WOODLIN SCHOOL IMPROVEMENT PLAN 2012-2013
STUDENT & STAKEHOLDER FOCUS
 MClass data it was found that 93% of all K (AA 84%, H
93%), 95% of all 1st gr (AA 96%, H 88%), and 90% of all
2nd gr (AA 83%, H 61%) met the spring benchmark.
 MAP-R data showed increases overall with a 4%
improvement for the second year in a row from 82.5% to
86.3%. 88.4% (3rd), 87% (4th) and 83.7% (5th) for spring
RIT. In total, W & A did the best (95.1% and 85%), while H
did the least well 70.2% (increase of 10% from a year ago)
AA were at 81.1%.
 Reading MSA it was found that all students & most
subgroups met or exceeded the AMO (90.6 %) with 89.6%
(AA), 90.2% (H), 92.5% (W), 100% (As), 90.6% (Farms),
90.6% (SPED) and 96.2% (LEP). The percent of students
performing at the prof/advanced level on reading MSA
decreased by 6.5% for AA students, 14.6% for H, and 5.2%
for FARMS.
 Alt-MSA100% of students in the Learning for Independence
program were proficient or advanced based on portfolio
assessments in reading, math, and science
 Math MSA it was found that all students except AA,
FARMS, HISP, and SPED exceeded the AMO (89.7%) with
83.1% (AA), 85.1% (H), 95.8% (W), 92.3% (As), 86.8%
(Farms); increase of 3% to 92.3% for (LEP). The percent
performing at the prof/advanced level on MSA went up
from 1% for AA students and 6.8% for FARMS.
 Science MSA 89.7% of all students in grade 5 were
proficient or advanced in science with more than 83% of all
groups passing.
FACULTY AND STAFF FOCUS
As a result of the staff development needs assessment,
job embedded training and support will be provided to
increase all staff capacity in the following areas:





Electronic Integrated Curriculum (EIC)
Individual and Team Planning
Vertical Math Planning and Analysis
Quarterly reading language arts planning
Flexible media schedule & Art Integration
Strategic Monitoring and Interventions

Professional Learning Community (PLC) processes
will be established to facilitate the achievement of
school goals through:
 A continuation of our study and training on diversity
and equity
through high expectations, positive
relationship building,
and culturally responsive
teaching
 Leadership Team Focus: Elements of a Successful
PLCs
 Monthly administration of BCR’s with a collaborative
examination of student work, cross scoring, and
analysis.
 Classroom data centers & student data notebooks
focused on the plan, do, study, act approach to
identifying issues, setting goals, implementing
strategies and evaluating progress with students
 Inclusion practices with an emphasis accommodations,
and co-teaching models in math.
 Staff meetings focused on: Building relationships with
hard to reach kids, Strategies to address bullying and teasing,
Reducing paper pencil tasks and alternate independent work,
Matching interventions to student needs and tracking
progress, Implementing Words Their Way into the Reading
Language Arts block

LEADERSHIP
PERFORMANCE RESULTS
(Summative)
Vision: We believe in a safe, nurturing environment which promotes high achievement and success for students
through integrated and culturally inclusive approach to learning. Students, parents, school staff, and community
work together to create an atmosphere of mutual respect where each child can develop his or her potential.
Misson: We pledge to do the best we can do, we’ll respect ourselves and others too. We’ll put forth our best
effort every day. We’ll explore, learn, and succeed the Woodlin way!

Core Team – Monitors data on the state, county, and school levels, communicates analysis of data with
stakeholders, and provides feedback through classroom visits based on instructional “look fors” in reading
and math.

School Improvement Team-Through collaboration, the SIP will analyze data and school programs to guide
and monitor student progress and achievement. We will advocate for all students to achieve academic and
personal excellence and promote a passion for learning in a respectful environment.

Staff – Meets weekly as a team and quarterly with instructional support staff to analyze data to plan for
instruction and identify strategic monitoring and intervention targets.
The vision, mission, and core values are communicated at town meetings, staff meetings, and through classroom
expectations and incentives. In addition, information is shared through data notebooks, reflections, rubrics, data
centers, and progress reports.
STRATEGIC PLANNING
By June 2013 students at Woodlin Elementary will:
BENCHMARK TESTING:
o
o
o
o
95% of all K/1/2 students will meet or exceed the end of year benchmark
85 % of all students in grades 3, 4, 5 will meet or exceed the target mean RIT score on the
spring MAP-R (Measures of Academic Progress in Reading); with emphasis on Hisp/AA
85% of students in grades 1 and 2 will meet or exceed the target mean RIT score on the spring
MAP-P ((Measures of Academic Progress Primary)
85% of students in grades 3, 4, and 5 will meet or exceed the target mean RIT score on the
spring MAP-P ((Measures of Academic Progress in Mathematics)
STATE TARGETS:
o
90% of all students in grades 3, 4, 5 to score proficient or advanced on reading and math MSA; special
emphasis on in SPED in math and BL/AA in reading
o
AA, H, and FARMS in grades 3, 4, 5 will increase 5% points at the proficient/advanced level on reading and
math MSA
CLIMATE
o
Increase by 10%, the positive responses to questions about student to student teasing,/bullying, behavior,
and safety
o
Increase by 20% the positive responses to questions for staff about time to plan and bathroom cleanliness
AMO Targets 2012
90.6% reading
89.7% math
MSA
In order to have all students meet or exceed proficiency in reading
and math by the end of the 2014 school year, we have engaged in an
in depth analysis of disaggregated data by subgroup:
Group
All
AA
Asian
Hispanic
White
Multi
Farms
SPED
LEP
Reading
92.5
89.8
100
90.2
95.8
100
90.6
90.6
96.2
Math
90.2
83.1
92.3
85.4
95.8
100
86.8
75
92.3
95% of all K-2 students will meet or exceed the
exceed the end of year mClass benchmark
Grade
K
1
2
All
93%
95%
90%
AA
84%
96%
83%
HISP
93%
88%
61%
85% of all students in grades 3-5 will meet or
exceed the target mean RIT score on the spring
MAP-R
Asian
Grade
All
AA
Hisp
White
88.4% 71.4% 71.4% 97.7% 100%
3
4
5
87%
87.5%
83.7% 84.6%
66.6%
72.7%
100%
87.8%
MEASUREMENT, ANALYSIS,
AND KNOWLEDGE
MANAGEMENT
PROCESS MANAGEMENT
(See attached action plan)
The following actions will enable the staff to meet the goals of the SIP.
 Parent Outreach (Weekly email blasts on curriculum targets)
 Academic Clubs on Target Skills (sharing the responsibility of teaching clubs, tied to data,
personal invitations, creating club structures and activities to support ease of implementation)
 Staff strategic monitoring format (identify students who are not meeting goals, set up
interventions [whom & when] and measure progress toward goals
 Collaborative Action Process: Pre-referral intervention strategies with problem analysis and
targeted goals
 Winter Walkthroughs: Opening the Door to Improving Teaching and Learning
 Communication Tools: Student data notebooks, data centers, weekly classroom
email/newsletters, and Connect Ed
 Peer visits with reflection two times per year
 Town Meeting to celebrate and support continued academic success
(Formative)

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Quarterly review of SIP
and data
MCPS and local school
formative assessments data
(math, BCR)
Go for the Green data
Math and reading
summative assessments
(MAP-M, mClass, MAPR, MAP-P)
Intervention data
Revised 6/28/2016
80%
75%