Continuous School Improvement Plan
Frederick County Public Schools is dedicated to continuous improvement. Our school principals lead efforts to plan, implement, and review their goals, using a variety of data to make sure we’re always moving in the right direction. School and division plans are monitored for progress and updated quarterly to support our commitment to our students and their families.
This information keeps families informed about our progress and the status of school goals. You’ll find updates and insights as we work together to improve student learning and school performance.
School Profile Information
School: Stonewall Elementary School
Principal: Mark Weisbrod
Enrollment: 397
School Vision Statement
We strive to become a school that will:
- focus on the academic, social, emotional and physical growth of every student
- provide early intervention, remediation and enrichment for students when needed
- embrace and encourage change based on global demands
- foster core values and tolerance
- value the community's resources as essential parts of the learning environment
- create a safe environment and maintain trust between home and school through public relations and effective communication
School Mission Statement
We exist to:
- provide opportunities for students to become independent thinkers
- instruct and challenge students to use a variety of techniques to meet their individual needs, reach their academic potential and build strong values
- consistently evaluate student strengths and weaknesses and plan instruction according to students’ needs through intervention, remediation and enrichment
Goal #1
Tier I instructional practices: By June 2025, there will be an increase of 10% of students meeting grade level expectations as evidenced by identified measures.
- Science: By June of 2025, 100% of teachers will consistently implement high-quality science instruction, including Scientific and Engineering Practices, using adopted resources, as evidenced by lesson plans and data from SCOT tool observations.
- Math: By June 2026, 80% of students in K-5 classrooms will be in Tier 1 (or grade level proficiency) as evidenced by VKRP, iReady, and SOL test data.
- English:
- By May 2025, 75% of K-2 students will be identified in the low to moderate-risk bands as measured by the spring VALLS assessment.
- By May 2025, there will be a 10% increase of 3-5 students who pass the SOL on the initial test (including expedited retakes).
| Quarter | Status | Progress Narrative |
|---|---|---|
| Q1 | On Track | All Staff participated in Professional Development on September 21 related to instructional practices and standards in Literacy, Math and Science. Each school wide committee has met monthly with agenda and outcomes shared with all staff to discuss instructional classroom expectations. Walk-throughs commenced on September 9, with 54 learning walks conducted in math and literacy, while science walks are set to begin soon. Participation has included all grade level teachers, specialists, ML teachers, coaches, and administrators. Teams are actively reflecting on their experiences, and data collections. As a result of the learning walks, we have consistently seen effective use of resources, instructional time, resources modeled, and effective use of support staff in literacy. Student engagement is an area of strength in Math with growth opportunities in student ownership and asking questions. In Science, students are showing strength in evaluating and communicating information in verbal or written form through science notebooks. However, data indicates student support with asking questions to drive learning. |
| Q2 | On Track | Professional learning was held on January 3 for all staff to include explicit instruction, data analysis, instructional practices/standards, common assessments for Literacy, Math and Science. Literacy committee members will begin literacy walkthroughs joining grade level teachers, specialists, ML teachers, coaches and administrators. The data collected suggests that explicit instruction in literacy walkthroughs is an area of focus and growth. Effective use of resources and research based practices continue to be a strength in literacy instruction. Explicit instruction is an area of focus for professional learning, which was the topic of Literacy professional learning on January 3. In Math, data suggests that there is a strong math culture in classrooms that includes procedures and routines, engagement with volunteering responses, and completion of instructional tasks. However, Math discourse with the use of academic vocabulary is an area of growth. In Science, grade level teachers are using a variety of resources and platforms to create grade level common assessments K-5. Walkthroughs have indicated students are using science notebooks, as part of the instructional routine. Science professional learning on January 3rd focused on providing intentional planned opportunities for students to practice asking questions, which included teacher modeling. To date, 15 science and 36 math learning walks have been completed with debriefs and data analysis. Each school wide committee (Literacy/SS, Science, Math and PBIS) continues to meet monthly with agenda and outcomes shared with all staff to discuss instructional classroom instructional expectations, data, aligned assessments, resources and professional learning opportunities. |
| Q3 | On Track |
In Math, data suggests that there is a strong math culture in classrooms that includes procedures and routines, engagement with volunteering responses, and completion of instructional tasks. However, Math discourse with the use of academic vocabulary is an area of growth. Math I-Ready Mid Year Data
Literacy committee members and will begin literacy walkthroughs joining grade level teachers, specialists, ML teachers, coaches and administrators. Data collected shows strengths in effective use of curriculum materials, expectations are clear and concise, implementation of research-based instructional routines for literacy components, teachers providing meaningful feedback and immediate corrective and affirmative feedback with classroom support and structures in place. Areas of growth include gradual release of responsibility of explicit instruction, modeling resources for students, effective use of support staff, and opportunities for practice. VALLS Mid Year Data Overall mid year data shows that Kindergarten through 2nd grade students in the low to moderate risk band average is 72%. Science Walkthrough Walkthroughs have indicated students are using science notebooks, as part of the instructional routine, teachers are asking questions to facilitate the sensemaking process and using scientific vocabulary. Teacher’s using scientific vocabulary is an area of strength as indicated by walkthrough data. Students asking scientific questions, planning and conducting investigations including collecting data and students using their own language in student discourse with the support of a sentence starter are continued areas of growth. Grade level teachers are using a variety of resources and platforms to create grade level common assessments K-5. To date, 34 Science and 47 math learning walks have been completed with debriefs and data analysis. Each school wide committee (Literacy/SS, Science, Math and PBIS) continues to meet monthly with agenda and outcomes shared with all staff to discuss instructional classroom instructional expectations, data, aligned assessments, resources and professional learning opportunities. |
| Q4 |
Goal #2
By the end of the 2024-2025 academic year, SES will improve teacher satisfaction scores related to support and collaboration by 10% on the staff Collective Teacher Efficacy survey. This will be achieved through the implementation of targeted professional development, structured collaborative planning, coaching, and feedback mechanisms to elevate teacher voice.
