donna Ellerman Art Teacher

Alicia Esteban ESOL teacher

Meghan Keller Kindergarten Teacher

Katie Quay Academic Intervention

Kelly Moon PEP teacher

Jessica Newman 2nd Grade Teacher

Andrea Shin 1st Grade Teacher

Christen Saltarelli 4th Grade Teacher

Ralph Schwartzback PE Teacher

Sheri Slade Special Education Teacher

Noelia Torres Parent Coordinator

Ashley White PEP Teacher

86


Family Involvement

Jackson Road ES has revised its approach to family involvement in terms of returning to

an individual committee to address this effort. In addition, a . Para-educator is working

specifically on family outreach efforts and is co-chairing the family involvement

committee. She is also an active member of our PTA so she will serve as an effective

liaison for these groups. The committee has decided that at least one member of the

committee will attend all schoolwide and PTA events to share updates and information

regarding family involvement. We have informed all staff and parent representatives that

we would like to be included on all agendas for school or PTA sponsored events to

provide informational updates or lead activities that support the Local School Parent

Involvement Policy and/or School-Parent Compact.

In addition, there will be principal coffees and family learning nights this year that will

address student achievement, parent involvement, county and state standards, and up-

coming changes to curriculum. This parent outreach will help build the capacity between

home and school.

Parent English classes will be offered this year for parents who want to improve their

English Speaking and Writing Skills to further improve communication between the

school and home. In addition translators will be provided for parent-teacher conferences

to help parents and teachers communicate our students’ progress.

87


2014-2015 Parent Involvement Action Plan

Action steps/objectives/ processes

Timeline

Person(s)

Responsible

Resources Needed Monitoring tools or

data points

(formative &

summative)

Monitoring: Date

and by whom

Results

(include evaluation

of processes for

effectiveness and

efficiency)

General Requirements

1. Involve parents in the decision making process

regarding how funds reserved for family involvement

are being spent.

Family

Involvement

Committee (FIC)

Administration

Title I Specialist-C.

Hines

Survey feedback

Budgets

Sign in

Agenda

Notes

Evaluation

(SANE)

Ongoing

Administration

Family

Involvement

Committee

2. Review, revise and distribute the parent involvement

plan annually to meet the changing needs of the parents

in the school.

FIC

School staff

Administration

Parent Community

Coordinator (PCC)-

N. Torres

Parent Involvement

Plan

Feedback

SANE

Feedback

Ongoing

FIC

3. Conduct parent meeting to disseminate information

about the school’s Title I schoolwide program and

parental rights.


Hines

Title I Specialist

Interpreter

SANE

November 2014

Title I Specialist

4. Involve parents in planning, reviewing and improving

the school’s parent involvement program

FIC

PCC- N. Torres

Survey feedback SANE Ongoing

FIC

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.

FIC

Administration


Hines

Parents

Teachers

Students

School-Parent

Compact

Template

School-Parent

Compact

Sign off from parents

School Improvement

Plan

September 2014-

November 2014

Title I Specialist

Building Capacity 6. Plan and implement parent information meetings on the

following topics:

Partnership for Assessment of Readiness for College

and Careers (PARCC)

Maryland and MCPS Standards and Curriculum


Hines

FIC

School staff

PowerPoint

Parent Notification

Interpreter

Babysitters

ConnectEd

SANE Ongoing

Title I Specialist

88

How to Support Reading, Math and Science at Home


Timeline

Person(s)

Responsible


data points

(formative &

summative)

Monitoring: Date

and by whom

Results

(include evaluation

of processes for

effectiveness and

efficiency)

7. Provide training to staff on the importance of family

involvement and effective practices in conducting

parent-teacher conferences

Staff Development

Teacher-P. Sinon


Hines

Research articles

Handouts

SANE November 2014

Title I Specialist

8. Work with other agencies and programs that support

parental involvement

Parent Outreach-N.

Torres

School Counselor-

G. Carr

Administration

Teachers

Contact person at the

agency/program

Flyers

Meeting notes

Ongoing

PCC

School Counselor

9. Communicate information to parents about school

programs, meetings, and other activities in a language

that they can understand, using interpretation resources

that are available (i.e., school newsletters, flyers,

meeting notices, etc.)

Administration

School secretary

Teachers

Parent Outreach


Hines

Interpreter

Language Line

School newsletters

Notices

ConnectEd

Translation

equipment

School website

Newsletters

Notices

Handouts to parents

ConnectEd

Ongoing

Title I Specialist

10. Provide reasonable support so parents may

participate in school activities as much as possible (i.e.,

transportation, babysitting, PTA meetings in the JRES

community)

Administration

Parent Outreach-N.

Torres

PTA

Interpreter

FIC

Babysitters

SANE

Flyers

Ongoing

FIC

Title I Specialist

Accessibility

12. Provide additional support for parents with limited

English proficiency, parents with disabilities, or parents

who are homeless

Administration

School Counselor-

G. Carr

Parent Outreach-N

Torres

Interpreter

School Counselor

ESOL teachers

SANE

Flyers

Ongoing

FIC

Title I Specialist

89


Timeline

Person(s)

Responsible


data points

(formative &

summative)

Monitoring: Date

and by whom

Results

(include evaluation

of processes for

effectiveness and

efficiency)

13. Identify a one on one communication vehicle and

process for parents to be informed of vital grade level

and schoolwide activities (i.e. listservs/yahoo groups)

FIC

Parent Outreach-N.

