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Glen Haven Elementary School

Baldrige-Guided

School Improvement Plan

2014 – 2015

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Glen Haven Elementary School 2014 - 2015

TABLE OF CONTENTS

Baldrige Category

School-wide Program Components Page

Table of Contents

Leadership

Baldrige Linkages Chart

Mission/Vision

Processes for developing and communicating the

mission and vision

3-8

Organizational Performance Results

Goals and Objectives 9

Student and Stakeholder Focus

Comprehensive Needs Assessment

Instructional Focus

12-18

Faculty and Staff Focus

Instruction by Highly Qualified Teachers

Ongoing Professional Development

Strategies to Attract and Retain Highly Qualified

Candidates

19-22

Strategic Planning

School-wide Reform Strategies

Activities to Ensure that Under Performing Students

Reach Proficient or Advanced

Plans for Assisting Pre-School Children in the

Transition to Local Elementary School

Increased Parent Involvement Implementation Plan

Coordination and Integration of Federal, State, and

Local Funds

23-50

Measurement, Analysis, and Knowledge Management

Measures to Include Teachers in the Decisions

Regarding the Use of Academic Assessments 51

Process Management

Monitoring the SIP goals 52

STUDENT AND

STAKEHOLDER FOCUS

As a result of the root cause analysis,

it was revealed that students will

receive explicit instruction to

comprehend complex texts thorough

read alouds, small group guided

reading and math instruction.

LEADERSHIP

Vision

To have a culture of high academic achievement and positive social emotional learning

for all students in an engaging and collaborative learning environment to prepare students

for college and career

Mission To engage in ongoing professional development to foster high academic

achievement for all students

To promote a positive social emotional learning environment through the enacted Glen Haven Eagles’ Code of Conduct, SOAR (S-Successful, O-

Organized, A-Always Safe, R-Respectful)

To foster a culture of respect among students, parents, staff, and community members, to achieve a true collaborative learning environment

To develop students’ critical thinking and academic success skills to prepare

them for college and career

STRATEGIC PLANNING

All students in grade 3 will be reading at the proficient and advanced levels.

School goal: All students and all subgroups at Glen Haven

Elementary School in grades K-2 will meet end of the year

benchmarks on mClass reading assessments by the completion of the

2014-2015 school year.

All students in grade 5 will be at the proficient or advanced levels in reading

and mathematics.


Elementary School in grades 3-5 will increase their performance on

MAP-R by 10 points by the completion of the 2014-2015 school

year.


Elementary School in grades 3-5 will increase their performance on

MAP-M by 10 points by the completion of the 2014-2015 school

year.

PROCESS MANAGEMENT

Monthly analyze and discuss students mathematics and reading data among

Vertical PLC teams

Collect monthly progress monitoring data for the Number Worlds math

intervention program

Evaluation of staff development opportunities to ensure quality delivery of the

instructional program

Quarterly monitoring of School Improvement Plan at Leadership Team

Meetings

FACULTY AND STAFF FOCUS As a result of root cause analysis,

professional learning will be provided in

order to meet specific student’s needs:

Teachers will engage in

professional learning to deliver

daily small group guided math

instruction to address the needs of

students.

Teachers will increase their

knowledge of questioning to

promote discussion, problem

solving and critical thinking skills.

Teachers will participate in

professional development to

implement of the Number Worlds

Math Intervention.

MEASUREMENT, ANALYSIS, AND

KNOWLEDGE MANAGEMENT

Glen Haven Elementary School will

measure progress using:

Measure of Academic Performance in

Reading (MAP-R) and Mathematics

MAP-P/M

mClass & Running Records

Common Mathematics Formatives

Gallup Survey (Staff, Student, Parent

Voice)

ORGANIZATIONAL PERFORMANCE

RESULTS

3rd Grade Map-R

Spring A AA H MU W LEP IEP

% Adv 17% 15% 8% 0% 14% 21% 0%

% Prof 66% 54% 74% 100% 86% 50% 60%

% Basic 17% 31% 18% 0% 0% 29% 40%

4th Grade Map-R Spring A AA H MU W LEP IEP

% Adv 0% 18% 3% 0% 22% 0% 0%

% Prof 75% 64% 58% 67% 45% 37% 44%

% Basic 25% 18% 39% 33% 33% 63% 56%

5th Grade Map-R Spring A AA H MU W LEP IEP

% Adv 0% 6% 2% 0% 0% 0% 0%

% Prof 63% 47% 57% 0% 60% 42% 12%

% Basic 37% 47% 41% 0% 40% 58% 88%

3rd Grade Map-M Spring A AA H MU W LEP IEP

% Adv 0% 0% 0% 0% 0% 0% 0%

% Prof 100% 77% 71% 100% 100% 74% 60%

% Basic 0% 23% 29% 0% 0% 26% 40%

4th Grade Map-M Spring A AA H MU W LEP IEP

% Adv 0% 0% 6% 0% 11% 3% 0%

% Prof 75% 82% 55% 100% 56% 66% 33%

% Basic 25% 18% 39% 0% 33% 31% 67%

5th Grade Map-M Spring A AA H MU W LEP IEP

% Adv 0% 0% 0% 0% 20% 0% 0%

% Prof 88% 39% 57% 0% 40% 64% 17%

% Basic 12% 61% 43% 0% 40% 36% 83%

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K mClass

Spring (Level 4) Af Am Hispanic Asian White MU LEP IEP

% Above GL 86% 60% 100% 83% 60% 69% 75%

% On GL 7% 0% 0% 0% 0% 0% 0%

% Below GL 7% 40% 0% 17% 40% 31% 25%

1st mClass

Spring (Levels 16-17) Af Am Hispanic Asian White MU LEP IEP

% Above GL 30% 26% 40% 29% 35% 25%

% On GL 50% 32% 20% 50% 47% 25%

% Below GL 20% 42% 40% 21% 18% 50%

2nd mClass

Spring (Level M) Af Am Hispanic Asian White MU LEP

IEP

% Above GL 12% 10% 11% 36% 33% 7% 0%

% On GL 29% 35% 11% 36% 33% 28% 25%

% Below GL 59% 55% 78% 28% 33% 65% 75%

2014-2015


Staff Roster

Administration Grade 4 Art Building Services

Ennis, Jane Dr. - Principal Bucknor, Patricia King, Sharon - .3 Art Colmes, Joshua

Bailey, Olivia - Assistant Principal *McGeogh, Kevin Spool, Kelly Duque, Maria

Hafer, Angie - Administrative Secretary Myles, Heather General Music/Instrumental Music Franco, Jose

Willis, Rebecca - Counselor Grade 5 Neal III, William / Instrumental Medrano, Rigoberto

Pre-Kindergarten *Clayton, Kelley Stovall, Sonia Stevenson Jr., Joseph

Sanders, Ruvini McGeogh, Jennifer Taylor, Rachel .3 GenMusic Cafeteria

Franco, Gladys Williams, Derek Physical Education Ho, Lily

Kindergarten Special Education/PEP Borst, Arlyn - P.E. PT Ng, Yan

Bisogno, Angela Karanian, Meghan McTighe, Thomas Chen, Yue

*Green, Allison Oldfield, Veronica Media Center Health Room

Manevitz, Sheila Weddle, Catherine Wrenn, Elisa - Specialist Robey, Laura

McKinley, Sarah Velasquez, Ligia Rodriguez, Jeannine - Assistant Greig, Patricia

Reymann, Allison Special Education/SCB Paraeducators/MCPS/SE IDA

Grade 1 Frithsen, Christina (K) **Somarriba, Carmela (1, 2) Glickman, Elayne (K)

Encarnacion, Damaris Adjah-Provencal, Georgina Williams, Zenaida (4) MCPS Resource

Han, Gloria Sartor, Francisca Paraeducators - MCPS/Title I Chaplin, Sandy - MFLC

*Petty, Brittany Bedane, Yeshitila Ghosh, Mitali (3) Jackson, MaryAnn - PPW

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Rykoskey, Sara Giganti, Brittany (1, 2) Kainu, Patricia (3) Shorb, Amy - Title I Specialist

Talley, Stephanie Oni, Oluwatoyin Lazaro, Yolanda (5) VACANT - Psychologist

Williams, Heather Muchoki, Jane Lovejoy, Karen (K) Special Ed Conference Rm

Grade 2 Resource Medina, Sheila (5)

Caruso, Andrea **Barnes, Theresa - ESOL (4, 5) Mostofi, Rozita (4)

*Goldman, Allison *Diggs, Nicole - ESOL (K) Subah, Yanquoi (2)

Martin, Jennifer Bitz, Deborah - Academic Support/Focus Wallenstein, Pamela (1)

Vactor, Camille Crawley-Pearson, Wanda - Speech

Grade 3 Hamlet, Shalawday - Speech

Bang, Seon Hukill, Holly Kay - ESOL (3)

Chirinos, Carla Lander, Caroline - OT

Olson, Michelle

*Stevenson Therese Lucina, Jennifer - Reading Specialist

Lynn, Eric - ESOL (1)

*Team Leader

Mazyck, Lekkiah – Speech

**Rep Reynolds, Yvette - Staff Developer

Robinson, Jo - SPEECH PreK

Sito, Tina - PT/PEP

Tom, Linda - Special Education Resource

Tran, Tuyet - Parent Liaison PEP

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Vicki Londy - Special Education Resource

School Improvement Plan Dates

Listed below are the dates the Glen Haven Elementary School improvement team will meet during

2014-2015 to review the school improvement plan, monitor action plans, and identify next steps.

