Kensington Parkwood Elementary School 2014-2015 School Improvement Plan

Kensington Parkwood
Elementary School
2014-2015 School Improvement Plan
STUDENT and
STAKEHOLDER FOCUS
As a result of a root cause analysis, it
was determined that:
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Measures of Academic Progress in Math
(MAP M) scores display disparity
between Hispanic, Special Education
and English Language Learners (ELL).
MAP R scores reflect disparity with
African American, Hispanic, Special
Education, and ELL.
Student voice surveys (1st, 3rd & 4th
grades) report a need for improved peer
and adult relationships; how to get help;
and high expectations for all students.
The Gallop School Climate Survey (5th
gr.) indicates a need for continued focus
on bullying and teasing.
FACULTY and STAFF FOCUS
To reach SIP goals, the staff
development focus will be on:
 Leadership and staff meetings will
focus on examining beliefs and
practices that impact student learning.
Staff needs expanded understanding of
working with all students’ academic,
social and emotional needs.
 Team level Professional Learning
Communities (PLC) will focus on
differentiated small-group instruction
and the use of effective data collection
tools. Teams will work together to
draft, implement and monitor Student
Learning Objectives (SLOs).
 Staff will implement classroom
practices based on Teaching and
Academic Success Skills (TASS) and
PBIS resources, including model
lessons.
 School resources will be allocated to
support goals as identified by teams
and grade-level needs.
LEADERSHIP
Student-Developed Mission: The KP learning community will enable
all students to achieve success in a creative and challenging learning
environment through respectful behaviors, goal setting, and hard work.
 Leadership team will examine practices and beliefs of team and staff
and focus on changes needed to confront identified inequities
 School community will develop, implement and monitor School
Improvement Plan (SIP) to address identified goals through a focus
on MCPS Strategic Plan Core Values: Learning, Relationships,
Respect, Excellence and Equity
 Expectations and performance will be clearly communicated and
monitored through: KP website / Connect-ED / Back-to-School
Night / PTA meetings & newsletters / parent conferences with
emphasis on outreach to underserved parents.
PERFORMANCE RESULTS
Progress will be assessed and analyzed to
identify instructional implications:
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Small-group instruction outcomes
from Student Learning Objectives
(SLO) data and reflections
Disaggregated performance on
grade level benchmarks
Gallup Surveys / in-house surveys
PBIS disaggregated data, as
compared to previous years
STRATEGIC PLANNING: GOALS and MEASURES
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Increase engagement by providing all students the opportunity to
respond to higher-level thinking questions in differentiated smallgroup learning experiences as measured by observations, student
voice feedback, formatives and MAP data.
Increase positive school climate through the implementation of
Positive Behavior Interventions and Systems (PBIS) to ensure hope
and engagement for all as measured by Gallop and PBIS referral data.
MEASUREMENT, ANALYSIS, and
KNOWLEDGE MANAGEMENT
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PROCESS MANAGEMENT
A. Teams will monitor outcomes of differentiated small-group instruction
during team meetings and monthly Professional Learning Communities
(PLC) and use outcomes to create Student Learning Objectives (SLOs).
B. Staff will work collaboratively to develop, score and reflect on
common formatives.
C. Monthly grade / team level PLC data meetings
 Progress tracked on action plan template
 Identified needs used to develop grade level SLOs
 Student interventions tracked through Documentation of
Interventions (DOI)
D. Human and material resources will be used to facilitate professional
growth to impact student learning.
E. Staff will implement PBIS matrix / flow chart. Office referral data will
be disaggregated and analyzed for trends by cross-grade PBIS team.
F. Arts Integration strategies will be implemented to increase student
engagement, learning and higher-level thinking skills.
G. All classroom teachers will teach weekly Second Step Social Skills
lessons.
H. All students will participate in weekly technology classes.
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Professional learning will be measured
through application of macro learning
(professional development within
micro experiences (implementation);
feedback; and surveys
Performance outcomes of
differentiated small-group instruction
through observational data and the use
of teacher-created and team-scored
formatives
MCPS Performance Indicators will be
analyzed for trends within classes and
grades with a specific emphasis on
disaggregated performance data
Creation, implementation and
reflection by staff on Student Learning
Objectives (SLOs)
Student and staff voice surveys from
Gallop and school-based surveys
Office referral data, staff PBIS survey
data and climate survey