TITLE ONE SCHOOLWIDE SCHOOL Coalition of Essential Schools Fully Affirmed School Exemplary PBIS School
School Improvement Plan 2014-2015 SCHOOL VISION
Princess Anne Elementary will provide a safe, positive learning environment that enables individualized, stimulating instruction. Princess Anne Elementary School will be a supportive and respectful community that encourages academic risk taking.
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Table of Contents School Improvement Plan Checklist………………………………………………………………….Section 1…pg. 3-4 Demographics…………………………………………………………………………………………Section 1…pg. 5-6 Master School Schedule………………………………………………………………………………Section 1…pg. 7 Revision Updates …………………………………………………………………………………….Section 1…pg. 8 School Improvement Team Committees………………………………………………………………Section 1…pg.9-10 Reading………………………………………………………………………………………………...Section 2…pg.11-66 Math……………………………………………………………………………………………………Section 3…pg. 67-77 Science…………………………………………………………………………………………………Section 4…pg. 78-82 Additional assistance to students and extended learning activities……………………………………Section 5…pg. 83-85 Technology…………………………………………………………………………………………….Section 6…pg. 86-90 School Climate…………………………………………………………………………………………Section 7…pg. 91-101 Parental Involvement…………………………………………………………………………………..Section 8…pg. 102-127 PAES Parent Involvement Plan………………………………………………………………………………… Partners in Learning Compact…………………………………………………………………………………. Policy 800-11………………………………………………………………………………………………….. Policy 800-12………………………………………………………………………………………………….. Transition………………………………………………………………………………………………..Section 9…pg.128-135 Highly Qualified Teachers………………………………………………………………………………Section 10…pg.136-138 Teachers as Decision Makers……………………………………………………………………………Section 11…pg. 139-142 Professional Development………………………………………………………………………………Section 12…pg. 143-150 Budget …………………………………………………………………………………………………..Section 13…pg. 151-157 Verification of Compliance……………………………………………………………………………...Section 14…pg. 158-159
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11576 Lankford Street Princess Anne, Maryland 21871 Cortney Monar, Principal
School Improvement Plan Checklist Ten Components of a School-Wide Program 1. A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State student academic achievement standards. 2. Schoolwide Reform Strategies thatProvide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement; Use effective methods and instructional strategies that are based on scientifically based research that… Strengthen the core academic program Increases the amount and quality of learning time (before/after-school, summer programs, extended school year) Include strategies to address the needs of all children, but particularly the needs of low-achieving students and those at risk of not meeting state standards; Address how the school will determine if such needs have been met. 3. Instruction by High Qualified Teachers 4. High Quality and Ongoing Professional Development for… Teachers Principals Paraprofessionals 5. Strategies to Attract High-Quality Highly Qualified Teachers to “High-Need” Schools
Verification
6. Strategies to Increase Parent InvolvementSuch as family literacy services
7. Plans for Assisting Preschool Children in the Transition from Early Childhood Programs to Elementary School Programs (Such as Head Start, Early Reading First, Even Start, or a State-run preschool program) *May also include assistance in the transition from elementary to middle school.
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8. Measures to Include Teachers in Decisions Regarding the Use of Academic Assessments In order to provide information on, and to improve, the achievement of individual students and the overall instructional program. 9. Activities to Ensure that Students Having Difficulty Mastering Proficient or Advanced Levels of Academic Achievement Standards Are Provided Timely Additional Assistance Shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.
10. Coordination and Integration of Federal, State, and local services and programs.
Other:
School Demographics: Page Master Schedule: Page Revisions: Page
*The School Improvement Plan mirrors the Master Plan action steps and the data collected is used during the revision process of the Master Plan.
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Princess Anne Elementary Demographics
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Subgroups Males Females American Indian Asian/Pacific Islander African American White (not Hispanic) Hispanic Multi-Racial Total Number of Students
2013-3014 223 206 0 12 245 109 37 26 429
2014-2015 247 233 0 7 283 111 39 37 480
Student Attendance Grade Level
As of As of As of Aug 31, Sept 30, Oct 31, 2014 2014 2014
93.83% 93.28% 93.94% Pre-K 98.18% 98.00% 96.15% K st 1 Grade 98.05% 97.66% 95.33% 2nd Grade 94.33% 94.43% 94.03% 3rd Grade 97.21% 97.41% 95.40% 4th Grade 94.29% 94.81% 94.73% 5th Grade 98.33% 96.33% 97.09% Total All 96.20% 95.81% 95.13% grades
As of Nov 30, 2014
As of Dec 31, 2014
As of Jan 31, 2015
91.11% 93.74% 95.49% 92.69% 94.21% 93.38% 93.33%
92.50% 92.73% 94.14% 92.39% 94.42% 94.29% 92.96%
92.75% 91.09% 93.79% 95.06% 94.09% 94.09% 95.29%
93.18%
93.23%
93.48%
As of Feb 28, 2015
As of Mar 31, 2015
As of Apr 30, 2015
As of May 31, 2015
As of June 2015
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Master Schedule 2014-2015
* All individual paraprofessional scheduled and specials schedules can be found in the main office. Page | 7
Revisions to School Improvement Plan Description Updated Professional Development Updated schedule, staff members, SIT committee groups for 2014-2015 school year Updated Reading Strategies Updated Reading Data Updated Math Strategies Updated Math/Science Benchmark Data Updated Parent Involvement Strategies Updated School Climate Data Updated Attendance Updated Transition Plan Updated Professional Development Plan Update of Highly Qualified Teachers Update Additional Assistance Updated Budget Update of Parent Involvement Policy Update of SCPS Parent Involvement Policy 800-11 Update of SCPS Parent Involvement Complaint Policy 800-12 Partners in Learning Compact
Date August 2014 October 2014 February 2015 October 2014 February 2015 October 2014 February 2015 February 2015 October 2014 October 2014 September 2014 September 2014 February 2015 February 2015 September 2013 September 2013 September 2013
We approve our 2014-15 School Improvement Plan and have participated in the School Improvement decision making process. Signed copy is in documentation binder. Page | 8
SIT Committees-2014-2015 Our principal, Cortney Monar will be a floating member of all the committees Reading Committee, Annette Waggoner Chairperson/Reading Coach
Math Committee, Karen Linamen, Chairperson/Math Facilitator
Climate, Robert Hopkins, Chairperson/Assistant Principal
Wellness Committee John Nelson, Chairperson
Kelly McLaughin, 1st
Kelly Taylor, 1st
Debbie Whitney, K
Jamie Barker, 2nd
Tara Thomas, Paraprofessional Linda Viens, K
Darlene Garber, IEP Clerk Cody Rausch, Music
Brittany Price, 4th
Maria Poole, 4th
Jenn Bennett, SPED
Christa Taylor, Pre-K
Genna Kaminski, 5th
Kelly Crockett, 3rd
Kelley Holland, 3rd
Raleigh Meddings, 2nd
Kristen Thomas, SPED
Lisa Collins, Paraprofessional Rob McCready, Custodian Darius Dennis, Custodian Irma Stromberger, Paraprofessional
Teresa Adkins, 5th Dot Bell-Jackson, SPED Tracy Kronewitter, SPED
Shannon Holland, K Mary Ellen Willey, PreK Leigh Ann Widdowson, SPED Paula Tucker, Paraprofessional
Michelle Bradford Intervention Teacher Taylor Estes, 3rd
Parent Involvement, Kim Bozman & Rachel Abbott-Gray, Co-Chairs/Guidance & LST Carol Dennis, Paraprofessional Salmonia Schoolfield, Paraprofessional Caren French, Paraprofessional Beth Mayson, Paraprofessional Nan Harrison, 1st Toni Stewart, 2nd
Kristen Davis, Media Vicki McLeod, Secretary
Sarah Perdue, Art
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James Harkey Megan Aurelio Rebecca Hall Lynnell Everett Shannon Lynch Richard Hankerson
Betty Burke Starlet Rima C.T. Hutt Sr. Corraine Dennis Latasha Godwin Chasity Saunders
Parent Participants Casey Harkey Kelly Taylor Lynn Lang Mary Beth Webster Chris Cavins Ayana Northam Charles Bagley Jennifer Bloodsworth Crystal Deepree Kamesha Clark
Tammy Zink Karen Corbin Veronica Cavins Annette Bagley Warren Carte Kelly Dize
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READING Page | 11
NEEDS ASSESSMENT for READING Component 1 – Student Data 2014-2015 DIBELS READING DATA
DIBELS Benchmark I Kindergarten Grade All
AA
W
H
69 students
44 students
15 students
6 students
84%
82%
87%
83%
Strategic
7%
9%
7%
Intensive
9%
9%
7%
Core
MultiRace
Asian
SWD
1 student
3 students
100%
100%
67%
10%
0%
0%
33%
17%
0%
0%
0%
3 students
DIBELS continued Page | 12
DIBELS Benchmark I First Grade All
AA
W
H
MultiRace
62 students
40 students
12 students
5 students
Core
56%
55%
75%
40%
25%
14%
Strategic
21%
25%
8%
0%
25%
29%
Intensive
23%
20%
15%
60%
50%
57%
4 Students
SWD
Homeless
7 students
1 student
100%
DIBELS continued
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DIBELS Benchmark I Second Grade All
AA
W
H
60 students
29 students
15 students
8 students
78%
76%
87%
63%
Strategic
5%
3%
0%
Intensive
17%
20%
13%
Benchmark
MultiRace
Asian
SWD
Homeless
4 students
4 students
1 student
100%
100%
50%
25%
0%
0%
0%
13%
0%
0%
50%
3 students
100%
DIBELS continued Page | 14
DIBELS Benchmark I Third Grade All
AA
W
H
MultiRace
Asian
SWD
63 students
41 students
9 students
7 students
Benchmark
60%
61%
56%
57%
3 students 33%
1 student
8 students
100%
67%
Strategic
14%
12%
11%
29%
33%
0%
13%
Intensive
25%
27%
33%
14%
33%
0%
20%
DIBELS continued
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DIBELS Benchmark I Fourth Grade All
AA
W
H
54 students
24 students
17 students
3 students
57%
63%
65%
67%
6 students 50%
Strategic
9%
8%
12%
0%
0%
0%
Intensive
33%
29%
24%
33%
50%
100%
Benchmark
MultiRace
Asian
SWD
Homeless
1 students
9 students
1 student
0%
100%
DIBELS continued
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DIBELS Benchmark I Fifth Grade All
AA
W
H
MultiRace
SWD
60 students
33 students
17 Students
5 students
Benchmark
47%
42%
59%
20%
5 students 60%
Strategic
33%
30%
29%
80%
20%
29%
Intensive
20%
27%
12%
0%
20%
14%
7 students 57%
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DIBELS Benchmark II Kindergarten Grade All
AA
W
H
MultiRace
66 students
49 Students
12 Students
2 students
Benchmark
45 (68%)
29 (60%)
11 (92%)
2 (100%)
Strategic
12 (18%)
11 (22%)
1 (8%)
0
Intensive
9 (14%)
8 (18%)
0
0
2 students 1 (50%)
SWD
LEP
FIT
8 students
1 student
1 student
2 (25%)
0
1 (100%)
1 (50%)
2 (25%)
0
0
0
4 (50%)
1 (100%)
0
*this data includes SWD that are in a Comprehensive Classroom
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DIBELS continued DIBELS Benchmark II First Grade All
AA
W
H
MultiRace
55 students
38 students
12 students
2 students
Benchmark
36 (65%)
21 (55%)
11 (92%)
1 (50%)
Strategic
8 (15%)
7 (18%)
1 (8%)
0
Intensive
11 (20%)
10 (26%)
0
1 (50%)
SWD
FIT
8 students
2 students
2 (25%)
2 (100%)
0
1 (13%)
0
0
5 (63%)
0
3 students 3 (100%)
*this data includes SWD that are in a Comprehensive Classroom
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DIBELS continued DIBELS Benchmark II Second Grade All
AA
W
H
MultiRace
Asian
SWD
ELL
FIT
53 students
38 students
10 students
5 students
3 students 3 (100%)
3 students 3 (100%)
5 students 3 (60%)
1 student 1 (100%)
Benchmark
44 (83%)
26 (81%)
9 (90%)
3 (60%)
Strategic
0
0
1 (10%)
0
0
0
0
0
0
Intensive
9 (17%)
6 (19%)
0
2 (40%)
0
0
2 (40%)
0
2 (100%)
2 students 0
*this data includes SWD that are in a Comprehensive Classroom
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DIBELS continued DIBELS Benchmark II Third Grade All
AA
54 38 students students
W
H
Multi-Race
9 students
1 students
3 students
Asian
SWD
1 students 1 (100%)
6 students 1 (17%)
ELL
FIT 2 student
Benchmark
33 (61%)
23 (60%)
5 (56%)
1 (100%)
2 (67%)
Strategic
13 (24%)
11 (28%)
1 (11%)
0
1 (33%)
0
1 (17%)
0
Intensive
8 (15%)
5 (12%)
3 (33%)
0
0
0
4 (67%)
2 (100%)
0
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DIBELS continued
DIBELS Benchmark II Fourth Grade All
AA
W
H
MultiRace
Asian
47 students
23 students
16 students
6 students 4 (67%)
1 students
Benchmark
36 (77%)
18 (78%)
14 (88%)
Strategic
5 (11%)
3 (13%)
0
1 (17%)
Intensive
6 (12%)
2 (9%)
2 (13%)
1 (17%)
SWD
FIT 0
students 2 (25%)
1 (12%)
1 (100%)
5 (63%)
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DIBELS continued
DIBELS Benchmark II Fifth Grade All
AA
W
H
MultiRace
54 students
29 students
17 students
Benchmark
38 (70%)
17 (59%)
14 (88%)
15 (88%)
Strategic
7 (13%)
6 (21%)
0
0
0
0
Intensive
9 (17%)
6 (21%)
2 (13%)
2 (12%)
1 (20%)
4 (58%)
5 students 4 (80%)
SWD
FIT
7
0
students 3 (42%)
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DIBELS Benchmark III Kindergarten Grade
Benchmark
Strategic
Intensive
Page | 24
DIBELS continued DIBELS Benchmark III First Grade
Benchmark
Strategic
Intensive
Page | 25
DIBELS continued DIBELS Benchmark III Second Grade
Benchmark
Strategic
Intensive
Page | 26
DIBELS continued
DIBELS Benchmark III Third Grade
Benchmark
Strategic
Intensive
Page | 27
DIBELS continued
DIBELS Benchmark III Fourth Grade
Benchmark
Strategic
Intensive
Page | 28
DIBELS continued
DIBELS Benchmark III Fifth Grade
Benchmark
Strategic
Intensive
Page | 29
Hispanic (beginning) Reading
Identify the assessment:
SWD, FIT (middle)
Parent/caregivers unaware of the rigorous curriculum in PreK and Kindergarten
Root Causes
Factors Contributing to Root Causes
Identified Needs
Assessment Data Profile by Grade
Assessment Used
NEEDS ASSESSMENT (continued) STUDENT DATA Core Subject
Lack of foundational skills
Kindergarten Do not attend Head Start or PreK / Preschool
DIBELS (K-5)
Language Parents unable to help at home 1st grade:
Hispanic, Multi-Race, SWD, FIT (beginning) SWD (middle)
2nd grade:
SWD, FIT (beginning)
1A. Parents unable to provide help at home because they lack the materials, resources, and teaching strategies to do so. 1B. Parents unaware of rigorous curriculum.
1. Lack of Parent Involvement
SWD, FIT (middle)
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AA, W, Multi-Race (beginning) 3rd grade:
4th grade:
SWD, FIT (middle)
All (beginning) SWD (middle)
th
5 grade:
AA, Multi-Race (beginning) SWD (middle)
2A. Lack of background knowledge hinders comprehension 2B. Minimal understanding of academic vocabulary 2C. Lack of comprehension strategies 2D. Not reading text at their level 3A. Minimal background knowledge 3B. Few technological resources available to support our reading program & to promote engagement. 3C.Teachers not using effective all-pupil-response techniques to engage all students 3D. Lack of intrinsic motivation 3E. Not participating in activities due to low self- esteem because reading materials are too difficult 4A. Few incentives to promote good student attendance.
