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): |
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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? |
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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
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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. *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
Address reduction in staff morale as measured on 2018-2019 MCPS climate survey
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