DEMOGRAPHICS YEAR SCHOOL OPENED 1974 ATTENDANCE RATE (%) 94.8 student Enrollment 655 Race/Ethnicity (%) African American....................... 38.3 Hawaii/Pac. Islander.......................... - White.............................. 35.0 Multiracial...................... 5.8 Hispanic......................... 16.3 American Indian/AK....................... - Asian.............................. 4.3 GENDER (%) Male................................ 51.6 Female........................... 48.4 Special Services** (%) FARMS........................... 58.1 504.................................. 2.5 Special Ed..................... 9.4 LEP................................. 10.7 Title 1............................. Yes
Rippling Woods Elementary School
Strategic Plan Indicators
After each school leadership team reflected on its school culture, community, and the key contributing factors to student growth, they used this information to select the Strategic Plan Indicators that would have the greatest positive impact for their students. Each school was directed to select two to six indicators on which to focus during the 2018-19 school year. Certainly, we all know that if we focus narrowly and deeply, we are more likely to realize positive results. The indicators that this school’s leadership team selected are noted below.
2018-2019 Strategic Plan Indicator(s) Chosen by the School - 2, 5, 6 (expand to view details)
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
Throughout the next 3 years, schools will focus on their chosen Strategic Plan Indicators as the drivers to increase student engagement and achievement within their schools. They will choose strategies to help them grow or increase within each indicator and will monitor and evaluate the student and school changes that take place along the journey. Below you will see what this school imagines their students and school to look like in 2021 after having focused and worked on their chosen indicators for three years.
Our Vision of Success: 2021
We will continue the journey to create a culture of acceptance through the FISH! Philosophy, SEFFEL training, and a highly effective PBIS framework. Accordingly, a section of our School Improvement Plan is dedicated to school culture, climate, and positive relationships, with an emphasis on Indicator 2 (Increase the percentage of students who report that AACPS staff care and support them). Schoolwide, teachers and students will start each day with a FISH! lesson, infusing monthly character education interactive activities. Staff will continue to participate in FISH! professional development through a book study that will enhance their ability to teach and apply the the FISH! concepts. In addition, a group of teachers on the leadership team were trained on the Happiness Advantage, and have shared their learning with their respective teams.
Students will continue to be supported through positive incentives both inside the classroom and schoolwide at our monthly PBIS incentives (Indicator 2). Our Behavior Interventionist will continue to run a Gentleman’s Academy, focusing on social skills and manners for boys; while our Learning Lab Specialist will continue to coordinate a Student Voice for intermediate (grades 3-5) females to promote self-respect and self-worth. Our Title I team will continue to support students in the academic areas of math and reading through “push in” methods and more importantly, strategic “pull out” intervention programs.
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.