<p> North Bethesda Middle School School Improvement Plan 2016-2017</p><p>Student and Stakeholder Focus Leadership Organizational Performance Results Root cause analysis indicates that the Baseline Data from Ineligibility data and Honor Roll majority of Black and Hispanic students Mission: Our school provides an environment where all NBMS Eligibility Data 2015-2016 do not feel that teachers know their students thrive emotionally, academically, and socially. AS BL HI MU WH cultures, do not see their cultures MP1 3.4% 1.6% 3.9% 1.5% 1.1% Inelig regularly reflected in instruction, and do Vision: We envision a learning environment where MP2 1.6 4.9 4.6 5.9 0.8 not feel that teachers address racial individual differences are valued and every student Inelig statements made inside the classroom achieves personal growth and academic success. Strong MP3 1.6 4.9 3.8 5.9 0.6 relationships between staff, students and parents are Inelig MP4 0.8 3.1 1.5 4.6 1.5 Thus, students need teachers to nurtured so that every student takes intellectual risks, Inelig understand them as cultural and racial thinks broadly, self-advocates and contributes to his or beings and to establish a culturally her community. NBMS Honor Roll 2015-2016 responsive classroom that promotes  We will collaborate to establish, implement and align AS BL HI MU WH learning partnerships, and where consistent policies, curricular expectations and principles of instructional clarity create a assessments. safe learning environment relevant to  Progress toward goals will be monitored through students’ lives. observations of, and feedback from staff, students, and community, and progress will be communicated Faculty and Staff Focus through a variety of sources including walkthroughs. Spring ’16 MAP R Teachers will need professional  We will be professionally evaluated according to the Adv & Prof development on: Professional Growth System and be given feedback to There is an achievement gap among student groups. 1. Foundational brain research that foster improvement. All-79.7%, A-83.0%,BL-64.5%,H-63.5%,W-83.3% can explain why some students have  We will communicate our vision, mission, SIP plan and Basic difficulty learning progress at staff, team, department, PTSA meetings All-20.3, A-17.0%, BL-35.5%, H-36.5%, W-16.7% 2. Strategies of developing learning and through the website. Algebra 1 C or Higher- 2015-2016 partnerships with students A- W- BL- H- % 3. Planning for clarity in instruction Strategic Planning. Math Classes 2015-2016 that supports a safe learning  (1)Literacy Goal: To increase the percentage of Black WH Grade 8 AS AS% BL BL% HI HI% WH % environment and supports building and Hispanic students who score proficient or trust with students advanced on MAP-R from ___ and ___ respectively to Algebra 1 Geometr 4. Cultural archetypes and the surface, __%. y shallow, and deep levels of culture  (2) Math Goal: To increase percentage of Black and Hon Alg 2 5. Strategies to support students with Hispanic students who complete Algebra with a C or strong oral traditions developing higher from % and % respectively to ____%. Alg Prep WH effective writing skills Grade 7 AS AS% BL BL% HI HI% WH % Math 7 IM Leaders will need professional Algebra 1 development on Process Management WH 1. Foundational brain research that  Daily course-alike collaborative common/team Grade 6 AS* AS% BL BL% HI HI% WH % can explain why some students have planning time supported by content RT, SDT, Media Math 6 difficulty learning Specialist, and/or administrator. IM 12 26.1% 1 4% 2 4% 46 21% 2. Coaching teachers to implement  Regular staff development to study and examine the strategies for developing learning instructional focus, to include culturally responsive Grade partnerships with students teaching, and clarity in instruction. Grade 8  Peer observations to examine the impact of the 3. Coaching teachers to plan for clarity Grade 7 in instruction that supports a safe implemented strategies on focus students learning environment and supports  Focused observations by instructional leaders with Grade 6* building trust with students feedback/reflective conversations 4. Cultural archetypes and the surface,  On-going student voice surveys and focus groups to Measurement, Analysis, and Knowledge Management shallow, and deep levels of culture monitor implementation of strategies connected to the instructional focus, and described in the SIP action Teacher Data plan  Informal observations- ILT  Develop and monitor student learning objectives  Teacher reflections after peer visits (SLOs) targeted towards reducing the achievement  SLO data gap.  Level 2 teaching learning data (based on evaluations after staff development sessions and observations of planning)  Level 4 teacher application data (based on lesson plans and observations of implementation)  Teacher and student voice data</p>