Mount Airy Elementary School
School Improvement Plan
2017-2018
School Vision / MissionMt. Airy Elementary Vision Statement: The MAES community will foster flexible thinkers who can adapt to the ever changing demands of a globally competitive society.
Mt. Airy Elementary Mission Statement: To provide rigorous, articulated and aligned instruction in order to prepare all students with the skills necessary to meet the challenges of the 21st century global community.
Carroll County Public Schools Vision 2018: Focus on Excellence Objectives
Prepare Globally Competitive Students
Ø Fully implement a CCPS curriculum aligned with the Maryland State Standards.
Ø Partner with local institutions of higher education to ensure college readiness.
Ø Enhance programs to ensure career readiness for all students.
Meet Each Student’s Instructional Needs
Ø Close the achievement gap between highest achieving and most struggling students.
Ø Provide appropriate education services for students identified with Autism Spectrum Disorder.
Ø Enhance alternative programs responsive to the needs of at-risk students.
Ø Implement a Gifted and Talented Program aligned with COMAR requirements.
Ø Enhance alternative learning opportunities through the use of digital resources.
Develop and Maintain an Effective Workforce
Ø Attract and retain highly qualified, effective, and diverse employees.
Ø Promote a culture of diversity in the workplace.
Ø Develop an electronic observation, evaluation, feedback, and professional development system.
Ø Continuously monitor the organizational structure to support the Vision 2018 Plan.
Provide a Secure, Orderly, Modern Environment
Ø Reduce incidents of bullying, violence, intolerance, and behavioral disruptions.
Ø Improve and modernize the environment within our school facilities and school buses.
Ø Enhance security for all CCPS students, staff, volunteers, and visitors.
School Needs Assessment
1. 2017 Spring CBA Data:
· 3rd- 84% mean in Spring 2017
· 4th- 83% mean in Spring 2017
· 5th- 83% mean in Spring 2017
County Expectation: 88%
· 3rd- 70% obtained mastery (80%) in 2017
· 4th- 65% obtained mastery (80%) in 2017
· 5th- 67% obtained mastery (80%) in 2017
2. Math Benchmark Assessment
January 2017 / May 2017
Mean Scores: 3rd-84%
4th-84%
5th-84%
County Expectation: 88% / Mean Scores: 3rd-89%
4th-87%
5th-87%
County Expectation: 88%
Met Standard of 80%: 3rd-75%
4th-75%
5th-74% / Met Standard of 80%: 3rd-82%
4th-81%
5th-80%
Content Standards Targeted: January May
Numbers and Operations: Base Ten(3rd-5th) 75%, 87%, 87% 75%, 84%, 40%
Numbers and Operations: Fractions(3rd-5th) 69%, 65%, N/A 65%, 63%, 75%
3. PARCC DATA-Percent Meeting or Exceeding Expectations:
Grade / ELA / Math
Three / 61.2% / 74%
Four / 63.3% / 68%
Five / 60.1% / 71%
County Expectation: 75%
County Achievement Gap Expectations: less than or equal to 5% discrepancy between
*white/minority
*FARMS/Non-FARMS
*Non-Special Education/Special Education
Currently: white/non-white discrepancy=3rd ELA-35.1% 3.4% Math-54.8% -8.8% 4th ELA-15% -2.4 Math-20.8% -8.5 5th ELA-6.3% 11.4% Math-27.6% 14%
FARMS/Non-FARMS=3rd ELA-35.3% 39.4% Math-56% 45.3% 4th ELA-35.5% 50.3% Math-31.8% 42% 5th ELA-46.2% 32% Math-35.9% 36.8%
Non-Special Education/Special Education=3rd ELA-53.7% 65.9% Math-61% 67.6% 4th ELA-55.2% 62.5% Math-61.8% 59.2% 5th ELA-65.7% 50.6% Math-69.4% 65%
NOTE: Percentages derived from number of students meeting levels 4 or 5 on PARCC.
As reported in the 2016-2017 School Assessment Survey, the following percentages of staff members reported these elements as "in place, and effective"
School-wide Systems
51.3% Distinctions between office v. classroom managed problem behaviors are clear.
46% Options exist to allow classroom instruction to continue when problem behavior occurs.
59% Staff receive regular feedback on behavior patterns
Classroom Systems
36% Problem behaviors receive consistent consequences.
Non-Classroom Systems
49% Staff receives regular opportunities for developing and improving active supervision skills.
School Improvement Goals to Target Areas from Needs Assessment
1. By Spring 2018, 3rd, 4th and 5th grade Spring CBA averages will increase to at least 88% by focusing on increasing student achievement in narrative writing and literary analysis.