Torres

Leadership Team

Attendance

secretary

Phone and e-mail

information for all

parents by grade level

Communication Log

Written plan to be

initiated by FIC

November 2014

January 2015

April 2015

Other

14. Involve parents as active participants in the planning,

review, and revision of the School Improvement Plan.

Administration

PCC


Hines

Accessible schedule

Interpreter

SANE July 2014-June

2015

15. Incorporate a personal connection piece to all

schoolwide and grade level events that focus on parents

and JRES families.

FIC

Leadership team

Lesson plans or

activities and all

resources

SANE Following

schoolwide grade

level events

Bi-monthly check

by FIC starting in

Nov 2014

The term “parent” is intended to include parents, guardians, and other family members involved in supervising the child’s schooling.

90


Coordination and integration of federal, state, and local funds

Describe how the Title I funds and resources provided to the school will be used to

implement and support this plan.

In order to meet the needs of our diverse student population, several positions have been

added to the school using district and Title I funding. The Title I positions are:

1.000 Literacy Intervention Teacher

1.000 Literacy Technology

.700 GT Teacher/Math Intervention

1.000 Math Intervention/Math Content Specialist

1.000 Literacy ESOL Support

1.500 Focus paraeducator

.150 Paraeducator (Parent Outreach)

Each of the positions listed above provides a weekly log or planning documentation that

enable administration and colleagues to maintain an overview of weekly activities related

to instructional support.

Title I Position Descriptions

1.000 Literacy Intervention Teacher

Literacy Intervention Teachers provide a double dose of guided reading instruction to at-

risk and cusp students in grades K-5. The teachers service small groups in a pull in or

pull out setting. Reading data is analyzed and monitored to select students and provide

weekly reports to the classroom teachers summarizing the progress made by the selected

students.

1.000 Literacy Technology Teacher

The Literacy Technology Teacher instructs home room classes in the computer lab by

integrating 21st century technology skills with the demands of the reading and math

curriculum. All students go once a week to the lab for a lesson, which simultaneously

allows the homeroom teachers to participate in common planning time with their teams.

1.000 Literacy ESOL Support

The Literacy ESOL Support teacher works with a small group of selected at-risk, below

grade level LEP students in reading as an additional support to supplement the ESOL

program and provide a second dose of guided reading instruction.

91


1.000 Math Intervention/Math Content Specialist

The Math Intervention teacher follows a flexible grouping model in order to provide

direct, systematic instruction for specific students. Interventions are provided daily for a

specified amount of time. The math intervention teacher provides students with greater

access to the curriculum and has opportunities to increase and monitor student

achievement. The Math Content Specialist provides guidance to teachers in terms of math

related professional development, follow-up training, and job-embedded coaching to

teachers implementing the mathematics curriculum. Works collaboratively with school-

based administrators, teachers, and parents to effectively design, implement and monitor

student achievement and progress. Serves on the math school-based committee.

.700 GT Teacher/Math Intervention

The GT/Math Intervention Teacher plugs-into classrooms from kindergarten to third

grade assisting in assessing students, meeting in small-groups, and providing a

reteach/double-dose of math skills. The teacher meets regularly (weekly) with teams to

plan instruction for that grade level. This data-driven collaborative planning allows the

focus teacher to debunk any math misconceptions, and offer expertise in the use of

manipulatives, technology, and other math resources to benefit instruction.

1.500 Focus paraeducator

The focus paraeducator plugs-into classrooms for Kindergarten to second grade and

assists classroom teachers with practice, re-teaching and re-assessing identified students

in small, specialized groups. The focus paraeducator communicates data they collect

with teams and teachers to provide updates pertaining to the concepts and skills that the

students are working on.

.125 Paraeducator (Parent Outreach)

This position specifically works on family outreach efforts and co-chairs the family

involvement committee. She is also an active member of our PTA and serves as an

effective liaison for these groups. She also teaches Parent English classes for parents

who want to improve their English Speaking and Writing Skills to further improve

communication between the school and home. In addition translators will be provided for

parent-teacher conferences to help parents and teachers communicate our students’

progress.

Describe the additional federal, state, and/or local grant funds (e.g., 21st Century Grant,

Reading First) and resources (e.g., business partnerships) the school receives that will be

used to support the implementation of this plan.

Montgomery County Public Schools, Office of School Performance funds additional positions in

the form of Focus Teachers, which we to provide intensive literacy and mathematics support.

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Smart Sacks Program sponsored by Manna Food Center: This program gives a backpack full of

kid-friendly food to elementary school children at risk of hunger so they have food to eat on the

weekend. Each backpack contains 10 to 12 items of food that are nutritious and easy to prepare.

The backpacks are sent home every Friday during the school year. They are prepared for us and

delivered to us by our community partners, the ARC of Montgomery County in Silver Spring.

This program is currently serving 36 students at Jackson Road Elementary School.

All Title I budgets included in attachment section in hard copy form.

School wide Program coordination for Homeless Students

Homeless children receive services under Title 1. Therefore DTP centrally reserves an amount

per-homeless-child equal to the ELO SAIL per pupil allocation. This amount covers the cost of

homeless students’ participation in the Title 1’s ELO SAIL program. Jackson Road Elementary

School instructs students in reading and math during the summer program.

