North Bethesda Middle School

School Improvement Plan 2016-2017

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

6/9/2017