Glenallan Elementary School

“Driven by Purpose…Gator Success”

School Improvement Plan

2012 – 2013

One Community…One School…One Goal…The Success of Every Gator

TABLE OF CONTENTS

Baldrige Category
School-wide Program Components / Page
Table of Contents / 2
School Improvement Plan Team Information / 3
School Leadership Council Meeting Dates / 4
Leadership
  • Mission
  • Vision
/ 5 - 8
Organizational Performance Results
  • Instructional Goals
  • Operational Goals
/ 9 - 10
Organizational Performance Results
  • Reading Maryland School Assessment Data
  • Math Maryland School Assessment Data
/ 11 - 17
Focus on College Readiness: 21st Century Learner
  • “Seven Keys to College Readiness Data”
  • M-Class Data
  • TN2 Data
/ 18 - 21
Linkage Charts
  • Reading
  • Math
/ 22 - 23
Root Cause Analysis
  • Narrative – RCA Process
  • RCA Action Plan
/ 25 - 33
Needs Assessment and Data findings
  • Subgroup Data Analysis
/ 34
School Improvement Student Achievement Action Plans
  • Reading Achievement Action Plan
  • Math Achievement Action Plan
/ 35–37
Glenallan Instructional Goals / 38

School Leadership Council Team Information

The School Leadership Council Team leads the Glenallan community in creating a positive teaching and learning environment. The team is utilized to engage in an open and honest dialogue to share in the decision making processes that impact the school climate and instructional program. The team is composed of representatives of all stakeholders of the school community and works collaboratively to develop a comprehensive plan for raising the academic achievement of all students. All members of the School Leadership Council Team who contributed to the school improvement plan are listed below.

Print Name / Position
Peter Moran / Principal
Patrick Scott / Assistant Principal
Chrissy Graham / Staff Development Teacher
Linda Raiford / Reading Specialist
Christy Welsh / Special Education Teacher
Stephanie Stewart / Math Content Coach
Nadine Lyons / School Counselor
Leslie Chavis / ESOL Teacher
Pat Bean / Media Specialist
Beth Yetter / Team Leader-Kindergarten
Stephanie Stewart / Team Leader-Grade 1
Corinna Navas / Team Leader-Grade 2
Ursula Davies / Team Leader-Grade 3
Shyleen Billings / Team Leader-Grade 4
Brent Leitzel / Team Leader-Grade 5
Tracy Johnson / Elected Faculty Representative
Sandy Carroll / Paraeducator/SEIU Representative
Jennifer DePasquale / P.T.A. President
Nicole Shephard-Brown / P.T.A. Board Member
Maria Gourdain / P.T.A. Board Member

Listed below are the dates the Glenallan Leadership Team will meet during the 2012-2013 school year to review the school improvement plan, monitor action plans, and identify next steps.

Date / Time
July 25, 2012 / 8:30 a.m. – 3:30 p.m.
July 26, 2012 / 8:30 a.m. – 3:30 p.m.
August 2, 2012 / 8:30 a.m. – 3:30 p.m.
September 27, 2012 / 9:45 a.m. – 11:15 a.m.
October 25, 2012 / 9:45 a.m. – 11:15 a.m.
November 29, 2012 / 9:45 a.m. – 11:15 a.m.
January 31, 2013 / 9:45 a.m. – 11:15 a.m.
February 28, 2013 / 9:45 a.m. – 11:15 a.m.
April 19, 2013 / 9:45 a.m. – 11:15 a.m.
May 30, 2013 / 9:45 a.m. – 11:15 a.m.

Glenallan Elementary School Leadership

I. Leadership

In July of 2012, the School Leadership Council team came together to continue the development of a professional learning community. This development began through making personal connections and sharing values in order to build positive relationships that are the key to a high functioning team. We discussed how we would build a professional learning community by using the article, “What is a professional learning community” by Rick Dufour. This discussion led to the team focusing on the importance of a shared leadership environment, capitalizing on the knowledge of one another, and working to develop a safe psychological environment to allow members to share their ideas and take intellectual risks.

The School Leadership Council focused on the key components to a Professional Learning Community, shared vision, mission, and values, collective inquiry, collaborative teams, action orientation, continuous improvement, and a results orientation. The team agreed that an important component was an action orientation that was shared with school staff and was a consistent focus of the instructional program. The team discussed six characteristics of an effective leadership team, which we will evaluate ourselves throughout the school year. These characteristics were:

  • Clear Purpose – School Instructional Council members understand that they are fully committed to the vision, goals, and objectives of the team.
  • Strong Relationships - Effective teams work on building and maintaining internal relationships. Team members are supportive; trust one another and have fun together.
  • Shared Leadership - Effective teams work on building and maintaining internal relationships. Team members are supportive; trust one another and have fun together.
  • Experimentation and Innovation - Well functioning teams encourage creativity and risk taking and experiment with different ways of doing things.
  • Open Communication - Well functioning teams encourage creativity and risk taking and experiment with different ways of doing things.
  • Defined Roles, Responsibilities, and Accountability - Roles, responsibilities, expectations and authorities are well defined, understood and accepted. Work is fairly distributed and skills are well represented with team member’s abilities being recognized and fully utilized.