During the school year Jackson Road Elementary School coordinates with the Homeless Liaison

Office and works with families to complete the following forms:

335-77: Homeless Status

335-77B: Student Transportation Action Request

335-77A: School Choice Decision letter for students with a homeless status, if applicable.

Our school also invites families of homeless students to participate in family involvement events

through coordinated efforts between the Di vision of Title 1 Programs and Montgomery County

Public Schools’ Homeless Liaison.

93

Baldrige Category: Measurement, Analysis, and Knowledge Management

Measures to include teachers in the decisions regarding the use of academic assessments in

order to provide information on, and to improve, the achievement of individual students

and the overall instructional program.

The Jackson Road Big Picture Organizational Plan for Communication Plan (see Process

Management Section) outlines the organization for school and instructional decision making and

describes the forums where a great deal of teacher input is provided in reference to decisions

regarding the use of academic assessments. Jackson Road ES follows the Montgomery County

Public Schools assessment plan (provided in the attachment section). This is a system wide plan

aligned to Curriculum 2.0 provided for the teachers. Team planning meetings provide the

greatest opportunity for decisions regarding formative assessments in reading and math. The

Filemaker database (MyJRES) customized to the needs of our school will increase accountability

and insure updated information is accessible to all staff members working with focused students

on a day to day basis. Curriculum 2.0 provides formative assessments on topics and the staff at

Jackson Road ES continues to support one another by sharing resources to progress monitor on

skills between assessments (see formative tools listed on Linkages Charts and below).

Specific Formative Tools Being Implemented Over the Course of the 2014-2015 School Year

Prose Constructed Responses & Brief Constructed Responses

MAP-M for grades 3-5, MAP-P for K-2

Drexel Math Forum Problems to Promote Math Discourse

Proficiency Statement - Rubrics

County Formative assessments

Examining student work

Local School Monitoring Tool (Filemaker Database)

Grade Level Team Meetings

mClass-3D, DIBELS , MAP-R

Data Meetings/Data Chats/Classroom Focused Improvement Process (CFIP)

STARS (Strategies to Achieve Reading Success)

CARS (Comprehensive Assessment of Reading Skills)

Written Responses

Fountas & Pinnell Reading Inventory

Houghton Mifflin Leveled Reader Kits

Benchmark Assessments

CPS: Customized Progress Monitoring based on individual student intervention

The mClass system which maintains K-2 reading data has electronic progress monitoring

capability and teachers will continue to use formative assessments to measure students that are

reading below grade level. The mClass measures Reading Proficiency - Text Reading and

Comprehension, Word Recognition and five components from DIBELS (First Sound Fluency,

Phoneme Segmentation Fluency, Letter Naming Fluency, Nonsense Word Fluency, and Oral

Reading Fluency).

94

Baldrige Category: Measurement, Analysis, and Knowledge Management Continued

The information provided includes the areas of word recognition, literal comprehension. The

Measures of Academic Progress in Reading (MAP-R) assessment also provides teachers with

electronic reading data that allows them to make instructional decisions throughout the year with

the access to the DesCarte tool. The information provided includes the areas of Word Meaning

and Recognition, Literal Comprehension, Application of Thinking Skills, and Literary

Expression. This assists teachers in confirming accuracy of reading group membership.

Team meetings are a time when teachers share formative assessments and/or generate formative

assessments based on the range of objectives they are instructing. Teams also post sample

formative assessments and instructional plans on the Teacher-share panel of the computer system

of the school. The expectation is that we meet the assessment timeline of the system yet it is

encouraged that teachers design and implement formative assessments as tools to measure

student progress as students work towards mastery. The reading specialist, math content coach

and staff development teacher have served as vital resources for teachers as they assist to craft

formative assessments and developing proficiency statements that reflect the standard. These

meetings are also a time to reflect and evaluate student formative work and determine the course

of action for future instructional avenues related to concepts.

In addition to team meetings, monthly CFIP data meetings and monthly principal meetings with

grade levels serve as opportunities to evaluate summative and formative data. Progress

Monitoring plays a pivotal role during these meetings to help determine instructional actions.

All core team members are available as resource personnel for teachers as they work with

common students (ESOL, special education, etc).

Milestone Statements that Address Gap Reduction

Goal (Reading):

o All students and all subgroups at Jackson Road Elementary School in grades K-2 will meet end

of year benchmarks on mClass reading assessments by the completion of the 2014-2015 school

year. The subgroup gap will be cut between African American and Hispanic students by 7

percentage points.

o All students and all subgroups at Jackson Road Elementary in grades 3-5 will increase their

performance on MAP-R by 7 points by the completion of the 2014-2015 school year. The

subgroup gap will be cut between Hispanic students and African American by 7 percentage

points.

Goal (Mathematics):

o All students and all subgroups at Jackson Road Elementary in grades 3-5 will increase their

performance on MAP-M by 7 points by the completion of the 2014-2015 school year. The

subgroup gap will be cut between African and Hispanic students by 7 percentage points.

95

PROCESS MANAGEMENT

Planning:

Teams will initiate critical conversations surrounding planning documents.

Teams will engage in discussions regarding reading and math common formative

assessments.

