AM 100.0% 100.0% 100.0% AS 100.0% 100.0% 100.0% 100.0% 100% BL 88.9% 100.0% 81.8% 90.9% 100% WH 100.0% 100.0% 100.0% 90.0% 100% MU 100.0% 100.0% 100.0% IEP 66.7% 66.7% 80.0% 81.8% 71% LEP 80.0% 84.1% 89.7% 92.3% 88% FARMS 83.6% 85.2% 88.6% 90.9% 90% Evidence of Learning Data In reviewing our evidence of learning results 70% of our Kindergarteners met 2 or 3 measurement levels in literacy and 33% met the measurement levels in math. (see data chart attached.) GRADE 1 Grade 1: 70% of students met/exceeded the benchmark on m-class testing which was an increase of 10% from 2016. Our Hispanic students were our lowest performing racial group and 50% of our special education students met the benchmark. Grade 1 mclass trend data 2013 2014 2015 2016 2017 ALL 87.5% 81.3% 76.6% 60.5% 70% HI 83.8% 78.6% 69.8% 56.9% 63% AM 100.0% 100.0% 100.0% - AS 100.0% 100.0% 50.0% 100.0% 86% BL 100.0% 81.8% 88.2% 55.6% 78% WH 100.0% 100.0% 100.0% 83.3% 89% MU 100.0% 100.0% 100.0% 66.7% - IEP 41.7% 37.5% 33.3% 53.8% 50% LEP 83.1% 76.6% 73.8% 54.1% 63% FARMS 88.0% 78.1% 73.1% 51.5% 70%
Grade 3 F&P trend data Highland Spring 2009 Spring 2010 Spring 2011 Spring 2012 Spring 2013 Spring 2014 Spring 2015 Spring 2016 Spring 2017 Grade 3 58% 59% 52% 61% 64% 62% 61% 69% 67% Grade 3: According to our F&P reading data, 67% of students met or exceeded the benchmark. Our results have remained fairly consistent the last few years. Our lowest performing racial group (with more than 5 students) was our Hispanic group at 61% and our lowest performing group based on services received special education group and ELL group. External Level Total Grade Level Hispanic Afr Am White Asian Amer Ind Spec Ed Limited English ESL&RELL ESL FARMS Spring MAPR Not Met (RIT 0-198) 43/78 55% 33/53 62% 7/13 54% 0/3 0% 1/5 20% 1/2 50% 1/2 50% 7/8 88% 30/48 63% 28/37 76% 40/64 63% Met (RIT 199-210) 23/78 29% 18/53 34% 2/13 15% 0/3 0% 1/5 20% 1/2 50% 1/2 50% 1/8 12% 14/48 29% 8/37 21% 18/64 28% Advanced (RIT 211+) 12/78 15% 2/53 4% 4/13 31% 3/3 100% 3/5 60% 0/2 0% 0/2 0% 0/8 0% 4/48 8% 1/37 3% 6/64 9% Percent of Students Prof & Advanced 35/78 45% 20/53 38% 6/13 46% 3/3 100% 4/5 80% 1/2 50% 1/2 50% 1/8 12% 18/48 37% 9/37 24% 24/64 37% According to our MAP-R data, 45% of students met the benchmark. Our lowest performing racial subgroup was our Hispanics with 38% meeting the benchmark. One special education student met the benchmark.