In our second year of building a professional learning community, we are focusing on implementing collective inquiry; questioning and reflecting on our instruction in team/planning meetings, and building structures and processes to utilize the knowledge and resources that are within our building. As a leadership team we have committed to promoting the following:

•Challenging and question each other's practice in spirited but optimistic ways.

•Collectively problem solving and learning through applying new ideas and information that address student needs.

•Analyzing current practices in relation to student results, experimenting with new practices, and assessing the relationship between practice and the effects of practice.

•Working together to question, search, analyze, develop, test, and evaluate new skills, strategies, awareness, attitudes, and beliefs that promote student learning.

After participating in reading and discussing the book, Drive, by Daniel Pink we have identified three components of motivation to support our development of a PLC and our ability to engage in the collective inquiry process.

•Mastery: The Urge To Get Better At Something that Matters

•Autonomy: The Desire To Direct Our Own Lives

•Purpose: The Yearning To Do What We Do In Service of Something Larger And More Enduring Than Ourselves

The team collaborated to identify what the ideal leadership team would look like, sound like, and feel like. These details are listed below and will be revisited as we build our professional learning community

An effective leadership team looks like:
  • Total participation
  • Everyone talking
  • Open and honest communication
  • Respectful
  • Sitting/Standing/Groups
  • Diverse – race/age/experience/grade level
  • Analyzing data to determine next steps
  • Visuals
  • Consistency/share responsibility
  • Positive Energy/Smiling/Enthusiasm
  • Having a good time
  • Meaningful
  • Working together
  • Positive body language

An effective leadership team sounds like
  • Productive talk
  • Purposeful and constructive dialogue
  • Respectful words
  • Listening not just hearing
  • Caring
  • Sincere
  • Student Focused

An effective leadership team feels like:
  • Safe
  • Feels needed and important
  • Trusting
  • Shared Responsibility
  • Positive
  • Rotating Roles
  • Exciting
  • Empowering
  • Ownership
  • Productive
  • Common purpose
  • Fun

Glenallan Vision and Mission

Glenallan Elementary Shared Vision Statement

We are a united, multicultural community of students, families, and educators committed to:

  • Cultivating a love of learning
  • Developing the character of great people
  • Empowering children with the knowledge and skills to excel as productive citizens in the 21st century

Glenallan Elementary SharedMission Statement

We are one school…one community…with one goal… the success of every Glenallan Gator.

Montgomery County Public Schools Vision Statement

A high-quality education is the fundamental right of every child. All children will receive the respect, encouragement, and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a global society.

Montgomery County Public Schools Mission Statement

To provide a high-quality, world-class education that ensures success for every student through excellence in teaching and learning

The communication and development of the Glenallan vision and mission statement is essential to our movement of effectively serving the 21st century learner. We will revisit our vision and mission statement to ensure it represents all stakeholders and is a reflection of how we will attain the academic goals of every Glenallan student.

The vision of Glenallan will be communicated to all community stakeholders through a wide range of venues. First, it is vital that the vision is communicated in all personal settings. The focus of our summer “Meet and Greets” and Back to School Night presentation was on our vision and what specific things would occur within the instructional program to ensure it is fulfilled. The vision will be discussed at P.T.A. meetings, school leadership council meetings, transition team meetings, paraeducator meetings, staff trainings, and through our structure of room parents and volunteers. In addition, it will be a focus of our monthly Gator Gazette which will be available in English and in Spanish, weekly staff bulletins, connect ed communication, the structure that we have created for personal phone calls, and via Twitter messages.

Glenallan will focus on aligning the vision and mission of Montgomery County Public Schools to narrow our focus on providing a high quality, world class education. We will work as a leadership team to identify what a high quality, world class education looks like and develop and implement actions to ensure our instructional program is world class.

II. Organizational Performance Results-Instructional and Operational Goals

The goal of Glenallan Elementary School is that a collaborative culture is created among all members of the school community, staff, students, and parents. The focus of our collaboration is to increase the academic performance of every student. This goal will be measured by the staff and student’s ability to meet and exceed the Maryland School Assessment Annual Measurable Objectives of 90.6 in reading and 89.7 in mathematics. These goals will be examined through discussions focused on individual student achievement while consistently examining performance by race and students who receive special services.

