Robert Moton Elementary School

Robert Moton Elementary School

School Improvement Plan

2015-2016

School Vision / Mission
In order to develop independent, successful learners the RME community will motivate, communicate, and collaborate to provide a consistent approach to 21st century learning.
Carroll County Public Schools Vision 2018: Focus on Excellence Objectives
Prepare Globally Competitive Students
Fully implement a CCPS curriculum aligned with the Maryland State Standards.
Partner with local institutions of higher education to ensure college readiness.
Enhance programs to ensure career readiness for all students.
Meet Each Student’s Instructional Needs
Close the achievement gap between highest achieving and most struggling students.
Provide appropriate education services for students identified with Autism Spectrum Disorder.
Enhance alternative programs responsive to the needs of at-risk students.
Implement a Gifted and Talented Program aligned with COMAR requirements.
Enhance alternative learning opportunities through the use of digital resources.
Develop and Maintain an Effective Workforce
Attract and retain highly qualified, effective, and diverse employees.
Promote a culture of diversity in the workplace.
Develop an electronic observation, evaluation, feedback, and professional development system.
Continuously monitor the organizational structure to support the Vision 2018 Plan.
Provide a Secure, Orderly, Modern Environment
Reduce incidents of bullying, violence, intolerance, and behavioral disruptions.
Improve and modernize the environment within our school facilities and school buses.
Enhance security for all CCPS students, staff, volunteers, and visitors.
Grade Level / % of students proficient in Numbers and Base Ten
(January 2015) / % of students proficient in Numbers and Base Ten
(May 2015)
1 / 90% / 81%
2 / 77% / 78%
3 / 52% / 67%
4 / 65% / 58%
5 / 68% / 47%
School Needs Assessment
MATH
ELA
Grade Level / % of students meeting proficiency with high frequency word expectations
K / 84% met expectation ( 14 students not meeting expectation)
1 / 70% met expectation (18 students not meeting expectation)
2 / 81% met expectation (14 students not meeting expectation)
3 / 88% met expectation (8 students not meeting expectation)
61% (41 students) not proficient at the end of first grade
4 / 97% met expectation(2 students not meeting expectation)
62% (39 students) not proficient at the end of first grade
5 / 99 % (1 student)
Lost Instructional Time
Grade / Yellows (x15) / Total Min / Hours / Days
K / 212 / 3,180 / 53 / 7.5
1st / 176 / 2,640 / 44 / 6.2
2nd / 157 / 2,355 / 39 / 5.6
3rd / 105 / 1,575 / 26 / 3.8
4th / 166 / 2,490 / 41 / 5.9
5th / 38 / 570 / 9 / 1.0
854 / 12,810 / 212 / 30.0
Grade / Reds (x30) / Total Min / Hours / Days
K / 95 / 2,850 / 47 / 6.8
1st / 42 / 1,260 / 21 / 3
2nd / 49 / 1,470 / 24 / 3.5
3rd / 72 / 2,160 / 36 / 5.1
4th / 42 / 1,260 / 21 / 3
5th / 65 / 1,950 / 32 / 4.6
365 / 10,950 / 181 / 26
23,760 Min / 385 Hours / 56 Days
School Improvement Goals to Target Areas from Needs Assessment

During school year 2015-2016, all students in K-3 will achieve proficiency in high frequency word recognition as measured by the county PLA (Primary Literacy Assessment).

During school year 2015-2016, the percentage of students in 4th and 5th grade achieving proficiency or better in the content standard of numbers in base ten will meet or exceed the county average as measured by county unit and benchmark assessments.
During school year 2015-2016, RME will reduce the amount of lost instructional time due to behaviors such as unsafe behaviors and insubordination. Measured by the reduction in the number of referrals.

School Improvement Goal

During school year 2015-2016, all students in K-3 will achieve grade level proficiency in high frequency word recognition as measured by the county PLA (Primary Literacy Assessment).

Strategic Actions / Time Line / Measures of Success / Desired Performance Level
1.1 Teacher will explicitly instruct students on high frequency word recognition. / Daily / During guided reading lessons teachers will collect informal running record data to assess carry-over of high frequency word recognition in leveled texts.
PLA, Running Record Data
1.2 Teachers will use principles of Universal Design for Learning (UDL) to provide multi-modality approach to instruct high frequency words. / Daily / During guided reading lessons teachers will collect informal running record data to assess carry-over of high frequency word recognition in leveled texts.
PLA, Running Record Data
School Improvement Goal
2. During school year 2015-2016, all students in 4th and 5th grade will achieve proficiency or better in the content standard of numbers in base ten as measured by county unit and benchmark assessments.
Strategic Actions / Time Line / Measures of Success / Desired Performance Level
2.1 Teachers will use number talks at least three times a week with a regular focus on Number and Operations in Base Ten (NBT). / Daily / Teacher and county formative assessments (quarterly check ins).
County unit and benchmarks assessments.
2.2 Teachers will use principles of Universal Design for Learning (UDL) to provide multi-modality approach to instruct on Number and Operations in Base Ten (NBT). / Daily / Teacher and county formative assessments (quarterly check ins).
County unit and benchmarks assessments.
School Improvement Goal
3.During school year 2015-2016, RME will reduce the amount of lost instructional time due to behaviors such as unsafe behaviors and insubordination. Measured by the reduction in the number of referrals.
Strategic Actions / Time Line / Measures of Success / Desired Performance Level
3.1 Teachers will use social thinking language to increase the amount of instructional time for students in the classroom. / Daily / Decrease in classroom referrals in the areas of: insubordination, disrespect, unsafe behavior, and unsafe physical behaviors.
3.2 Teachers will use the de-escalation strategies to reduce the number of major referrals / Daily / Decrease in major referrals