2. Teachers not provided effective remediation activities
3. Low Student Engagement
4. Tardiness and poor attendance
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2014-2015 READING LANGUAGE ARTS ASSESSMENT DATA Root Causes
SWD
ED
LEP
This is an assessment to measure the effectiveness of the reading program.
M-R
Pre
H
Pre-Kindergarten W
Reading English Language Arts Assessment
Factors Contributing to Root Causes
Assessment Data Profile by Grade
AA
Reading
Assessment Used
All
Core Subject
29/97
21/66
7/23
0/1
1/13
0/6
20-80
0/2
30%
39%
30%
0%
8%
0%
2%
0%
Post
Students are assessed on skills and strategies that they should have mastered by the end of the school year.
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AA
W
H
M-R
SWD
ED
LEP
Pre
All
Kindergarten
34/67
26/47
8/13
1/4
1.2
1/3
25/38
o/2
51%
55%
62%
25%
50%
33%
66%
0%
Post
AA
W
H
M-R
SWD
ED
LEP
Pre
All
1st Grade
4/56
2/38
2/12
0/3
0/3
1/8
3/42
0/1
7%
17%
17%
0%
0%
12%
7%
0%
Post
Page | 33
AA
W
H
M-R
SWD
ED
LEP
Pre
All
2nd Grade
5/54
0/30
3/12
1/5
0/3
0/4
1/42
0/6
9%
0%
0%
20%
0%
0%
2%
0%
Post
AA
W
H
H/PI
M-R
SWD
ED
LEP
Pre
All
3rd Grade
0/58
0/40
0/8
0/5
0/1
0/3
0/6
0/43
0/1
0%
0%
0%
0%
0%
0%
0%
0%
0%
Post
Page | 34
AA
W
H
H/PI
M-R
SWD
ED
LEP
Pre
All
4th Grade
3/51
0/22
2/17
0/4
1/1
0/6
0/10
2/34
0/4
6%
0%
12%
0%
100%
0%
0%
6%
0%
Post
Page | 35
AA
W
H
M-R
SWD
ED
LEP
Pre
All
5th Grade
1/60
0/33
0/!7
1/5
0/5
0/8
1/47
0/3
2%
0%
0%
20%
0%
0%
2%
0%
Post
Page | 36
2014-2015 Unit Assessments DATA Factors Contributing to Root Causes
Assessment Data Profile by Grade
Root Causes
Unit Assessments
AA
W
H
M-R
SWD
ED
LEP
FIT
Kindergarten All
Quarter 1
Benchmark
Reading
Assessment Used
Below Benchmark
Core Subject
44/62
28/44
13/13
1/2
1/2
2/3
44/62
0/2
0/1
71%
64%
100%
50%
50%
67%
71%
0%
0%
18/62
16/44
1/2
1/2
1/3
18/62
2/2
1/1
29%
36%
50%
50%
33%
29%
100%
100%
----
Page | 37
AA
W
H
M-R
SWD
ED
Below Benchmark
52/53
36/37
12/12
1/1
3/3
6/7
52/53
98%
97%
100%
100%
100 %
86%
98%
1/53
1/37
---
----
---
1/7
---
2%
3%
14%
All
AA
W
H
M-R
Asian
SWD
ED
LEP
FIT
Benchmark
2nd Grade
Below Benchmark
Unit 1
All
1st Grade
Benchmark
Unit 1
31/48
17/2 8
9/11
1/4
2/3
2/2
1/2
31/48
2/6
0/1
65%
82%
25%
66%
100%
50%
65%
33%
0%
1/2
17/48
4/6
1/1
50%
35%
66%
100 %
61%
17/48
11/28
2/11
3/4
1/3
35%
39%
18%
75%
33%
---
Page | 38
AA
W
H
M-R
Asian
SWD
LEP
Below Benchmark
32/50
25/38
4/7
0/1
2/3
1/1
4/5
0/1
64%
66%
57%
0%
67%
100%
80%
0%
18/50
10/38
3/7
1/1
1/3
1/5
1/1
36%
26%
43%
100%
33%
20%
100%
-------
All
AA
W
H
M-R
Asian
SWD
Benchmark
4th Grade
Below Benchmark
Unit 1
All
3rd Grade
Benchmark
Unit 1
32/47
16/23
11/16
0/1
4/6
1/1
3/9
68%
70%
69%
0%
66%
100%
33%
15/47
7/23
5/16
1/1
2/6
0/1
6/9
32%
30%
31%
100%
33%
0%
66%
Page | 39
5th Grade All
AA
W
H
M-R
SWD
LEP
Below Benchmark
Benchmark
Unit 1
11/54
3/30
6/17
1/2
1/5
3/8
1/1
20%
10%
35%
50%
20%
38%
100%
43/54
27/30
11/17
1/2
4/5
5/8
------
80%
90%
65%
50%
80%
62%
Page | 40
Unit Assessments
W
H
M-R
SWD
ED
LEP
58/62
40/44
13/13
2/2
3/3
4/4
58/62
2/2
94%
91%
100%
100 %
100%
100%
94%
4/62
4/44
All
AA
Kindergarten
Benchmark
Quarter 2
Below Benchmark
Reading
6%
9%
100%
4/62 ------
------
-------
------
6%
-----
Page | 41
98%
97%
100%
1/54
---
---
---
LEP
1/1
100%
ED
H
12/12
SWD
W
36/37
M-R
AA
Benchmark Below Benchmark
53/54
3/3
7/7
53/54
2/2
100%
100%
98%
100%
---
---
---
---
2%
AA
W
H
M-R
Asian
SWD
LEP
FIT
20/2 9
9/11
1/4
2/3
3/3
2/3
2/3
1/1
82%
25%
66%
100 %
66%
66%
100%
2/11
3/4
1/3
1/3
1/3
34%
34%
All Benchmark
2nd Grade
Below Benchmark
Unit 2
All
1st Grade
Unit 2
37/5 1 73%
69%
14/5 1
9/29
--31%
18%
75%
34%
---
27%
Page | 42
AA
W
H
M-R
Asion
SWD
LEP
Below Benchmark
40/50
29/38
6/7
1/1
2/3
1/1
5/5
1/1
80%
76%
86%
100%
67%
100%
100%
100%
10/50
9/38
1/7
-------
-------
-------
20%
24%
14%
1/3 ------33%
All
AA
W
H
M-R
Asian
SWD
Benchmark
4th Grade
46/48
24/24
16/16
1/1
4/6
1/1
8/9
96%
100%
100%
100%
66%
100%
89%
-------
-------
-------
2/48
Below Benchmark
Unit 2
All
3rd Grade
Benchmark
Unit 2
4%
2/6
1/9 ------
34%
11%
Page | 43
5th Grade AA
W
H
M-R
SWD
ED
47/54
24/30
16/17
2/2
5/5
7/8
1/1
87%
80%
94%
100%
100%
88%
100%
7/54
6/30
1/17
0/2
0/5
1/8
0/1
13%
20%
6%
0%
0%
12%
0%
LEP
All Below Benchmark
Benchmark
Unit 2
Page | 44
Unit Assessments
FIT
LEP
ED
SWD
M-R
H
W
AA
All
Kindergarten
Benchmark
Unit 3
Below Benchmark
Reading
Page | 45
W
H
M-R
SWD
LEP
ED
35/36
12/12
2/2
3/3
6/6
2/2
52/53
98%
97%
100%
100%
100%
100%
100%
98%
1/53
1/36
---
---
---
---
---
---
2%
3%
All
AA
1st Grade
Unit 3
Below Benchmark
Benchmark
52/53
All
AA
W
H
M-R
SWD
ED
LEP
FIT
Benchmark
2nd Grade
Below Benchmark
Unit 3
37/5 0
22/30
8/10
2/4
2/3
2/3
37/50
5/7
0/2
73%
80%
50%
66%
66%
74%
72%
0%
3/51
8/30
2/10
2/4
1/3
1/3
3/51
2/7
2/2
26%
27%
20%
50%
33%
33%
26%
28%
100%
74%
Page | 46
AA
W
H
M-R
Asian
SWD
ED
LEP
FIT
Benchmark Below Benchmark
38/51
25/37
6/8
1/2
3/3
1/1
4/5
38/51
1/2
0/1
75%
68%
75%
50%
100%
100%
80%
75%
50%
0%
13/51
12/37
2/8
1/2
1/5
13/51
1/2
1/1
25%
32%
25%
50%
-----
------
20%
25%
50%
100%
AA
W
H
M-R
Asian
SWD
ED
LEP
41/47
21/24
16/16
1/2
3/4
0/1
8/9
41/47
1/2
87%
88%
100%
50%
75%
100%
89%
87%
50%
6/47
3/24
1/2
1/4
1/9
6/47
1/2
13%
12%
50%
25%
11%
13%
50%
------
-----
FIT
All Benchmark
4th Grade
Below Benchmark
Unit 3
All
3rd Grade
Unit 3
----
Page | 47
5th Grade All
AA
W
H
M-R
SWD
ED
LEP
Below Benchmark
Benchmark
Unit 3
44/54
25/29
13/18
4/4
1/3
6/7
44/54
1/1
81%
86%
72%
100%
67%
86%
81%
100%
10/54
4/29
5/18
4/5
1/7
10/54
19%
14%
28%
33%
14%
19%
-----
_____
Page | 48
Unit Assessments
LEP
ED
SWD
M-R
H
W
AA
All
Kindergarten
Benchmark
Unit 4
Below Benchmark
Reading
Page | 49
Benchmark
LEP
ED
SWD
M-R
H
W
AA
All
Unit 4
Below Benchmark Below Benchmark
Benchmark
ED
SWD
M-R
H
W
AA
All
Unit 4 1st Grade
2nd Grade
Page | 50
Benchmark
H M-R SWD
ED
LEP
H M-R SWD
ED
LEP
All
W
Benchmark
W
Below Benchmark
AA
4th Grade
AA
All
Unit 4
Below Benchmark
Unit 4 3rd Grade
Page | 51
Below Benchmark
Benchmark
LEP
ED
SWD
M-R
H
W
AA
All
5th Grade
Unit 4
Page | 52
Unit Assessments
LEP
ED
SWD
M-R
H
W
AA
All
Kindergarten
Benchmark
Unit 5
Below Benchmark
Reading
Page | 53
Benchmark
LEP
ED
SWD
M-R
H
W
AA
All
Unit 5
Below Benchmark Below Benchmark
Benchmark
ED
SWD
M-R
H
W
AA
All
Unit 5 1st Grade
2nd Grade
Page | 54
Benchmark
H M-R SWD
ED
LEP
H M-R SWD
ED
LEP
All
W
Benchmark
W
Below Benchmark
AA
4th Grade
AA
All
Unit 5
Below Benchmark
Unit 5 3rd Grade
Page | 55
Below Benchmark
Benchmark
LEP
ED
SWD
M-R
H
W
AA
All
5th Grade
Unit 5
Page | 56
Unit Assessments
LEP
ED
SWD
M-R
H
W
AA
All
Kindergarten
Benchmark
Unit 6
Below Benchmark
Reading
Page | 57
AA
W
H
M-R
SWD
ED
Benchmark Below Benchmark
52/53
36/37
12/12
1/1
3/3
6/7
52/53
98%
97%
100%
100%
100 %
86%
98%
1/53
1/37
---
----
---
1/7
---
2%
3%
14%
LEP
ED
SWD
M-R
H
W
AA
Benchmark
All
2nd Grade
Below Benchmark
Unit 6
All
1st Grade
Unit 6
Page | 58
Benchmark
H M-R SWD
ED
LEP
H M-R SWD
ED
LEP
All
W
Benchmark
W
Below Benchmark
AA
4th Grade
AA
All
Unit 6
Below Benchmark
Unit 6 3rd Grade
Page | 59
Below Benchmark
Benchmark
LEP
ED
SWD
M-R
H
W
AA
All
5th Grade
Unit 6
Page | 60
Priority Needs, Goals, Objectives, and Milestones List the Reading/Language Arts Priority Need(s): DIBELS: Beginning First Grade- Multi-Race, SWD Second Grade- SWD Third Grade- Multi-Race, White Fourth Grade- All Fifth Grade- All Middle Kindergarten, First, Third, Fourth, Fifth- SWD Second- FIT
Reading/Language Arts Goals: DIBELS: Beginning 1st Grade: SWD will increase from 14% benchmark to 25% benchmark on DIBELS in January, 2015. (reached goal) Multi-Race students will increase from 25% benchmark to 50% benchmark on DIBELS in January, 2015. (reached goal) 2nd Grade: SWD will increase from 50% benchmark to 75% benchmark on DIBELS in January, 2015. (did not reach goal) 3rd Grade: Multi-race students will increase from 33% benchmark to 66% benchmark on DIBELS in January, 2015. (reached goal) Caucasian students will increase from 56% benchmark to 67% benchmark on DIBELS in January, 2015. (did not reach goal) 4th Grade: All students will increase from 57% benchmark to 70% benchmark on DIBELS in January, 2015. (reached goal) 5th Grade: All students will increase from 47% benchmark to 67% benchmark on DIBELS in January, 2015 (reached goal) Page | 61
. DIBELS: Middle Kindergarten: SWD will increase from 25% Benchmark to 50% Benchmark on DIBELS in May, 2015. First: SWD will increase from 25% Benchmark to 50% Benchmark on DIBELS in May, 2015. Second: FIT will increase from 100% Intensive to 50% Strategic on DIBELS in May, 2015. Third: SWD will increase from 17% Benchmark to 34% Benchmark on DIBELS in May, 2015. Fourth: SWD will increase from 63% Benchmark to 75% Benchmark on DIBELS in May, 2015. Fifth: SWD will increase from 58% Benchmark to 72% Benchmark on DIBELS in May, 2015.
Page | 62
Strategies and Activities: Reading/Language Arts Reading/Language Arts Strategies/Activities (Component 2) Strategies/Activities Person(s) Responsible Timeline In regularly scheduled team meetings, analyze reading grade level assessments and selected Teachers, Reading Coach, Weekly student work. This is done through the CFIP Principal, process. (30 minutes) Root Cause 2, Factor 2C Address the needs of low achieving students through: Teachers, Principal, Reading Implementation of differentiated Coach, ELL teacher, SPED instruction designed to meet their teachers, Math/Reading individual needs. Factor 2A, 2B, 2C, 2D intervention teacher August 25, 2014 ELL services, Special Education services, and – June 11, 2015 team-teaching Factor 2D
Small group intervention strategies for all students classified as intensive and some strategic students as identified on DIBELS assessments.(Read Live Naturally, GATE, ERI) Factor 2A, 2B, 2C Implementing flexible grouping to meet student’s individual needs. Factor 2A, 2C Continue following Somerset County Public Schools’ Reading Scope and Sequence and Common Core State Standards emphasizing the following strategies: Root Cause 2
Teachers, Principal, Reading Coach, ELL teacher, SPED teachers, Math/Reading intervention teacher
Evaluation SANE (Sign in, Agenda, Notes, Evaluation) Reading Coach’s Binder
Lesson Plans
Funding
Copy paper
Smarty Ants ($4,000.00) 4f$ Headphones with Microphones ($599.70)
Sept.-Jan. Jan.-June
Intervention Schedule
Technology-Read Live (Local)
Remediation from CFIP
Copy paper
$1,771.45 (books) All Reading Teachers, Reading Coach
August 25, 2014 Lesson Plans – June 11, 2015
$4,890.00 (Poster Maker)
Provide opportunities for students to construct meaning when reading for literary experience, reading to perform a Page | 63
task, and reading to be informed. Provide direct instruction of comprehension strategies for before, during and after reading. Provide direct instruction in phonemic awareness, phonics and related decoding skills during reading and content area lessons. Provide frequent opportunities for students to read at their independent level to increase fluency, accuracy, vocabulary, and comprehension. Provide students with at least 60 minutes of reading instruction daily.