Date Time

July 29, 2014 12:30 p.m. – 3:30 p.m.

August 18, 2014 12:30 p.m. – 3:30 p.m.

September 11, 2014 9:30 a.m. – 3:30 p.m.

November 11, 2014 9:30 a.m. – 3:30 p.m.

February 5, 2015 9:30 a.m. – 3:30 p.m.

May 7, 2015 9:30 a.m. – 3:30 p.m.

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I. Leadership

Glen Haven Elementary School and its stakeholders believe and support the mission of Montgomery

County Public Schools. The people of Montgomery County believe that a quality education is a

fundamental right of every child. All children will receive the respect, encouragement, and opportunities

they need to build the knowledge, skills, and attitudes needed to become successful, contributing members

of a changing global society.

Our Vision

To have a culture of high academic achievement and positive social emotional learning for all students

in an engaging and collaborative learning environment to prepare students for college and careers.

Our Mission

To engage in ongoing professional learning to foster high academic achievement for all

students

To promote a positive social emotional learning environment through the enacted Glen

Haven’s Eagle’s Code of Conduct, SOAR (Success, O-Organized, A-Always Safe, R-

Respectful)

To foster a culture of respect among students, parents, staff and community members to

achieve a true collaborative learning environment

To develop students’ critical thinking and academic success skills to prepare them for college

and careers

In order to implement the vision and mission of Glen Haven Elementary we are committed to continuous

improvement using the Baldrige Guided School Improvement Process. This continuous process involves

collaboratively analyzing school and classroom data with our stakeholders to develop and monitor action

plans that focus our efforts.

The Baldrige School Improvement Team is chaired by the principal. Members of the team include the

principal, assistant principal, staff development teacher, reading specialist, school counselor, grade level

team leaders, ESOL teacher, special education teacher, PTA president, representative for support staff,

elected faculty representative, and Title I instructional specialist. This team is responsible for guiding the

vision of Glen Haven Elementary. The school improvement planning process includes:

Collecting and reviewing student, staff, and parent surveys

Examining school-wide initiatives and supports

Monitoring school improvement goals and making change or modifications as necessary

Differentiating (small and whole group) professional development that is relevant and aligns with

the school improvement plan

Reviewing action plans quarterly with revisions made as necessary

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Sharing the School Improvement Plan with staff members and following actions as outlined

The leadership team focused on leadership skills such as motivational leadership, communicating your

leadership, interpersonal leadership and instructional leadership. As a teacher leader, it is imperative to

promote a professional climate and community through actively creating, nurturing, and promoting a

supportive environment for students and stakeholders. Glen Haven Elementary School promotes this

professional climate through engagement in team building, nurturing growth and professionalism,

emphasizing staff development, and encouraging reflection of all stakeholders. It is this climate that will

contribute to meeting the goals of the Glen Haven Elementary School Improvement Plan.

The goal for Glen Haven Elementary School, which is embedded in the Action Plan, is that staff will

provide high quality explicit instruction for all students. This will be accomplished through ongoing

professional learning, data analysis and strategic planning. Staff, students and families will work

collaboratively to ensure that student’s achievement in reading and mathematics increases for all student

subgroups, as measured by mClass, MAP-R, MAP-P and MAP-M data points.

The Linkages Charts describe the role of leadership and the monitoring tools that enable Glen Haven

Elementary School to achieve its mission through:

Glen Haven Elementary School Leadership Team

Family Academic Nights

Staff Meetings/Vertical Professional Learning Communities (PLC)

Quarterly Data Meetings

Title I Information Meetings

Baldrige-Guided Practices

Back to School Night

Teacher-Parent Conferences

Email, Web Page

Grade Level Parent Meeting Nights

PTA Meetings

Character Counts Program

Peer Mediation

The vision, expectations, and School Improvement Plan are communicated to Glen Haven Elementary

School stakeholders through a variety of sources. Eagle News newsletters, grade level newsletters, and

Parent Outreach/PTA newsletters are distributed monthly in both English and Spanish. Back to School

Night, Curriculum Nights, Title I information meetings, PTA meetings, Language Line, Connect-ED calls,

personal phone calls, and e-mail messages provide opportunities to share our goals and expectations with

parent stakeholders. Staff meetings, professional learning, grade level team meetings, vertical PLC

meetings, planning sessions, and e-mails provide continuous updates to the professional and support staff.

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II. Organizational Performance Results - Goals and Objectives

The summative measures used to determine progress with the School Improvement Plan goals over time

are Montgomery County Public Schools Assessment Program for Primary Reading (MCPSAP-PR)

(Grades K-2 reading), Measures of Academic Progress for Primary (MAP-P) (Grades K-2 math),

Measures for Academic Progress in Reading (MAP-R) (Grades 3-5 reading), Measures of Academic

Progress in Math (MAP-M) (Grades 3-5 math), Fountas & Pinnell Benchmark Assessment System (F&P)

(Grades 3-5 reading), and spelling inventories (Grades K-5).

The core team oversees the daily implementation of curriculum performance, acceleration, differentiation,

and rigor. Meetings are held monthly to discuss the needs of individual students to ensure they are

receiving appropriate support and interventions to best meet their needs.

Glen Haven Elementary School’s academic goals are established and the action plan is reviewed quarterly.

Grade level teams analyze and discuss students’ reading and math data at weekly team meetings. All

teachers provide remediation and acceleration in reading and math based on data analysis. Quarterly data

meetings are held to discuss individual students and ensure that they are receiving proper differentiation

and/or acceleration.

Professional development is provided throughout the school year to staff on teaching high quality explicit

instruction as demonstrated by teaching to the indicator, analyzing student data, identifying criteria for

success and differentiating instruction to meet the needs of all students. Additional support is provided by

the staff development teacher, reading specialist, special education resource teachers, English for Speakers

of Other Languages (ESOL) teachers, and by Montgomery County Public School (MCPS) resources.

Assessment results will be used to improve student performance and enhance classroom instruction.

Consequently, action plans have been developed that outline methods to ensure equitable support for all

learners. Professional development opportunities will target good first instruction as the primary focus to

address the academic achievement gaps for all students.

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Baldrige Category: ORGANIZATIONAL PERFORMANCE RESULTS

School: Glen Haven Elementary School Date: October 27, 2014

Annual Measurable Objectives

Goal (Reading):

School Year 2014 - 2015:

All students and all subgroups at Glen Haven Elementary School in grades K-2 will meet end of the year

benchmarks on mClass (MCPS-AP) reading assessments by the completion of the 2014-2015 school year.

All students in all subgroups at Glen Haven Elementary School in grades 3-5 will increase their

performance on MAP-R by 10 points by the completion of the 2014-2015 school year.

Goal (Math):


All students in all student subgroups at Glen Haven Elementary School in grades 3-5 will increase their

performance on MAP-M by 10 points by the completion of the 2014-2015 school year

2015 Spring Measures of Academic Progress (MAP) At Grade Level RIT Scores*

Subject MAP-M

3rd- Mathematics 203

4th- Mathematics 211

5th- Mathematics 220

MAP-R

3rd- Reading 200

4th- Reading 207

5th- Reading 212

* The RIT (Rasch Unit) is a scale is used to highlight what a student knows, is ready to learn, and is projected to achieve.

Teachers can compare students’ academic performance relative to national achievement and growth norms, as well as, the

Common Core State Standards (CCSS).

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mClass and MAP

Trend Data

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MCPSAP-PR Data Analysis

In kindergarten, 71.3% of students met or exceeded the benchmark on the mClass assessment. The

percentage of students meeting or exceeding benchmark declined 12.2% from the previous year. Students

in the African American, Hispanic, 2 or More Races, FARMS, LEP, and Special Ed, all experienced

a significant decrease in the percentage of students meeting or exceeding benchmark. Students in the

Hispanic student group the largest decrease in the number of students not meeting benchmark from the

previous year. All students in the Asian subgroup met or exceeded the benchmark.

In grade 1, 68.6% of students met or exceeded the benchmark on the mClass assessment. The percentage

of students meeting or exceeding benchmark declined 1.6% from the previous year. Students in the Asian,

White, FARMS, and LEP sub groups, experienced a decrease in the percentage of students meeting or

exceeding benchmark. Although the number of students in the Special Education subgroup increased to

25% of students meeting or exceeding benchmark, 75% of students in the subgroup did not meet the

benchmark for the mClass assessment. All students in the 2 or More Races subgroup met or exceeded the

benchmark.

In grade 2, 47.6% of students met or exceeded the benchmark on the mClass assessment. The percentage

of students meeting or exceeding benchmark declined 5.7% from the previous year. Students in the Asian,

African American, Hispanic, 2 or More Races, FARMS, and LEP sub groups, experienced a decrease

in the percentage of students meeting or exceeding benchmark. Although the number of students in the

Special Education subgroup increased to 16.7% of students meeting or exceeding benchmark, 83.3% of

students in the LEP did not meet the benchmark for the mClass assessment. Students in the LEP and

Special Education subgroup experienced the highest rate of students not meeting the benchmark in grade

2.