2. By Spring 2018, 85% of students will meet or exceed grade level standards in the area of Number and Operations in Base 10 (Grades 3-5) as measured by the CCPS January and May summative assessments, and 85% of students will meet or exceed grade level standards in the area of Number and Operations – Fractions (Grades 3-5), as measured by the CCPS January and May summative assessments. Students will demonstrate computational fluency with whole numbers and decimals (5th grade only), by using a variety of strategies within all four operations. Students will apply understanding of equivalence to solve problems involving fractions and decimals (4th and 5th grades only). Mean scores on the January and May summative assessments will meet or exceed 88% for all grade levels.
3. By May 2018, we will improve targeted areas on the PBIS Self-Assessment Survey to 75% of staff members reporting that the systems are in place and effective.
Targeted Areas:
School-wide Systems
· Distinctions between office v. classroom managed problem behaviors are clear.
· Options exist to allow classroom instruction to continue when problem behavior occurs.
· Staff receive regular feedback on behavior patterns
Classroom Systems
· Problem behaviors receive consistent consequences.
Non-Classroom Systems
Staff receives regular opportunities for developing and improving active supervision skills
School Improvement Goal
1. By Spring 2018, 3rd, 4th and 5th grade Spring CBA averages will increase to at least 88% by focusing on increasing student achievement in narrative writing and literary analysis.
Strategic Actions / Time Line / Measures of Success / Desired Performance Level
1. Grade levels will develop common team formative assessments based on novel units and Wonders series.
1.1 Staff will develop and implement a rubric for formative writing assessment to predict areas of need. Staff will analyze data for areas of strengths and weaknesses in order to flexibly group and reteach written skills on students.
1.2 Staff will write novel units to teach and assess grade level literary priority standards. / PD – full day September to create assessments and rubrics, 2 representative from each team
PD – full day September to work on novel units, all ELA teachers / Monthly data meetings to monitor student progress towards targeted MD College and Career Readiness Standards
Winter and Spring CBA scores
Walkthrough and Observations
Student scores on literary and narrative writing tasks
Writing rubric for formative assessments
Students’ scores on the prose constructed response portions of the CBA
Students' performance on reading literary text classwork and formative assessments
Students’ performance on reading literary objective on the CBAs
Walkthough and Observations
School Improvement Goal
2. By Spring 2018, 85% of students will meet or exceed grade level standards in the area of Number and Operations in Base 10 (Grades 3-5) as measured by the CCPS January and May summative assessments, and 85% of students will meet or exceed grade level standards in the area of Number and Operations – Fractions (Grades 3-5), as measured by the CCPS January and May summative assessments. Students will demonstrate computational fluency with whole numbers and decimals (5th grade only), by using a variety of strategies within all four operations. Students will apply understanding of equivalence to solve problems involving fractions and decimals (4th and 5th grades only). Mean scores on the January and May summative assessments will meet or exceed 88% for all grade levels.
Strategic Actions / Time Line / Measures of Success / Desired Performance Level
2.1 Teachers in all grades will plan weekly lessons and activities for students to find computational errors and to check for accuracy, in order to help students determine the reasonableness of answers and to improve precision.
2.2 Teachers in all grades will incorporate fact fluency strategies and routines at least 3 times per week during regular mathematics instruction, in order to support accuracy in all four operations.
2.3 Teachers in all grades will implement a weekly routine to review equivalent fraction concepts, in order to support students’ retention and application of equivalence to solving problems with fractions and decimals. / Ongoing
September and ongoing
Ongoing / Weekly quizzes
Unit assessments
Teacher-created formative assessments
January and May summative assessments
Fact fluency assessments
Student interviews (Targeted students)
Teacher observations and anecdotal notes
Weekly quizzes
Unit assessments
Teacher-created formative assessments
January and May summative assessments
School Improvement Goal
3. By May 2018, we will improve targeted areas on the PBIS Self-Assessment Survey to 75% of staff members reporting that the systems are in place and effective.
Targeted Areas:
School-wide Systems
· Distinctions between office v. classroom managed problem behaviors are clear.
· Options exist to allow classroom instruction to continue when problem behavior occurs.
· Staff receive regular feedback on behavior patterns
Classroom Systems
· Problem behaviors receive consistent consequences.
Non-Classroom Systems
· Staff receives regular opportunities for developing and improving active supervision skills
Strategic Actions / Time Line / Measures of Success / Desired Performance Level
3.1 Staff will implement behavior management strategies/interventions differentiated for Tier 1, Tier 2, and Tier 3.
3.2 Staff will identify students meeting the criteria for targeted behavior supports and determine appropriate interventions.
3.3 Staff will utilize restorative and conversational practices to reteach expectations when a problem behavior occurs.
3.4 Staff will follow discipline procedures outlined in behavior management flow chart distinguishing between classroom-managed and office-managed behaviors in order to ensure consistency across school settings. / Ongoing
Ongoing
Ongoing
Ongoing / Intervention Tracking Sheet
Discipline Data
Staff Surveys (including SAS)
Intervention Tracking Sheet
Discipline Data
Staff Surveys (including SAS)
Discipline Data
Staff Surveys (including SAS)
Discipline Data
Staff Surveys (including SAS)