Teams will analyze student performance data with the Classroom-Focus Improvement

Process (CFIP) and develop differentiated instructional opportunities.

Instruction:

o Grade level teams will fully implement Curriculum 2.0 (emphasis on small group

differentiated instruction)

o Instruction will be planned and implemented according to student needs utilizing the

instructional focus area.

o Principal will schedule informal observation with focus on SIP, learning outcomes, planning

from PLC’s and data

Assessment:

Grade level teams will collaboratively determine varied assessments to administer each week

and discuss the results of selected student performance data.

Teachers will utilize the Jackson Road Progress Monitoring Database (myJRES) and

Instructional Impact Scores to monitor achievement of all students at their grade level

through the CFIP process or data chats.

School Improvement Team & Leadership will meet monthly to evaluate and adjust the action

plan accordingly.

Intervention:

Reading intervention teachers will provide a double dose of reading instruction to at-risk

students.

Math intervention teachers will support at-risk students.

PBIS committee and Leadership team will monitor data on behavior management,

implementing FBA/BIP as needed.

Document of Intervention plans will be developed and monitored for at risk students.

96

Upper Grades (3-5) Progress Monitoring Action Plan – READING (Action plan that outlines the development of processes and systems to achieve SIP goals/objectives and monitored weekly, monthly, quarterly, as appropriate.)

Action Step

Person(s)

Responsible2

Resources Needed Monitoring Tools or Data

Points (formative &

summative)

Monitoring

Date and by Whom

Results Next

Steps

(include

evaluation of

processes for

effectiveness and

efficiency)

Administer the following formative assessments, then analyze the results by sub-group to predict MAP R performance and provide interventions for at-risk students:

Students will respond to common

reading PCR (monthly focus) as

they relate to the curriculum

measurement topics.

3rd, 4th, & 5th

Grade Teams &

Support/focus

Staff

Student PCRs

(content-based questions)

Grading Rubric;

Completed PCR Grading

Criteria

Exemplar

Team Members grading at monthly

reading meetings

“Basic” students reading levels will

be monitored or students reading

two or more years below grade

level, or other identified students as

teacher progress monitors the class.

3rd, 4th, & 5th

Grade Teams &

Support/focus

Staff

Fountas & Pinnell Assessment

(running record with

comprehension questions)

myJRES

Fountas & Pinnell Reading

Levels

myJRES

Team and support/focus staff

quarterly for students who scored

basic on MAP-R or are 2 years or

more below grade level.

ALL students reading levels will be

monitored.

3rd, 4th, & 5th

Grade Teams &

Support/focus

Staff

Houghton Mifflin Leveled Reader

Kits

myJRES

Houghton Mifflin Reading

Levels

myJRES


quarterly.

Students will complete the

“CARS” Assessments

3rd, 4th, & 5th

Grade Teams &

Support/focus

Staff

“CARS” Assessments

Testing dates are determined at

the team’s discretion.

Grading Criteria –

7/12 = “Proficient”

myJRES


monthly for students who scored

basic on MAP R.

Entered monthly during the 3rd

week: 3rd, 4th, 5th grade teams

support/focus staff

Students will complete the MAP R

assessments.

3rd, 4th, & 5th

Grade Teams &

support/focus

staff

MAP R Assessment;

Technology Lab

NWEA score reports to identify

strands for instruction

Testing schedule

RIT scores and cross-

reference with other reading

data

Monitor using myJRES

3 times a year

(Fall, Winter, Spring)


97

Upper Grades (3-5) Progress Monitoring Action Plan – MATH (Action plan that outlines the development of processes and systems to achieve SIP goals/objectives and monitored weekly, monthly, quarterly, as appropriate.)

Action Step

Person(s)

Responsible3


Points (formative &

summative)

Monitoring

Date and by Whom

Results/Next Steps

(include evaluation

of processes for

effectiveness and

efficiency)

Administer the following formative assessments, then analyze the results by sub-group to predict MAP M performance and provide interventions for at-risk students:

Students will complete common

pre-selected, Curriculum 2.0

Formative Assessments over the

course of each marking period.

3rd, 4th, & 5th

Grade Teams

&

Support/focus

staff

Common weekly assessments from Curriculum 2.0

Grading rubric – ES, P, I, N

myJRES

Ongoing Progress Monitoring

MyJRES Results discussed at

weekly math team meetings

At least 1 formative entered

monthly prior to the 3rd week; 3rd,

4th, & 5th Grade Teams

Support/focus staff

Administration and SDT will

analyze and review during the 4th

week during CFIP meetings

Underperforming students will

improve basic math

skills/knowledge by participating in

flexible, differentiated small groups.

They will be provided opportunities

for re-teaching specific skills, and

access to on-going intervention

support.

3rd, 4th, & 5th

Grade Teams

&

Support/focus

staff

Curriculum 2.0

Math Manipulatives

myJRES

math vocabulary word wall words

Common weekly assessments from Curriculum 2.0





and CFIP meetings

At least 1 formatives entered

monthly during the 3rd week; 3-5

grade teams.