MAP-R Data Analysis

In grade 3, 80% of students met or exceeded the benchmark on the MAP-R assessment. The percentage

of students meeting or exceeding benchmark increased from the previous year. Thirty-five percent or more

of the students in LEP and Special Education sub groups scored below proficient. Students in the 2 or

More Races, LEP, and Special Education did not have any students scoring advanced.

In grade 4, 68% of the students met or exceeded the benchmark on the MAP-R assessment. Students

identified as Hispanic, LEP, IEP, and FARMS, had more than 30% of their subgroups scoring basic.

A minimal percentage of the grade level population was able to score advanced.

In grade 5, 63% of the students met or exceeded the benchmark on the MAP-R assessment. Eighty-nine

or more percent of the LEP and Special Education students scored basic. The percentage of students

scoring advanced was 20% less in all subgroups.

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Additional MAP Data (Spring 2014) Measures in Academic Performance-Reading

9%

(6)

16

%(3

)

3%

(1)

0%

20

%(2

)

0%

0%

0% 5

%(2

)

59

%(4

0)

58

%(1

1)

58

%(1

9) 75

%(3

)

50

%(5

)

10

0%

(2)

63

%(2

0)

40

%(4

)

60

%(2

4)

32

%(2

2)

26

%(5

)

39

%(1

3)

25

%(1

)

30

%(3

)

0%

37

%(1

2)

60

%(6

)

35

%(1

4)

A L L A F A M H I S P A N I C A S I A N W H I T E M U L E P ( I N C R E L L )

I E P F A R M S

4th Grade MAP-R Spring 13-14

% Advanced % Proficient % Basic

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Additional MAP Data (Spring 2014) Measures in Academic Performance-Math

3%

(2)

0% 3%

(1)

0%

12

%(1

)

0%

0%

0%

0%

78

%(5

2)

80

%(1

2)

70

%(2

6)

10

0%

(6)

88

%(7

)

10

0%

(1)

74

%(2

5)

75

%(3

)

79

%(4

1)

19

%(1

3)

20

%(3

)

27

%(1

0)

0%

0%

0%

26

%(9

)

25

%(1

)

21

%(1

1)


I E P F A R M S

3rd Grade MAP-M Spring 13-14


4%

(3)

0% 6

%(2

)

0%

10

%(1

)

0% 3%

(1)

0% 5

%(2

)

67

%(4

5)

84

%(1

6)

55

%(1

8)

75

%(3

)

60

%(6

)

10

0%

(2)

66

%(2

1)

30

%(3

)

60

%(2

4)

29

%(2

0)

16

%(3

) 39

%(1

3)

25

%(1

)

30

%(3

)

0%

31

%(1

0)

70

%(7

)

35

%(1

4)


I E P F A R M S

4th Grade MAP-M Spring 13-14


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MAP-P AND MAP-M

Data Analysis MAP-P

In kindergarten, 66% of students met or exceeded the benchmark on the MAP-P assessment. The

percentage of students meeting or exceeding benchmark declined from the previous year. Fifty percent or

more of the students in the Hispanic, LEP and Special Education sub groups scored below

proficient. Forty-three percent of the students in the 2 or More Races subgroup scored advanced. Students

in the Special Education sub group did not have any students scoring advanced.

In grade 1, 71% of students met or exceeded the benchmark on the MAP-P assessment. The percentage

of students meeting or exceeding benchmark declined from the previous year by 1%. Hispanic, FARMS,

and LEP students experienced an increase in the number of students scoring below proficient. Eighty-

four percent of the students in the Special Education subgroup met or exceeded the benchmark. The

percentage of students exceeding benchmark in the African American and 2 or More Races sub group

increased from the previous. All students in the 2 or More Races subgroup scored advanced.

In grade 2, 84% of students met or exceeded the benchmark on the MAP-P assessment. The number of

students meeting or exceeding the benchmark increased from the previous year. Although all subgroups

experienced an increase in the number of students scoring advanced, 31% of the students in the LEP and

Special Education subgroups scored basic.

MAP-M

In grade 3, 80% of the students met or exceed the grade level benchmark. Students in the 3rd grade

consistently scored at the proficient level across all subgroups. However, when taking a closer look at the

data, it was revealed that many of the students scoring proficient just made met the benchmark by 2-4

points. Students identified as Hispanic, Special Ed, and LEP had the highest percentage of students

scoring basic.

In grade 4, 71% of the students met or exceeded the grade level benchmark. Students identified as

Hispanic, Special Ed, LEP, and FARMS had the highest percentage of students scoring basic. All of

the students in the 2 or More Races subgroup met the benchmark, however there were not student in

advanced.

In grade 5, 56% of students met or exceeded the benchmark on the MAP-P assessment. There was no

data present from the previous year. Overall, the students in all subgroups had significant numbers of

students scoring basic. Sixty-seven percent or more of the students in the LEP and Special Education

subgroup score below the expected proficiency level. Twenty percent of the students in White subgroup

scored advanced. Students in the Special Education sub group did not have any students scoring advanced.

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III. Student and Stakeholder Focus

Glen Haven Elementary School is committed to the invaluable input of all stakeholders in developing

focused school improvement goals. This year Montgomery County Public Schools continues the

commitment to the Baldrige Guided School Improvement Process. We are utilizing this input to create an

instructional focus, which will inform our goals and create a structure for our action plans to narrow our

efforts.

Parent input is collected from parents through evaluations at the end of parent meetings, through PTA

meetings, Academic Nights, parent conferences and communications with staff. Student input is gathered

through meetings with the Student Government Association, classroom town meetings, instructional

evaluations at the end of instruction, and end-of-the school year student surveys. Staff input is collected

through Gallup survey, staff professional meetings, monthly vertical PLC’s, informal meetings, and end-

of-the year surveys.

Data Analysis Process

In the spring of 2014, Glen Haven Elementary School’s staff was involved in data driven decision-making

during end-of-the-year articulations. These articulations provided staff with opportunities to use data to

establish class placement of students, to dialogue about strengths and weaknesses of our instructional

models, indicate areas of need for professional growth, and provide feedback on recommendations for

program changes.

In the summer of 2014, Glen Haven Elementary School experienced a change in leadership. The newly

formed leadership team created a vision for high expectations in a positive social emotional learning

environment for all students and staff. During the summer leadership week, Glen Haven Elementary

Leadership Team spent significant time analyzing Glen Haven Elementary School Gallup Poll, surveys of

students, staff, and parents that guided the leadership team in crafting data presentations that were shown

during pre-service week. During pre-service week, teachers were provided with student level data to

review, as we examined our instructional program. Teachers were involved in continued conversations

about implications that promoted professional learning in high quality questioning to promote discussions,

critical thinking and problem solving. In addition, the leadership team believed good first instruction

differentiated to meet the needs of all students along with data analysis and monitoring were essential in

moving students forward. Grade level teams will plan bi-weekly using a standards based planning

template, focus on evidence based writing tasks and identify data points to measure success.

We are continuing to upgrade our connection to data based planning and instruction. In the fall of 2014

Glen Haven Elementary School’s Vertical PLCs will devote a portion of the meeting to the examination

of many data sources such as: mClass, MAP-R, MAP-M, and MAP-P data for the purposes of closer

analysis of student subgroup data and instructional strategies. The leadership team believes this should

continue to be the practice 2014-2015 in order to effectively plan high quality explicit instruction. Bi-

weekly, monthly and quarterly data discussion will continue throughout the year to monitor student

achievement and gauge program effectiveness. Monthly vertical PLC meetings will provide the grade

level teams to examine individual student data to develop a clearer understanding of instructional needs,

and develop better strategies to assist students in reaching and/or exceeding school improvement goals.

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Both Reading and Math classes are heterogeneously grouped in kindergarten through grade five. Small

group differentiated guided reading and math instruction will be provided daily along with embedded

enrichment opportunities for all students through the sample learning tasks provided in C2.0.

Interventions will be determined by current student data and progress examined on a weekly basis to

ensure actions are timely.

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Comprehensive Needs Assessment

Our data sources include the Montgomery County Public Schools Assessment Program for Primary

Reading (MCPSAP-PR) (Grades K-2 reading), Measures of Academic Progress for Primary (MAP-P)

(Grades K-2 math), Measures for Academic Progress in Reading (MAP-R) (Grades 3-5 reading),

Measures of Academic Progress in Math (MAP-M) (Grades 3-5 math), Fountas & Pinnell Benchmark

Assessment System (F&P) (Grades 3-5 reading), Text Dependent Written Responses, lesson plans, Math

Formatives, and examining students’ work. The data is maintained in the myMCPS Instructional

Management System (IMS).

After an extensive analysis of data, the Glen Haven Elementary School Leadership Team noted that the

following student subgroups will require ongoing support to meet the 2014-2015 MCPS Benchmarks:

Kindergarten through grade 2 MCPSAP-PR data is based on MCPS end of the year benchmarks. The

2014 results for Glen Haven Elementary School continue to show that the student subgroups with the

greatest need for improvement were Special Education students in K-2 and LEP in K & 2. This continues

to be a consistent trend with the need to focus on our Special Education and LEP student subgroups as we

address planning, monitoring, and interventions this school year.

In Reading, the data shows that Glen Haven Elementary School students in Kindergarten performed

higher than grades 1-5. There was a decrease in students meeting proficiency or advanced as the grades

increased. Overall, 71.3% of Kindergarten students were proficient or advanced while 63% of 5th graders

were proficient or advanced. Both the ESOL and Special Education subgroups consistently performed

lowest in grades 1-5. We will be focusing on the ESOL and Special Education student subgroups in all

grades.

