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


Instructional Goal(s): 

Literacy

Pre-K Goals:

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.

Literacy

K-2 Goals:

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

Literacy

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 the Informational Domain on MAP-R

Math 

Pre-K Goals:

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 

*Number sense

*Standard algorithms

*Fact families

*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

*Formative assessments

* MAP-R



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

Literacy K-2: Reading Foundational Skills - Standard 3 

*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 



Literacy 3-5:  Reading/Language Arts Standard 1:

*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


Math: Gr. 3-5 NBT.A: 

*Target number sense

*Explicit instruction using standard algorithms

*Fact families

*Targeted instruction during Math Focus time

*Independent/Center activities focused around 

*Manipulatives 

*Technology use

*Oral rehearsal

*Sentence frames/starters

*Visuals

*Number Talks

*Anchor charts to show processes

*Modeling

*High expectations and communicating the importance of gaining these skills and using strategies

*Real-world implications

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 

  • 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

  • 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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