We will examine multiple data points to emphasize the importance of the successful development of the whole student and make specific decisions based on multiple measures and teacher judgment. The measures we will use to measure student progressand make instructional decisions in reading are the (MCPSAP-PR) (Grades K-2 reading), Terra Nova II (TN2) (2nd grade reading), Maryland School Assessment (MSA) (Grades 3-5), Measures of Academic Progress in Reading (MAP-R) (Grades 3-5 reading), Fountas & Pinnell Benchmark Assessment System (F&P) (Grades 3-5 reading).

In mathematics, we will measure student progress by examining common formatives in Kindergarten – Grade 2), Terra Nova II (TN2) (2nd grade math and computation), Maryland School Assessment (MSA) (Grades 3-5), and unit assessment results in Grade 3 – 5. In addition, we are working towards placing more emphasis on examining common formative results to drive re-teaching and acceleration. This data analysis movement will be supported through our Student Intervention Meetings (SIM) and during collaborative team planning conducted by our Math Content Coach (MCC).

Strategic Monitoring: Data Decision Making

These measures will be used to focus on individual student growth and identifying students who need specific interventions or acceleration that will best serve their academic progress. Data will be used to identify commonalities in order to strategically develop intervention programs to strengthen academic skills. We will utilize our structure of Student Intervention Meetings (SIM) to develop flexible groups and closely monitor individual student progress. These meetings will be monthly for each grade level so that current data is being reviewed and as a result instructional intervention/support decisions are timely and accurate. We will focus on strengthening our skills of data analysis, using multiple data measure to target individual students, and the effective use of strategic monitoring tools. Below is an example of the strategic monitoring tool format:

Last Name / First Name / Grade / 12-13 TCHR / 10-11 TCHR / GENDER / RACE / ESOL Level / SPECIAL ED / 10-11 Math Scale Score / 10-11 Math Prof Level / ACCELERATED MATH 10-11 / SUCCESSFUL COMPLETION 2010-2011 / SUCCESSFUL COMPLETION 2009-2010
Littleton / Jasmin / 4 / Leitzel / Davies / F / B / 490 / adv / y / 93% / 100%
Jalloh / Fatmata / 4 / Leitzel / Davies / F / B / rell / 450 / adv / y / 67% / 99%
Tambal / Awad / 4 / Leitzel / Lozzi / M / B / rell / 440 / prof / 100% / 99%
Morgan / Jordan / 4 / Leitzel / Lozzi / M / B / 3 / 438 / prof / 100% / 96%
Haaland / Dylan / 4 / Leitzel / Davies / M / B / 428 / prof / 75% / 92%
Kassi / Kensia / 4 / Billings / Davies / F / B / 422 / prof / 86%
Correia / Jarrell / 4 / Leitzel / Lozzi / M / B / 420 / prof / y / 64% / 99%
Huggins / Zenden / 4 / Jameson / Billings / M / B / 410 / prof / 81% / 95%
Sealy / Tai / 4 / Billings / Billings / M / B / 410 / prof / 53%
Robinson / Kelsie / 4 / Leitzel / Lozzi / F / B / 402 / prof / 75%
Folsom / Martin / 4 / Davies / M / B / 398 / prof / 75% / 96%
Blake / Jazmine / 4 / Leitzel / Billings / F / B / 396 / prof / 61% / 90%
Gigax / Tatiana / 4 / Jameson / Billings / F / B / Y / 393 / prof / 83% / 73%
Pierrelus / Ketsia / 4 / Billings / Lozzi / F / B / 3 / 390 / prof / 100% / 99%
Resper / Tyree / 4 / Jameson / Lozzi / M / B / 387 / prof / 97% / 88%
Tarawally / Aicha / 4 / Jameson / Davies / F / B / 382 / prof / 72% / 92%
Jean / Chaasadyah / 4 / Jameson / Billings / M / B / 375 / bas / 94% / 73%
Gombo / Assiam / 4 / Jameson / Davies / F / B / 3 / Y / 372 / bas / 72% / 74%
Eluamaka- / Thelma / 4 / Billings / Lozzi / F / B / 362 / bas
Martin / Olivya / 4 / Billings / Lozzi / F / B / 360 / bas / 78% / 68%
Vance / Noa / 4 / Jameson / Billings / F / B / 360 / bas / 33% / 88%
Allen / Qwame / 4 / Leitzel / Davies / M / B / 331 / bas / 36% / 60%
Annual / Measure. / Obj. / 89.7
Goga / David / 4 / Jameson / Billings / M / B / 1 / 292 / exempt / 78%
Brice / Tayshawn / 4 / Billings / Lozzi / M / B / Y / 49 / bas / 69% / 42%