In Math, the data shows Glen Haven Elementary School students in K-2 performed higher than students

in 5th grade. There was a decrease in students meeting proficiency or advanced from 84% in grade 2 to

59% by 5th grade. Both the ESOL and Special Education subgroups performed lowest and continue to

present the largest gaps in achievement and will continue to be a focus.

MAP-R and MAP-M Gap Analysis

Glen Haven

Elementary School

Gap Analysis

Highest Performing

Subgroups

Lowest Performing

Subgroup Difference

3rd grade Reading White 100% Special Ed 60 % -40%

4th grade Reading 2 or More Races 100% Special Ed 40% -60%

5th grade Reading African American 73% LEP 0% -73%

3rd grade Math Asian 100% Special Ed 40% -60%

4th grade Math 2 or More Races 100% Special Ed 30% -70%

5th grade Math Asian 83% Special Ed 22% -61%

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According to MAP-R current 3rd grade African American, LEP, and Special Education students, current

4th grade Hispanic, LEP, and Special Education students, and current 5th grade African American,

Hispanic, LEP, and Special Education students. We will also target all subgroups to increase the number

of students performing proficient and advanced.

According to MAP- M current 3rd grade Hispanic and Special Education, current 4th grade Hispanic, LEP

and Special Education students, current 5th grade African American, Hispanic, LEP and Special Education

students. We will also target all subgroups to increase the number of students performing proficient and

advanced.

Glen Haven Elementary School’s Professional Learning Community will embrace, promote and enhance

effective instructional strategies in reading and mathematics as a result of identifying the root causes and

the actions to address them as referenced in the Baldrige linkage charts.

As a total school overview, we see there is a wide disparity in student subgroup gaps for both reading and

mathematics. Our Special Education and ESOL student subgroups are consistently the low performing

student subgroups.

Strengths in the area of reading may be due to co-teaching, encouragement of student discourse, planning

and reading interventions. Weaknesses in the area of reading may be due to misalignment of curriculum

planning and instruction, data analysis to plan instruction and teacher expectations being low.

Strengths in the area of math may be due to small group math instruction, co-teaching, use of

manipulatives and technology. Weaknesses in the area of math may be due to lack of mastery of basic

math skills and number sense, inconsistent differentiated instruction for students and misalignment of

curriculum to instruction. We consider these areas to be our problems of practice and planning steps will

be implemented to ensure they are addressed during collaborative planning and vertical PLCs.

Based on qualitative, quantitative, and anecdotal data, the instructional focus will be for all students to

receive explicit instruction in order to comprehend complex texts through read aloud, discussions and

small group guided reading and math instruction. This will require standards based planning for high

quality instruction of the common core indicator and TASS skills. In doing so, instruction will build

students critical thinking, problem solving and comprehension skills. As a result of this input, action plans

are developed in meeting these goals.

The administration and staff are steadfast in its mission to serve all students and prepare them for college

and career. We are focused on improving results through constantly analyzing data and communicating

actions and decisions to all stakeholders. Within our vertical PLC’s, we will analyze data and discuss

actions we believe will positively impact teaching and learning. Thus, Glen Haven Elementary School

will address the needs of all students performing basic, proficient or advanced by taking the following

steps to promote student achievement as outlined by the Maryland State Department of Education:

Ensure all teachers understand the target

Require that all teachers teach and assess the content standards their students are expected to know

Monitor where each of their students is in relation to the content standards

Use information to inform instruction

Monitor student progress in a format that will inform instruction and promote interventions.

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2013-2014

Employee Gallup Poll

Employee Engagement

Topic for focus Glen Haven

Elementary School MCPS

In the last seven days, I have received

recognition or praise for doing good

work. 2.85 3.31

At work my opinions seem to count. 3.12 3.57

My associates or fellow employees are

committed to doing quality work. 4.36 4.17

I know what is expected at work. 4.02 3.97

Glen Haven Elementary School received 66 responses (80%) from the staff. The Gallup employee data

shows factors that contribute to greatest and least employee engagement. Our school improvement goals

will focus on professional and leadership development to address these factors.

2013-2014

School Learning Environment Survey Results

Student Hope

Topic for focus Glen Haven MCPS

I can find lots of ways around a problem. 3.90 3.87

I can think of many ways to get good grades. 4.31 4.33

There is an adult in my life that cares about my

future. 4.82 4.82

I know I will graduate high school. 4.29 4.31

Student Engagement


I feel safe at school. 4.21 4.34

At this school, I have the opportunity to do

what I do best every day. 4.27 4.16

In the last seven days, I have received

recognition or praise for doing good

schoolwork. 4.04 4.01

Student Wellbeing

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Did you have enough energy to get things done

yesterday? 80 85

Did you smile or laugh a lot today? 81 83

Were you treated with respect all day today? 74 74

The Gallup student data was collected from 64 students in grade 5 in the areas of student hope, student

engagement, and student wellbeing. The Gallup student data shows factors that contribute to greatest

and least student hope, engagement, and wellbeing. Student hope appeared to be stronger than our

students’ sense of engagement and well-being. There was a slight decline in their feeling of being

respected and feeling energetic at school. Our school improvement team will focus on the lowest mean

scores in these areas to help plan how to use student data to promote student success.

2013-2014

Parent Engagement Survey Results

Parent Engagement

Topic for focus Glen Haven Cluster MCPS

The school has a clear process for addressing my needs. 71.4% 86.4% 84%

The school has a clear process for me to provide

feedback about my child’s education. 71.1% 78.2% 82.9%

The school welcomes my input on how my child’s

educational experience can be improved 75% 83.8% 86.5%

What grade would you give your child’s school? 70.0% 83.4% 84%

The Glen Haven Elementary School parent engagement survey gleaned these areas as the top four matters

of most concern to parents and other stakeholders. Seventy percent of parents who returned the surveys

said that they would give Glen Haven Elementary School a grade of an “A” or “B” as compared to 90%

of responses from the previous year. However, only 20 % of the parents returned the survey. More

outreach must be done to have more surveys returned. During the 2014 – 2015 school year, the staff will

identify multiple ways of engaging parents into the Glen Haven Elementary School learning experience.

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IV. Faculty and Staff Focus

Highly Qualified Teachers Plan for 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.

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

Office of Human

Resources and

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.

Office of Human

Resources and

Development,

Department of

Certification and

Continuing Education

November-

April

Monthly;

November-April

4. Monitor voluntary and involuntary transfers, substitute teachers and

instructional assistant coverage for employee absences

Office of Human

Resources and

Development

April-June April-June

5. Provide consulting teachers to each first-year teacher as part of a

comprehensive teacher induction program.

Office of School

Support and

Improvement

August-June January and June

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Tasks Office(s)

Responsible Time Line

Task Review

Dates

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.

Office of School

Support and

Improvement, Office

of Curriculum and

Instructional Programs

August-June January and June

7. Provide training to school teams on effective practices for coaching

and supporting colleagues

Office of Human

Resources and

Development, Office

of Curriculum and


July-June January and May

8. Provide in-school mentors for new MCPS employees who are not

assigned consulting teachers.

Office of School

Support and

Improvement

September-

June January and June

9. Provide job-embedded professional development linked to the School

Improvement Plan differentiated to meet the needs of the varied

levels of experience in our building.

Office of School

Support and

Improvement, Office

of Curriculum and


October-April January-May

10. Provide a strong social emotional learning environment which

encourages staff to take professional risks address the instructional

needs for all students.

Administration

Grade level teams August-June Monthly

11. Focus building teachers as instructional leaders and mentors for new

staff to the building.

Administration

Staff August-June August- June

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Professional Learning Progression Plan 2014~2015

School: Glen Haven Elementary School Date: September, 2014

Instructional Focus: Students need explicit instruction to comprehend complex texts through read alouds and small group guided reading & math instruction.

Action Steps/Processes Timeline

Person(s) Responsible

Resources Needed Monitoring Tools or Data Points

(Formative & Summative)

Monitoring: Date and by Whom

Results

Teachers will meet regularly in

vertical PLC teams and staff

meetings to receive professional

development, plan for instruction,

and review data.

Principal

SDT

TBD by meeting goal

(i.e. Book for book

study, PARCC materials,

curriculum

Evaluation by

participants

Variety of learning data

At meeting by Dr. Ennis

Each month

# of participants

Level 1: Satisfaction data

Level 2: Learning data


professional learning to

determine how to deliver daily

small group guided math

instruction.

Principal

SDT

2.0 Curriculum materials

Instructional Center

Formal Observations

Informal observations

Daily

Dr. Ennis

Ms. Bailey

Level 1: % or # satisfied

with training

Level 2: % or # of

participants who

demonstrate learning

Teachers will increase their

knowledge of questioning to

promote discussion, problem

solving and critical thinking skills

through macro learning

experiences at staff meetings and

vertical team PLC meetings.

Principal SDT

Reading

Specialist

Staff meetings

PLC vertical team

meetings

Evaluations by

participants

Variety of learning data

Monthly

# of participants in

attendance

Level 1: Satisfaction data

Level 2: Learning Data

Level 3: Reflections

practice

Team leaders will facilitate

planning for differentiated

flexible small group instruction at

collaborative team meetings.

