2015-2016
Fields Road Elementary School Improvement Plan
Organizational Performance Results
Grade 3 MAP-R (% Proficient/Advanced)
2013
2014
2015
2016
Results
Results
Results
Target
All
61
84
64.1
78
Asian
78
88
100.0
78
AfricanAm
38
71
42.8
78
Hispanic
44
66
53.3
78
White
75
91
66.7
78
2 + Races
100
100
83.3
78
FARMS
47
66
46.4
78
ESOL
38
60
41.7
78
IEP
67
0
0.0
78
Grade 5 MAP-R (% Proficient/Advanced)
Who:
2013
2014
2015
2016
Results
Results
Results
Target
All
82
70
80.6
87
Asian
72
56
100
87
AfricanAM
69
67
73.3
87
Hispanic
87
65
69.5
87
White
94
84
83.3
87
2 + Races
100
50
100.0
87
FARMS
69
56
73.5
87
ESOL
25
0
65.0
87
IEP
20
33
33.3
87
Grade 5 MAP-M (% Proficient/Advanced)
Who:
2013
2014
2015
2016
Results
Results
Results
Target
61.8
72.6
All
70.1
83
56.3
75
Asian
90.0
83
50
41.7
AfricanAM
46.7
83
46.6
58.8
Hispanic
60.8
83
82.7
92.3
White
83.3
83
25
100
2 + Races
100.0
83
30.4
56
FARMS
61.7
83
30
0
ESOL
60.0
83
0
40
IEP
0.0
83
Who:
Student and
Stakeholder Focus
By narrowing our
school improvement
focus, we determined
that all students need:

To be able to
engage in rigorous
questioning

An equitable
learning
environment that
communicates a
stance of high help
and high
perfectionism
(high
expectations).
Faculty and Staff Focus
In order to address student
needs, school leaders and
staff will receive
professional development
to:
Staff:

Plan and implement
rigorous questions and
tasks in all content
areas

Consistently
communicate a stance
of high expectations to
all students
Leaders:

Implement effective
facilitation skills
o collaborative
planning
o reflective
conversations on
professional
learning
eri

Challenge assumptions
and beliefs
Leadership
Vision: To provide a safe and caring environment with learning experiences that empower all students to be
successful, both academically and interpersonally.
Mission: To have all students motivated, challenged, learning, and successful and to improve student behavior by
instilling the core values of respect, responsibility, dedication, and safety.
Communication

School: The vision, mission, and core values are communicated and posted throughout the entire school,
highlighted in parent and staff newsletters, presented on meeting agendas, parent teacher conferences, and
stated during school community events. Stakeholders will monitor implementation through agendas,
follow-up notes, issue bins, plus/deltas, organizational performance results, and surveys.

Classroom: The vision, mission, and core values of the school are used to guide the creation of
corresponding classroom documents. Teachers revisit these value statements at various points in the
school year.
Strategic Planning
District Milestones
Reading, Grade 3: 78% of students will be proficient, 26.5% will be advanced
Reading, Grade 5: 87% of students will be proficient, 43% will be advanced
Math, Grade 5: 83% of students will be proficient, 32% will be advanced
In order to meet the system strategic planning goals, we will work on the following:
School Strategic Planning Goals (African American and Hispanic)
Cultural Proficiency
Fields Road Elementary School staff will meet the needs of African American and Hispanic students by utilizing
intentional and deliberate data monitoring and planning practices that focus on culturally relevant instruction with
an emphasis on questioning.
Reading: MAP-R
Based on the 13.8% gap between our proficient and advanced Grade 5 White (83.3%) and Hispanic (69.5%)
students, our goal is to reduce this gap by 15%.
Based on the 10% gap between our proficient and advanced Grade 5 White (83.3%) and African American
(73.3%) students, our goal is to reduce this gap by 15%.
All students in grades K-5 will meet or exceed the grade level proficiency target in reading.
Math: MAP-M
Based on the 22.5% gap between our proficient and advanced Grade 5 White (83.3%) and Hispanic (60.8%)
students, our goal is to reduce this gap by 15%.
Based on the 36.3% gap between our proficient and advanced Grade 5 White (83.3%) and African American
(46.7%) students, our goal is to reduce this gap by 15%.
All students in grades K-5 will meet or exceed the grade level proficiency target in math.
Process Management
The following structures and process will be implemented and monitored to address student and staff needs:

Staff meetings focused on rigorous questions and equity study which includes examination of self/beliefs and
barriers to high expectations

Weekly team collaborative planning for before, during, and after strategy instruction during guided reading and
higher order questioning

Weekly Instructional Core Team Meetings

Student work examination and analysis at weekly team planning in order to make instructional decisions

Monthly data meetings relating to SLOs and tri-annual data chats
Measurement, Analysis and
Knowledge Management
Practice and Implementation

Weekly common
formatives

Peer Visits

Coaching and
Feedback

Collaborative Planning
Meetings

Exit Cards
Teacher Monitoring

Focused classroom
observations

Walk-through

Staff
meeting/professional
learning evaluations

Teacher Voice Data
Student Impact

Student Voice Data

Fountas & Pinnell and
mClass

MAP-R, MAP-M, and
MAP-P
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