View Full List/Descriptions of Indicators

Indicator 2. iNCREASE THE PERCENTAGE OF STUDENTS WHO REPORT THAT AACPS STAFF CARE FOR AND SUPPORT THEM

Indicator 5. INCREASE THE PERCENTAGE OF STUDENTS WHO READ ON OR ABOVE GRADE LEVEL BY THE END OF SECOND GRADE

Indicator 6. INCREASE THE PERCENTAGE OF STUDENTS IN GRADES 3-8 WHO MEET OR EXCEED EXPECTATIONS ON STANDARDIZED READING, LANGUAGE ARTS, AND MATHEMATICS ASSESSMENTS

By the spring of 2020 there will be evidence of bi-weekly collaborative math planning. During this planning teachers will reference the grade level math curriculum to align the “I Can” statement, manipulatives, and preplanned questions to effectively implement the “Pose a Problem” routine during math instruction. Teachers will be able to model the importance of mistakes and productive struggle during the “Pose a Problem” routine so that students are able to persevere through the problem and model thinking in various ways. This will contribute to the growth of our students in grades 3 through 5 and their scores on the PARCC and District Assessments. The goal is for 70% of students in grades 3, 4, and 5 to reach a level of 3 or 4 on the PARCC Assessment in the spring of 2020.(Indicator 6) 

After successfully implementing our math Strategic Plan Indicator, students will see consistency in math routines across grade levels. Students will be able to use math vocabulary effectively and use math manipulatives and strategies to explain their thinking on rigorous tasks. Students will begin to see their district math assessments scores rise because they are now able to make connections between the concrete, representational, and abstract methods of math modeling. Students will find math to be more engaging and will be able to discuss real-world problems with the use of effective math vocabulary and a deeper understanding of rigorous problems. 

Our classroom teachers have developed a parent expectation plan that connects reading instruction in the classroom to home.  This program will create a method of ensuring parents fully comprehend Summarizing, Connections, and Higher Level Questioning while reading with students at home.  Classroom teachers will also participate in Data Chats with our reading specialist, along with county specialist, four times per year with a focus on the Progress Monitoring of student growth in Reading.  Lastly, teachers will confer with 1-2 students per day during guided reading, take notes on their progress, and use this data to formulate reading strategies to move students forward. (Indicator 5)

After 2 years of implementing these strategies, students will feel supported in many ways. Academically, students can rely on our Teacher Intervention Support Staff for not only instructional support, but emotional support as well from building a relationship with another adult in the building (Indicator 2). Students' grades will increase due to this targeted intervention for the identified students, as well as all students. Students will feel more equipped to handle stressful situations from participating in the guidance lessons, Gentleman’s Academy and the Student Voice. Students will say they have a voice when it comes to explaining their behaviors, what incentives they earn, or what consequences are effective interventions. Visually, students will see adults modeling character education attributes, supporting other adults and other students. They will see the equity in decisions made by adults in the building and trust we have their best interest in mind. Students will see spirits sticks on their personal necklaces that will reinforce all the months they exhibited the character education traits. Students will be recognized through positive referrals on the announcements, earn Caring Kid of the Month certificates, and parents will be called for positive reasons…ultimately setting the tone of support and care for academic achievement and citizenship. 

After 2 years of implementing these strategies, adults will feel connected to our school. All Means All will encompass not only students, but teachers, parents, community figures, bus drivers, secretaries, custodians, and more. Administration will feel proud of the teachers. Teachers will feel supported by administrators; and the environment will feel welcoming with risk-taking encouraged. Parents will feel as if the school is an extension of their home and will work with all staff to create a love of learning for their child. Our support staff will fully understand they are 100% valuable and supported. All staff members will be trained in the FISH! Philosophy (to include all support staff). Bus drivers will meet with school personnel to understand our FISH! Philosophy expectations, and will include student "incentives" during the drive to/from school. RWES will be a school where adults will look upon our school and say that “Rippling Woods Elementary is simply the best”! A school where all stakeholders are treated with respect, where their concerns are listened to, and that they are proud to say this school  is a part of their life.