Team leaders

2.0 Curriculum materials


Lesson Plans

Monthly

Vertical PLC’s

The “Book of the Month” will be

read to all students and students

will respond in common writing

assessments.

Principal

SDT

Team leaders

Book of the Month

selections

Common writing

assessments

Collaborative review of

student responses in

Vertical PLC meetings

Monthly

Dr. Ennis

Student response data

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Action Steps/Processes Timeline


Resources Needed Monitoring Tools or Data Points

(Formative & Summative)

Monitoring: Date and by Whom

Results

In November, Core Team

members will observe classrooms

implementing flexible small

group instruction to gather

information about teacher and

student actions.

Principal

AP

SDT

Reading

Specialist

Observation tool Post visit data analysis

November

Core Team

Status of flexible small

group instruction

Special Education teachers will

participate in professional

development to implement

Number Worlds math

intervention

C2.0 Instruction

Materials & Texts


October

Monthly progress

monitoring data for the

Number Words math

intervention program


collaborative grade level team

planning to plan for differentiated

small group instruction, deliver

the plans, then assess impact,

including examining student

work together.

Team Leaders

Reading

Specialist

SDT

Scheduled level alike

collaborative weekly &

marking period meetings

Lesson plans

Every other week

throughout the school

year

Level 2: Posted lesson

plans

Level 3: Follow up

reflection to self-report,

get feedback of results in

delivering differentiated,

small group plans.

Data will be collected from

teachers and students about status

of small group, guided

instruction.

Principal

AP

SDT

TBD TBD

Semester 1

Semester 2

In April, Core Team members

will observe classrooms

implementing flexible small

group instruction to gather

information about teacher and

student actions.

Principal

AP

SDT

Reading

Specialist

MCC

Observation tool Post visit data analysis

April

Core team

Status of flexible small

group instruction and

comparison to

November data

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V. Strategic Planning

Math Action Plan

Action steps/Objectives/ Processes/ Timeline


Resources Needed

Monitoring Tools/Data Points

(Formative & summative)

Monitoring: Date and by whom

Results/Next Steps (Include evaluation of processes for effectiveness and efficiency)

1. Students will be

receive daily small

group guided math

instruction

differentiated to meet

their instruction needs

Classroom

Teachers

C2.0 Instruction

Materials and

Texts

Instructional

Center

Common formative

Assessments?

MAP-M

Classroom Teacher/

Grade level team

2. Students will be asked

rigorous questions to

promote discussion

and problem solving.

Classroom

Teachers

C2.0 Instruction

Materials and

Texts

Instructional

Center

Common formative

Assessments?

MAP-M

Classroom/ Grade

level Teams

Daily

3. Students performing

more than a year

below the grade level

benchmark will

receive Number

World Math

Intervention in grades

K-5

Classroom

Teacher

C2.0

Instructional

Materials

Instructional

Center

Common Formative

Assessments

MAP-M

Number Worlds pre-

during and post data

Daily

Teachers/Teams

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Reading Action Plan

Action steps/objectives/ processes Timeline

Person(s)

Responsible Resources Needed

Monitoring tools or

data points (formative

& summative)

Monitoring: Date and

by whom

Result (include evaluation of processes

for effectiveness and efficiency)

1. Students will be engaged

in read alouds using

complex texts to promote

critical thinking skills.

Classroom

Teachers

C2.0 Instructional

Materials and Texts


Guided Reading

Materials

Formative Assessments

Running Record

Planning doc

Collaborative Team

Meetings

Classroom Teacher/

Grade Level team

2. Students will be asked

rigorous questions to

promote discussion and

problem solving.

Classroom

Teachers

C2.0 Instruction

Materials and Texts


Formative Assessments?

mClass

Map-R

Running records

Classroom/ Grade Level

Teams

Frequency

3. Students will engage in

evidence-based writing

that aligns to the standard.

Classroom

Teacher

C2.0 Instructional

Materials Instructional

Center

Student written

responses

Daily

Teachers/Teams

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School-wide Reform Strategies & Scientifically Based Research

Incorporated into the School Improvement Plan

MCPS Curriculum 2.0

MCPS Curriculum 2.0 is built around developing students’ critical and creative thinking skills, as well as

essential academic success skills, that students are well prepared for a lifetime of learning. Curriculum

2.0 will better engage students and teachers, and dedicate more learning time to subjects such as the arts,

information literacy, science, social studies, and physical education. By blending these subjects with the

core content areas of reading, writing, and mathematics, students will receive robust, engaging instruction

across all subjects in the early grades.

Inclusion

Glen Haven Elementary School is using an inclusive model where special education students and Limited

English Proficient (LEP) students are placed with their regular education peers in the general education

setting. In the inclusion model special education and LEP students’ needs are met in the general education

classroom supported by regular educators as well as special education teachers, ESOL teachers,

paraeducators, and other support staff. The school community has been working to assist teachers with

the changes by asking for teacher input, providing ongoing training on inclusion and co-teaching models.

Professional development opportunities will be provided to continue dialogue and training on the inclusion

model.

Number Worlds

Number Worlds is an intervention being used in grades K-5 to support students in accessing the grade

level curriculum. Number Worlds is an intervention math program that focuses on students who are one

or more grade levels behind in mathematics. The program includes support for students in the areas of

number sense and Students will receive this intervention for 30 minutes, 5 days a week.

The William and Mary Reading/Language Arts Program

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 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 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

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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.

Fast Track Reading

Fast Track Reading is an innovative, research-based intervention program for grades 4 and 5 that is

designed to put delayed readers on the fast track to grade-level reading proficiency. With high-interest

student materials and comprehensive teacher support, Fast Track Reading offers focused, accelerated

instruction in three strands: word work, comprehension, and fluency.

Fountas and Pinnell Leveled Literacy Intervention

Fountas and Pinnell Leveled Literacy Intervention is a small-group, supplementary intervention program

designed to help teachers provide powerful, daily, small-group instruction for students who are not

meeting benchmarks. The intervention kit includes: leveled texts, black and white copies of the texts for

students to take home, and a teacher guide with scripted guided reading lessons that include before reading

activities, during reading prompting, and follow-up comprehension questions.

Critical Thinking Growth Mindset

The overall goal of Critical Thinking Growth Mindset is to recognize and nurture intellectual potential

among students, including those most frequently overlooked because of socioeconomic, cultural, and/or

linguistic differences. Staff plan and implement instructional practices that nurture critical and creative

thinking.

English for Speakers of Other Languages (ESOL)

The goal of the English for Speakers of Other Languages (ESOL) program is to help the Limited English

Proficient (LEP) students learn enough English to function linguistically and culturally in Montgomery

County Public Schools and in the American society. The mission of the ESOL program is to provide

high quality instruction, assessment, counseling, and parent outreach activities that enable LEP students

to demonstrate successful academic performance across all curricular areas.

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Coordination and Integration of Federal, State, and Local Funds

Maryland Meals for Achievement (MMFA)

Maryland Meals for Achievement (MMFA) Program is funded from the federal School Breakfast Program

and the Maryland State Department of Education. All students are served breakfast each morning at no

charge in their classroom. Research shows that MMFA helps students perform better in class and improves

attendance and reduces tardiness.

MCPS: Division of Food and Nutrition Services: After School Snack Program

The After School Snack Program is designed to provide nutritious snacks for students up to the age of 18

who participates in supervised after school programs. Good nutrition is essential to full physical and

cognitive development and after school snacks help children get the nutrition they need to learn, play and

grow. Each student who participates in a supervised academic enrichment opportunity afterschool receives

a healthy snack.

Smart Sacks – Manna Food Center

Smart Sacks is an income-based program that gives a backpack full of kid-friendly food to elementary

school children every Friday. Each backpack contains 10 to 12 items of food that are nutritious and easy

to prepare.

Self Help and Resources Exchange (SHARE)

The Self Help and Resources Exchange (SHARE) Food Network is a non-income based program that

distributes high quality, affordable nutritious food as a way to build community and strengthen families.

For $20 plus 2 hours of volunteer service, anyone may receive a SHARE package worth approximately

$45.

Donations through Community Partnerships

Throughout the school year Glen Haven Elementary School receives donations through community

partnerships. These backpacks and school supplies were given to students who did not have a backpack

or school supplies for the new school year.

Learning Support Program

The Commonweal Foundation Learning Support Program (LSP) provides after school tutoring for

students with learning disabilities IEPs, 504 plans, EMT referrals, and FARMS students. Identified

students will work with a tutor in a small group twice a week.

Ruth Rales Comcast Kids Reading Network

The Ruth Rales Comcast Kids Reading Network provides weekly, one on one tutoring support to students

in second grade who are on or below grade level in reading. The mission of the program is to boost the

reading proficiency of students at elementary schools throughout MCPS. The research-based program,

Reading Together, focuses on improving students’ vocabulary, background knowledge, reading fluency,

and comprehension. The program includes training and ongoing support for volunteers and school

coordinators.

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Educational Systems Federal Credit Union

The Educational Systems Federal Credit Union (ESFCU) has partnered with Montgomery County Public

Schools (MCPS) and Glen Haven Elementary School (GHES) to provide an opportunity for our students

to learn the value of saving money. This program allows students to make deposits to a savings account

at Glen Haven Elementary, once weekly. This program also provides a learning opportunity to our fifth

grade students in math applications in their work as bank tellers.