Students will complete the MAP-M

Assessments

3rd, 4th, & 5th

Grade Team &

Support/focus

Staff

MAP M Assessment;

Technology Lab

NWEA score reports to identify strands for instruction

Testing schedule

RIT scores and cross-reference

with other math data

Monitoring using MyJRES

3 times a year



98

Primary Grades (K-2) Progress Monitoring Action Plan – READING LANGUAGE ARTS & WRITING (Action plan that outlines the development of processes and systems to achieve SIP goals/objectives and monitored weekly, monthly, quarterly, as appropriate.)

Action Step

Person(s)

Responsible4


Points (formative &

summative)

Monitoring

Date and by Whom

Results/Next Steps

(include evaluation

of processes for

effectiveness &

efficiency)

Writing Students will improve writing skills for

80% of students in grades K-2 across

the curriculum to include, organizing

oral ideas into a written response.

Writing Purposes: Perform a task,

Inform, Persuade, Personal Expression

Skills: conventions, mechanics,

grammar

K-2 Teachers

Reading Specialist

Focus and

Intervention

Teachers

Resource Teachers

Curriculum 2.0

Anchor Text

Grading rubrics

Graphic organizers

The Trait Crate Kits

Daily Writing Exercise w/

skills and writing rubrics

Daily Writing Tasks

from 2.0 Curriculum

evaluated using indicators from

the Common Core

Quarterly by All Grade Level

Teachers

Reading

80% of all students in grades K-2 will

perform at the proficient or advanced

levels on mClass reading assessment

each testing window considering

Foundational Skills, Reading Levels,

Decoding, Vocabulary and Oral

Comprehension within instruction.

K-2 Teachers

Reading Specialist

Focus and

Intervention

Teachers

Resource Teachers

Curriculum 2.0

Fountas & Pinnell

(for students reading

above a text level P)

mClass progress

monitoring for

students reading 2

years below in the

2nd grade.

DIBELS/Palm Progress

Monitoring

Running Records (ongoing)

mClass 3-D

CARS (monthly)

Grading criteria

1st – 7/8 = proficient

2nd – 7/12 = proficient

Quarterly and by mClass testing

windows by All Grade Level

Teachers

Administrators

SDT will analyze and review

quarterly.

Reading

Students will respond proficiently in

writing to reading response prompts

and/or comprehension PCRs

K-2 Teachers

Reading Specialist

Focus and

Intervention

Teachers

Resource Teachers

Curriculum 2.0

PCRs

Grading rubrics

PCR

PCRs Entered monthly during the

3rd week; K-2 Grade Teams

Grade level teams and facilitators

will analyze and review during the

4th week at CFIP meetings

99

Primary Grades (K-2) Progress Monitoring Action Plan – MATH (Action plan that outlines the development of processes and systems to achieve SIP goals/objectives and monitored weekly, monthly, quarterly, as appropriate.)

Action Step

Person(s)

Responsible5


Points (formative &

summative)

Monitoring

Date and by Whom

Results/Next Steps

(include evaluation

of processes for

effectiveness &

efficiency)

Math

Underperforming students will improve

basic math skills/knowledge by

participating in flexible, differentiated

small groups. They will be provided

opportunities for re-teaching specific

skills, and access to on-going

intervention support.

K-2 Grade Level

Teachers

Resource/focus

Teachers

MCC

Curriculum 2.0

Math Manipulatives

myJRES

math vocabulary word

wall words

Common weekly

assessments from

Curriculum 2.0

Grading rubric ES, P, I, N





and CFIP meetings


monthly during the 3rd week; K-2

grade teams.




Math

Students will complete common pre-

selected, Curriculum 2.0 Formative

Assessments over the course of each

marking period.

K-2 Grade Level

Teachers

Resource/focus

Teachers

MCC

myJRES

Common weekly assessments from

Curriculum 2.0

Grading rubric ES, P, I, N





and CFIP meetings


monthly during the 3rd week; K-2

grade teams.




Math

Students will complete the MAP-P

assessments and score within the 25th or

75th percentile range.

K, 1st, and 2nd

Grade Team &

Support Staff

MAP-P Assessment;

Technology Lab

NWEA score reports

Testing schedule

MCPS results and

reporting of MAP P seasonal scores

RIT scores and cross-reference

with other math data

Monitor using myJRES

3 times a year



100


Local School Created Progress Monitoring Database: In an effort to successfully monitor

student achievement, all staff uses MyJRES, a locally created and maintained Filemaker database

for progress monitoring. The database houses historical assessment data, biographical data, and

accommodations for every student. Teachers are able to analyze testing data to make informed

instructional decisions. Continuing on last year’s efforts, teachers will enter formative

assessment data in reading and math to better predict MAP performance and allow them to make

informed, data-driven, instructional decisions.

Below are a few screenshots that show the capabilities of the database.

101


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102


Instructional Impact:

One of the strongest capabilities of MyJRES in terms of measuring student progress has been the

Instructional Impact Score calculation. The Instructional Impact Score is a calculation that

accounts for both academic data and teacher judgment on an individual student to determine the

student’s likelihood for success on high stakes testing, the student’s overall scholastic success,

and the student’s overall impact on the academic program of the school, be it positive or

negative. Progress Monitoring Averages, Measures of Academic Progress (MAP) assessments,

Behavior, Work Study Skills, and other measures are used to determine if the student poses a

negative or positive impact on our school's goal of meeting the 2015 data point goals. The higher

the number, the better the chance the student will help JRES meet the 2015 data point goals.

