Cloverly Elementary School Math School Improvement Plan 2013-2014

STUDENT AND STAKEHOLDER FOCUS Reading As a result of a Root Cause Analysis of students achievement using multiple data sources including the MSA, it was determined that students need continued opportunities to receive small group, differentiated instruction to include:
opportunities to solve complex word problems

LEADERSHIP The Cloverly school community, comprised of parents, staff and school administration, developed the schools vision, mission, core values, and SIP goals. The leadership team, comprised of parents, teachers, specialists, and support staff, meet on a quarterly basis to monitor the implementation of the SIP and to communicate the results. Vision: We are Cloverly, leading the way to excellence! We aim to provide every student with the academic and social skills trainings that are necessary for them to be flourishing and productive members of society. Mission: We are dedicated to ensuring success for every student in an inclusive, caring environment. Core Values : We are team players who value integrity, compassion, respect, communication, and excellence. The schools vision, mission, and core values will be communicated to all stakeholders at Back to School Night and at the October PTA meeting. The SIP is posted on the schools website at www.montgomeryschoolsmd.org/schools/cloverlyes/.

ORGANIZATIONAL PERFORMANCE RESULTS

The following data sources were used: Maryland Schools Assessment Measures of Academic Progress in Math Grading and Reporting Observations made during Instructional Rounds Teacher and staff input

STRATEGIC PLANNING By June 2014, students at Cloverly Elementary School, with a focus on LEP and Free and Reduced Meals (FARMS) populations, will demonstrate increased academic achievement and performance in mathematics. As a result of the Root Cause analysis, it was determined that students need increased opportunities to receive differentiated, small group instruction that include:
Frequent opportunities to solve complex, inquiry-based math problems independently, collaboratively, and in small groups Frequent opportunities to utilize and demonstrate various strategies for solving complex, inquiry-based math problems at their instructional levels during small group instruction

Group All AA/BL Asian Hispanic White FARMS LEP SPED MULTI

MSA Math 2011 2012 92.1 89.9 78.1 79.9 95 96.5 87.5 88.5 95 96.3 78.3 80.1 81.8 83.3 69.2 71.8 92 92.7

2013 90.4 90.5 82.4 83.3 90.1 60.0 72.7 X X

Increase staff capacity by providing training on the following: Using the Common Core State Standards, Curriculum 2.0, and MCPS curriculum to create high-quality lessons Planning and monitoring for interventions and acceleration to support instruction of students Differentiating of math instruction for English language learners and students with disabilities, including providing small group math instruction at every grade level Infusing Critical Thinking and Promethean Technology into everyday instruction Incorporating Diversity, Equity and Closing the Achievement Gap trainings Strengthening our Collaborative Planning Structure Developing Student Learning Objectives (SLO) Measuring and monitoring progress on SLOs Evaluate to determine the effectiveness of staff development and school climate by: Conducting building walk-throughs Conducting instructional rounds Retrieving quarterly feedback about achievement data Retrieving quarterly feedback about staffs & students level of satisfaction about the school environment and work systems Engaging in collegial conversations, interviews, and focus group sessions with staff Analyzing student achievement data

Subgroup All AA/BL Asian Hispanic White FARMS LEP SPED MULTI

MSA AMO 2013 90.9 81.8 96.5 89.6 96.6 81.9 84.8 74.4 93.3

2014 90.9 81.8 96.5 89.6 96.6 81.9 84.8 74.4 93.3

Math Priority Objectives: This was developed collaboratively by the SIP leadership team. Math Action Plan: This was developed collaboratively by the SIP leadership team.

MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT

The following formative measures were determined by the SIP lleadership team and will be analyzed periodically to determine if progress has been made: Report card grades (quarterly) Grade level meeting notes and data on student progress (weekly) Progress reports/interims (every mid-quarter) Grade-level formative assessments (daily/weekly) Curriculum 2.0 Tasks (daily/weekly) Collaborative Problem Solving information and data (daily/weekly) Responses following math tasks both written and orally communicated (daily/weekly) MAP-P & MAP-M (Sept./Jan./April)

PROCESS MANAGEMENT The following key processes have been put in place to support and sustain this BGSIP: Weekly monitoring of students academic progress through the implementation of teacher/grade level data notebooks, which contains key student achievement data Quarterly monitoring of the Reading Action Plan, which contains the actions to be implemented in order to achieve the goals of the SIP, by the Leadership Team Quarterly grade-level progress measuring meetings, which are meetings to examine multiple sources of student achievement data and determines, as necessary, intervention supports for students performing below grade-level expectations, to be conducted with administrators, teachers and specialists Grade Level Weekly Team Meetings, including Collaborative Planning, a process by which grade level teams meet and develop plans for instruction, in all grade levels K-5, and special programs Baldrige Quality tools, such as Plan Do Study Act, will be used for strategic