Fort Detrick, Silver Spring

Fort Detrick, Silver Spring has established housing within Glen Haven Elementary School’s boundaries.

This housing is for families who have individuals serving in the military or a family member receiving

services at Fort Detrick, Silver Spring. In an effort to meet the needs of our students who have a family

member in the Armed Services, Glen Haven Elementary has partnered with representatives of Fort

Detrick, Silver Spring. Through this collaborative partnership, we are working to: provide information

about the services available at Fort Detrick, Silver Spring, provide a school liaison to act as a point of

contact, and provide opportunities for staff development on military families and their unique needs. We

will continue to build and work collaboratively with the Fort Detrick, Silver Spring and Army Community

Service to meet the needs of our military students and families.

Military Family Life Counselor

Due to the unique challenges faced by military families, particularly during this time of war, the

Department of Defense is providing professional licensed consulting staff to provide non-medical

counseling services to Service Members and their families, children, and staff of Glen Haven Elementary

School. The Military Family Life Counselor will help students, staff, and families with school adjustment,

deployment and separation issues, reunion adjustment, parent- child communication, behavior concerns,

fear, grief, loss, and daily life issues. The Military Family Life Counselor can provide direct intervention

in classrooms, outreach to parents, and conduct parent and staff trainings.

School wide Program Coordination for Homeless Students Homeless children receive services under Title I. 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 Title I’s ELO SAIL program. Glen Haven Elementary School instructs

students in reading and math during the summer program.

During the school year Glen Haven 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 Division of Title I Programs and Montgomery County Public Schools’

Homeless Liaison.

Please see all Title I allocation and budget sheets at the end of this document.

http://www.montgomeryschoolsmd.org/departments/forms/pdf/335-77.pdf

http://www.montgomeryschoolsmd.org/departments/forms/pdf/335-77.pdf

http://www.montgomeryschoolsmd.org/departments/forms/pdf/335-77A.pdf

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Information on School-wide Programs

Title I funds and resources are provided to the school and will be used to implement and support this plan.

To meet the needs of our diverse student populations, positions have been added to the school using the

Title I funding. These positions include 14.5 academic support positions in reading and mathematics,

including 1.5 professionals and 13 part-time paraeducators.

Additional federal, state, and/or local grant funds and resources the school receives that will be used to

support the implementation of this plan:

1. Local MCPS funds pay staff to participate in three day long summer Leadership meetings.

2. Title I funds are allocated for substitute teachers for PLC leadership meetings and data chats.

3. Instructional materials are purchased using Title I funds.

4. Parental Involvement programs and materials are funded using Title I funds.

School-wide Actions Being Taken to Address Gaps in Performance to

Ensure Underperforming Student Reach Proficient or Advanced

Glen Haven Elementary School’s professional development action plans for math and reading describe

the areas for training and instructional implementation we plan to focus on during this school year. The

plans on pp. 25 - 26 describe our plan of action. The narrative that follows provides an explanation of

specific procedures related to these plans.

Data discussions are held for all grade levels at monthly vertical PLC meetings. Teachers come to the data

discussions prepared to discuss each of their student’s performance levels in reading and mathematics.

The discussion involves, what do students need to know and be able to do? How will we know that they

have learned it? What will we do when they haven’t learned it? and what will we do when they already

know it? Teachers and teams continuously review student data for instructional implications with their

grade level team, curriculum team, administration and individually. Staff members also participate in

quarterly planning meetings, where again, the focus is on student learning, and to plan for instruction as a

team. Through this data analysis and discussion, individual students’ needs are identified and additional

strategies are put into place.

Glen Haven Elementary School believes in first good instruction as the primary tool to address the

instructional needs of our students and to close the achievement gap across subgroups. Reading

interventions are available and used as resources and direct support based on the individual needs of the

students. For struggling students, interventions such as: Fountas and Pinnell (Leveled Literacy

Intervention System), Early Intervention Reading, and Fast Track Reading are used as resources to support

those students in their reading instruction. Additional support is offered by intervention teachers who are

assigned to specific grade levels where they provide support to students in the classroom.

Additional math support is provided in classrooms by co-teachers. Math classes are heterogeneously

grouped in kindergarten through grade five. All math classes provide small group guided math instruction

that is differentiated based on the student’s instructional level. Teachers use common formative

assessments to measure student progress and provide additional math interventions based on student

feedback and performance on formative and summative assessments. Enrichment opportunities are

provided for all students throughout the math program through whole and small group lessons.

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The master schedule allows for common planning time for grade level teams. Teams are responsible for

their curriculum planning and use the support of specialists in their problem solving discussions. During

the articulation process, teachers discuss student data and complete plans for the quarter. Vertical planning

takes place so that adjacent teams can meet to discuss the skills that are necessary to move students on to

the next grade level, while working to create long-range teaching plans that provide teachers a means of

maintaining an instructional focus on the curriculum and assessments.

Support for at-risk students in special education and Limited English Proficient (LEP) students goes

beyond the interventions and support that all other students receive. Plug-in support and co-teaching have

become the preferred mode of providing support to these students. Glen Haven is implementing inclusion,

providing support for special education students largely within the general education classroom, with pull-

out support as appropriate. The special educators and the paraeducators meet with grade level teams during

structured planning time, so that the teaching plans are known to all and so that support can be focused

and meaningful. The Early Intervention in Reading program is a decoding intervention that focuses on

essential skills for the lowest performing students in kindergarten through Grade 3. Fast Track Reading

program is a comprehension intervention that focuses on reading, comprehension skills, word work, and

fluency instruction for struggling readers in Grade 4 and 5.

Similar support takes place for students with Limited English Proficiency (LEP). Resource staff co-teach

to give additional support to Level 2, 3, 4, 5, and Reclassified English Learners (REL). Appropriate

instructional and testing accommodations are provided.

Glen Haven students attended the Extended Learning Opportunities Summer Adventures in Learning

(ELO SAIL) program. The Extended Learning Opportunities Summer Adventures in Learning (ELO

SAIL) is an extended year program designed to provide additional instruction in reading/language arts

and mathematics to entering kindergarten through grade 5 students in our school. Specifically, the ELO

SAIL program seeks to:

Accelerate learning by previewing the first quarter curriculum concepts and skills to be taught in

the grade students will enter in the fall;

Extend learning by continuing to review concepts and skills taught in the previous school year;

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

Provide continuing English language instruction for LEP students; and to

Strengthen basic skills that are the preconditions for later learning.

Teachers and paraeducators, along with volunteers, will offer support to students in the areas of reading

and math. These extended day activities will focus on students represented by the achievement gap

analysis and students performing at the basic level. These additional programs include:

During School

Ruth Rales tutoring support for second graders

After School

Commonweal Learning Support Program

Transitions

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Strategies are used for assisting preschool children in the transition from early childhood programs, such

as Head Start, Even Start, or state run preschool programs, to local elementary school programs. Bilingual

Kindergarten Orientation takes place at Glen Haven Elementary School every spring. This event allows

students and parents to become familiar with the teachers, school, and curriculum. Welcome packets

containing activities for developing skills necessary for Kindergarten are given to parents. Kindergarten

teachers, Kindergarten paraeducators, and Kindergarten ESOL teachers support Kindergarten Orientation.

The incoming Kindergarten students participate in a lesson and activity with selected Kindergarten

teachers while the parents attend an information session with teachers. Glen Haven staff provides

translation during the meeting and completion of registration forms. During the ELO summer school

program, our Kindergarten parents attended an ELO SAIL Kindergarten Tool Kit meeting. At the

beginning of the school year, Glen Haven provides opportunities for parents to become familiar with staff,

school building, curriculum and procedures with an Open House and Back to School Night. This year

teachers, the parent outreach coordinator, and parent involvement committee will continue to collaborate

to dispense information to parents as needed in a timely fashion.

Strategies are used for assisting students in the transition from other schools into the school-wide program

after the school year has begun. Staff members work collaboratively to determine the best placement for

new students. The attendance secretary gives the new student’s family a Glen Haven Handbook. Then the

parents are directed to the Parent Involvement Coordinator. The Parent Involvement Coordinator

welcomes the family and gives them a Grade Level Curriculum packet and a bilingual Back to School

Night packet. The attendance secretary informs all resource staff of the enrollment of a new student via

email. Classroom and resource teachers review the cumulative folders to determine any specific

accommodations or needs. Available achievement data is reviewed and used to determine placement for

new students. New students are given a tour of the school and are assigned a Classroom Ambassador to

help with the transition to a new school. Class meetings are held weekly and provide another opportunity

to assist a new student with the transition to our school.

Strategies are in place for assisting fifth graders in the transition from elementary to middle schools. The

fifth grade teachers, elementary and middle school counselors and fifth grade students collaborate to

ensure a smooth transition from elementary school to middle school. Fifth grade teachers emphasize the

importance of independence. In early spring all elementary feeder schools attend a vertical articulation

meeting with the middle school faculty. Administrators, the staff development teacher, counselor, fifth

grade team leader, resource teacher, and reading specialist all attend this vertical meeting. Also in the

spring, administrators and middle school counselors hold a meeting during the school day at the

elementary school with all fifth grade students and teachers. The elementary school counselor provides

guidance to the fifth grade classes to assist in the choice process and magnet school programs. The middle

school holds an orientation for incoming sixth graders prior to the first day of middle school. The fifth

grade ESOL teacher articulates with the middle school ESOL department to ensure correct placement of

LEP students.