This value will range from about –10 to +15. The score provides teachers with a whole number

that instantly gives a summary of the strength of the student. We have found the Instructional

Impact Score to be a very accurate predictor of high stakes assessment success as students who

have a score greater than 0 typically score proficient on high stakes assessments. In fact, the

Instructional Impact Score, when used to predict the percent proficient on high stakes

assessments has been within two percentage points of the actual results. The Instructional

Impact Score also calculates in real time and changes as new information becomes available for

students. For example, a student’s score can change immediately after the MAP-R window

based on their performance on the assessment. This provides teachers an opportunity to clearly

identify and plan focused instruction for these select students to meet their specific academic

needs. Teachers who evaluate students who have an impact score of -2 at the start of the year

can tailor their instruction and raise the students Instructional Impact Score to a positive point

value means the student will have successfully gone from being a student predicted to score

basic on the high stakes assessment to one who is now predicted to score proficient. As a school,

not only are Instructional Impact Scores monitored but also the change in Instructional Impact

Score from the start of the year to the end provides useful information for the progress made by

student, class, and at a school wide level.

The benefit to having access to an Instructional Impact Score from Kindergarten to 5th grade is

the opportunity to quickly isolate and develop an instructional plan for primary students at risk of

performing at basic levels on the assessments when they reach the upper grades.

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103


104

ATTACHMENTS

105

Attachment A

Budgets

Division of Title I programs received 2014-2015 school improvement

plan in hard copy form. Signed budgets can be forwarded electronically

as a separate attachment upon request.

106

107

108

109

110

111

112

Attachment B

113

Attachment C

Parent Compact

114

Baldrige Category: Strategic Planning 2014-2015 Jackson Road Elementary School-Parent Compact

Effective schools are a result of families and school staff working together to ensure that children are successful in school. A compact is a voluntary

agreement between these groups that firmly unites them. You are invited to be involved in this partnership.

Shared Responsibilities for:

School Staff Parent Student

High quality curriculum

and instruction

*Core Value:

Learning

Excellence

Equity

As a school, we expect all students to meet or

exceed the MCPS grade level standards and

the State Curriculum (SC). We will:

review assessment results to determine

strengths and needs of students

use the MCPS curriculum to plan

instruction that will improve students’

academic performance

give students timely feedback and

opportunities to show what they know

As a parent, I will support education

and believe that my child can reach

high goals. I will:

talk to my child about what is

happening in school and about

the importance of working hard

in school

make sure my child goes to

school every day on time

make sure my child does

homework and schoolwork

regularly

As a student, I will do my best and

work hard. I will:

come to school on time prepared

to learn

pay attention in class and ask

questions when I don’t

understand

complete all of my assignments

follow the rules of the school

Parent-teacher conferences

*Core Value:

Relationships

Respect

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

Communication/frequent

progress reports

*Core Value:

Respect

Equity


communicate with families about high

academic standards, student progress and

the school’s overall performance

communicate information to parents

about school programs, meetings, and

other activities in a language that they can

understand, using interpretation resources

that are available

communicate with parents and students

about academic progress and behavior

through interims, report cards and parent-

teacher conferences

provide frequent communication through

announcements, newsletters, and the

school website to keep families informed

of upcoming events


attend Back-to-School events,

parent-teacher conferences and

other school-sponsored programs

communicate any concerns about

my child’s learning

tell the teacher or school when I

do not understand something that

is sent home


talk to my family about things I

like about school

ask my teacher for help when I

have problems with my

schoolwork/homework

share all schoolwork and notices

with my family

115

In this compact, “parent” is intended to include parents, guardians, and other family members involved in supervising the child’s schooling.

National PTA Standards for Parent/Family Involvement Programs: Standard I: Communicating; Standard II: Parenting; Standard III:

Student Learning; Standard IV: Volunteering; Standard V: School Decision Making and Advocacy; Standard VI: Collaborating with Community

*The Core Values identified in this compact support the MCPS Strategic Framework.

Shared Responsibilities for:

School Staff Parent Student

Accessibility

*Core Value:

Relationships

Respect

Equity


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


attend PTA meetings, parent

trainings, and other special

activities

ensure that the school will be

able to reach me at any time


help other students

respect all students and adults

Opportunities to be

involved/volunteer

*Core Value:

Learning

Relationships

Excellence

Equity


encourage all families to volunteer and be

involved in the school

provide parents with opportunities to give

input about the school climate and

instructional program through the School

Improvement Team, the Parent

Involvement Committee and school

surveys

encourage parents to participate in their

child’s education through PTA events,

curriculum nights, conferences, and

volunteering


volunteer for at least one activity

during the school year (helping in

the classroom, supporting special

activities at school, chaperoning a

field trip)

join school committees, such as

the Parent Involvement

Committee or the School

Improvement Team


get involved in projects that will

help my school and community

116

Attachment D

Parent Involvement Policy

District Level

117

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 MCPS employees in Title I schools are expected to convey a commitment to parent

involvement. Information will be provided to parents in the ‘major’ languages of the school system. This

plan has been developed jointly with parents and is aligned with the Montgomery County Public School’s

Parent Involvement Policy ABC and the MCPS Master Plan (Bridge to Excellence). (Section 1118 (a),

(2), (A)

(In this plan, ‘parent’ is intended to include parents, guardians, and other family members involved in

supervising the child’s schooling.)