School Improvement in Maryland

2012 MSA Reading and Math - All Grades

Reading / Percent. Prof./Adv / Met/Not Met
All / 84.4% / Met
African American / 78.0% / Met
Asian / 94.7% / Met
Latino / 85.7% / Met
White / 84.6% / Met
FARMS / 81.3% / Met
LEP / 81.7% / Met
Special Education / 66.7% / Met
Math / Percent Prof./Adv / Met/Not Met
All / 81.3% / Met
African American / 78.0% / Met
Asian / 84.2% / Met
Latino / 80.0% / Met
White / 92.3% / Met
FARMS / 77.6% / Met
LEP / 74.6% / Met
Special Education / 50.0% / Met

2012 MSA Reading and Math - All Grades

3rd Grade Reading % Adv/Prof
76.6% - 49/64 / 3rd Grade Math % Adv/Prof
76.6% - 49/64
4th Grade Reading % Adv/Prof
90.2% - 55/61 / 4th Grade Math % Adv/Prof
85.2% - 52/61
5th Grade Reading % Adv/Prof
85.4% - 41/48 / 5th Grade Math % Adv/Prof
81.5% - 39/48

3rdGrade Reading Performance by Race/Students Receiving Special Services

2011 – 2012 Grade 4 MSA Reading Performance by Race/Students Receiving Special Services

2011 – 2012 Grade 5 MSA Reading Performance by Race/Students Receiving Special Services

Advanced Reading Trends 2010 vs. 2011 vs. 2012

School Improvement in Maryland

2011 - 2012 MSA Mathematics - All Grades

Grade 3 Maryland School Assessment Math Performance

by Race/Students Receiving Special Services

Grade 4 Maryland School Assessment Math Performance

by Race/Students Receiving Special Services

Grade 5 Maryland School Assessment Math Performance Data

by Race/Students Receiving Special Services

African American Proficient/Advanced 2011 vs. 2012

Latino Achievement Trends Proficient/Advanced 2011 vs. 2012

FARM Achievement Trends Proficient/Advanced 2010 vs. 2011 vs. 2012

Focus on College Readiness: The 21st Century Learner

Glenallan Elementary School is committed to building the foundational skills and motivation for beginning the journey toward college readiness and graduation. In order to develop college ready students, we will focus on building the 21st century learner. The Glenallan instructional program will be directed towards building the whole child. In order to raise the level of engagement student instruction will be focused on critical thinking and problem solving, collaboration among peers and collaboration through networking, effective oral and written communication, and building an intellectual risk taking environment through the encouragement of curiosity and imagination.

We will provide students the opportunity to address real world problems, issues that are impacting society and questions that make sense to their life experiences. In order to successfully implement this instruction, a culture of inquiry will be created among the Glenallan students. They will be encouraged to question and we must build excitement for learning so that students will continue self-learning outside of the instructional day.

In order to begin preparing our students for college, we must enhance our technology. School resources will be focused on implementing technology that allows students to learn with the hands on equipment that is being used outside of school. We will be fully implementing curriculum 2.0 in kindergarten through grade 3 and focusing on connecting learning to the community, not just the local community, but the national and global community as well.

In order to increase motivation and the intellectual curiosity of students we will be participating in field trips to local colleges, guest speakers from diverse career backgrounds, and providing students the opportunities to pursue their individual interests. The “Seven Keys to College Readiness” benchmarks will be utilized to determine individual student progress towards foundational readiness. On page 18 are the seven keys to college readiness with data to demonstrate our progress towards building the foundational skills

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Glenallan Student Achievement vs. “Seven Keys to College Readiness”

“Laying the Foundation for College Preparation”

Score 1650 on the SAT or 24 on the ACT
Score 3 on an Advanced Placement (AP) exam or 4 on an International Baccalaureate (IB) exam
Algebra 1 by Grade 8 with a “C” or higher
Complete Algebra 2 by Grade 11 with a “C” or higher
KEY 3:Complete advanced math (Math6) in Grade 5
5th Grade Students Scoring Advanced Math MSA: 18.8%
4th Grade Students Scoring Advanced Math MSA: 34.4%
3rd Grade Students Scoring Advanced Math MSA:28.1%
KEY 2: Score “advanced” in reading on the Maryland School Assessment
3rd Grade Students Scoring Advanced / 4th Grade Students Scoring Advanced / 5th Grade Students Scoring Advanced
2011:16.7% - 11/662012: 14.1% 9/64 / 2011: 21.3% - 10/472012: 15/61 24.6% / 2011: 36.7% - 22/602012: 28/48 58.3%
KEY 1: Advanced reading in Grades K-2
Kindergarten Students Text Level 4: 93.5% / First Grade Students Text Level 16: 91.2% / 2nd Grade: TN2 10-11: 45.1% 50th percentile above
Kindergarten Students Text Level 6: 68.0% / Second Grade Students Text Level M : 56.25% / 2nd Grade: TN 10-11:33.3% 70th percentile above

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