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BOARD OF EDUCATION OF WICOMICO COUNTY101 Long Avenue

P.O. Box 1538Salisbury, MD 21802-1538

410-677-4400FAX 410-677-4444

www.wcboe.org

Success - Every Student, Every Day

Delmar Elementary School

School Improvement Plan2015 – 2016August 22, 2015

It is the policy of the Wicomico County Board of Education to provide equal educational and employmentopportunities regardless of age, gender, race, color, religion, national origin, disability or sexual orientation.

John E. Fredericksen, Ph.D.

Superintendent of Schools

Donald L. FitzgeraldPresident

Kimberly S. HudsonVice President

Tyrone A. Chase, Ph.D.Carolyn J. Elmore, Ed.D.

Joseph OllingerJohn Palmer

Ron Willey

Delmar ElementarySCHOOL IMPROVEMENT PLAN

2015 – 2016

Title I Components Page Number(s)

1 – Comprehensive Needs Assessment

Reading 9-12, 15

Math 8-10, 13

Attendance 13-14

Student Behavior 16

2 – Schoolwide Reform Strategies 24-32

3 – Instruction by Highly Qualified Teachers 6-7

4 – High Quality and On-going Professional Development 6, 24-26, 295 – Strategies to Attract High-Quality Highly Qualified Teachers 6-76 – Strategies to Increase Parent Involvement 3, 4, 38-407 – Plans for Assisting Children in the Transition from Early Childhood Programs to Elementary School Programs

and Elementary School Programs to Middle School4, 30

8 – Measures to Include Teachers in Decisions Regarding the Use of Academic Assessments 269 – Activities to Ensure the Students Having Difficulty Mastering Proficient or Advanced Levels of Academic

Achievement Standards are Provided Timely Additional Assistance3, 24-26

10 – Coordination and Integration of Federal, State and Local Services and Programs 3-6, 38-39School Title I Budget

School Title I Parent Involvement Budget

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2015 – 2016

Development of the School Improvement PlanThe 2015-201 School Improvement Plan for Delmar Elementary School was created by the Instructional Leadership Team (ILT). Members of this team are included below:

ILT MembersLast Name First Name Position

Nicholson Judy Principal

Kessler Ryan Vice-Principal

Bievenour Michael Vice-Principal

Hudson Amy Co-chair/Third Grade

Hayes Tracy Co-chair / Special Education

Adams Sara Pre-K/Kindergarten

Cuffy Alison First Grade

Clark Amy Second Grade

Diven Katherine Fourth Grade

Taylor Corey Counselor

White Kay Para-professional

Hawkins Holly Special Education

Smith Tarah Specialist

Otwell Sara Parent

Egolf Rachel Parent

Twilley Melissa Parent

Curtis Maria BOE Rep

Urban Molly SU Liaison

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2015 – 2016

IntroductionDelmar Elementary is known as the “school too great for just one state” because it is a unique school that serves students in grades pre-kindergarten to grade 4 from two states, Delaware and Maryland. There is a strong sense of community which is shown through our parental commitment, active Positive Behavior Intervention Support (PBIS) to support student behavior, and working parent/teacher relationships. Many community-based partnerships are actively involved in our school including Holly Center, Pets on Wheels, 4H, Delmar Library, Salisbury University, Eco Lab, STEM on Wheels, Smile Program, Little Red Hen, Mitchell’s Martial Arts, Kickers, Kids Klub, Delmar VFW, Delmar Middle and High School, McDonald’s, Delmar Nursing Home, Foundation for Delmar Education, Junior Achievement, Delmar Fire Department, and First Baptist Church. One hundred percent of our teachers are highly qualified providing data-driven instruction enhanced through strong teacher collaboration including co-teaching with instructional support staff. Over 500 of our students receive Free And Reduced Meals (FARM) which qualifies us for schoolwide Title I services. Title I is a federally funded program designed to address the needs of economically disadvantaged students. These services enrich our school by providing additional teachers, paraprofessionals, materials of instructions, parental involvement activities, technology, and staff resources.

Intervention/Support ServicesThe Intervention teachers may co-teach with the classroom teachers enhancing reading or math instruction. This partnership provides alternative teaching techniques to address varying learning styles. The Intervention teachers may minimize the ratio of student to teacher by differentiating instruction during small flex group settings. These support teachers will use assessment data and teacher input to select students and form groups in order to provide intervention strategies in lessons based on represented standards of need. The varied methods of the presentation of the lesson will be designed to help students retain information. The lower student to teacher ratio will provide a tutoring simulated setting which will enable greater student interaction and increase teachers’ ability to assess progress. Small group reading intervention will be provided to students reflecting need according to data. Based on this data, some students may qualify for additional scientifically-based interventions throughout the course of the school day. During and after-school tutoring will be made available to students who meet the predetermined criteria.

ParaprofessionalsIn the school, a total of four classroom paraprofessionals deliver small group reinforcement following teacher-made plans in all classes with the focus in the reading and language arts classes. The use of supplemental materials in alignment with the Maryland’s College and Career-Ready Standards (MDCCRS) is communicated in the plan notebook. The notebook also allows communication between teacher and paraprofessional with regard to the students’ individual progress with each skill. The classroom teacher provides the necessary manipulatives, books, and activities for the paraprofessional to use in order to ensure success for all students.

Parent InvolvementA Title I Orientation will be held for parents in the beginning of the Back-to-School Night. Parents will be informed of the purpose of Title I, the funding process, parental rights, interventions provided to students, the Maryland College and Career Ready Standards, state and local academic assessments, and upcoming parent involvement workshops, family nights and events. They will also receive a copy of the Parent Involvement Plan.

