School Improvement Plan

A focus on the whole child is central to our strategic plan and  school improvement as we continue to focus on academic rigor as  well as social, emotional and physical needs of our children. The School Improvement Team represents the stakeholder group for each individual school to include school leaders, parents, and students.

 

GORMAN CROSSING ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN AT A GLANCE 2017 – 2018

GORMAN CROSSING ELEMENTARY SCHOOL: VISION AND MISSION

SCHOOL TARGETS AND STRATEGIES

Vision: Every student and staff member embraces diversity and possesses the skills, knowledge and confidence to positively influence the larger community.

Mission: HCPSS ensures academic success and socio-emotional well being for each student in an inclusive and nurturing environment that closes opportunity gaps.

HCPSS STRATEGIC CALL TO ACTION LEARNING AND LEADING WITH EQUITY THE FIERCE URGENCY OF NOW

Vision: Every student and staff member embraces diversity and possesses the skills, knowledge and confidence to positively influence the larger community.

Mission: HCPSS ensures academic success and socio-emotional well being for each student in an inclusive and nurturing environment that closes opportunity gaps.

HCPSS DESIRED OUTCOMES

Value- Every HCPSS stakeholder feels happy and rewarded in their roles and takes pride in cultivating the learning community.
Achieve- An individual focus supports every person in reaching milestones for success.

Connect- Students and staff thrive in a safe, nurturing and inclusive culture that embraces diversity.
Empower- Schools, families and the community are mutually invested in student achievement and well being.

Mathematics Instructional Root Cause: Students need consistent opportunities to work with high quality tasks throughout the Mathematics block.

Baseline to Target, include student groups:

The target will be based on MAP performance. 58.2% of all students in Grades 2-5 (298 students) met the MAP benchmark for Winter 2017. The total student group will increase their percentage of students meeting MAP for Winter 2018 by 2.5 %. Based on the performance of our student groups, we will be focusing on English Language Learners. 42.3 % (26) of all English Language Learners in Grades 2-5 met the MAP benchmark for Winter 2017. We will increase the percentage of English Language Learner students meeting MAP for Winter 2018 by 4%.

Strategies:

1. In order to impact mathematics performance, staff will receive professional learning about qualities and characteristics of high quality math tasks from the MST. 2. In order to impact mathematics performance, staff will collaboratively plan for the implementation of high quality tasks during team planning sessions, utilizing the MST biweekly.
3. In order to impact mathematics performance, staff will maximize instructional time by utilizing the county suggested Math block schedule.

Language Arts Instructional Root Cause:
All students need to be actively engaged in consistent and rigorous guided reading instruction.

Baseline to Target, include student groups:

The target will be based on Fountas and Pinnell benchmark levels. 74.0 % of all students in grades K-5 (524 students) met the Howard County Fountas and Pinnell benchmarks for the 2016-2017 school year. We will increase the percentage of students meeting the Howard County Fountas and Pinnell benchmark for Spring 2018 by 2.5%. Based on the performance of our student groups, we will be focusing on English Language Learners. 75% of our K-5 ELL students (38 students) made a year’s growth on the Fountas and Pinnell benchmarks for the 2016-2017 school year. We will increase the percentage of students making a year’s growth on the Fountas and Pinnell benchmark for Spring 2018 by 4%.

Strategies:
1. In order to impact language arts performance, staff will participate in

professional development specifically focused on providing a Balanced Literacy Program including implementing IDR and Daily 5 with fidelity.

2. In order to impact language arts performance, staff will maximize instructional time by utilizing the county suggested Language Arts block schedule.
3. In order to impact language arts performance, staff will collaboratively plan for

the implementation of a Balanced Literacy Program during team planning sessions using the RST bi-weekly for support.