PERFORMANCE RESULTS
Rosemary Hills Elementary School
See student data sheet
Baldrige Guided School Improvement Plan 2015-2016
STUDENT AND STAKEHOLDER FOCUS
As a result of the data analysis, it was
determined that students need instructional
staff to:
 Provide daily opportunities for students to
engage in differentiated instruction and
demonstrate thinking and academic
success skills in an equitable environment.
Based on detailed data analysis from
multiple sources:
 Student performance data – multiple and
varied measures
 Focused classroom observations of
instructional practice and the impact on all
students
 Teacher reflection
FACULTY AND STAFF FOCUS
Theory of Action: If we build staff capacity
to plan opportunities for all students to engage
in differentiated instruction and develop
critical thinking skills, then student
achievement will increase.
Team Leaders will need professional
development:
 Analyzing student data, with a lens on
equity, to engage teams in reflective
examination of practice.
 Facilitating meetings and modeling critical
thinking strategies (Making Thinking
Visible (MTV)
 Guiding staff members in reflection of
cultural proficiency and critical thinking
practices.
Teachers will need professional development:
 Strategies for supporting guided, small
group instruction & meaningful follow-up
work in all content areas.
 Equitable practices with an emphasis on
small group instruction and student
discourse.
 Resources that support questioning,
analysis, synthesis and evaluation (MTV).
 Questions that drive critical thinking during
small group instruction.
Elementary School
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LEADERSHIP
The vision of Rosemary Hills is to foster lifelong learners by caring for and nurturing the
whole child. The mission of Rosemary Hills is to foster a community of caring that nurtures
the development of the whole child academically, socially, and emotionally by enabling all
students to become lifelong learners and productive citizens.
MEASUREMENT, ANALYSIS,
AND KNOWLEDGE
MANAGEMENT
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STRATEGIC PLANNING
Rosemary Hills’ students will achieve or exceed proficiency standards through our focused
efforts on daily small group instruction, differentiation and critical thinking. We will focus
on improving the achievement of underperforming student groups to reduce
performance/opportunity gaps, with a specific focus on Black/African American,
Hispanic/Latino, LEP, FARMS and special education students.
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Reading Goal: All students in K-2 will meet or exceed end-of-year benchmarks on the spring
2015-2016 MCPS-AP PR (mClass) assessment. We will reduce the difference in performance
by 15% between:
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K
1
2
Asian (100%) & Hispanic/Latino (78.3%)
Asian (100%) & Hispanic/Latino (79.2%)
White (92.1%) & Hispanic/Latino (46.4%)
2015-2016
78.3% (21.7)
79.2% (20.8)
46.4% (45.7)
2016-2017
79.9% (20.1)
80.7% (19.3)
49.8% (42.3)
2017-2018
81.6% (18.4)
82.3% (17.7)
53.3% (38.8)
Math Goal: All students in K-2 will demonstrate growth on the MAP-P assessment by the
end of the 2015-2016 school year. We will reduce the difference in performance by 15%
between:
K
1
2
Asian (avg RIT 188) & Hispanic/Latino (avg RIT 153)
Asian (avg RIT 192) & Hispanic/Latino (avg RIT 176)
Asian (avg RIT 208) & Hispanic/Latino (avg RIT 181)
2015-2016
153 (35)
176 (16)
181 (27)
2016-2017
155 (33)
178 (14)
183 (25)
2017-2018
158 (30)
179 (13)
185 (23)
Cultural Proficiency Goal: We will narrow the achievement gap through the use of
disaggregated data analyses and culturally proficient teaching strategies to meet the needs of
diverse learners.
Staff Engagement Goal: All staff will collaborate to create an atmosphere where all staff
feel their opinions are valued and considered when making decisions about our school.
MCPSAP-PR (mClass)
MAP-P
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Weekly collaborative team
planning meetings
Monthly common formative
assessments in reading, writing
and math
Monthly grade level PLC
meetings/data chats
Formal and informal observation
data
Walkthroughs/instructional
rounds
Teacher anecdotal notes/checks
for understanding
EWI, including attendance data
MAP-P assessment data
MCPSAP-PR (mClass)
assessment data
MIRL
WIDA
Gradebook
PBIS referral data
Student voice survey data
Staff voice survey data
SLO data & reflections
Staff engagement consensograms
PROCESS MANAGEMENT
The following structures and processes are implemented and monitored and upgraded to meet the needs of all students:
 Master schedule that allows for supported classes, collaborative planning opportunities.
 Weekly collaborative team planning for implementation of Curriculum 2.0, determining levels of proficiency and analyzing data.
Planning meetings are supported by the grade-level team leader, SDT, reading specialist and/or administrator.
 Monthly grade level PLCs aligned to SLOs in literacy and mathematics. PLCs will serve as the vehicle for staff to engage in data
chats and the study of critical thinking, differentiation, meaningful follow-up and equitable practices needed to close the
performance gap.
 Monthly PBIS PLC with a focus on student referral data, student voice surveys, class meetings, cooperative recess games and
monitoring of consistent practices and positive language throughout the building.
 Monthly staff meetings focused on professional development based on staff needs.
 Peer observations to examine the impact of the small group instruction and implemented strategies.
 Focused observations by instructional leaders with feedback/reflective conversations.
 Individual SLO data chats with administration.
 Walkthroughs/instructional rounds, with a lens on equity and aligned to the instructional focus.