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

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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.

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Parental Involvement

2013-14 Committee

The family involvement committee partners with the school community in making the school a positive

place in which teaching and learning thrive. The committee should be representatives of the school

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

involvement. All members of the family involvement committee who worked on the plan are listed on the

table below.

Name Position

Rebecca Willis School Counselor

Gloria Han First Grade Teacher

Therese Stevenson Third Grade Teacher

Patricia Bucknor Fourth Grade Teacher

Christina Frithsen SCB Teacher

Brittany Giganti SCB Teacher

Sheila Manevitz Kindergarten Teacher

Allison Reyman Kindergarten Teacher

Tuyet Tran PEP Teacher

Amy Shorb Title I Specialist

Francisca Sartor SCB Paraeducator

Ligia Velasquez PEP Paraeducator

Veronica Oldfield PEP Paraeducator

Olivia K. Bailey Assistant Principal

Jane Q. Ennis Principal

Dana Sheets Parent – PTA President

Meeting Dates

September 23, 2014

November 18, 2014

January 13, 2015

April 21, 2015

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Glen Haven 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.

B. ISSUE

Research indicates that family involvement in education has a positive effect on student learning and

healthy development and is an important strategy in reducing achievement gaps. Additionally, meaningful

and effective home-school partnerships help to ensure a safe and respectful learning environment.

C. POSITION

1. The Board supports the development of parent and family involvement programs and services that

are comprehensive and linked to student learning and based on, but not limited to, the National

Standards for Family-School Partnerships:

a) Welcoming all families into the school community—families are active participants in

the life of the school, and feel welcomed, valued and connected to each other, to school

staff, and to what students are learning and doing in class.

b) Communicating effectively—families and school staff engage in regular, meaningful

two-way communication about student learning.

c) Supporting student success—families and school staff continuously collaborate to

support students’ learning and healthy development both at home and at school, and have

regular opportunities to strengthen their knowledge and skills to do so effectively.

d) Speaking up for children—families are empowered to advocate for their children, to

ensure that students are treated fairly and have access to learning opportunities that will

support their success.

e) Sharing power—families and school staff are important and valued partners with unique

information regarding decisions that affect children. Families and school staff 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.

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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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Glen Haven 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.

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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:

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

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ii. Encouraging parents to participate in the development, monitoring, and evaluation of the

school improvement plan

iii. Providing leadership/advocacy information for parents

iv. Encouraging the growth and development of parent groups, PTAs, and other community

groups that reach out within the school community, as well as participating in county, state

and national efforts for children and for education

H. Collaborate with local community resources and informing families about those resources by:

i. Identifying resources that serve families within the community

ii. Informing school staff of the resources for families available in the community

iii. Involving community members in school volunteer and mentor programs

iv. Providing information about community agencies that provide family support services and

adult learning opportunities

v. Developing partnerships with local business and service groups to advance student learning

and to assist schools and families

vi.

V. PROCEDURES FOR CENTRAL OFFICES

All MCPS employees are expected to convey a commitment to parent involvement and demonstrate respect for

parent involvement. To support this commitment and to ensure implementation of the parent involvement policy

and regulation, appropriate staff in central offices will encourage and assist:

A. Local schools in their comprehensive parent involvement efforts and in the use of interpreter and

translation services whenever feasible

B. Communication with parents about school system policies, practices, regulations, and other general

information

C. Development of parenting programs and materials for all parents including those who are English

language learners or have special needs. This may include the use of cable television, pamphlets,

adult education courses, parent resource areas, parent information centers, and programs designed to

orient new parents to MCPS by:

i. Providing materials and resources to inform staff and parents

ii. Helping parents with school-related issues, resolving problems, and finding resources

iii. Informing parents about the organization and function of the MCPS system

iv. Disseminating information about school and community resources to parents and staff

v. Identifying and sharing successful parent involvement programs, plans, and activities for

use by local schools

D. Countywide volunteer opportunities by providing appropriate information

E. The development of parent leadership through PTAs and other recognized groups

F. Collaboration with businesses, organizations, and other government agencies to gain support and

assistance for parent involvement efforts

G. Information and training by:

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

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Regulation History: New Regulation, August 21, 1991; revised July 21, 2003.

_________________________________________________________________________________________

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)

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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.

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2. Providing Assistance and Training

Technical assistance is provided throughout the year to Title I instructional specialists through a variety of forums

and on an array of topics related to their work as members of central office staff and school based staff. Since Title

I instructional specialists assist in implementing, coordinating, and ensuring compliance of federal and state

requirements, Title I staff will also receive training on relevant issues which they in turn will share with school

staffs and families.

Specific topics of training include:

Development of school-parent compact

Research and practice about importance of family involvement

Preparation and monitoring of family involvement budgets

Inclusion of parents in family involvement budget decisions

Proper use of federal funds

3. Ensuring Accessibility

All MCPS policies and publications will be available in the ‘major’ languages of 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)

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Glen Haven Elementary School Title I Parent Involvement Plan: 2014-2015

Glen Haven 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,

Linkages to Learning, Judy Center, Health Department and Library

Communicate information to parents about school programs, meetings, and other activities in a language that they

can understand, using interpretation resources that are available

Provide reasonable support so parents may participate in school activities as much 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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Glen Haven Elementary School – Parent Compact

2014-2015

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 Common Core State

Standards (CCSS). We will:

review assessment results to

determine strengths and

needs of students

use the MCPS curriculum to

plan instruction that will

improve students’ academic

performance

give students timely

feedback and opportunities

to show what they know

share the MCPS Core

Values that support the

MCPS Strategic Framework

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/frequ

ent progress reports

Core Value:

Respect

Equity


communicate with families

about high academic

standards, student progress

and the school’s overall

performance

communicate with families

in a language that they can

understand, when possible

communicate with parents

and students about academic

progress and behavior

through interims, report

cards and parent-teacher

conferences

provide frequent

communication through

announcements, newsletters,


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

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Shared

Responsibilities for: School Staff Parent Student

and the school website to

keep families informed of

upcoming events

Communicate information to

parents about school

programs, meetings, and

other activities in a language

they can understand, using

interpretation resources that

are available.

Accessibility

*Core Value:

Relationships

Respect

Equity

*Core Value:

Learning

Relationships

Excellence

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


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

*In this compact, “parent” is intended to include parents, guardians, and other family members involved in

supervising the child’s schooling.

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Glen Haven Elementary School – Pacto de Padres

2014-2015 Escuelas efectivas son el producto de sus familias y su plantel de empleados que se aseguran que los

niños tengan éxito en la escuela. Este Pacto es un acuerdo voluntario entre dos grupos con una misión

que los une firmemente. Los invitamos a participar en esta sociedad

Responsabilidades

Compartidas para: La Escuela Los Padres El Estudiante

Currículo e

instrucción de alto

nivel

Como escuela elemental

esperamos que todos los

estudiantes llenen o excedan los

estándares de nivel de grado de

MCPS y el Common Core State

Standards (CCSS) Nosotros:

revisaremos los resultados de

las evaluaciones para

determinar los puntos fuertes

y las necesidades de los

estudiantes

usaremos el currículum de

MCPS para preparar el plan

de enseñanza que mejorará

el desempeño académico de

los estudiantes

daremos a los estudiantes

comentarios oportunos sobre

su desarrollo y oportunidades

de demostrar lo que saben

Como padres, apoyaremos

la enseñanza y creemos que

nuestro estudiante puede

alcanzar metas altas.

Nosotros:

le hablaremos a nuestro

estudiante acerca de lo

que está pasando en la

escuela y sobre la

importancia de trabajar

intensamente en la

escuela

nos aseguraremos que

nuestro estudiante

llegue a la escuela

puntualmente cada día


nuestro estudiante haga

su tarea y el trabajo de

la escuela regularmente

Como estudiante, yo haré lo

máximo y trabajaré

fuertemente. Yo:

llegaré a la escuela a

tiempo y listo para

aprender

prestaré atención en la

clase y haré preguntas

cuando no entienda

algo

completaré todas mis

tareas

seguiré todas las reglas

y requisitos de la

escuela

Conferencias de

Padres y Maestros

Como escuela, nosotros:

organizaremos por lo menos

una reunión de padres y

maestros al año

asistiremos a los padres

enseñándoles modos de

ayudar a sus hijos con sus

tareas y a aprovechar su

educación

Como padres:

asistiremos a reuniones

acerca de lo que nuestro

estudiante esta

aprendiendo

haremos preguntas

acerca de cómo ayudar

a nuestro estudiante en

la casa

Como estudiante, yo:

sabré lo que se espera

de mi en todas las

materias

hablaré con mi familia

acerca de las cosas que

estoy aprendiendo en la

escuela

Comunicación/

informes de

progreso

frecuentes


estaremos en contacto con las

familias acerca de los altos

estándares académicos, el

progreso del estudiante y el

desempeño de la escuela en

general

nos comunicaremos con las

familias en un lenguaje que

puedan entender, cuando sea

posible nos pondremos en

contacto con los padres y

estudiantes acerca del

progreso académico y el

comportamiento del

estudiante a través de

‘interims’, libreta de notas y

Como padres:

asistiremos a eventos

como Back-to-School ,

conferencias de padres

y maestros, y cualquier

otro programa de la

escuela

nos comunicaremos con

la escuela sobre

cualquier preocupación

acerca del proceso de

aprendizaje de nuestro

estudiante

avisaremos al maestro

o a la escuela cuando


hablaré con mi familia

sobre las cosas que me

gustan acerca de la

escuela

pediré ayuda del

maestro cuando tenga

problemas con my

trabajo en la escuela y

con mis tareas

compartiré con mi

familia todo el trabajo

de la escuela y los

volantes o noticias que

reciba

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conferencias de padres y

maestros.