Part II: Description of how the Local Education Association (LEA) will implement Title I Parent

Involvement Required Components:

The MCPS Parent Involvement Cross-Functional Team (Department of Family and Community

Partnerships) participates in the joint development of the MCPS District Level Plan under the Master Plan

(Bridge to Excellence.) Parents from Title I Schools are members of this committee. Section 1118 (a),

(2), (A)

1. Coordination and Support

The coordination of Title I Parental Involvement efforts and technical assistance to Title I Schools will be

provided by Title I instructional specialists from the MCPS Division of Title I Programs. The

instructional specialists will provide support, guidance, and technical assistance to the school staff, at least

monthly, in planning and implementing effective parent involvement activities to improve student

achievement and school performance. Title I instructional staff will provide assistance with the

development of the school-parent compact, School Level Plan, and other parent involvement activities.

Documentation that demonstrates adherence to Title I federal and state requirements will be maintained in

the office of the Division of Title I Programs. (Section 1118 (a), (2), (B)

The Division of Title I Programs coordinates and integrates parent involvement strategies with MCPS

offices and divisions by participating on various committees throughout the year. For example,

representatives from the Division of Title I Programs meet monthly with the Department of Family and

Community Partnerships to coordinate workshops and outreach efforts for the Parent Academies. Title I

also partners with ESOL and Head Start at least twice a year to coordinate training efforts for Title I

parents. Through the 21st Century grant, the Division of Title I Programs supports parent education for

Title I parents throughout the school year.

2. Providing Assistance and Training

118

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 Montgomery County

Public Schools including but not limited to Spanish, Korean, Chinese, Vietnamese, French, and Amharic.

Invitations, flyers, conference information, and newsletters are translated as needed. Interpretation

services are available upon request through each school. MCPS policies are available online through

www.mcpsmd.org, Division of Title I Programs web page, and individual office and school web pages.

Section 1118-(e), (5)

4. Building Capacity for Parental Involvement

MCPS Parent Academies provide materials and training to parents at least twice a month during the

school year, at various times and locations, on a variety of topics including: (Section 1118, building

capacity, e-1 and 2)

Understanding state and local assessments and curriculum standards

Monitoring student progress

Working with educators to improve student achievement.

Helping parents work with their children

Additionally, at least annually, Title I instructional specialists provide materials and training to parents

and school staff, at each school, on understanding Title I and the requirements. (Section 1118, building

capacity, e-1 and 2)

The Title I office participates on each school’s Family Involvement Committee that meets monthly and

includes staff and parents. These Committees meet to plan and develop professional development for

school staff to work as equal partners with parents and to enhance parent outreach and communication

between home and school. The Title I instructional specialists from the Division of Title I Programs

participate on each school’s Family Involvement Committee that includes staff and parents. These

committees meet regularly to ensure that parents receive training to support their children’s progress at

home. (Section1118, e-3)

http://www.mcpsmd.org/

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5. Integration with Other Programs

The Division of Title I Programs coordinates and integrates parent involvement strategies with MCPS

offices and divisions by participating on various committees throughout the year. For example, the

Division of Title I Programs meets monthly with the Department of Family and Community Partnerships

to coordinate workshops and outreach efforts for the Parent Academies. Title I also partners with ESOL

and Head Start at least twice a year to coordinate training efforts for Title I parents; through the 21st

Century grant, the Title I Office provides funding for language classes for parents. (Section 1118, e-4).

6. Parent Involvement Activities

The Title I Office involves parents in the activities of schools at the district and school level by:

Ensuring parents are represented on decision making teams such as the MCPS Parent Involvement

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

The Division of Title I Programs will annually involve parents in the joint development, review,

evaluation, and revisions of the MCPS Title I Parent Involvement District Level Plan. The Division of

Title I Programs receives guidance from The Maryland State Department of Education (MSDE) on an

ongoing basis. With this guidance a draft Plan has been created. Input from parents on the draft Plan will

be gathered at Back to School Night, through 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)

Requirements appear in The No Child Left Behind Act 2001, section 1118 (a-g)

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Attachment E

Parent Involvement Plan

Local School Level

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Jackson Road Elementary School Title I Parent Involvement Plan: 2014-2015

Jackson Road Elementary School supports the involvement of all parents/families. It is our belief that the education of our

children is a shared responsibility. We believe that when parents are involved, students will be more successful. In this policy,

“parent” is intended to include parents, guardians, and other family members involved in supervising the child’s schooling.

We carry out the requirements for Title I schools in the following ways:

General Requirements

Involve parents in deciding how family involvement funds are being spent

Involve parents in the development of our school’s Parent Involvement Plan

Distribute the Parent Involvement Plan to all parents

Hold an annual Title I meeting to provide information about the Title I program, parental rights, and the important role

parents play in their children’s education

Involve parents in planning, reviewing and improving our school’s Parent Involvement Plan and Program

Ask for parents’ comments about the Parent Involvement Plan and submit those comments to the Division of Title I

Programs

Develop a written school-parent compact with parents

Building Capacity

Help parents understand the Partnership for Assessment of Readiness for College and Careers (PARCC), the Maryland

and MCPS Standards and Curriculum and the requirements of Title I

Provide materials and parent trainings/workshops to help parents improve their children’s academic achievement

Provide training for staff about how to work with parents as equal partners

Work with other agencies and programs that support parental involvement, such as Special Education, ESOL, the

Health Department and White Oak Library

C

ommunicate 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 as possible, such as transportation

and childcare

Accessibility

Provide additional support for parents with limited English proficiency, parents with disabilities, or parents who are

homeless

Provide information in a format and language such parents will understand using interpretation resources that are

available.