Provide at least one author/novel study per grade level per year. Factor 2A, 2B
Plan and implement at least one student exhibition of learning per grade level per year. Special’s teachers support core subject’s content through building background knowledge, expanding vocabulary and practicing skills. Factor 2B, 2C, 3B, 3C
Provide daily access to a variety of texts: student periodicals, classroom libraries, required readings, anthologies, reference materials, and trade books. Factor 2A, 2B, 3A, 3B
$544.00 (ELA games- Frog Publications) $558.22 (Social Studies)
August 25, 2014 – June 11, 2015 Media Specialist
Teachers, Reading Coach, Principal
Teachers, Reading Coach, Principal
August 25, 2014 – June 11, 2015
August 25, 2014 – June 11, 2015
Lesson Plans, Exhibition, Pictures, Portfolios, Teacher Reflection
SANE, Pictures
Pictures, Library Inventory
Copy paper
Funding available upon request for materials to support exhibitions or to promote parent involvement
RIF funding Technology Funding available Page | 64
upon request Foster student independence and initiative by implementing strategies including student choice of activities, varied assessments, increased opportunities for student dialogue, and greater attention to higher order questions. Factor 2A, 2B, 2C, 3C Choose both formal and informal assessments to measure student achievement Examples: DIBELS, progress monitoring, oral responses, homework, writing prompts’, anecdotal notes, exit tickets, responding to text Factor 2A, 2B, 2C Display examples of advanced student work. Help students to identify criteria for advanced student products. Provide opportunities for students to revise their products to meet the criteria for a rating of advanced. Factor 2C Employ data driven decision making processes using the CFIP protocol to manage and evaluate assessments and curricula including the regrouping of students based on their specific instructional needs. Factor 2C, 2D Field trips to build background and provide experiences Factor 2A, 3A Use of Special Education staff members to provide additional support for identified students. Factor 2A,2B, 2C Utilize parent/teacher collaborative opportunities to increase parent support and improve student
Teachers, Reading Coach, Principal
August 25, 2014 – June 11, 2015
Lesson Plans Formal/Informal Observations
No Funding needed
Copy paper Teachers, Reading Coach, Principal
School/Class August 25, 2014 Artifacts – June 11, 2015 Assess. Results
Teachers
Teachers, Reading Coach, Principal
Teachers
SPED staff
Teachers, Principal, Parents
August 25, 2014 Artifacts – June 11, 2015 Pictures Rubrics
August 25, 2014 – June 11, 2015
SANE
August 25, 2014 Program Lesson – June 11, 2015 Plans
Copy paper Technology
Technology Copy Paper
$300 NASA
August 25, 2014 Schedules – June 11, 2015 Lesson Plans August 25, 2014 – June 11, 2015
SANE
Cost for paper Page | 65
achievement in reading. Factor 1A, 1B, 2B, 2C Reading Incentives Factor 2A, 2B, 2C, 2D, 3A Hit the Books (K-5) Book-It Scholastic Book Clubs RIF
Teachers Reading Coach
Participation log August 25, 2014 sheets – June 11, 2015
Copy paper
Copy paper for handouts
Family Reading Night Factor 1A, 1B, 2A, 2B, 2C, 3A Reading Coach, Teachers, Principal
October 29, 2014 SANE
Refreshments $70.99 Instructional resources $149.38
Teachers will incorporate various websites and technology tools during instruction to promote student engagement and higher leveled thinking. Factor: 2A, 2C, 3A, 3B Parents will receive information on helpful/useful websites to help their students with various reading on newsletters at Parent Collaboration, and Family Reading Night. Factor: 1B, 2B, 3B
Teachers
August 25, 2014 – June 11, 2015
Lesson Plans Newsletters
Technology Smarty Ants $4,000.00-F4$
Newsletters
Teachers Reading Coach
Parent/teacher August 25, 2014 collaboration – June 11, 2015 SANE
Copy paper
Family Reading Night SANE Teachers will teach at least two ELA units in grades K-5 that are provided through MSDE website.
Reading Teachers Reading Coach
Technology
August 25, 2014 – June 11, 2015
Copy Paper
Lesson Plans Materials upon request by teachers
Page | 66
MATH Page | 67
NEEDS ASSESSMENT for Math Component 1 – Student Data
NEEDS ASSESSMENT Core Subject
Math
Assessment Used
Assessment Data Profile by Grade
Common Core 2014—2015 Overall % Pre-44% Post -%
Kindergarten
Common Core 2014-2015 Overall% Pre-32% Post-
Identified Needs (include gender and subgroup gaps) AA-32% SWD-50% LEP-40% FIT-40% H-50% Mul-50%
First grade
AA-31% C-38% SWD-35% FIT-50% H-34% Mul-21%
Factors Contributing to the Root Causes
Root Causes
1A. Curriculum is more rigorous and fast paced. And expects students to have mastery of previous skills.
1. Teachers lack time to remediate due to the rigor of the common core.Involve ment
1A. Parent work schedules/lack of transportation 1B.Parents lack understanding of the curriculum because it’s not taught the algorithymic way. 2. Low student engagement, students lack motivation.
2. Students are lacking number sense and . Insufficient math intervention /support
Page | 68
Common Core 2014—2015 Overall % Pre-35% Post-
Common Core 2014-2015 Overall% Pre-32% Post-
Common Core 2014-2015 Overall% Pre-36% Post-
Second Grade
Third Grade
Fourth Grade
AA-30% C-41% SWD-41% LEP-25% FIT-0% H-28% As-65% Mul-27%
AA-32% C-30% SWD-27% LEP_40% FIT-0% H-37% As-50% Mul-28% Haw-39% AA-34% C-40% SWD-37% LEP-38% FIT-25% H-#0% As-36% Haw-22% Mul-41%
. 3 New math program for third, fourth and fifth grade teachers.
4. A.Students have poor reading skills that makes it difficult to solve multi-step problems.
4B. Students miss out on instruction due to excessive tardies.
staff during the day.
3. Teachers are familiarizing themselves with a new math curriculum.
4. Students’ inability to problem-solve, solve multi-step problems and identifying which operation to use.
5.Early childhood students are not prepared for Kindergarten. 5. PreKindergarten is ½ day and not mandatory. Headstart students are not prepared for Kindergarten.
Page | 69
Common Core 2014-2015 Overall% Pre-34 Post-
Fifth Grade
AA-31% C-36% SWD-33% LEP-24% FIT-25% H-32% Mul-40%
Page | 70
NEEDS ASSESSMENT for Math Component 1 – Student Data
NEEDS ASSESSMENT Core Subject
Assessment Used
Assessment Data Profile by Grade
Identified Needs (include gender and subgroup gaps)
Factors Contributing to the Root Causes
Root Causes
STUDENT DATA Core Subject
Assessment Used
Math
Common Core 2014—2015 Overall % Pre-44% Post -% Common Core 2014—2015 Overall % Pre-32% Post-
K
1st
Assessment Data Profile by Grade K % Scoring Proficient > 70% AA W SWD LEP FIT Pre 32 77 50 40 40 Post
H 50
1st Grade Scoring Proficient AA W SWD LEP FIT H Pre 31 38 35 x 50 34
As 100
Mul 50
As Mul Haw x 21 x
Factors Contributing to Root Causes
Root Causes
See above
See above
See above
See above
Post
Page | 71
2nd
3rd
Common Core 2014—2015 Overall % Pre-35% Post-% Common Core 2014—2015 Overall % Pre-32% Post-%
2nd Grade Scoring Proficient AA W SWD LEP FIT Pre 30 41 41 25 0 Post
4th
As Mu Haw 65 27 x
See above
See above
3rd Grade Scoring Proficient AA Pre 32 Post
W
SWD
LEP
FIT
H
As Mul Haw
30
27
40
0
37
50 28
39
AA
W
SWD
LEP
FIT
H
As
Haw
Mul
43 54 70 68 65
75 56 88 89 89
67 33 67 50 50
50 50 50 67 67
0 0 0 0 0
0 0 0 50 50
100 100 100 100 100
N/A N/A N/A N/A N/A
0 67 100 33 67
4th Grade Scoring Proficient AA W SWD LEP Pre 34 40 37 38 Post
FIT 25
1 2 3 4 5 Common Core 2014—2015 Overall % Pre-36% Post-%
H 28
1 2 3 4 5
H As 30 36
Haw 22
See above
See above
Mul 41
AA
W
SWD
LEP
FIT
H
As
Haw
Mul
67 50 50 58 88
75 69 75 75 81
56 44 56 44 78
50 50 50 50 100
0 0 0 0 0
0 100 0 0 0
100 100 100 100 100
NA NA NA NA NA
67 83 67 67 83
See above
See above
Page | 72
5th
Common Core 2014—2015 Overall % Pre-34% Post-%
5th Grade Scoring Proficient AA W SWD LEP FIT Pre 31 36 33 24 25 Post
1 2 3 4 5
H 32
AA
W
SWD
LEP
FIT
H
70 77 82 83 90
82 76 84 88 83
38 63 50 88 43
0 100 100 100 100
0 NA NA NA NA
50 100 100 100 100
Mul 40
Haw
Mul
N/A N/A NA NA NA NA NA NA NA NA
As
60 60 75 60 60
See above
See above
Page | 73
NEEDS ASSESSMENT Priority Needs, Goals, Objectives, and Milestones List the Math Priority Need(s): 1. Based on pre-test data, students in all grade levels will need to increase to minimal 35% by mid-year and 70% or better by their post-test assessment given in May. 2. Students are able to apply skills and concepts to real-world applications.
Math Goals:
80%of all students will be benchmark or above on the Common Core on the Post-test.
Strategies and Activities: Math Math Strategies/Activities (Component 2) Strategies/Activities At the parent/teacher collaborations, parents have requested training/ packets on how to teach their children the math/science concepts at home and provide monthly focus groups for second grade parents to help reinforce skills at home. Root Cause 1A & 1B Provide students with 90 minutes of math instruction in grades 1st-5th . Support Staff will be assigned to math classes to provide additional support to the students and teachers during instruction. Kindergarten will have 60 minutes. Root Cause 2 Administer and collect CFIP data from check-up assessment every three weeks: plan responses to identified patterns of student performance through regularly scheduled team meetings. Factors 3
Person(s) Responsible
Timeline
Evaluation
Funding
Classroom teachers
December 10,2014
SANE
No funding needed
Daily
Master Schedule
No funding needed
August/September January May
CFIP Binders
No funding needed
Classroom Teachers
Teachers Principal Facilitator
Page | 74
Address the needs of struggling students through flex groups, designed to meet their individual needs Address the needs of all students, grades K-5, with a self-paced, independent, math instruction through the use of DreamBox and other math related centers (Frog Publications). Factors 3B Purchase math manipulatives to develop conceptual understanding of common core concepts for classroom instruction. Utilize graphic organizers to reinforce math concepts.Factor 3B Integrate the Common Core Curriculum, real-life applications, implement the eight math practices in addition to STEM related projects to integrate math and science concepts. Factor 3B, 2, 3A, 4B Utilize math journals and Quick Writes to increase students’ ability to communicate mathematically using math terminology and justification of solutions. Root Cause 4 Choose both formal and informal assessments to measure student achievement Examples: quizzes, chapter test, homework, hands-on activities, unit tests, and other products. Factor 3B Each classroom teacher is provided with students’ IEP goals, objectives and accommodations to be implemented in classroom instruction. Factor 3B, 3C SPED Teachers attend team meetings to provide strategies for special education students. Root Cause 1A, 2, 3 Use data from IEP Quarterly Progress notes to monitor Special Education students in IEP meetings. Factor
Classroom Teachers Sp.Ed. Teachers
August 25, 2013 – June 16, 2015
Lesson Plans Walk Through Data
Facilitator, Teachers
August 25, 2014 – June 12, 2015
DreamBox Reports/info. From math meetings
August 2014– June 2015
Facilitator’s Schedule
Facilitator, Paraprofessionals, Teachers Teachers
August 2014– June , 2015
Observation Lesson Plans Walk-Through Data
No funding needed Dreammbox – Local Frog Publications$424.75 Math manipulatives $380.09 poster maker $4890.00 No funding needed
Artifact from journal Lesson Plan reflecting use
No funding needed
School/Class Artifacts
Funds for copy paper
Artifacts
No funds needed
Teachers
August 25, 2014 – June 12, 2015
Classroom Teachers
September 2, 2014 – June 16, 2015
SPED Staff Classroom Teachers
September 2, 2014 – June 16, 2015
SPED Staff
September 2, 2014 – June 16, 2015
SANE
No funds needed
SPED Staff
September 2, 2014– June 16,
SANE
No funding needed Page | 75
2015
2G Develop automaticity by teaching mental math procedures to solve addition, subtraction, multiplication, and division problems as well as engaging websites. Factor 2B, 3B, 2F Utilize spiral reviews/warm ups to review earlier concepts taught. Factor 2A, 2C, 2F
Utilize parent/teacher collaborative opportunities to increase parent support and improve student achievement. Factor 1A, 1B, 2A, 2B, 2C, 2F, 3B, 4A, 4B Plan and implement at least one Family Math Night for all grade levels Parents will be given the opportunity to learn new skills and strategies to help their child with the new math curriculum. Apply math to real world application by holding Math Night at McDonalds. Factor 4A, 4B, 4C Increase use of place value models in the younger grades. Factor 2C, 2F Students needing extra help in math will be placed in flex groups, use DreamBox, and receive math intervention. Factor 2D, 4A, 4B Teachers will use the CFIP process during math instructional meetings to monitor all students in the classroom and provide them with enrichment or remediation. Factor 3A, 3B, 3C Consistent use of problem solving strategies across all grade levels. Root Cause 4 Allow students to build relationships with other adults in the building in order to build self-esteem and encourage students to take academic risks. Root Cause 3
Grade Level Teams
Daily
Funding
Classroom Teachers
August 23, 2014 – June 12, 2015
Artifacts
$159.96 Daily Math Practice for each grade level
Teachers, Principal, Parents
Quarterly
SANE
Funding for refreshments
Teachers, Math Coach, Principal
February 26 ,2015
SANE Pictures
Classroom Teachers
August 25, 2014 – June 16, 2015
Lesson plans
No funding needed
Math Facilitator Intervention teacher Classroom teacher
October 1, 2014 – June 12, 2015
Math Intervention Schedule
No funding needed
Math Facilitator
August 25, 2014June 12, 2015
Math Minutes
No funding needed
Classroom Teachers
August 25, 2014June 12, 2015
Student Work CFIP meetings
No funding needed
Classroom Teachers
August 25, 2014June 12, 2015
Mentor Program Girls’ Club Boys’ Club
No funding needed
Purchase of manipulatives if needed
Page | 76
NEEDS ASSESSMENT Core Subject Science
Assessment Used MSA Spring 2014
Assessment Data Profile by Grade 5th grade: Tested 20% Basic 74% Proficient 6% Advanced Subgroup Data: African Americans 14.8% Basic 85.2% Proficient Caucasians 20% Basic 66.7% Proficient 13.3% Advanced SPED Too few to report FARMS 16.0% Basic 84% Proficient
Identified Needs (include gender and subgroup gaps)
Factors Contributing to the Root Causes
1A. Parent work schedules/lack of transportation 1B. Apprehension due to personal past negative experiences Caucasians and African 2A. Less importance Americans had a gap in placed on learning Basic with Caucasians science (K-4) 20% Basic and African 2B. Parents’ Americans at 14% apprehension due to basic personal past negative experiences. 2C. Few opportunities for real-life applications at home 3A. Minimal background knowledge 3B. Few incentives to motivate students 4A. Minimal background knowledge 4B. Few opportunities for real-life applications 4C. Lack of student-led discovery 4D Alternate teaching science/Social Studies
Root Causes 1. Lack of Parent Involvement 2. Lack of background knowledge 3. Low student engagement 4. Inability to problem-solve
Page | 77
Page | 78
STUDENT DATA : Science Assessment Used
Benchmarks 2014-2015
Assessment Data Profile by Grade
K % Scoring Proficient > 60% AA W SWD LEP ED
H
Identified Needs (include gender and subgroup gaps)
Factors Contributing to the Root Causes
Root Causes
Asian Multi None
1st Grade Scoring Proficient
Benchmarks 2014-2015 Pre-test 33% Post-test
Benchmarks 2013-2014 Q1 88% Q2% Q3 %
AA W 33
50
SWD LEP 25
12
ED
H
34
12
Asian Multi NA
NA
AA C SWD H LEP FIT
Same as above
Same as above
2nd Grade Scoring Proficient AA W 87 91
SWD LEP 88 86
FIT 88
H 86
Asian Multi 94 87
Same as above
Same as above
Page | 79
Benchmarks 2014-2015 Q1 77% Q2 % Q3 %
3rd Grade Scoring Proficient AA 76
W 83
AA 67
W 79
FIT 77
H Asian Multi 92 92 65
MUL Same as above
SWD 64
LEP 80
FIT H Asian Multi 71 61 76 73
AA H SWD
Same as above
5th Grade Scoring Proficient
Benchmarks 2014-2015 AA Q1 66% Q2 % Q3 %
LEP 92
4th Grade Scoring Proficient
Benchmarks 2014-2015 Q1 72 % Q2 % Q3 %
SWD 75
W
SWD
LEP
FIT H
Asian Multi
SWD Same as above
61
74
48
72
66
71
NA
71
Page | 80
NEEDS ASSESSMENT Priority Needs, Goals, Objectives, and Milestones List the Science Priority Need(s): 1. Create a Stem-centric school environment teaching at least 2 STEM lessons, implementing problem and project based learning, adapting lessons to show STEM pedagogy and engineering practices and focusing on STEM careers to bring real-world relevance to science topics Strategies and Activities: Science Science Strategies/Activities (Component 2) Strategies/Activities Person(s) Responsible Provide Kindergarten with a minimum of 30 minutes of science instruction . Students in first thru fifth get 45 minutes Classroom of Science instruction. Teachers Factor 2A, 4D Administer and collect science benchmark assessments three times per year (with an extra one in Grade 2 for Environmental Science standards). Analyze and disaggregate scores, plan responses to identified patterns of student performance through regularly scheduled team meetings. Currently kindergarten and first grade are using the next generation science standards.. first grade is administering a pre-test and a posttest. Factor 2A Integrate STEM-centric school environmental teaching & reallife applications Implement STEM projects in all grades. Implement a STEM Night. Factor 2A, 2C, 4A, 4B, 4C Choose both formal and informal assessments to measure student achievement Examples: quizzes, chapter test, homework, hands-on activities, unit tests, other products. Factor 2A, 3B All teachers are provided with students IEP goals and objectives as well as accommodations.