Spring MAP-M Total Grade Level Hispanic Afr Am White Asian Amer Ind Spec Ed Limited English ESL&RELL ESL FARMS Spring MAPM Not Met (RIT 0-213) 52/88 60% 43/68 63% 7/11 64% 1/5 20% - 1/3 33% 0/1 0% 10/11 91% 38/56 68% 24/27 89% 45/73 62% Met (RIT 214-223) 18/88 20% 13/68 19% 1/11 9% 3/5 60% - 0/3 0% 1/1 100% 1/11 9% 13/56 23% 2/27 7% 14/73 19% Advanced (RIT 224+) 18/88 20% 12/68 18% 3/11 27% 1/5 20% - 2/3 67% 0/1 0% 0/11 0% 5/56 9% 1/27 4% 14/73 19% Percent of Students Met & Advanced 36/88 40% 25/68 37% 4/11 36% 4/5 80% 2/3 67% 1/1 100% 1/11 9% 18/56 32% 3/27 11% 28/73 38% Our students did not score as well on the MAP-M. Only 40% of our 4th grade students met the benchmark. Our lowest performing subgroups were special education and ESL students with 9% and 11% respectively. 75.3% of our 4th grade students scored a level 3, 4 or 5 on the PARCC 2017. This was an increase of 14% from last year. 69.4% of our 4th grade students scored at a level 3, 4 or 5 on the Mathematics PARCC. This was increase of 8% from 2016. Evidence of Learning 80% of our Grade 4 students met 2 or 3 measurement levels indicating evidence of learning achievement in literacy and 56% of fourth graders met 2 or 3 measurement levels in math. GRADE 5 Grade 5 Spring F& P
HIGHLAND 2017-2018 MATHEMATICS LEARNING PROGRESSION Instructional Focus: Students need objective based lessons and daily opportunities for checks for understanding. Students need small group differentiated instruction in reading and math. Action Steps Outcome/Timeline* Person Responsible Resources Needed Monitoring Tools Data Points Monitoring Date Anticipated/Actual Results (Percentage or # of Participants) a -Teachers will be able to examine and identify key components of small group differentiated math instruction that incorporates the mathematical practices. MCC SDT Team Leaders Standards for Mathematical Practice Training Materials Exit Card Ongoing at weekly planning meetings and data review sessions Level: 2 90% of teachers will be able to identify key components of small group differentiated math instruction that incorporates the mathematical practices. b -Teachers will be able to plan and implement academic conversation strategies to teach students how to question, converse and defend ideas in order to build a deeper understanding of mathematical concepts. MCC SDT Team Leaders ESOL Teachers Classroom Discussions Using Math Talk 5 Practices for Orchestrating Productive Mathematics Discussions WIDA Standards Standards for Mathematical Practice Training Materials C2.0 Indicators Daily Formal/Informal Observations Ongoing at weekly planning meetings and data review sessions Level: 1 90% of Teachers will be able to plan and implement academic conversation strategies to teach students how to question, converse and defend ideas in order to build a deeper understanding of mathematical concepts. c Pre-K-5 teachers will be able to plan small group differentiated math instruction that incorporates the mathematical practices. MCC SDT Title I Instructional Specialist C2.0 Indicators and SLTs Monthly checks of collaborative planning documents Walkthrough Data Quarterly Grade level planning days Ongoing Weekly Level: 3 90% of teachers plan small group differentiated math instruction that incorporates the mathematical practices. d -Teachers will be able to write language objectives in order to plan daily opportunities for students to express their mathematical thinking in writing. MCC SDT Math Teachers Special Education, ESOL & Resource Teachers Curriculum 2.0 Curriculum Study/Planning Discussions Manipulatives Writing Tools Anchor/Model Papers WIDA Standards 5 Practices for Orchestrating Productive Mathematics Discussions MCPS Progress Checks EMAT Common Math Formatives Walkthrough Data Quarterly Grade level planning days Weekly Ongoing Level: 4 90% of teachers will be able to assist students in expressing their mathematical ideas by writing to clearly explain their thinking.
