North Bethesda Middle School
School Improvement Plan 2015-2016
Student and Stakeholder Focus
As a result of our root cause analysis
which revealed a significant achievement
gap between Black and Hispanic students
and their White and Asian counterparts
which is reflected in the 2014-2015
eligibility and honor roll data, it was
determined that students need teachers
to
 regularly check for understanding of
course content
 demonstrate high expectations
 promote social, emotional, and
physical well-being
Faculty and Staff Focus
Professional development will be
provided to staff on the following in
order to meet students’ needs:
 Checking for understanding
strategies
 Instructing students on how to use
academic language to demonstrate
understanding of curriculum
content.
 Implementation of culturally
responsive instruction that will have
a positive impact on teaching and
learning
Professional development will be
provided to leaders on the following:
 Examination of attitudes and beliefs
about race that impact teaching and
learning
 Continued support with coaching
6/27/2016
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 80% and 76.8%
respectively to 86%.
 (2) Math Goal: To increase percentage of Black and
Hispanic students who complete Algebra with a C or
higher from
46.6% and 56.7% respectively to 76.5%.
 (3) Cultural Proficiency Goal: To eliminate
racial/ethnic achievement performance gaps in
ineligibility and honor roll data by decreasing
ineligibility of BL (12.3%) and HI (6.6%) to 3% and
increasing honor roll percentages for BL (54.44%)
and HI (60.87%) to 74.1%
Organizational Performance Results
Baseline Data from Ineligibility data and Honor Roll
NBMS Eligibility Data 2014-2015
MP1
Inelig
MP2
Inelig
MP3
Inelig
MP4
Inelig
AS
1.1 %
BL
6.3 %
HI
1.6 %
MU
3.4 %
WH
1.2 %
3%
9.4%
5%
6.8 %
3.8 %
5%
15.2 %
5.8 %
10.2 %
3.7 %
3%
12.3 %
6.6 %
5%
3%
NBMS Honor Roll 2014-15
AS
73.75 %
BL
51.44 %
HI
60.87 %
MU
72.5 %
WH
74.1 %
Spring ’15 MAP R
Adv & Prof
There is an achievement gap among student groups.
All-86.5%, A-83.9%,BL-80%,H-76.8%,W-89.3%
Basic
All-13.44, A-16%, BL-20%, H-23%, W-10.7%
Algebra 1 C or Higher- 2014-2015
A-80.7%, W- 73.5%, BL- 46.6%, H-56.7%
Math Classes 2015-2016
Grade 8
AS
AS%
BL
BL%
HI
HI%
WH
WH%
Algebra 1
15
38.5%
8
47.1%
18
41.9%
98
47.3%
Geometry
11
28.2%
2
11.8%
8
18.6%
48
23.2%
Hon Alg 2
2
5.1%
0
0.0%
0
0.0%
7
3.4%
Alg Prep
11
28.2%
7
41.2%
17
39.5%
54
26.1%
Grade 7
AS
AS%
BL
BL%
HI
HI%
WH
WH%
Math 7
1
2.6%
1
7%
9
23%
19
8%
IM
24
63.2%
12
80%
26
65%
152
66%
Algebra 1
13
34.2%
2
13%
5
13%
58
25%
Grade 6
AS*
AS%
BL
BL%
HI
HI%
WH
WH%
Math 6
33
71.7%
27
96%
45
96%
168
79%
IM
12
26.1%
1
4%
2
4%
46
21%
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6/27/2016
Process Management
Daily course-alike collaborative common/team
planning time supported by the content RT, SDT,
Media Specialist, and/or administrator
Regular staff development to study and examine the
instructional focus
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 literacy and social
emotional strategies to identify student needs
Develop and monitor student learning objectives
(SLOs) targeted towards reducing the achievement
gap
Grade
AS
BL
HI
WH
Grade 8
39
17
43
207
Grade 7
38
15
40
230
Grade 6*
46
28
47
214
Measurement, Analysis, and Knowledge Management
Teacher Data
 Informal observations – ILT
 Teacher reflections after peer visits
 SLO data
 Level 2 teacher learning data
 Level 4 teacher application data
 Teacher and student voice data