Timeline
Evaluation
Funding
Daily
Master Schedule
No funding needed
Teachers Principal Facilitator
3 Times per Year (4 in grade 2)
SANE
Funding for copies
Classroom Teachers
August 26, 2014 – June 8, 2015
Observation Lesson Plans
LEGOS ( $1,092.84) STEM Grant
School/Class Artifacts
Funding for copy paper
Teacher copies of IEP goals,
No Funding Needed
Classroom Teachers SPED Staff
August 26, 2014 – June 8, 2015 August 26, 2014 – June 8, 2015
Page | 81
objectives and accommodations. Utilize parent/teacher collaborative opportunities to increase parent support and improve student achievement. Provide parents with packets of skills and activities.. Factor 1A, 1B, 2A, 2B, 2C, 3A, 3B Incorporate reading and math strategies into science curriculum to prepare students for the science MSA in grade 5. Factor 2A, 3A, 4A-C Utilize hands-on science activities incorporating the scientific process as well as STEM related projects. Factor 4A-C Use Discovery Education Science into lessons, in order to build background knowledge. Factor 2A, 2C, 3A, 3B, 4A, 4B, 4C
Teaching and implementing engineering and design Process into Science.2A 4D
Teachers, Principal, Parents
Quarterly
SANE
Funding for copy parent packets refreshments
Observations Lesson Plans
No funding needed
Teachers
August 26, 2014– June 8, 2015
Teachers
August 26, 2014 – June 8, 2015
Science Experiment Calendar Log
Upon teacher request for materials
Teachers
November 2014– June 2015
MSA prep schedules
No funding needed
Teachers
August 2014 June 2015
Observations Lesson Plans
No funding needed
Using and teaching the EIE kits Kindergarten second and third grade have two each and 1st, 4t,h and 5th have one.2A,2C,4A,4B All pre-kindergarten and kindergarten students have a science center to explore. Factor 1A,1B, and 2A
Teachers
August 2014 June 2015
Observations Lesson Plans
No funding needed
PreK /K teachers
August 2014- June 2015
Classroom
Judy Center
Maryland’s Traveling Science programs is visiting for grades Kindergarten thru fifth.
Karen Linamen
November 12,2014
$60.00 (STEM Grant)
Page | 82
ADDITIONAL ASSISTANCE Page | 83
ADDITIONAL ASSISTANCE TO STUDENTS AND EXTENDED LEARNING ACTIVITIES Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely ADDITIONAL ASSISTANCE which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. (Component 9) Note: THIS SECTION DOES NOT PERTAIN TO EXTENDED LEARNING TIME (before/after-school, summer school) Grade level/subgroups Activities to ensure Measures of Effectiveness Timeline (As indicated in Component 1 – proficient or advanced levels Needs Assessment) are met K-5 students scoring below benchmark on Small group Reading Progress Monitoring Sept. 2014- June the DIBELS assessment Intervention DIBELS assessment 2015 Flexible grouping Report card/midterm grades LST/SPED services Pre/Post diagnostic assessment LST services Read Live Naturally reports Read Live Naturally CFIP for unit tests ELL Students Pull out groups with ELL County Tests August 25, 2014Teacher Leap Pad Program Assessment June, 2015 Summer programs Report Cards and Mid-terms Leap Pads to take home Accommodations in classrooms K-5 students who experience difficulty Small group re-teaching Checkups Sept. 2014- June mastering math skills Math Intervention End of unit tests 2015 Flexible grouping Report card/midterm grades SPED services Pre/Post CC assessment LST services Dreambox Computer Program All K-2 students are included in Primary Complete module units PTD Portfolio August 2014Talent Development Maintain portfolios June 2015 Students with “at risk” behaviors School based staff mentors Report Cards August 2014Pull out groups with guidance Dreambox Reports June 2015 counselor and LST personnel Teacher Input Character Education Behavior logs Mentors with UMES students Ladies/Gentleman’s Clubs All K-2 students – Reading Smarty Ants Reading Smarty Ants student progress November 2014Page | 84
software/website- can reports October 2015 All staff members will have a SPEC quarterly monitoring of July 2014-June copy of student IEP/snapshots for goals and objectives 2015 which they will provide or assist IEP sign-ins with instruction. Administration will be an active member of IEP meetings NCLB Section 1116(a)(1)(D) The LEA shall review the effectiveness of the actions and activities the schools are carrying out with respect to parental involvement, professional development, and other activities assisted under this part. What evaluation will determine the effectiveness of these activities? SANE Increase assessment scores (MSA, DIBELS, Pre/Mid/Post diagnostic assessments in Reading and Math, Leap Pad Assessment, County Science Benchmarks, MMSR data) IEPs/LST/504 Plans SPED students
Page | 85
TECHNOLOGY
Page | 86
TECHNOLOGY Needs Assessment: Survey Data Staff at PAES was surveyed in June 2012 to determine Technology usage/needs within the school. The following were the results:
Identified Needs
24 staff members responded to the survey The following forms of technology were reported as being used regularly in the classroom: document cameras, promethean boards, computers, lcd projectors, scanners, personal cameras, Flip cameras, activotes and laptops. Discovery Education, ABC mouse.com, ED City, performance matters, virtual field trips.
Of the 24 staff members that responded, the following were given as areas of need/professional development: Promethean board training - advanced Developing Flip charts New Website training Time Of the 24 staff members that responded, the following were given as technology they would to see purchased in the future for the school: Promethean Boards for each grade level (currently there are two in grades 2, 3, 4, and 5)- grades 3-5 have laptops. Website subscriptions Easy to use cameras for student/teacher use
100% of teaching staff should achieve Level I certification by their 2nd year of teaching.
100% of the teachers should use Discovery Education in lessons over the course of the year.
Student laptops should be used more often with the 5th grade.
Teachers in our building want to learn more about Web 2.0 tools.
Factors Contributing to Root Causes
Lack of funding from the county level for technology because of budget constraints Time should be dedicated to PD. that is related to technology integration.
Root Causes
Promethean boards are not available yet in all grade levels.
Professional development is needed for “up and coming” technology.
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A parent survey will be conducted to find out wants/needs of parents in our school. Some classrooms have surround sound. Priority Needs (Technology Integration) Professional Development for teachers and staff on Web 2.0 tools and Edline Website. Teachers need the necessary equipment to be able to effectively integrate technology in their classrooms (Flip cameras, document cameras, Promethean Boards) Teachers should increase their use of technology in the classrooms based upon new ideas learned in professional development. GOALS: 1) Increase the number of Promethean Board activities presented to all students. 2) Increase the percent of technology being integrated into daily lessons.
Strategies and Activities: Technology Strategies to increase technology integration: Students in K-5, including comprehensive students, attend computer lab for 60 minutes per six day cycle and taught the Maryland Technology Standards by a HQ teacher. Create and distribute technology survey to parents of all children in our school. Create and distribute technology survey to teachers in our school. Analyze the results of parent and teacher surveys in order to assist with planning of Professional Development opportunities for teachers and paraprofessionals. Use parent surveys to determine parent training needed. Parent Portal session will be presented to parents at Parent Conference Nights and Parent Teacher Collaboration Nights
Students from grades K-5 will use DreamBox as a math intervention to increase math skills, reinforce basic
Person(s) Responsible Rachel Laird Administration
August 2014-June 2015
Kristen Davis
April 2015
Survey
Kristen Davis
April 2015
Leadership team
June 2015
A survey will be sent out through Survey Monkey. Survey results
Administration Teachers Coach Facilitator Classroom teachers
Timeline
September 2014 to June 2015
Evidence Schedule
DreamBox Reports
Page | 88
technology skills, and provide math enrichment. Teachers use a variety of databases such as Performance Matters, DIBELS, and Powerschool to analyze student performance. Teachers will use data independently and at collaborative team meetings. Administration will use this data to drive instruction.
Karen Linamen Classroom Teachers Administrators Facilitators
Teachers and students have access to and use of United Streaming, county databases, Discovery Education, Kid Pix and Kidspirations to increase performance.
Teachers Computer Lab Teacher Tech. Leaders Administration
One professional day will be completely dedicated to Technology. New County/School/Teacher websites will be used as a communication tool for parents and the community. Teachers will be able to access reading materials such as: online teacher’s edition, blackline masters of workbooks, student editions, at home activities, etc.
Math program called Origo is a technology based program. Module lesson plans and demonstrations are available for teachers. All math teachers are using Origo as a resource to teach the Common Core Standards. Kindergarten through fifth grade teachers will continue to implement the kindergarten through fifth grade technology initiative that provides each Kindergarten through fifth grade classroom with the following: a Promethean Board, teacher laptop, a 20 laptop wireless mobile unit (to share), LCD projectors, sound enhancement and a document camera. Wireless access points are located throughout the school, including: classrooms, library, office and gym. – Upgrades
August 2014-June 2015 Team meetings occur weekly. DIBELS data is used three times per school year. August 2014-June 2015
Performance Matters Reports, DIBELS reports, Powerschool Reports
February 2015
SANE
Classroom teachers Administration Reading teachers Reading Coach Intervention Teacher Math teachers Facilitator Intervention teacher Technology leaders Teachers
November 2014June 2015
Website
August 2014-June 2015
Lesson Plans
August 2014-June 2015
Lesson Plans
August 2014-June 2015
Lesson Plans
IT Department
Feb. 2015
Access points/ coverage
Technology Logs United Streaming Reports
Page | 89
to wireless were conducted Promethean boards have been installed in classrooms that did not have them at the beginning of the school year. (3rd and 4th grade, and Meddings classroom) K-2 students have access to the Smarty Ants Reading Program Kindergarten teachers will receive one iPad per teacher to use in their classroom to enhance instruction.
2nd-5th grade students that require reading intervention will used Read Live Naturally
Staff, students (3rd-5th), and parents will take part in an online survey MDS3 – to provide feedback about the school’s climate and culture
Principal
November 2014
Local funding
Principal Reading teacher Reading Coach Kindergarten Teachers Karen Karten (Judy Center) Principal 2nd-5th Grade teachers Intervention Assistants Reading Coach Lab teacher ILT team
November 2014October 2015
Smarty Ants progress reports. Funding – F4$
October 2014
Lesson Plans, Pictures Funding- Judy Center Grant
September 2014June 2015
Local Funding
March 2015
Survey results
Page | 90
SCHOOL CLIMATE
Page | 91
Area Discipline Data
Findings
Identified Needs
*78 students generated a total of 222 referrals during the 2013-2014 school year. *The top reasons for referrals are highlighted in red Infractions/ Number of Referrals 2013-2014 Class disruption
15
Refusal to Obey
7
Insubordination
31
Disrespect
38
Physical Attack/Student
48
Fighting
31
Disturbance
4
Physical Attack/Teacher
18
Theft
9
Bullying
10
Threat Teacher
2
Threat Student
4
Other weapons
1
Sexual Harassment
1
Other
3
-The priority needs groups were Males, and African Americans - Parent participation in SIT, PTO and volunteers involved in activities - Mentors and positive role models - Continue tracking African Americans, and males
Factors contributing to Root Causes Root Causes - Lack of knowledge on -Parents lack grade how to express negative level content, feelings expectations, and strategies to help -Single parent homes, their children. no parent supervision, support and guidance - Students lack the ways to cope with - Lack of parental negative situations. involvement -Lack of social skills -Not academically challenged -Lack of engaging lessons
Page | 92
Referral Data: Term 1 (8/25/1412/23/14)
Infractions/ Number of Referrals Term 1 Refusal to Obey 0 Theft 2 Insubordination 6 Physical Attack/ Teacher 12 Physical Attack/Student 7 Disturbance 8 Classroom Disruption 7 Disrespect 9 Bullying and Harassment 0 Threat Teacher 2 Threat Student 0 Fighting 9 Vandalism 1 Other Weapons 1
64 referrals generated by 27 students ISI – 24 ISS- 8 OSS – 14
Attendance
-Our overall student
-Students’ young age
-Motivation to come Page | 93
Data: Term 1 (8/26/1311/01/13)
Pre-K
Attendance Data 14-15 QI Q2 Q Q4 3 92.03% 93.45%
K 1st 2nd 3rd 4th 5th Total
97.29% 96.58% 94.30% 96.47% 94.60% 96.86% 95.49%
attendance for 20142015 so far is 94.44%. -Increased incidence of Overall PAE meets the illness requirement under NCLB for student attendance.
to school
92.49% 94.52% 92.83% 94.37% 94.28% 93.93% 93.30%
Page | 94
Total Number of Referrals by Infraction Monthly 2014-2015 Infraction Type Refusal to Obey Theft Insubordination Physical Attack/Teacher Physical Attack/Student Disturbance Class Disruption Disrespect Bullying & Harassment Threat Teacher Threat Students Fighting Vandalism Other Weapons Total # of Students Generating Referrals
August
September
October
November December
January
February
March
April
May
June
YTD
0 0 0 0
0 0 0 0
0 1 0 3
0 1 0 5
1 0 2 3
2 0 1 1
1 2 2 11
0
1
1
5
1
0
8
0 0 0 0 0 0 0 0 0 0 0
1 1 1 0 0 0 2 0 0 6 4
2 3 1 0 2 0 0 0 1 14 13
1 5 1 0 0 2 2 0 0 22 13
3 2 1 0 0 0 0 1 0 14 13
2 1 4 1 0 2 0 0 0 14 11
7 11 4 0 2 2 4 1 1 70 32
32 students have generated 70 referrals to date. *13 referrals generated from COMP room students *4 student have been placed at the alternative school, 1 student will be attending Greenwood Elementary School for COMP
Page | 95
Staff Attendance Days Absent As of 2/18/2015
Grade Level Pre-K Kindergarten 1st 2nd 3rd 4th 5th SPED Specials Intervention Teacher ELL Teacher Instructional Facilitators Paraprofessionals Principal Assistant Principal Guidance Learning Support Total
Sick/ Personal 18 66 12 12 18 12 9 15 14 6 10 12 64 0 4 7 3 322
School Business 10 5.5 0 0 2 2 2 24 16 2 5.5 12 6.5 6 0 0 4 97.5
Page | 96
NEEDS ASSESSMENT Priority Needs, Goals, Objectives, and Milestones African Americans Males The School Climate Committee: 1. The Discipline Team will track our red/yellow zone students and meet with grade level teams to present data and assist with these students. 2. The Leadership team will track African American Males that are high flyers. 3. Priority needs groups will be assigned mentors. 4. Class Disruption, Refusal to Obey, Insubordination, and Disrespect will decrease by 20%. School Climate Goals: Disrespect will decrease by 20% as compared to the previous school year. Fighting will decrease by 20% as compared to the previous school year. Physical Attack to students will decrease by 20% as compared to the previous school year. Bullying and harassment issues will decrease by 2 incidents as compared to the previous school year. Increase the number of staff members who miss between 0-5 personal/sick days per year.
