A. Mario Loiederman School Improvement Plan 2015-2016 (DRAFT)
FACULTY & STAFF FOCUS
What resources do we need?
As a result of our findings, staff will receive
professional development and support in
the following areas in order to meet the
above-identified student need:
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Creating/assessing authentic
task
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Core literacy/math practices
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Collaborating with other
colleagues to increase
alignment to assessment and
CCSS
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CEAL, Feldman’s model
● Planning/implementing crosscurricular milestones as a
means of student assessment
Leaders will need professional
development and support on:

Race and Equity/Study Circles
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Moving through the coaching
continuum
Facilitating professional
development cycles that facilitate
teacher growth
Assessing Authentic Tasks
Creating authentic essential
questions
LEADERSHIP
Vision: A. Mario Loiederman Middle School, is a school for the creative and
performing arts, is a learning community committed to having all students
read, write, reason, communicate, create and perform at the highest levels.
Mission: To build the capacity of leaders and relationships and promote
communication, collaboration, and consistency to foster a caring environment and
improve student and adult learning for every member of the Loiederman Community.
Communication: We share updates and seek input on the instructional focus,
action steps and our progress toward meeting our goals with students, staff
members and parents through regular and frequent announcements, newsletters,
surveys and meetings.
STRATEGIC PLANNING
What is our goal?
Cultural Proficiency Goal: To increase common awareness of race and equity
resulting in a decrease of ineligibility and referrals of Hispanic and African
American males.
-Ineligibility rate: 7% or lower each quarter
-Referrals: Decrease by a minimum of 20%
Literacy Goal: To increase the percentage of African American and Hispanic
students scoring at the proficient or advanced levels of MAP-Reading from 66.9%
and 47.5% respectively to 100% to reduce the achievement gap with other racial
subgroups.
Math Goal: To increase the percentage of African American and Hispanic students
who complete Algebra 1 with a C or better from 48.5% and 36.8% respectively,
to 100% to reduce the achievement gap with other racial subgroups.
ORGANIZATIONAL PERFORMANCE RESULTS
How will we know when we get there?
Race/Ethnicity
Asian
African
American/Black
Hispanic
Multiple Races
White
Race/Eth.
Asian
African
American/
Black
Hispanic
White
American
Indian
Race/Eth.
African
Am./Black
Hispanic
Literacy practices across content
STUDENT & STAKEHOLDER
FOCUS
PROCESS MANAGEMENT
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As a result of root cause analysis, the following structures and processes will
be implemented and monitored to address student needs:
Collaborative planning time and tool
Professional development time (Department PLCs, Lion's Academy, staff
meetings)
Peer visits around literacy across all contents, authentic tasks
Cohort Assessment plans
State of the Department Meetings (CTs and Admin.)
Partnerships ( Making a New United People, Street Outreach, State’s
Attorney Anti-Bullying, Truancy Prevention, Game Changers, Conflict
Resolution, Linkages to Learning)
36.8%
33.3%
70.8%
MAP-R Proficiency Level
Exceeded
Met
Not Met
28%
48.5%
23.5%
26.5%
40.4%
33.1%
10.1%
53%
37.4%
33.3%
100%
GAP Reduction
Algebra 1
48.5% to 63.5%
(2016)
63.5% to 78.5%
(2017)
78.5% to 93.5%
(2018)
36% to 51%
(2016)
51% to 66%
(2017)
66% to 81%
(2018)
52.5%
12.6%
MAP-R
66.9% to 76.9%
(2016)
76.9% to 86.9%
(2017)
86.9% to 96.9%
(2018)
47.5% to 57.9%
(2016)
57.9% to 67.9%
(2017)
67.9% to 77.9%
(2018)
MEASUREMENT, ANALYSIS & KNOWLEDGE
MANAGEMENT
How will we get there?
What do our students need?
As a result of using the root cause analysis
process and through analysis of student
achievement data (MSA, unit assessments,
course grades), it was revealed:
These students’ needs are:
Teachers will develop equitable classroom
environments that incorporate HOT
through authentic tasks, resulting in literate
lions.
Algebra 1 C or better
% Passing with C or Better
53.8%
48.5%
How will we monitor along the way?
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Informal/Formal Observations and Peer Visits
County formative and summative assessments
Teacher and student work samples
Strategic monitoring data points (MAP-R, MAP-M,
eligibility, report card grades, common assessments,
PARCC)
Referral data
Teacher and student reflections and surveys
Collaborative planning documents
Instructional Rounds
PBIS Hopkins Assessment
A. Mario Loiederman School Improvement Plan 2015-2016 (DRAFT)