| Quarter | Status | Progress Narrative |
|---|---|---|
| Q1 | On Track | PLC’s are occurring weekly with Math, Science and Literacy Planning and Professional Learning. Staff have engaged in coaching cycles and bi-monthly check in meetings are ongoing. To end the 1st quarter, staff provided feedback via a survey regarding PLC structures and learning walkthroughs on areas of strength and improvement. All staff have had the opportunity to observe colleagues in different grade levels and to be observed by peers. According to staff feedback, PLC’s are working efficiently with literacy development, curriculum pacing, instructional planning, creating/analyzing common assessments with a team focused approach. Moving forward, scheduling for walkthroughs will consider the classroom teacher’s weekly schedule and considerations for spacing of walkthrough’s. Additionally, scheduling for grade level teachers to observe instruction within their grade level will be incorporated in the schedule. |
| Q2 | On Track | Staff continue to engage in weekly PLC’s in Math, Science, Literacy Planning and Literacy Professional Learning. Staff have engaged in coaching cycles and bi-monthly check in meetings are ongoing. Classroom teachers have had the opportunity to observe team members within their grade level. As a result of teacher feedback, consideration for additional blocks of time are being planned for data analysis/planning for grade levels once a month. Teacher collective efficacy survey was completed December 13, 2024 by 31 staff members that included instructional staff and grade level teachers. Data from the survey will be analyzed through the school leadership team to determine next steps on 2/27/24. |
| Q3 | On Track | Staff continue to engage in weekly PLC’s in Math, Science, Literacy Planning and Literacy Professional Learning. Staff have engaged in coaching cycles and bi-monthly check-in meetings are ongoing in the area of Math, Science, Literacy and Technology. Classroom teachers have had the opportunity to observe team members within their grade level. As a result of teacher feedback, consideration for additional blocks of time are being planned for data analysis/planning for grade levels once a month. Teacher collective efficacy survey was completed December 13, 2024 by 31 staff members that included instructional staff and grade level teachers. Data was analyzed from the survey with the school leadership team on 2/27/25. Collaborative discussions included expectations school wide with regards to planning, instructional blocks and dedicated planning for teams. Coaching cycles are being documented across math, science, literacy and technology. |
| Q4 |
Goal #3
Statement: By May of 2025, Stonewall will have increased opportunities (parental meetings, surveys) for input and
feedback for school-wide initiatives and programs.
| Quarter | Status | Progress Narrative |
|---|---|---|
| Q1 | On Track | ML fall family event was held on 9/26 with 64 families in attendance. Families were provided with a feedback survey to support planning for the Spring Event. Title 1 and PBIS family events have been scheduled for 11/7 and 11/11, respectively. To increase participation and awareness, communication with families is being utilized through a variety of mass communication platforms such as Seesaw, Facebook, and Blackboard messaging. Additionally, feedback has guided us to consider time of day for events and transportation needs. |
| Q2 | On Track | Title 1 STEAM Night took place on 11/7 and 380 people were in attendance. PBIS family activity event on 11/11/24 had 9 family members in attendance with immediate feedback provided through an exit survey. Overall feedback indicated the event was well received with planning, timing and nature of the activity. Parents additionally indicated they would be able to support future events through PBIS. The PBIS committee has set a goal of at least 5 parent engagement opportunities, with one event already occurring 11/11/24. Stonewall Superheroes has been implemented to recognize Stonewall staff and bus drivers each month. Currently, we have received 31 recognitions for staff. Parents are now represented on the school leadership team and the PBIS committee. To increase participation and awareness, communication with families is being utilized through a variety of mass communication platforms such as Seesaw, Facebook, and Blackboard messaging. Moving forward, an additional ML family event is planned for the Spring and grade level learning showcases are being scheduled to involve families with student presentations. |
| Q3 | On Track | The PBIS committee has set a goal of at least 5 parent engagement opportunities, with one event already occurring 11/11/24 and another scheduled for 4/4/25. Additionally, a family picnic scheduled for 4/9/25. Data from PBIS parent surveys indicate that timely communication of events is an overall strength. Stonewall Superheroes has been implemented to recognize Stonewall staff and bus drivers each month. Currently, we have received 38 recognitions for staff and bus drivers.. Parents are now represented on the school leadership team and the PBIS committee. To increase participation and awareness, communication with families is being utilized through a variety of mass communication platforms such as Seesaw, Facebook, and Blackboard messaging. ML Family event scheduled for April 10th with a focus on instructional materials that families can support at home learning. Grade level learning showcases are scheduled through the end of the school year to highlight student work and communication skills. |
| Q4 |
For more information about Stonewall Elementary School's Continuous Improvement Plan please join us at our quarterly events or reach out to the school principal.
Quarterly Events
- August 27, 2024
- November 7, 2024
- February 4, 2025
- April 29, 2025