Page | 97
Strategies and Activities: School Climate School Climate (Component 2) Strategies/Activities Person(s) Responsible Increase communication of community-based Principal; organizations and agencies providing services that LSS; deal with parenting, discipline, development, Family Inv. Comm.; behavioral issues and other character development and conflict resolution skills. Partner with local and state organizations and agencies Principal; to provide workshops/training/services that deal with LSS; parenting, discipline, development, behavioral issues Family Involvement & and other character development and conflict PBIS Committees resolution skills.
Actively and personally invite parent/family members of students to participate in/attend PBIS, Character Development, and other behavior management-related conferences, workshops, etc. offered in and out of county. Offer alternatives to in-school conferences with families of students with behavioral issues, including: Home visits Neutral locations in the community (café, library, church hall, etc.) Revise make-up and schedule of Discipline Team to: Meet weekly Discuss student behavioral issues – not necessarily upon receipt of referrals, but as minor issues arise in order to prevent more chronic problems Report out to appropriate classroom teachers regarding student behaviors and plans/strategies discussed/devised
Timeline August 25, 2014-June 16, 2015
Evaluation Artifacts: Copies of flyers, notices, etc.
August 25, 2014-June 16, 2015
SANE; Artifacts; Pictures/video
Principal; Teachers; Fam. Inv. Comm.; PBIS Comm.
August 25, 2014-June 16, 2015
SANE; Artifacts; Pictures/video
Principal; Assistant Principal; Guidance Counselor; LSS;
August 25, 2014-June 16, 2015
SANE; Artifacts
Principal; Assistant Principal; Guidance Counselor; Learning Support Spec.
August 25, 2014-June 16, 2015
SANE; Artifacts, student referral data
Funding
Page | 98
Develop mentoring program that pairs staff members with students who are identified as having behavioral, familial, social or other qualifiers.
Assistant Principal; Staff mentors
October June 10, 2015
SANE; Artifacts; student referral & academic data; Mentor reflections
UMES students to mentor academically or behaviorally challenged students. Continue to hold regular small group sessions on social skills, conflict resolution, etc. with students who exhibit both problem behaviors and model behaviors
LSS; Guidance Counselor LSS; Guidance Counselor
Oct. 2014June 2015 August 25, 2014-June 16, 2015
SANE
Continue to integrate Character Education lessons to every student, focusing on issues of respect, responsibility, safety and preparedness.
Character Education Classroom Teacher DARE
August 25, 2014-June 16, 2015
Develop individualized behavior/discipline plans for students with chronic behavior problems.
Principal; Assistant Principal; Guidance Counselor; LSS; Classroom Teachers Parents LSS
August 25, 2014-June 16, 2015
Lesson Plans; Pre & Post Year School Climate Surveys; student referral data; artifacts SANE; Artifacts, student referral data
August 25, 2014-June 16, 2015
SANE
Assistant Principal; LSS; guidance counselor; principal ISI/ISS Person
August 25, 2014-June 16, 2015 August 25, 2014-June
SANE
Learning Support Team or representative to meet with staff in small groups to review LST referral process for students who exhibit chronic behavior, academic or other problems/issues Identification members of a behavior support team for swift response to address students who exhibit chronic behavior problems Check in with students who have been in ISI/ISS twice a month
SANE; Artifacts; student referral & academic data; participant/leader reflections
Referral Data Page | 99
Increase ratio of positive to negative behavioral communications between school and families to at least 3:1
Principal; Assistant Principal; Classroom & Specials teachers; Other Staff
Examine and revise PBIS incentive program to give students more motivation to improve behavior. School to provide Quarterly PBIS Incentives
PBIS Committee
Monthly PBIS Incentives by teachers
Grade level teachers
Provide more opportunity for and encourage greater participation in staff PD in areas of classroom management, behavior management, discipline, and behavioral issues. In an effort to recognize and reward good student attendance students will be honored at a semester awards program. IEP Clerk/School Counselor sends home attendance letters for students missing more than 3 unexcused days. Teachers are recognized for good attendance at monthly SIT meetings.
Principal
Students are recognized for good attendance when each class spells out ATTENDANCE, they get a treat.
Teachers Principal
Daily Rap Sessions will be held twice a month in
Teachers
PBIS Committee
16, 2015 August 25, 2014-June 16, 2015
August 2014 Sept. 2014June 16, 2015 Sept. 2014June 2015 August 25, 2014-June 16, 2015
Artifacts: Parent contact log (PowerSchool Log Entries) Carbon copy of notes/comm. Photocopy of student. agenda pages SANE; Artifacts SANE; Artifacts
SANE; Artifacts SANE Edline
Principal
January 2015
SANE
IEP Clerk Counselor Principal SIT Leaders
August 2014—June 2015 August 2013—June 2014 August 2014- June 2015 August
Copies of Letters
SANE
SANE
SANE Page | 100
homeroom classes that teach character education. Boys Club will be held once a week to encourage high flyer males to do their best through mentoring Girls Club will be held once a week to encourage select females to do their best and boost self-esteem Staff, students (3rd-5th), and parents will take part in an online survey MDS3 – to provide feedback about the school’s climate and culture
PE Teacher ISS/ISI Teacher Lab teacher ILT team
2014-June 2015 Nov. 2014- SANE June 2015 Nov. 2014- SANE 2015 March 2015 Survey results
Page | 101
Parent Involvement
Page | 102
PARENTAL INVOLVEMENT Federal law defines parent involvement as regular, two-way and meaningful communication about student learning and other school activities. Strategies to increase parental involvement such as family literacy services. (Component 6 of the Title I Checklist) Needs Assessment: Identified Needs
Data Data was obtained by tracking all of the parent involvement activities from the 2013 – 2014 school year. The data shows the students who were not represented at a school event. Grade Level Pre-K Kindergarten 1st 2nd 3rd 4th 5th Overall Total
% Involved 93% 100% 96% 97% 94% 100% 94% 96%
Root Causes/Contributing Factors
Solutions
Possibilities Include:
% Not Involved 7% 0% 4% 3% 6% 0% 6% 4%
A total of 16 students were not represented. Of these students: 9 were African American females 5 were African American males 1 was Asian male 1 was Caucasian male 2 were Other males (Caucasian & African American)
Attitudes towardEvent times Previous negative experience with school Time Distance from school Need for transportation Lack of childcare Lack of incentives
Offer events at varied times/days
Welcome family members and thank them for coming Provide a positive school climate
Formatted: Indent: Left: 0"
Connect them to transportation resources
Provide childcare during school-sponsored events.
Offering various Page | 103
for attending
incentives to encourage parent participation in events. Provide childcare during schoolsponsored eve
Parents of African American students
Goals: 1. 100% of the students will have at least one family member participate and/or support 1 or more events throughout theattend an event this school year.
Strategies to increase effective parental involvement based on Epstein’s Six Types of Involvement
Person(s) Responsible
Timeline
Reflection
Strategy: Decision Making Meet with parents to develop/revise Parent Involvement Policy At Title 1 Night parents were invited to give suggestions regarding the Home School Compact. Student input was provided through class discussions. The Parent Involvement Policy and the Home School Compact are sent home at the beginning of the school year for suggestions and revisions. It is then brought before the SIT and PTO to be amended and subsequently approved for the upcoming school year. In the spring parents are given the opportunity to revise these documents for the coming year. PTO The Parent Teacher Organization meets monthly and is open for all to attend. In addition, the principal and grade level teacher representatives also attend the meetings to offer input and make suggestions for upcoming events such
SIT Parents
August 11:00 AM-6:00 PM
Parents met and revised policy and compact. Both documents were sent home to parents. $442.72 –F4$ - for Taste Testing and Title I Night
September 29, 2014
PTO members Grade level rep. Administration
6:00 PM See PTO minutes in SIT binder. October 27, 2014
6:00 PM Page | 104
as a school dance and helping with sports day. November 24, 2014 6:00 PM January 12, 2015 5:00 PM February 23, 2015 6:00 PM Parent Advisory Council (PAC) Parents meet about any topics that are relevant Princess Anne Elementary School regarding their children’s education. County Parent Advisory Council (CPAC) Parents meet county-wide to discuss topics that are relevant to their children’s school system. SPED CPAC- Parents of Special Education students are invited to attend the SPED CPAC. This is an opportunity for parents to share concerns and/or obtain information about the Special Education services their children are receiving. Parents as Decision Makers Parents will be asked for their input frequently to strengthen our school as a family academically, psychologically and socially.
Principal
Jan. 28, 2015
SANE documentation $192.23
Principal
TBA
SANE Documentation
SPED Supervisor
December 2, 2014 6:00-8:00 p.m.
Invitations sent home
Principal
August 25, 2014 – June 17, 2015
Ongoing informal meetings Spring Parent Survey Other school surveys (i.e. climate) Evaluation of events/functions PAC SANE documentation
Strategy: Communication Parent Orientation Parents met administration, received school information and were able to address their questions and concerns. Welcoming Letter/Invitation to Open House Prior to the start of the school year parents are sent notification of who their child’s teacher will be as well as what supplies are necessary for the parent to purchase for the child. Parents are also invited to attend one of several
Administration
Principal
August 21, 2014
August 21, 2014
SANE Documentation $99.75 – refreshments – F4$ Open House was a success with many parents and students visiting the school. SANE Documentation Page | 105
Open Houses before the official start of the school year to become familiar with the teacher’s procedures and expectations. Title I Night—Taste Testing and Title I Night Parents are invited to the school to learn about our Title I status and what it means for our students and staff. Parent Conferences Offered to parents to discuss their child’s progress reports and work with educators on ways to improve the educational achievement of their child. Conferences are scheduled toward midterm of each quarter.
Principal Staff Darlene Taylor
Staff
September 23, 2014 5:00 PM October 1, 2014 4:00-6:00 PM December 1, 2014 4:00-5:30 PM K and 1st December 2, 2014 4:00-5:30 PM 2nd and 3rd
SANE Documentation $442.72 –F4$ - for Taste Testing and Title I Night
SANE Documentation
December 3, 2014 4:00-5:30 PM 4th and 5th December 9, 2014 4:00-5:30 PM\ Pre-K Agendas: Each student is given an agenda for teachers and parents to communicate through. Students are also expected to record their homework or any other assignment in. Edlio Website Our school will begin transitioning from Edline to Edlio website. Edlio will go live for our county beginning on November 17th. Parents will be able to receive information online about our school with this website. Connect Ed Connect Ed is an phone system that allows the administration and central office to send out outreach
Principal Teachers
August 25, 2014
$1498.75 Title 1 funding –F4$
Teachers
November 17, 2014- June 17, 2015
Website is online
Administration
August 25, 2014June 17, 2015
Copies of Connect Ed messages and survey results. Page | 106
messages, conduct surveys, and/or send out emergency messages to parents. Step-Up Program Students are guided into their next year of school with the Step-Up program. They are offered the chance to find out about the next grade level, visit classrooms and hear from other classmates about what to expect in their next year. Parents are invited to attend to watch as their child “steps up” to the next grade. Transition Night Parents were invited to meet with the next grade level teachers of their child/children in order to prepare them for the expectations/requirements of that grade. Parent Contact (Newsletters; agendas; e-mails; phone calls; notes; home visits etc.) Parents are kept apprised of any upcoming events through grade level newsletters as well as other correspondence (listed above). They are invited, through these contacts, to participate in SIT meetings, PTO meetings, PBIS meetings, etc. Parents Receive Achievement Reports on Assessments including DIBELS and Math Milestones Each quarter students are administered reading and math assessments to monitor their progress in these areas. Parents are sent home a letter with the child’s scores to let them know how well their child is doing in these subject areas. Parents are also notified if their child will receive additional intervention. Parents Access to PIRC Website Parents have access to the valuable resource via our school website. Parent Portal for Grades Parents have access, via the internet and a secure password, to view their child’s scores online. This allows them to have immediate feedback on how well their child is doing
Principal Staff
SANE Documentation
Staff
TBA
SANE Documentation
Staff
August 25, 2014June 17, 2015
See newsletters and other artifacts in SIP binder.
Reading Coach Instructional Facilitator
Quarterly
Ongoing
Staff
August 25, 2014June 17, 2015
See SANE Documentation from October 26 SIT meeting
Teachers
August 25, 2014June 17, 2015
Ongoing Page | 107
in the classroom.
Strategy: Parenting Book Fair The Book Fair is open to students and parents as a way to build a child’s home library and foster a love for reading. On October 1st the book fair will have extended hours for a “family night.” Parent Teacher Collaboration Events Offered to parents quarterly to discuss grade level expectations and syllabus for each quarter in all subject areas. Teachers make it a hands-on approach to getting parents more involved in their child’s education. * Also fits under Communication Parent Training The comprehensive classroom teachers will be holding trainings for their student’s families throughout the second half of the school year. The trainings will focus on specific needs of their students, such as communication, visual supports and autism awareness.
September 29October 3, 2014 Media Specialist
Grade Level Teachers
Comprehensive Classroom Teachers
February 2-6, 2015 September 3, 2014 4:30pm- 6:00 pm
See parent collaboration artifacts in documentation binder. SANE Documentation $192.23- with PAC
Visual Supports March 23, 2015 4:30-6:30 p.m.
SANE Documentation
Strategy: Student Learning Family Reading Night- “Read or Treat Reading Night” All families will be invited to come out and participate in reading activities to further improve their skills in Reading.
Reading Coach
October 29, 2014 5:00-6:30 pm
SANE Documentation Reading Night Funding- refreshments$70.99 / materials- $149.38
Family Math Night All families will be invited to come out and participate in math activities to improve their skills in Math. Winter Concert Pre-K – 5th Each student will be given the opportunity to perform in the Holiday program. PrK/ K-1st/ 2nd-3rd/ 4th -5th.
