School Improvement Overview
Rock View Elementary School
System Goal: All students will meet 2 or more Evidence of Learning Measures
School Goal(s): All students will increase proficiency in MAP Literacy and Mathematics assessments
All students, with a focus on Limited English Proficient students, will increase one or more levels of proficiency in Rhyming Words and Initial Sounds on the MCPSAP-PR Assessment by spring administration.
All students, with a focus on Hispanic and African American students, will move from “below” or “approaching” to at least” meeting” within the phonics/word recognition level on MAP-RF
All students, with a focus on Hispanic and African American students, will move from “low”/”low average” to at least “average” within the Informational Domain on MAP-R
All students, with a focus on Limited English Proficient students, will increase one or more levels of proficiency in Counting & Cardinality to 10 on the MCPSAP-Math Assessment by spring administration.
Math K-2 Goals:
All students, with a focus on Hispanic and African American students, will move from low or low/average to at least average on Numbers and Operations in Base Ten on MAP-P
Math 3-5 Goals:
All students, with a focus on Hispanic and African American students, will move from low/low average to at least average within Numbers and Operations in Base Ten strand on MAP-M
What will the focus of your work be?
Professional Learning on the Standards
Literacy K-2: Reading Foundational Skills - Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.
In order to meet the EOL our students need to be able to know and apply grade-level phonics and word analysis skills in decoding words by following a systematic phonics sequence.
Literacy 3-5: Reading/Language Arts Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
*Identify scaffolded skills for close reading
* Knowledge of the 3-5 standard progression
*Continue to build understanding of quality text dependent questions that require students to quote accurately
*Focus on comprehension strategy of determining important information
*Opportunities to discuss and respond to text
Math: Gr. K-2 NBT: Understand Place Value - Develop and build an understanding of the base ten system (ones, tens, and hundreds as appropriate by grade level)
*To build understanding of the developmental stages of the acquisition of place value concepts
*Engage in cross-grade level dialogue with K-2 teachers about place value strategies and expectations
*Build understanding of how to teach mental models models of place value to foster growth from concrete to abstract
*Continue to focus on developing instructional activities throughout the year to support NBT
Math: Gr. 3-5 NBT.A: Use place value understanding and properties of operations to perform operations - Fluently add, subtract, multiply, and divide as they are appropriate to each grade level
*Basic Fact Fluency in 4 operations as appropriate
*Targeted instruction during Math Focus time
*Independent/Center activities focused around this
Analyzing Data to Inform Instruction
Literacy K-2: Reading Foundational Skills - Standard 3
*Progress monitor phonics skills with common formative assessments across the grade level.
*EOL progress review - MAPR-F and DORR
Literacy 3-5: Reading/Language Arts Standard 1:
*District assessments along standard 1
*Anecdotal data from student collaborative conversation about text
Math: Gr. K-2 NBT: Understand Place Value
*Progress monitor place value understanding twice per marking period with common formative assessments across the grade level.
*EOL progress review- District Assessment & MAP P
Math: Gr. 3-5 NBT.A:
*MAP data along the strand
*Monitoring of fluency with facts
3rd: Addition and subtraction
4th: begin with addition and subtraction then progress to multiplication and division
5th: Multiplication and division
Equitable and Culturally Responsive Instructional Strategies
*Interactive teaching with multi sensory experiences: tactile for writing, arm and finger tapping, motions
*Use of visuals
*Language frames and oral practice
*Use of technology
*Collaboration with ESOL teacher
*Explicit teaching of close reading strategies through modeling by teacher.*Scaffolding using connections to student assets/background knowledge.
*Explicit vocabulary instruction of critical Tier 2 vocabulary and sentence frames.
*Focus on collaborative conversations and use of language frames.
*Use of engaging culturally representative text.
Math: Gr. K-2 NBT:
*explicit and regular place value vocabulary instruction, as appropriate by grade level, to support
*multi-sensory manipulatives: sticks/bands; digiblocks, base ten blocks, ten frames, place value discs & counters
*focus on difference in Spanish and English number formulation
*sentence frames and oral practice
*have manipulable models of ten that permit composition and decomposition are consistently available: sticks/straws with rubber bands, ten frames and double ten frames
*Target number sense
*Explicit instruction using standard algorithms
*Independent/Center activities focused around
*Anchor charts to show processes
*High expectations and communicating the importance of gaining these skills and using strategies
School Climate and Culture
Clarify and refine school-wide Positive Learning Environment (PLE) programs
Communicate comprehensive and explicitly outline components of the PLE during pre-service during Positive Learning Environment session; have all the resources available in shared location
Strengthen implementation of Rock VIew School Rules through new signage, class meetings, expectation setting, & announcements
Adopt and provide professional development on practices reflective of Restorative Justice and Trauma-Informed practices to build staff capacity in providing for students’ needs, including weekly class meetings in all homeroom classes
Communicate information detailing the discipline referral process through the myMCPS portal
Teams, in partnership with school leaders, will conduct community circles and restorative circles when needed
Address reduction in staff morale as measured on 2018-2019 MCPS climate survey
Provide information on and encourage staff to consider self-care strategies
Leadership Team book study The Art of Coaching Teams to develop stronger team functioning, support, and effectiveness
Team Leaders will facilitate experiences to build transactional trust with teams as they create Community Agreements and identify and discuss core values of team members
Provide opportunities for staff to engage one another to promote physical & mental health and wellness, relationship building
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