ACTION PLAN: ____ Literacy __X MATH (Check one or both) Action steps/objectives/ processes Timeline Person(s) Responsible Resources Needed Monitoring tools or data points (formative & summative) Monitoring: Date and by whom Results (include evaluation of processes for effectiveness and efficiency) Teachers will use small group differentiated instruction during math block -Classroom teachers -Special education teacher -MCC -Team leaders -C2.0 -standards for mathematical practice -Informal and formal observations -Weekly by administrators Teachers will plan and implement academic conversation strategies to teach students how to question, converse, and defend ideas in order to build a deeper understanding of mathematical concepts -MCC -SDT -Team leaders -ESOL teachers -Classroom teachers -Classroom discussions using math talk -WIDA standards -Standards for Mathematical Practice C2.0 indicators -Informal and formal observations Daily by administrators Ongoing at weekly planning meetings and data review sessions Teachers will teach language objectives in order to plan daily opportunities for students to express their mathematical thinking in writing. -MCC -SDT -Team leaders -ESOL teachers -Classroom teachers - C2.0 Math manipulatives -Writing tools Anchor/model papers -WIDA standards - 5 Practices for Orchestrating Productive Mathematics Discussions MCPS Progress checks EMAT Common math formatives Walk-through data Quarterly grade level planning days Weekly walk throughs by administrators
Teachers will use appropriate and effective strategies for special education and ESOL students -Classroom teachers -Special education teachers -ESOL teachers -Reading focus teachers MCPS Resources for Monitoring Mathematics MCPS Progress checks EMAT Common math formatives Walk-through data Quarterly grade level planning days Weekly walk throughs by administrators Teachers will use Number Worlds Math Intervention and other math intervention with targeted ESOL and special education students -Special education teachers -ESOL teachers -MCC Number worlds Math Intervention Number Worlds MCPS and Highland created formatives and Diagnostic Data Collection tools Quarterly planning days – by MCC, SDT, and administrators -Teachers will use effective culturally responsive teaching strategies in daily math instruction -Classroom teachers -Communicating High expectations to students materials (Module 1-4) -Formal and information observations -weekly walk throughs by administrators The purpose of the action plan is to implement and monitor the school improvement process by regularly updating this document with data in the results column. Actions listed support the instructional focus related to teachers implementing practices and receiving feedback, examining effectiveness of structures and processes to improve teaching and learning, monitoring student data and making revisions as needed based on data.
Parent meeting to disseminate information about the school’s Title I school wide program and parental rights during School wide events: Open house, Back-to-School Night, Parent Coffee’s, Reading Night, PTA meetings, Family Involvement Committee Title I Instructional Specialist PCC Administration Title I Instructional Specialist Interpreter SANE October/November Title I Instructional Specialist Describe how parents are involved in planning, reviewing and improving the school’s parent involvement program. Parent are invited to participate in the summer SIP meetings as well as in the Family Involvement Committee meetings throughout the year. PIC PCC Survey feedback SANE Ongoing PIC Describe the process to develop/revise/disseminate school-parent compact which identifies actions in which the parents, school staff, and students will engage to share the responsibility for improved student achievement. PIC Administration Title I Instructional Specialist Parents Teachers Students School-Parent Compact Template School-Parent Compact Sign off from parents SIP November 1 Title I Instructional Specialist Building Capacity Plan and implement parent information meetings on the following topics: Partnerships for Assessment Readiness College & Careers Maryland and MCPS Standards and Curriculum Title I Instructional Specialist PIC School staff PowerPoint Parent Notification Interpreter Babysitters ConnectEd SANE Ongoing Title I Instructional Specialist
their children with homework and learning ask questions about how I can help my child at home talk to my family about things I am learning in school progress reports Core Value: Respect Equity As a school, we will: communicate with families about high academic standards, student progress and the school’s overall performance communicate with families in a language that they can understand, when possible communicate with parents and students about academic progress and behavior through interims, report cards and parent-teacher conferences provide frequent communication through announcements, newsletters, and the school website to keep families informed of upcoming events Communicate information to parents about school programs, meetings, and other activities in a language they can understand, using interpretation resources that are available. As a parent, I will: attend Back-to-School events, parent-teacher conferences and other school-sponsored programs communicate any concerns about my child’s learning tell the teacher or school when I do not understand something that is sent home As a student, I will: talk to my family about things I like about school ask my teacher for help when I have problems with my schoolwork/homework share all schoolwork and notices with my family Accessibility *Core Value: Relationships Respect Equity *Core Value: Learning Relationships Excellence Equity As a school, we will: Provide reasonable access to the school staff Make the school a friendly place for parents to meet, talk, and learn about their child’s education As a parent, I will: Attend PTA meetings, parent trainings, and other special activities Ensure that the school will be able to reach me at any time As a student, I will: Help other students Respect all students and adults Opportunities to be involved/volunteer As a school, we will: Encourage all families to volunteer and be involved in the school Provide parents with opportunities to give input about the school climate and instructional program through the School As a parent, I will: Volunteer for at least one activity during the school year (helping in the classroom, supporting special activities at school, chaperoning a field trip) As a student, I will: Get involved in projects that will help my school and community