Math Facilitator
TBA
Math Night
Fine Arts Teachers
December 1, 2014 5:00 PM K and 1st
Sign-In Documentation
December 2, 2014 5:00 PM Page | 108
2nd and 3rd December 3, 2014 5:00 PM 4th and 5th December 9, 2014 5:00 PM Pre-K Exhibitions Students were given an opportunity to share knowledge they have learned with other peers, their parents and staff. th
4 grade – Solar System
Grade Level Teams
American Education Week Families are encouraged to visit their children in the classroom.
November 21, 2014
SANE Documentation
November 17-21, 2014
Craftivity-special event that was held in the cafeteria where parents and grandparents were invited to complete various Thanksgiving crafts with their child/grandchild that were related to learning (math and reading).
All Staff
November 20, 2014 2:00 PM
SANE Information-Parent Involvement Binder
Strategy: Volunteering 4th Grade Wetland and Wildlife Field Day Students visited a local wetland to learn about the importance of wetlands on the environment and people. Art & Wellness Night Families were invited to attend an event related to the arts and physical well-being. Parents could preview their student’s artwork that was on display. Families also participated in various stations related to art and health.
4th Grade Teachers Parent Volunteers Art and Physical Education Teachers
September 9, 2014 9:00 AM- 2:00 PM
February 11, 2015 4:30-6:30 PM
SANE Documentation Refreshments- $207.03/ Materials: $106.10 Page | 109
Sports Day This annual event provides an opportunity for students to participate in field activities to promote good sportsmanship and cooperation. Parents participate in the day by volunteering and even participating in some of the activities with their children. Participation in Volunteer Program Parents are encouraged to come to school and volunteer time to classroom teachers. This includes but is not limited to chaperoning field trips, assisting in special events or performing clerical duties to help the staff. Volunteer coordinator will document the hours.
Staff
May 22, 2015
SANE Documentation Volunteer documentation
August 25, 2014June 17, 2015
See volunteer records.
Coordinator: PE Instructor
Volunteer Coordinator
Strategy: Collaborating With the Community Somerset County Judy Center Partnership Provides services to families with children aged birth to Kindergarten who needs programs and supports. Garland Hayward Youth Center Academic records are often requested by the center for students who attend their afterschool program to better meet their needs. UMES Mentoring PDS with Salisbury University, UMES, Drexel and Wor-Wic Tech Grandparent’s Day Grandparents were invited to attend a special grandparent’s breakfast. Grandparents were given the opportunity to eat breakfast with their grandchildren while collaborating with other grandparents. During the breakfast, administration will share the importance of being involved in the school community. Each grandparent will be provided reading literature about how grandparents can be involved in school. This is an important event because many of our students are being raised by their grandparents.
Judy Center Staff
August 25, 2014June 17, 2015
School Counselor
August 25, 2014June 17, 2015
LSS PDS Coordinator
Office staff
August 25, 2014June 17, 2015 August 25, 2014June 17, 2015
September 5, 2014
SANE Documentation Refreshments: $312.26
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PAES Family/ Back to School Carnival Students’ families were invited to attend a carnival at the school where games could be played and concessions were sold. Water Safety Program at YMCA PAES partners with the YMCA to offer a free course on water safety to 4th grade students. Maryland Food Bank Kids Helping Kids Food Drive Students at Princess Anne Elementary School donated nonperishable food to support our local food bank Unity Way Kids Campaign Students helped to raise money for the United Way by participating in various activities in October. Activities included paying for casual days on Wednesday, a penny war and paying to duct tape the Principal to a wall. Community Walk/Scavenger Hunt Those students who raised money in the community participated in the community walk/scavenger hunt. Using various clues students searched the community to find the answers and learned more about their community. Just Zoo It Students at Princess Anne Elementary School collected money to support the exhibitions at our local zoo. Maryland Science Center’s Traveling Science Program Program presented to the students at various times throughout the day to teach them more about science using interesting experiments and student participation. PAES Longaberger Basket Bingo Raffle tickets were sold to community members to attend a basket bingo. Profits from the bingo supported the school’s PBIS program. PTO Holiday Bazaar A day for students, staff and parents to prepare for the
Irma Stromberger Staff PTO Officers
September 11, 2014 5:00-8:00 pm
PE Teacher
October 7th-21st, 2014 11:30 AM-2:30 PM
LSS
October 13th-31st , 2014
SANE Documentation
Lesson plan
October 2014
October 24, 2014
School Counselor
Math Facilitator
October 27thNovember 7th, 2014 November 12, 2014
PBIS Committee
November 14, 2014 7:00 p.m.
PTO
December 19, 2014 Page | 111
holiday season. Venders sold baked goods and various 9:30 A.M.-3:00 PM items for gifts. Craft making tables were also set up. McTeacher Night Staff at Princess Anne Elementary partner with McDonald employees to work various stations in order to Staff TBA raise money for the school. Families come out to support the school’s fundraising efforts. Seton Center Food Drive Staff and students donated nonperishable food items to February 11-27, Staff the Seton Center. The Seton Center helps local families 2015 with food and was in need of replenishment. STEM Night STEM Night will be in conjunction with the Judy Center’s Science Night. The Judy Center has arranged for the Discovery Center to provide hands-on science activities April 23, 2015 Staff to students in Pre-K-Kindergarten and their families. 5:30 PM Students in grades 1st-5th will have an opportunity to work collaboratively with their parents on LEGO robotics and see demonstrations from a STEM professional. Career Week at UMES May 8, 2015 Fifth grade students visit a local campus to learn about 9:00 AM-1:30 PM various career choices. NCLB Section 1116(a)(1)(D) The LEA shall review the effectiveness of the actions and activities the schools are carrying out with respect to parental involvement, professional development, and other activities assisted under this part. What evaluation will determine the effectiveness of these activities? Survey parents about the effectiveness of the activities provided. SANE
SANE Documentation
SANE documentation
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*Princess Anne Elementary School accepts and follows the Somerset County Parent Involvement Policy. SOMERSET COUNTY PARENTAL INVOLVEMENT POLICY Section 1118 (b)(1)
1. Each Title I school shall JOINTLY DEVELOP WITH PARENTS, a written PARENTAL INVOLVEMENT P OLICY, agreed on by parents that shall describe the means for carrying out (1) parent involvement, (2) shared responsibilities for high student academic achievement, (3) building capacity for involvement, and (4) accessibility. Parents shall be notified of the policy in an understandable and uniform format and in a language parents can understand. Such policy shall be updated periodically to meet the changing needs of parents and the school. 2. Documentation should be made available upon request: Letters inviting parents and community to meet for this purpose. Meeting dates, agendas, and sign-in sheets The final approved school parental involvement policy is as follows:
PAES Parent Involvement Policy 2014-2015 The staff at Princess Anne Elementary School believes that family involvement is a vital component of a successful school experience for our students. We seek to involve parents, guardians and other family members in positive ways to provide the best possible educational experience for our students. The various components of our policy are outlined below. I. Communication Home and school communication is an important component of a positive relationship with parents and guardians. We will communicate with parents in a variety of ways including (but not limited to) and Newsletters (both grade and school level) Student Handbook Course Syllabi Page | 113
Home/School Compact Midterm Progress Reports/Quarterly Report Cards CPAC (County Parent Advisory Committee) Power School Access (Grades 1-5) School Website Flyers PTO Family Nights Parent Teacher Conferences MSA/ DIBELS/Benchmark Parent Reports/Unit Tests/PARCC E-Mails, Notes, Home Visits and Personal Phone Calls and/or Texts to and from Parents Reminder Notices and Parent Surveys School Improvement Team Title I Information Night (Sept. 23, 2014) Parent/Teacher Collaborations Judy Center Partnership *If parents need special accommodations for participation in any school activity, contact Mrs. Monar at 410-651-0481. II. Parent Training The staff at P.A.E. feels that parents need to be informed not only about the curriculum, but about the opportunities that exist for them to help their children meet their fullest academic potential. Therefore, several opportunities throughout the year will enable parents to learn about ways they can specifically help their students achieve the most in school. These include: Parent/Teacher Collaborations PTO meetings Page | 114
III.
Involvement on Parent Involvement Committee of the School Improvement Team Participation in the County Parent Advisory Committee Parent Outreach (home visits; community-based trainings for the parents by the school) MDK12 Website/PARCC Website Judy Center Partnership Family Reading and Math Night Learning Support Team Meetings Parent Teacher Conferences Title I Information Night (Sept. 23, 2014) Attendance and participation in School Improvement Team Meetings Student Learning Students learn and achieve more when loved ones are actively involved in their academic life. Some suggestions for helping with student learning and overall academic success are as follows: Consistently assisting children with homework. Helping children with organization. Providing children with a place to study and complete homework at home. Making sure that homework is complete and children have necessary classroom materials. Monitoring student progress on Power School. Encouraging appropriate behavior in school. Attending parent/teacher conferences or, if not possible, staying in touch with teachers. Attending school sponsored events. Joining PTO. Volunteering in/for school however possible. Attending School Improvement Team Meetings whenever possible. Page | 115
IV.
V.
Volunteering Opportunities P.A.E. has a volunteer coordinator who is ready and willing to set up and facilitate volunteers within our school setting. Parents and community members who are interested in volunteering are encouraged to contact the school to find out ways that they can make a difference. Examples of volunteer opportunities include: Field Trip Chaperones Assisting during Special Events (i.e.; Sports Day, RIF, Jump Rope for Heart, etc.) Clerical help for teachers (including things that can be done outside of the school) Working with students on special projects Guest Reading in Classrooms Classroom Mothers/Fathers School Decision Making and Advocacy P.A.E. will provide a high quality education to all of its’ students. Strategies for this include the following: Teaching the Maryland State Curriculum and Common Core through engaging and in- depth instruction Utilizing the Origo math program Utilizing the MacGraw Hill Reading program Utilizing the Write Steps Writing program Utilizing the Next Generation Science Standards (NGSS) for 1st grade and the MacGraw Hill Science program for other grades. Offering Social Studies, Technology and Physical Education Opportunities Teaching the fine arts including Art and Music Holding parent teacher conferences at appropriate times throughout the year Parent and teachers meet in the spring to annually review, evaluate and make revisions to the Home/School Compact, Parent Involvement Policy. Providing parents with data regarding local and state testing and specifically what it means to their child Page | 116
Sharing the school’s improvement plan with parents for input and comments. Offering multiple ways for parents to stay involved with their child’s teacher including newsletters, notes and phone calls home and flyers about upcoming events Inviting parents to provide input into the school’s decisions including ways to spend parental involvement funding and activities that would enhance their overall relationship with the school and staff VI.
Collaborating with Community Princess Anne Elementary recognizes that a strong tie with the community is important and can be fostered through positive communication and partnerships with various businesses and non-profit organizations. We collaborate with the following partners on a regular basis to provide resources and increase parent involvement. Garland Hayward Center Seton Center Somerset County Library Princess Anne Volunteer Fire Department Head Start and other Daycare Facilities Maryland Parental Information and Resource Center University of Maryland Eastern Shore Hebron’s Savings Bank (Junior Acheivement) Judy Center Partnership For a complete copy of the school’s improvement plan or if you have comments about the plan, contact Mrs. Annette Waggoner, co-chair of the SIT or Mrs. Karen Linamen, co-chair.
[email protected] [email protected]
The School Improvement Plan, Parent Involvement Policy, and Home School Compact can also be viewed from our school website. Page | 117
Princess Anne Elementary School PARTNERS IN LEARNING COMPACT 2014-2015
PAES Vision: Princess Anne Elementary School will provide a safe, positive learning environment that enables individualized, stimulating instructions. Princess Anne Elementary School will be a supportive and respectful community that encourages academic risk taking.
Improve Communication, Parent I Involvement and School Climate
School-Family-Student Agreement for Improving Student Achievement This agreement is a pledge to work together to share responsibility to promote student learning, high achievement, and success in school. This compact is aligned with our school’s improvement plan priorities to promote student learning, student attendance and a positive school climate. As a school, we will As a family, we will As a student, I will Provide communication through Check student’s folders and agendas daily for Make sure I share my folder and agenda each announcements at school and via phone, information from school and teachers and night with my family. I will ask encourage and in writing (weekly & monthly listen to Connect Ed messages in their my family members to listen to the Connect newsletters) to keep parents and students entirety. Ed messages in order to discover the “secret informed of upcoming events. word”. Communicate regularly with family and students regarding students’ academic progress and behavior through midterms, report cards, conferences notes, e-mail, phone calls, agendas and the PBIS brochure. Create a positive school climate that ensures a safe, drug-free environment conducive to learning. Involve parents in making decisions about school policies and academic priorities through PAC and SIT. Provide Parent/Teacher Collaborations opportunities for parents to enhance their
Be prompt in responding to school when requested and talk to your child about the school day.
Talk with family members about what I learned in school; complete all homework.
Monitor my child’s progress and let the teacher know right away if I notice any problems. Attend parent/teacher conferences, parent workshops, parent/teacher collaborations, and as many PTA/PTO meetings as possible during the school year. Use what I learn from parent workshops and collaborations to help my child at home.
Ask questions at school if I don’t understand what is being taught. I bring home all invitations from school and remind my parents about activities and events being held at school. Ask my parents to check over my homework each night, and help me if I don’t understand.
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Improve Reading Comprehension
Improve Math Problem Solving and Basic Facts
Accelerate Student Learning
skills at helping students with Reading and Math. As a school, we will Use data to group students for Reading and Math instruction in order to deliver a rigorous, relevant curriculum. Set high standards for student learning. Assign homework daily that is relevant review of the material taught. Provide opportunities for additional instruction to meet the needs of diverse learners.
As a family, we will Have high expectations and encourage our child to do his/her best every day.
As a student, I will Set a goal to become a good citizen each day by giving my best effort.
Check that all homework is complete. Provide a time and quiet place for homework. Limit T.V. time and spend time talking to my child about school.
Do ALL my homework each night.
Provide class time and hands on materials to practice problem solving.
Be actively involved in practicing basic facts with my child by providing flashcards or assist him/her in making flashcards.
Be actively involved in problem solving, listen carefully to instructions, and use hands on materials to solve problems when needed.
Provide activities to help students make mathematical connections to real life situations.
Involve students in real world situations where math problem solving would apply (simple budget, trips, and recipes).
Practice basic facts at home on a regular basis (several times a week).
As a school, we will Provide opportunities for students to have access to a variety of texts: student periodicals, classroom libraries, required readings, anthologies, reference materials, and trade books. Provide opportunities for students to receive direct instruction of comprehension strategies for before, during and after reading.
As a family, we will Read together with our child at or beyond his/her instructional level each day discuss what is read and sign the reading log.
As a student, I will Read for fun during my free time at my level.
Provide time to practice vocabulary and spelling words.
Practice my vocabulary and spelling words.
Talk with family members about what I learned in school.
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Signatures Administrator: ________________________
Date:_________
Teacher: ____________________________
Date:_________
Parent: _____________________________
Date:_________
Student: ____________________________
Date:_________
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Princess Anne Elementary School accepts the Somerset County Public Schools’ Parent Involvement Policy. PARENT INVOLVEMENT Section 1118 (c)(1-5) 1. Each Title I school shall convene an annual meeting inviting all parents of participating children, informing parents of their school’s participation in Title I and to explain the requirements of Title I and the rights of the parents to be involved; 2. Offer a flexible number of meetings (a.m., p.m.) and may provide with Title I funds, transportation, child care, or home visits related to parent involvement; 3. Involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan-includes adequate representation of parents of participating children; 4. Provide parents of participating children timely information about Title I; a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress; and the proficiency levels students are expected to meet; and regular meetings to comment, make suggestions and participate in decisions relating to the education of their children if requested; and 5. If the schoolwide program plan is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the LEA. 6. Documentation should be made available upon request: Meeting dates, agendas, and sign-in sheets Copies of information given to parents to inform, explain or describe Any comments submitted by parents
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Somerset County Board of Education Policy # 800-11
Title I Parent Involvement Policy Date Submitted: November 18, 2003 Date Reviewed: October 17, 2006 November 18, 2008 December 14, 2010 December 2, 2011 Date Approved: December 16, 2003 November 21, 2006 December 16, 2008 January 25, 2011 January 17, 2012 Date Effective: November 21, 2006 December 16, 2008 January 25, 2011 January 17, 2012
1. PURPOSE To establish a Title I Parent Involvement Policy that adheres to regulations stated in section 1118(a)(2) of the No Child Left Behind Act of 2001. The policy shall provide the framework for organized, systematic, ongoing, informed and timely parental involvement in relation to decisions about Title I services provided.