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Attachment F

Parent Involvement BOE Policy

123

Jackson Road 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

support children’s education, healthy development, and well-being. Montgomery

County Public Schools (MCPS) will take actions to promote family involvement

efforts that encompass the diversity of the community.

A. 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.

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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 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.

2. 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. The superintendent of schools will review existing policies and procedures, and

develop necessary regulations and procedures to support this policy.

2. The superintendent of schools and the Board of Education will monitor the

milestones and data points associated with Goal 3: Strengthen Productive

Partnerships for Education in the MCPS Strategic Plan.

3. The Board provides opportunities for parents and other members of the public to

provide feedback through public comments at Board meetings, written and e-mail

correspondence, service on advisory committees, and participation in public hearings

and community forums. Feedback from a broad spectrum of our diverse community

is integral to the processes of developing and revising school system policies,

strategic planning, budget development, and implementation of school district

initiatives. 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, November 13, 1990; reformatted September 1996; amended by Resolution 489-

02, October 28, 2002, amended by Resolution 417-10, July 26, 2010.

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Attachment H

Parent Involvement MCPS Regulation

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Jackson Road 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:

i. Provides information on issues such as: local school and school system policies, practices and

regulations, including discipline procedures, instructional programs, opportunities for collaboration,

school or system initiatives, regular student progress reports, assessments, and parent-teacher

conferences, through a variety of traditional and non-traditional means such as, but not limited to,

newsletters, school-parent orientation programs, checklists, web sites, and list serves

ii. Solicits and considers parent comments and concerns, and makes use of parent talents

iii. Strives to ensure that staff are accessible for parent-teacher communications

iv. Uses the resources of the community and central offices

D. Work in cooperation with the PTA and other parent groups to support programs for parents to learn how to create

and sustain a home learning environment by:

i. Sharing information, materials, and programs about how parents can:

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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, self esteem, parent/child

communication, motivation, discipline, child development, and other topics relevant to the

specific population

ii. Providing space for parent training and parent materials, as feasible

iii. Ensuring that parenting information is provided to parents on a regular, systematic basis by using such

forums as parenting sections in newsletters, discussion groups, conferences, workshops, web sites, and

list serves, etc.

iv. Parenting information should be translated, as appropriate and feasible.

E. Assist parents in playing an integral role in student learning by:

i. Providing appropriate information for staff to work effectively with parents in order to support the

concept of learning at home, including such topics as:

a) How to support academic and behavioral expectations

b) How to share curriculum content with parents

c) How to facilitate parent participation in children’s learning at home

ii. Providing materials on what their child is learning and how to expand on school learning at home, as

well as suggestions about available resources

iii. Suggesting ways that parents can enrich and support the curriculum

F. In accordance with regulation IRB-RA Use of Volunteer Services, encourage parents to volunteer in the

classroom, in other areas of the school, and/or at home by:

i. Providing information for staff use in the development of jobs for volunteers

ii. Maximizing opportunities for parent volunteer participation, including the participation of parents with

special needs or limited English proficiency, and parents of students with special needs or limited

English proficiency

iii. Providing orientation and training for parent volunteers, seeking support from central office personnel

when appropriate

iv. Identifying a member of the school staff to work cooperatively with the PTA, and other parent groups

to encourage parent participation

G. Respect the right of parents to serve as advocates and support this advocacy by:

i. Recognizing that advocacy requires that people understand issues, and have information about the

processes for addressing these issues, including due process rights

ii. Encouraging parents to participate in the development, monitoring, and evaluation of the school

improvement plan

iii. Providing leadership/advocacy information for parents

iv. Encouraging the growth and development of parent groups, PTAs, and other community groups that

reach out within the school community, as well as participating in county, state and national efforts for

children and for education

H. Collaborate with local community resources and informing families about those resources by:

i. Identifying resources that serve families within the community

ii. Informing school staff of the resources for families available in the community

iii. Involving community members in school volunteer and mentor programs

iv. Providing information about community agencies that provide family support services and adult

learning opportunities

v. Developing partnerships with local business and service groups to advance student learning and to

assist schools and families

V. PROCEDURES FOR CENTRAL OFFICES All MCPS employees are expected to convey a commitment to parent involvement and demonstrate respect for parent

involvement. To support this commitment and to ensure implementation of the parent involvement policy and regulation,

appropriate staff in central offices will encourage and assist:

A. Local schools in their comprehensive parent involvement efforts and in the use of interpreter and translation

services whenever feasible

B. Communication with parents about school system policies, practices, regulations, and other general information

C. Development of parenting programs and materials for all parents including those who are English language

learners or have special needs. This may include the use of cable television, pamphlets, adult education courses,

parent resource areas, parent information centers, and programs designed to orient new parents to MCPS by:

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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:

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.

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