Proporcionaremos

comunicación frecuente a

través de anuncios, boletines y

la pagina web de la escuela

para mantener a las familias

bien informadas sobre eventos

futuros

no entendamos algo que

llegue a nuestra casa

Accesibilidad


daremos acceso razonable al

plantel de la escuela

haremos de la escuela un

lugar amigable donde los

padres podrán tener

reuniones, podrán hablar, y

podrán saber sobre la

educación de sus hijos

Como padres:

asistiremos a las

reuniones de PTA, a

entrenamiento para

padres, y cualquier otra

actividad especial


la escuela pueda

encontrarnos en

cualquier momento


ayudaré a otros

estudiantes

respetaré a todos los

estudiantes y adultos

Oportunidades de

participación/volun

tariado


incentivaremos a todas las

familias para que se ofrezcan

como voluntarios y para que

se involucren en la escuela

ofreceremos a los padres

oportunidades para que

puedan dar sus ideas acerca

del ambiente de la escuela y

el plan de enseñanza a través

del Equipo para Mejorar la

Escuela (School Improvement

Team), el Comité de Padres

Involucrados ( the Parent

Involvement Committee ) y

encuestas (school surveys)

incentivaremos a los padres

para que participen en la

educación de sus hijos a

través de eventos de PTA,

Noches de Currículum,

conferencias y voluntariado

Como padres:

nos voluntarizaremos

por lo menos para una

actividad durante el año

académico (ayudando

en la clase, apoyando

actividades especiales

en la escuela,

acompañando en un

viaje)

nos uniremos a

comités, como el

Comité de Padres

Involucrados, o el

Equipo para Mejorar la

Escuela


Me uniré a proyectos

que ayudarán a mi

escuela y a mi

comunidad

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Parent Involvement Action Plan 2014-2015

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.

Parent

Involvement

Committee

(PIC)

Administration

Title I

Specialist

Survey feedback

Budgets

Sign in

Agenda

Notes

Evaluation

(SANE)

Ongoing

Administration

Parent Involvement

Committee

2. Review, revise and

distribute the parent

involvement plan annually to

meet the changing needs of the

parents in the school.

PIC

School staff

Administration

Parent

Involvement

Plan

Feedback

SANE

Feedback

Ongoing

Parent Involvement

Committee

3. Conduct parent meeting to

disseminate information about

the school’s Title I schoolwide

program and parental rights.

Title I

Specialist

Title I Specialist

Interpreter

SANE

October/November

Title I Specialist

4. Involve parents in planning,

reviewing and improving the

school’s parent involvement

program

PIC

Survey feedback SANE Ongoing

Parent Involvement

Committee

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.

PIC

Administration

Title I

Specialist

Parents

Teachers

Students

School-Parent

Compact

Template

School-Parent

Compact

Sign off from

parents

School

Improvement

Plan

November 1

Title I Specialist

Building Capacity

6. Plan and implement parent

information meetings on the

following topics:

Partnership for

Assessment of

Title I

Specialist

PIC

School staff

PowerPoint

Parent

Notification

Interpreter

SANE Ongoing

Title I Specialist

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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)

Readiness for College

and Careers (PARCC)

Maryland and MCPS

Standards and

Curriculum

How to Support

Reading , Math and

Science at Home

Babysitters

ConnectEd

7. Provide training to staff on

the importance of family

involvement and effective

practices in conducting parent-

teacher conferences

Staff

Development

Teacher

Title I

Specialist

Research

articles

Handouts

SANE Mid November

Title I Specialist

8. Work with other agencies

and programs that support

parental involvement

School

Counselor

Administration

Teachers

Contact person

at the

agency/program

Flyers

Meeting notes

Ongoing

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

Administration

School

secretary

Teachers

DFCP

Title I

Specialist

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)

Administration

PTA

Interpreter

PIC

Babysitters

SANE

Flyers

Ongoing

PIC

Title I Specialist

Accessibility

11. Provide additional support

for parents with limited

English proficiency, parents

Administration

School

Counselor

Interpreter

School

Counselor

SANE

Flyers

Ongoing

Title I Specialist

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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)

with disabilities, or parents

who are homeless

ESOL teachers

Other

12. Involve parents as active

participants in the planning,

review, and revision of the

School Improvement Plan.

Administration

Title I

Specialist

Accessible

schedule

Interpreter

SANE July-September

Review due

quarterly to OSP

13. Review, revise using

parent feedback forms at Back

To School Night and

Academic Nights

Assistant

Prinicipal

Feedback

Surveys

SANE

Feedback

Ongoing Parent

Involvement

Committee

14. Parents attend Second Cup

of Coffee/Parent Meetings.

Principal Interpreter SANE Monthly

The Title I family involvement budget provides Glen Haven Elementary School and its families with

opportunities learn about how their children are learning, how to support their families to keep them updated

on the school wide instructional focus and informed on Curriculum 2.0, state standards, student progress,

and effective ways for parents to participate in their child’s education. We have large scale school wide

reading and math nights for families that provide research based information as well as activities that bring

these strategies to life.

Glen Haven ES also provides student planner and assignment books as a communication tool between school

and home as well. This is an institutionalized cornerstone of communication for grades 1-5 and has worked

successfully. Kindergarten uses a weekly calendar approach, which is more appropriate for the age level.

Weekly Wednesday folders are a new way for Glen Haven to communicate with families about what their

children are learning in school, what activities are coming up and information that parents need to be familiar

with.

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VI. Measurement, Analysis, and Knowledge Management

Milestone Goals Milestone Goal (Reading):


All students and all subgroups at Glen Haven Elementary School in grades K-2 will increase by 2 book

levels on the winter administration on mClass (MCPS-AP) reading assessments of the 2014-2015 school

year.

All students in all subgroups at Glen Haven Elementary School in grades 3-5 will increase their

performance on MAP-R by 5 points on the winter administration of the MAP-R assessment for the 2014-

2015 school year.

Milestone Goal (Math):


All students in all student subgroups at Glen Haven Elementary School in grades 3-5 will increase their

performance on MAP-M by 5 points by the completion of the winter administration of the MAP-M

assessment for the 2014-2015 school year.

In reading, we will focus our efforts in providing explicit instruction to build student’s comprehension of

complex texts through read alouds, discussions and guided reading instruction. This effort will be

monitored by analyzing the level of questioning in classrooms, levels of student discourse and students

written responses to challenging texts. This data will be analyzed to determine necessary professional

development, schedule peer visits, and determine next steps for instruction with students. We will

monitor reading levels data using informal running records and common team-wide formative

assessments and evidence based writing tasks. Grades K-2 will use MCPSAP and grades 3-5 will use

MAP-R to monitor students reading growth over time.

In math we will implement critical thinking strategies through high quality questioning and provide

differentiated small group math instruction. This effort will be monitored by using county formative

assessments, and MAP-P/M. We will be monitoring data and analyzing trends and patterns in the areas

of: Numbers and Operations, Operations and Algebraic Thinking and Counting and Cardinality. This data

will inform our instructional decisions and help us make plans for interventions and enrichment.

In order to have teachers actively involved in decision-making based on student achievement, several

activities will occur throughout the year:

All grade-level teams will meet bi-weekly to plan for instruction using a standard based planning

template based on students formative assessments.

All grade level teams will have quarterly planning meeting to develop long range planning for

reading and math based on students data.

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All grade levels teams, ESOL and Special Education teams will meet monthly in vertical PLC

meetings to discuss instructional implications for those students not meeting proficiency and for

those meeting advanced.

Quarterly data chats will be conducted to gauge the progress toward school improvement goals

and track student achievement.

Data will be shared with all stakeholders.

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VII. Process Management Glen Haven Elementary School places a strong emphasis on program monitoring, both in terms of

assessing students’ progress on an on-going basis and implementing the School Improvement Plan (SIP).

The focus group for the SIP implementation and process management is the long standing PLC team for

11 years. The School Leadership Team and meet monthly to review students’ academic progress using

various data sources. The teams examine school improvement goals, read professional literature, monitor

data, and provide support for effective strategy practices to be applied in the classroom.. Grade level teams

meet weekly to discuss formative assessment data and students’ progress in all academic areas.

Intervention plans are developed for underperforming students and instructional recommendations are

made and implemented. Acceleration and enrichment opportunities are provided for students who

demonstrate a need for more rigorous instruction. The Leadership Team meetings are also help monthly

to ensure quality delivery of the instructional program at each grade level for all students. Adjustments to

action plans, the instructional program, and the student placements are made on an as needed basis

throughout the school year.

Glen Haven Elementary School has a well-defined, well-designed, and well-deployed process, enhanced

by Baldrige Quality Tools, with which to monitor and analyze key components of the School Improvement

Plan. These processes, when aligned and integrated, facilitate systematic and systemic monitoring and

analysis that focus on continuous improvement of the school.

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