2. POLICY Page | 122
A. The Superintendent of Schools will assure that Somerset County Public Schools will involve parents in the joint development of this plan by: 1) inviting Title I parents to be part of each school improvement committee with the task of developing parent involvement procedures. 2) convening annual meetings to inform parents of their school’s participation in the development of the Parent Involvement Plan and their right to be involved. B. Somerset County Public Schools will provide coordination, technical assistance and other support necessary to assist participating schools in planning and implementing effective parent involvement programs by: 1) providing materials and training not otherwise available to help parents with their child’s achievement. 2) educating school staff on how to reach out to, communicate with, and work with parents as equal partners. 3) ensuring to the extent possible, that information is sent home in language and form parents can understand. 4) ensuring school-parent contacts are being used to outline responsibilities of the school staff, parents and students in striving to raise student achievement and explain how an effective home-school partnership will be developed. C. Somerset County Board of Education will build the schools’ capacity for strong parental involvement by: 1) providing assistance to participating parents in such areas as understanding federal and state education goals, state content standards, student performance standards, and assessments 2) encouraging the formation of partnerships between schools and local businesses that include a role for parents 3) providing resources for parents to learn about child development and child rearing issues that are designed to help parents become full partners in the education of their children 4) encouraging meetings at a variety of times, such as morning and evenings, in order to maximize the opportunities for parents to participate in school-related activities 5) coordinating and integrating parental involvement activities with Head Start, as appropriate 6) approving reasonable and necessary expenses associated with parental involvement activities to enable parents to participate in school-related meetings and training sessions 7) providing other reasonable supports for parental involvement as requested by parents 8) providing opportunities for parent training through multiple formats on new resources as they become available in the county. Example: PowerSchool, EdLine 9) providing materials and opportunities for training to help parents work with their children to improve achievement, such as math, literacy, and technology training. D. Somerset County Board of Education will coordinate and integrate parental involvement strategies with programs such as Head Start and other federal and state programs by: 1) adopting and implementing model approaches to improving parental involvement 2) reviewing school level meeting minutes for the integration and coordination of parent involvement activities E. The Superintendent of Schools or her designee will conduct with the involvement of parents, an annual evaluation of the content and effectiveness of the parent involvement policy as it relates to increased academic quality by: Page | 123
1) distributing an annual survey to solicit such information of all participating Title I parents, administrators, teachers, guidance counselors, and instructional assistants 2) inviting participating Title I parents to an annual county level meeting to review and discuss parental involvement effectiveness and identify barriers to greater parent participation F. Somerset County Board of Education will involve parents in the activities of the schools served under Title I by building parent capacity (Section C). 3. MONITORING OF POLICY IMPLEMENTATION A. The findings of the evaluation along with the combined data from the surveys and the minutes from the county level meetings will yield: 1) recommendations to each participating school for parent involvement plan revisions 2) suggestions for revising school improvement plans, as they relate to parent involvement 4. MASTER PLAN COORDINATION Title I parent involvement activities will be included in the STUDENT ACHIEVEMENT: Family and Community Involvement Strategy with specific representation and recognition. 5. PARENT INVOLVEMENT FUNDING Somerset County Board of Education will ensure that a minimum of one percent of the total Title I allocation will be used for parent involvement activities and these funds will be spent at the school level.
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Somerset County Board of Education Policy # 800-12
Federal/State Statute-Regulation-Complaint Policy Date Submitted: May 16, 2006 Date Reviewed October 17, 2006 November 18, 2008 Date Approved: June 20, 2006 November 21, 2006 December 16, 2008 Date Revised: May 16, 2006 October 17, 2006 October 21, 2008 Date Effective: June 20, 2006 November 21, 2006 December 16, 2008
1. PURPOSE To establish a policy and procedure which provides a mechanism for the acceptance, review, investigation, and resolution of written complaints about State or Federal programs received by Somerset County Public Schools (SCPS).
2. BELIEFS It is the policy of Somerset County Public Schools that: These procedures shall be implemented whenever Somerset County Public Schools receives a written complaint alleging that Somerset County Public Schools has violated a State or Federal statute or regulation. Page | 125
3. PROCEDURE In order to implement this policy in a consistent manner, the procedures describing herein shall be followed: A. Filing of Complaint (1) An organization or an individual may file a complaint with Somerset County Public Schools. (2) The complaint shall be in writing and signed by the individual complainant or by an official of the complaining organization. (3) Each complaint shall contain: (a) A statement alleging that Somerset County Public Schools has violated a specific requirement of a Federal or State statute or regulation that apply to a program and (b) The facts upon which the statement is based. (4) The complaint may include a request to review a decision of Somerset County Public Schools if the decision is alleged to be a violation. (5) Complainants whose allegations fail to meet the requirements are to be notified that they must comply with the requirements in order for the complaint to receive full investigation. B. Receipt of Complaint by Somerset County Public Schools (1) Complaints against Somerset County Public Schools shall be received by the Assistant Superintendent. (2) Initial Processing by the Assistant Superintendent (a) All complaints shall be logged in, in writing, with information: Identifying the complaint and supply the date upon which the complaint was filed. (b) Within ten (10) days of a receipt of a complaint, the Assistant Superintendent or designee shall notify the complainant in writing of: (1) The date of receipt of the complaint; (2) The complainant will be notified of the resolution within 60 calendar days from the date of receipt of the complaint; (3) The name of staff assigned to the complaint; and (4) Somerset County Public Schools’ intent to fully investigate the complaint. C. Investigation of Complaints (1) The designated staff shall review and investigate the complaint. (a) Where necessary, an independent on-site investigation shall be conducted. (b) If the Assistant Superintendent determines that exceptional circumstances warrant an extension of time in excess of 60 days to investigate and resolve the complaint, the complainant shall be so informed in writing with Page | 126
inclusion of the extended deadline date. Exceptional circumstances may include but are not limited to the complexity of the issues raised in the complaint or the unavailability of key personnel. (2) Upon completion of the investigation, the designated staff shall report the findings to the Assistant Superintendent. D. Resolution of Complaint (1) The Assistant Superintendent shall inform the parties in writing of Somerset County Public School’s resolution of the complaint and include: (a) Somerset County Public Schools’ final decision as to the action which will be taken, if any, in response to the complaint; and (b) Notice of the right to appeal and the appeal process. (2) After the resolution letter is sent, the Assistant Superintendent or designee shall note on the complaint log the date of the letter, and whether or not any further action is required. E. Appeals Process – Appeals will be handled in accordance with the 4-205 Appeals process. F. Personnel Issues – Complaints involving personnel issues will be handled in accordance with Somerset County Public School’s personnel policies.
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TRANSITION Page | 128
TRANSITION NEEDS ASSESSMENT PRINCESS ANNE ELEMENTARY Area Finding Transition
Identified Needs
KRA Kindergarten Data 2014-15 - Mathematical thinking experience for toddlers and preschool children.
Factors Contributing to Root Causes -lack of certified day care centers
Root Causes
- Children do not attend formal Pre K. - There’s a disconnect
Awaiting 2014-15 Data -Language and Literacy experiences for toddlers and preschool children.
-Science experiences for toddlers and preschool children.
-lack of information for daycare providers regarding current curriculum and Kindergarten expectations. -lack of information for parents of young children to enhance language/literacy and science at home
between daycare providers, early childhood agencies, and public PK.
- Parents do not realize
the importance of early childhood education from birth to age 5.
-Children do not attend certified day care centers.
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MMSR Kindergarten Data – November 2014 61 students
Total
Social Foundations
Language/ Literacy
Mathematics
Science
Social Studies
Physical Well Being/Motor Development
% Fully Ready % Approaching % Developing
Priority Needs (Transition) Goal:
1. To have 100% of students enter Kindergarten “fully ready to learn.” 2. To build a partnership with locate daycare providers and early childhood agencies. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading first, or a State-run preschool program, to local elementary school programs. (May also include transition from elementary school to middle school /from middle school to high school) (Component 7) Strategies/Activities Person(s) Responsible Timeline Evaluation Funding Discuss the school’s plans for assisting preschool children in transition from early childhood programs to elementary school.
Pre Kindergarten is provided at PAES for all students who reside within the LEA and meet the state mandated age/family requirements.
Principal Parents Early Childhood Supervisor Early childhood coordinator
August 25, 2014 through June, 2015.
Registration forms Enrollment
Local Funding
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Principal Parents Early Childhood Supervisor Early childhood coordinator Students who are enrolled in Head Start Pk Teachers Principal may concurrently attend PreKindergarten. Head Start students visit Parents PAES to tour and meet the staff in the spring prior to their Pre Kindergarten entry. Full Day Pre Kindergarten is provided to families who demonstrated the greatest need based on state mandated age/family requirements.
August 25, 2014 through June, 2015.
Registration forms Enrollment
Local Funding
August 25, 2013- June, 2015 May 2015
SANE Newletters
None needed
Early registration will be announced in the newspaper, weekly newsletters, connect ed messages, and the school website.
County Public Relations Principal Teachers
April 2015
Registrations Advertisements
Paper for registration forms Folders
Head Start students entering Kindergarten who didn’t attend PreKindergarten are given a school tour and introduction to primary staff members by the Head Start staff.
Kindergarten Teachers Principal Head Start personal
May 2015
SANE
Paper
A monthly email will be sent to local daycares and agencies to inform them of monthly events at PAES.
Megan Miller
monthly
Emails
None
Take part in Early Learning Challenge Grant meetings
Principal Christa Taylor
monthly
SANE
Substitute
Take part in SELAC/Judy Center Meetings
Principal Christa Taylor
monthly
SANE
Substitute
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All students entering PAES receive welcoming letters informing them of their teacher’s name, supply list, and invitation to Open House.
Principal Secretary
July 2014/ July 2015
Welcome letter Supply List
Child Find services are available to pre-school age children who have potential learning difficulties.
Vicki Ford Special Education Department
Throughout the year
IEP meeting minutes Paper and invitations Copies
PreK teacher will be present at all Child Find referral meetings.
Ongoing
IEP sign in sheets
Substitute
Pre Kindergarten teachers will provide Headstart with a syllabus to indicate what will be covered during the school year in Pre- K.
Christa Taylor Mary Ellen Willy Darlene Garber Christa Taylor Mary Ellen Willy Tracy Kronewitter Megan Miller
Quarterly
Syllabuses
Paper Postage
Kindergarten through fourth grade students will visit the next grade level classes at the end of the school year to familiarize themselves with the next grade levels expectations.
Pk-5th grade teachers Principal Vice Principal
May 2015
newsletters
Paper
Fifth grade students will visit Somerset Intermediate School, attend an assembly to be welcomed and take a tour. The band teacher will also give applications to those interested in band.
Kim Bozman 5th Grade teachers Rachel Abbot-Gray
May 2015
Permission Slips
Paper
Transition Night will be held in May 2014 for all incoming Pre K through 5th Grade students and their families to familiarize themselves with the procedures and curriculum for the
Pk-5th grade teachers Principal Vice Principal
May 2015
Sign in sheets announcement
Paper Materials for activities
Paper Copies Postage
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upcoming school year.
Ready to Learn Packets will be created to distribute to the upcoming PreK and Kindergarten students. Included is letter, sound, and word flashcards. Also included is crayons, scissors, and a number line.
Cortney Monar Christa Taylor Mary Ellen Willy Annette Waggoner Karen Linamen Megan Miller Tracy Kronewitter Carol Dennis Robin McColligan
Sample of Ready to Learn bag
Bags Materials to be put in bags paper
Career curriculum for all students.
Kim Bozman Rachel Abbott-Gray
Throughout the year
Lesson plans
Paper
PK students will be included and participate in the attendance incentives in order to achieve better attendance and reduce tardies.
Darlene Garber Irma Stomberger Teachers
Monthly
Newsletters Attendance Letters
Paper Educational Resources
The importance and rigor of the current PK and kindergarten curriculum are explained and addressed at Parent teacher Collaboration per quarter.
Christa Taylor Mary Ellen Willy Megan Miller Tracy Kronewitter
Quarterly
Collaboration SANE Paper Copies
Additional ZULA material were purchased for Pre Kindergarten and Kindergarten classrooms
Pre Kindergarten Teachers Kindergarten Teachers Traci Schneider
September 2014
SANE Lessons
Mobile science lab is scheduled for the PK classes.
Pre Kindergarten Teachers
Spring, 2015 Class visitation Schedule
June 2015
Materials needed in the program
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Kindergarten Teachers Principal Early Childhood Coordinator
Next Generation Science Standards will be implemented in the Kindergarten classrooms. Kid Writing and Write Steps will be implemented in the Pre Kindergarten and Kindergarten classrooms.
Debbie Whitney Traci Schnider
Pictures
August 25, 2014-June, 2015 September, 2014 – June 2015
Principals Kindergarten Teachers Pre Kindergarten Teachers Pre Kindergarten and Kindergarten assistants Early Childhood Supervisor Early Childhood Coordinator Cortney Monar Ongoing
Class Schedule Lesson Plans Class Schedule Writing Journals
Continue the certification process through Maryland Excels
Partner with UMES daycare program to implement Ready at Five’s VIOLETS Learning Parties!
Cortney Monar Pre Kindergarten Teachers
Spring, 2015 VIOLETS
Partner with Greenwood Elementary to put on an Early Learning Fair for families and community members.
Cortney Monar Cheryl O’Neil
Spring 2015
Brochures
Establish a Judy Center Partnership at PAES to serve the families of the PAES and GES catchment area.
Principals Early Childhood Supervisor Early Childhood
Ongoing
Manuals Brochures Pictures
Uploaded documents
Binders Papers Copies
Copies
Page | 134
Coordinator
Seek MSDE early childhood accreditation with GES.
Principals Pre Kindergarten Teachers Kindergarten Teachers
Ongoing
School documentation binders
Page | 135
HIGHLY QUALIFIED TEACHERS Page | 136
NEEDS ASSESSMENT (continued) TEACHERS and Instruction by highly qualified teachers (Component 3)
Grade Level
2014-2015 Classroom Teachers
Number Highly Qualified
Number of Teachers Rated Satisfactory
3.5 3 3 3 3 2 2 4.5 5
3.5 3 3 3 3 2 2 4.5 5
3.5 3 3 3 3 2 2 4.5 5
2
2
2
11 1
11 1
11 1
1
1
1
2
2
2
2014-2015 Years of Experience 0-3
Pre-K Kindergarten 1st 2nd 3rd 4th 5th SPED Specials Instructional Facilitators Paraprofessionals Principal Assistant Principal Guidance / LST
1
1
4-10 .5 3 1 2 3 2 1 1.5
1
11-15
16+ 3 2
2 4
1 2 1
1 2
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HIGHLY QUALIFIED TEACHERS Instruction by highly qualified teachers (Component 3) Describe the strategies used by the school to ensure instruction is delivered by highly qualified teachers: Provide a Reading Coach and Instructional Facilitator for assistance in planning and executing high quality instruction. Provide common planning time for team support. Provide opportunities for grade level and cross grade level teams to learn about, practice, and reflect upon methods of instruction. System in place to account that all paraprofessionals are highly qualified. Parents are notified that they have access to teacher qualifications. Parents are notified when their child is not taught by a highly qualified teacher. N/A this year Provide P.D. based on the needs identified by observations, evaluations and data analysis. Provide PD opportunities so staff can meet 6 hours of flex time option Insure that any long term substitute be highly qualified Strategies to attract high-quality highly qualified teachers to high-need schools (Component 5) Describe the strategies used by the school to attract high-quality highly qualified teachers to high-need schools: Recruit highly qualified teachers through on going contact with universities (Salisbury University, UMES, and WorWic) that provide teacher education programs. Continue to participate in the PDS program with Salisbury University and UMES. Joint hiring of new staff: Teachers, Principals, Human Resources Mentoring program for new teachers—following the county guidelines for assisting non-tenured teachers. Informal mentor provided for staff in new positions Technology is up to date in the school. Grades 1-5 are equipped with Promethean Board bundles. Each classroom has network/internet computers. Technology training and certification available for all staff. incentives for staff upon completion CES affirmed school. PBIS Gold Banner school Character Education Program for students. The Eastern Shore offers a variety of recreational activities involving water, beach, golfing, and resort amenities. College tuition reimbursement The Human Resource Office at the county level assumes the responsibility for this task. Character Education School of the Year Salary is competitive to surrounding counties.
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TEACHERS AS DECISION MAKERS Page | 139
TEACHERS AS DECISION MAKERS Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. (Component 8) Discuss what measures are being taken to include teachers in decision-making regarding the academic assessments in order to provide information on and to improve the achievement of students and the instructional program?
SIT is composed of all staff members, parent and community representatives. Grade level teams meet weekly with math facilitator to analyze data and make decisions about the instructional program. Grade level teams meet weekly with the reading coach to analyze data and make decisions about the instructional program. Staff members may volunteer to lead or serve on various committees within the school. Teachers use data from formal/informal assessments to make decisions on instruction. Teachers use data to plan for differentiated instruction in classrooms. Teachers have options to choose level of technology certification. Teachers have choices/opportunities for professional development. Teachers formally and informally evaluate student behavior and the impact on instructional programs and student achievement (P.B.I.S., Character Education, etc.) Teachers complete a variety of surveys. TELL Survey- Staff members take part in this survey to provide feedback about the school climate, academics, and leadership. Results are used to make improvements for the next year. Staff will take the survey between Feb. 2-March 2, 2015. MDS3 – is a climate survey that students, staff, and parents are encouraged to complete. Common assessments are created by teachers and coaches to identify students that need intervention/remediation. Teachers along with the Reading Coach and Math facilitator plan Reading and Math family nights. Teachers meeting in vertical collaborative groups in order to discuss and support each other based on content. Teacher planning is in conjunction with another grade level.
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Needs: Areas that the staff scored low (disagreed with): The school is clean and environmentally healthy. Efforts are made to minimize routine paperwork and classroom disruptions. Our students come to school ready to learn. Professional development is differentiated to meet the needs of individual teachers. STRATEGY PERSON RESPONSIBLE TIMELINE Administration and the custodial staff have a shared Cortney Monar, Principal August 2014-June 2015 vision about the school environment. Teachers will Robert Hopkins, VP assist in maintaining their classrooms appearance Rob McCready, Head Custodian especially due to reduction in the custodial staff. Classroom Teachers The school administration uses the results from the Cortney Monar, Principal July 2014-June 2015 TELL Survey to target areas of concerns for staff Robert Hopkins, VP and school community. All assistants are included in faculty and SIT Cortney Monar, Principal August 2014-June 2015 meetings so they know the same information as the teachers. Teachers share input about changes that need to be Karen Linamen, Instructional August 2014-June 2015 made in unit assessments. Facilitator Annette Waggoner, Reading Coach Coach and facilitator assist teachers create and/or Karen Linamen, Instructional August 2014-June 2015 edit common assessments after deciding in the order Facilitator in which the skills are taught. Annette Waggoner, Reading Coach Administration collaborates on discipline concerns. Cortney Monar, Principal August 2014-June 2015 VP is the chairperson of the climate committee to Robert Hopkins, VP share discipline data. Professional Development is geared toward Cortney Monar, Principal August 2014- June 2015 individual needs and supportive of the school-wide Robert Hopkins, VP initiatives. Karen Linamen, Instructional Facilitator
EVIDENCE 2014-2015 TELL Survey Results
2014-2015 TELL Survey Results Sign ins
Agenda notes
Agenda notes
SIT committee agenda Faculty agenda SANE
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ILT – Instructional Leadership Team – will meet weekly to discuss school personnel, concerns, data, and make decisions.
Annette Waggoner, Reading Coach Cortney Monar Robert Hopkins Annette Waggoner Karen Linamen Rachel Abbott-Gray Kim Bozman Dot Bell-Jaskson
Weekly – August 2014June 2015
SANE
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PROFESSIONAL DEVELOPMENT Page | 143
PROFESSIONAL DEVELOPMENT High-quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards. (Component 4) Professional Development Goals:
To provide quality, targeted professional development for teachers in the following areas: 1. resiliency in students 2. STEM 3. using data to effectively to make instructional decisions 4. Incorporating technology into the classroom. 5. hands-on engaging science lessons/STEM 6. utilizing paraprofessionals effectively to work with students 7. Bullying prevention and awareness
High Quality Professional Development Activities
Audience
Person(s) Responsible
Timeline
Teachers, Paraprofessionals, and Principals
Educator’s Effectiveness Academy
Cortney Monar Annette Waggoner Karen Linamen
MSDE Presenters
June 2014
Graduate Classes
Megan Miller Paula Fisher Kelley Crockett Amie Palenchar
S.U. Instructors
July 2014 September 2014
New Teacher Orientation
Cody Rausch
Christy Scott
August 2014
P.B.I.S. Conference
Elizabeth Marshall Dot Bell Jackson John Nelson
Various presenters
June 2014
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KRA Training
Elementary Reading
Science Common Core Training
Math/ Dreambox/ORIGO training
KAGAN
Debbie Whitney Linda Viens Annette Waggoner Cortney Monar Shannon Holland Kelly McLaughlin Toni Stewart Tracey Kronewitter Kristin Thomas Brittany Price Cortney Monar Annette Waggoner
July 2014
Tracie Holland/Various presenters
July 2014
Debbie Whitney Toni Stewart Karen Linamen Cortney Monar Taylor Estes Debbie Whintey Linda Viens Shannon Holland Kelly Taylor Tracy Kronewitter Jennifer Bennett Karen Linamen Cortney Monar
Traci Schneider/Various presenters
August 2014
Traci Schneider/Various presenters
July 2014
Raleigh Meddings Kelly Crockett Kristen Davis Kelly McLaughlin Linda Viens Debbie Whitney
KAGAN Trainer
July 31, 2014
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Migrant Training
Shannon Holland Annette Waggoner Karen Linamen Tracy Kronewitter Cortney Monar John Nelson
Write-Steps
Cortney Monar Annette Waggoner Teresa Adkins Raleigh Meddings Kelly Crockett Toni Stewart
Promethean Board Training
Debbie Whitney Linda Viens Kim Bozman Tracy Kronewitter Kelly Taylor Mary Ellen Willey Beth Mayson Lisa Collins Paula Tucker Thelma Douglas Caren French Carol Dennis Leigh Widdowson Dot Bell-Jackson Tracie Kronewitter Jenn Bennett Kristen Thomas Caren French Thelma Douglas
Special Education Training
SCPS
Consultant
Aug. 7, 2014
Lynette Johnson
August 2014
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PARCC Training
Toni Stewart (Science 2.0 Using Web Tools to Promote Inquiry Based Learning) All Staff
January 16, 2015
SANE
Technology PD
All Staff
February 13, 2015
SANE
Online Courses
Transition Plan Outcomes: 1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include: Student performance data; Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results; Classroom-Focused Improvement Process (CFIP) information; and State, LEA, and appropriate school-based data; 2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to support: Full of implementation of MD CCSC, STEM Education and TPE Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC Learning Forward’s Standards for Professional Learning:
Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning. Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.
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Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change. Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.
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Transition Plan Outcome #
Activities
Target Staff
Responsible Person(s)
Required Resources
Timeline
Outcomes
Progress Monitoring
Aligned Standards
Learning Designs Implementation
Learning Communities
Leadership
Resources
Implementation
Outcomes
Data
Reading strategies Coaching Modeling Curriculum and Assessment DIBELS Read Naturally SLO, teacher evaluation, grading guidelines review EEA model units Curriculum & assessments Text dependent questioning Close reading Teaching Novels Literature Circles Origo Math
Reading Coaches
Pre and Post Diagnostic Assessment
Tracie Bartemy
Unit tests
PK-5 Reading teachers
Reading Coaches Traci Bartemy
K-5 Math teachers
Traci Schneider
30 minutes of mini PD 30 minutes of data analysis
All Staff
Vertical content area team meetings
All Staff
Reading coach Math facilitator Reading coach Math facilitator
During weekly team meetings
Monthly
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SLO training and opportunity to write SLOs.
All Staff
Poverty Simulator
All Teachers
PAES Leadership team Tracie Bartemy
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BUDGET Page | 151
Title I BUDGET
Our School Improvement Team is comprised of the entire staff. Each staff member was assigned to one of five breakout committees (Reading, Math, School Climate, Transition, and Parent Involvement). Each breakout committee has members from various grade levels, paraprofessionals, as well as parents. During our School Improvement Meetings, all members meet as a whole group monthly to review and update the School Improvement Plan (SIP). After the whole group meeting, the breakout committees relocate to their designated areas to work on, edit, and plan any strategies/activities that are in the committees’ part of the plan. The meeting minutes from each committee are emailed to the staff and also located on the school network and in our documentation binder. This facilitates the coordination of school-wide activities aligned with Federal, State and local services. Our SIT plan drives instruction and is the foundation to improving our school. Our School Improvement Plan is a living and forever changing document. This plan not only supports our school to the benefit of student growth it also incorporates student services including, violence prevention programs, nutrition programs, housing programs (families in transition), Head Start programs, and parent involvement programs. We have various funding sources that are used to implement programs, strategies, and events that appear in our School Improvement Plan. Title I funds are used for classroom materials that support the Common Core standards, Reading, Math, Science, and Social Studies programs as well as in-house costs for materials, refreshments and student attendance incentives. Parent Involvement funds are spent on materials for events and activities, staff stipends at events, instructional resources, and refreshments for parent activities throughout the year. KRA funds are used for Pre-Kindergarten and Kindergarten professional development, equipment, and materials for their classrooms. Local allocations are to support office supplies, material of instruction, fine arts, physical education, and media. This funding is controlled by the Board of Education and are accessible through efinance . PBIS, which supports the climate initiative, receives funding from school fund raisers. These monies are used to help defer the cost of transportation, refreshments, incentives and other related fees throughout the year. RIF funding comes from the Federal Government and provides children with a minimum of 3 free books over the school year. Page | 152
Other community partners include the following: 4th Grade swimming program: Funded by the Somerset Health Department 4th Grade Wetlands Trip: Funded by Dept. of Natural Resources Dental Health, Sealants, and flu mist vaccinations: Funded by the Somerset County Health Department Community Foundation Grants fund trip to Teackle Mansion Community Foundation Grant – secured by Kristen Thomas for sensory items Target grant secured by Debbie Whitney th Community Foundation Grants – secured by Cortney Monar to bring an Artist-in-Residence for the 5 grade students. Judy Center funding – Karen Karten
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PAES 2014-2015 Financial Budget TITLE 1 FUNDING ($32,111) Account Title Field Trips
- 3rd grade Field Trip to NASA - cover bus cost - trip in April Stipends($1,540)/Fringe($123)
Tutoring
Equipment
- purchase for headphones for use with Smarty Ants and Dreambox - purchase of a poster maker from Presentation Systems - purchase Promethean Board wands
Contractual
- Berry Forman - 4th grade SS - AA History
Budget
Budget Code
Account
$300
12 205 239 211 101 5F
499552
$1663
12 203 239 211 101 5F
102194
$0
12 203 239 211 101 5F
102199
$7,700
12 205 239 211 101 5F
554603
12 205 239 211 101 5F
209202
about $250$280
-$599.70 -$4890.00 TBA
$2000 about $300
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Bus Contracted Transportation
$0
12 209 289 211 101 5F
209206
PD conferences - Eastern Shore Reading Council Membership
$2875 -$25.00
12 205 276 211 1015F
499506
Materials
$17573
12 204239 211 101 5F
329323
- Scholastic - reading - Quill - reading carrels - Hook & Loop - Quill - paper - School Specialty - Scholastic - Lake Shore - Reading Teachers - School Specialty - Kindergarten - Really Good Stuff - Kindergarten - Barnes & Nobles - books for reading classrooms - Lakeshore - Reading Adkins - Lakeshore - Science - Este & Stewart - Scholastic - Reading and Math - Nasco - Art Night materials - Frog Publications - Reading Centers - Lakeshore - Math manipultives
-$273.00 -$55.99 -$110.48 -$989.70 -$850.95 -$188.70 -$1090.80 -$239.97 -$89.97 -$522.20 -$224.38 -$558.22 -$787.55 -106.10 -$544.00 -$64.95
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TITLE 1 PARENT INVOLVEMENT ($3922) Refreshments/Instructional Resources - Grandparents Breakfast - Reading Night - Parent Collaboration/PARCC/PAC Night - Art and Wellness Night
$1708
12 205 239 211 101 5F
499599
12 204 239 211 101 5F
102194
12 203 239 211 101 5F
329325
-$312.26 -$70.99 -$192.23 -$207.03
- STEM Night - Spring Concert - End of Year Awards - Parent involvement Instructional Resources
Stipend-
$981
- Parent Collaboration/PARCC/PAC Night - 2 paras stayed
-$60.00
Fringe -
$79
Materials
$1154
- Schoolmate Agendas/planners for parents/students
about $1500
LOCAL BUDGET ALLOCATIONS ($25807) Office Supplies
$9140
10204239211000
329300
Material of Instruction
$9140
10204239211000
329323
Art Supplies
$1828
10204239211000
329308
Physical Education
$914
10204239211000
329311
Media
$4341
10204274211000
322304
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Vocal Music
$444
10204239211000
329373
Page | 157
VERIFICATION OF COMPLIANCE ATTESTATION In keeping with the requirement of the No Child Left Behind Act of 2001 Section 1119 (i)(1)(2), 1. The principal of each school operating a program under 1114 (SW) or 1115 (TA) is required to attest annually in writing as to whether such school is in compliance with the requirements of this section. 2. Copies of attestations shall be maintained at each school operating a program under 1114 or 1115 and at the main office of the LEA. 3. Shall be available to any member of the general public on request. I hereby attest to the following: Teachers All teachers hired for this Title I school, Princess Anne Elementary, for the 2014-2015 school year are highly qualified. X Yes □ No Explanation: ____________________________________________________________________________________________________________ ______________________
X Yes
X Yes
Paraprofessionals All paraprofessionals working in a program supported with Title I funds, regardless of their hiring date, have earned a secondary school diploma or its recognized equivalent. All paraprofessionals working in a program supported with Title I funds shall have: Completed at least 2 years of study at an institution of higher education; Obtained an associate’s (or higher) degree; or Met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment, knowledge of, and the ability to assist in instructing reading, writing, mathematics, or reading readiness, writing readiness and mathematics readiness.
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X Yes
Paraprofessionals working in a program supported with Title I funds must always be under direct supervision of a teacher and may be assigned to: Provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher; Assist with classroom management, such as organizing instructional and other materials; Provide assistance in a computer laboratory; Conduct parental involvement activities; Provide support in a library or media center; Act as a translator; or Provide instructional services to small groups of students
Comments:
Cortney U. Monar
10/31/14
Principal’s Signature: _______________________________________ Date: ____________________
A signed copy is in the School Improvement Binder in the front of the school.
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