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2015 – 2016

Parent Advisory Committee (PAC) meetings are held two times per school year. All families are invited to become a PAC member. At the first PAC meeting the Parent Involvement Plan will be shared, and the compact will be discussed. The Title I schoolwide budget will be shared and parent input on the budget will be received and given consideration when future decisions are made. Results from the parent survey will be shared including parent workshop topics generated from the parent survey. In addition, school performance data from the previous school year will be shared. At the second PAC meeting, in the spring, parents will be invited to share their concerns and suggestions for improvement of the Title I schoolwide program and the compact. Revisions will be made according to parent input received. The Local Education Agency (LEA) will be notified of any changes made. Results from a parent survey, which was conducted in the spring, will be discussed to provide needs assessment data. The parent involvement plan will be discussed, and a proposed budget will be developed.

Parent workshops are held in the fall and spring. Topics for the fall workshop are generated from the Parent Survey. Parents will give input on the parent survey. This event will focus on academics and/or topics such as bullying, positive discipline, computer training, and parent -school relationships. These workshops have typically been offered in the evenings but if the parents requested, the workshop could be offered during the day to accommodate their schedule. In the spring a workshop will be held for parents to receive information to transition their kindergarten and second grade students into first and third grades. Another workshop will be held to provide parents with information to transition their fourth graders into fifth grade. Materials will be provided for parents to help their students get prepared for the upcoming school year.

Family Reading and Math Nights will be held twice during the school year. Intermediate students and their families are invited to the first family night. Primary students and their families are invited to the second family night. Intervention teachers model the strategies for the evening activities. Web sites are offered to parents to reinforce reading and math skills at home. Appropriate academic games based on the needs of the students are played and kept by the students for home learning. At each of our family nights, students receive a free book and families are provided refreshments. Parents are asked to complete an evaluation of the evening which ensures appropriate planning for future family nights. The two family nights may be held in conjunction with other school events.

Family PortalParents will be provided information about how to login to this county based site to securely access information for students in grades 3 and 4. With the Aspen portal, families will be able to access academic information and grades that are averaged for progress reports and report cards.

CompactsThe compact is a written contract between student, parent, teacher, and administrator for the purpose of improving student achievement. The compact is aligned with grade level learning outcomes. Information included in this document is shared with the parents at the first PAC meeting and suggestions for revisions are offered at the spring PAC meeting and dated for the upcoming school year. A copy is placed in student agendas in grades K – 4. Pre-kindergarten students are provided with a copy in their take-home folder. At a fall faculty meeting, upon the receipt of compacts from the county

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2015 – 2016

parent involvement coordinator, teachers will be encouraged to use the compact during parent conferences, and other situations which might require teamwork between home and school.

Parent Involvement PlanThe Parent Involvement Plan is provided in a brochure and distributed to the entire school community. The brochure includes both the Wicomico County policy and the schoolwide plan. This plan is reviewed at the first PAC meeting in the fall and revised at the spring PAC meeting using the checklist.

The Wicomico County Title I Parent Involvement Plan is jointly developed with parents and reviewed at each Wicomico County Title I Parent Advisory Council meeting that is held twice each school year. The plan, which is in a brochure format, is distributed to all families in Title I schools at the start of the school year. The Wicomico County Title I Parent Involvement Plan is also available for parents to read and review on the Wicomico County Board of Education website at www.wcboe.org.

Coordination and Integration of Services and ProgramsTeachers coordinate and integrate with PDS (Professional Development School) through Salisbury University. Our school coordinates with federal, state and local services and programs. Through our Delmar Fire Department students are instructed in fire safety, and gain a greater understanding and appreciation of the environment while attending visits from 4H in grades 1 and STEM on Wheels for pre-kindergarten and kindergarten students. Junior Achievement provides economic lessons for kindergarten through fourth grade. Through the Smile Program, local dentists provide dental services to students whose families wish to participate. Local daycare facilities, such as Little Red Hen, Mitchell’s Martial Arts, Kickers, and Kids Klub, offer after school programs. First grade students participate in walking field trips to the Delmar Library. The Delmar Library media specialist visits at the end of the school year to share local summer reading programs with students. A partnership with McDonald’s through Baxter Enterprises affords students additional incentives for attendance and participation during assessments and as well as additional monetary contributions with voluntary staff participation during Spirit Night. Second grade students will be visited by Paws on Wheels each week to enhance reading fluency. County Mentoring program provides additional adult support for students presenting with social and academic needs.

Materials of Instruction (MOI) General funds are provided by the school system to purchase material to encourage teacher effectiveness and student achievement. Additional Federal funds are allocated to the Title I schools to purchase supplemental teaching materials to enhance reading and math instruction. These materials are used during whole group and small flex group time with all students. These materials reinforce the skills that the students have had introduced in their classroom. The MOI list must be approved by the administrator and the supervisor before the materials of instruction are ordered. Some of the materials that have been ordered to enhance the reading and math lessons are leveled fiction and nonfiction books, skill games, manipulatives, technology, and printed materials. The materials purchased are available for use by the entire school.

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2015 – 2016

Summer Learning StrategiesSummer school is offered each year to students as a summer intervention strategy. A letter is sent home to families to provide information about the program and receive permission from the family for their child to attend. Upon receiving the child’s completed form, the child’s classroom teacher(s) are given a form to complete to provide information about the child’s strengths and weaknesses in the areas of reading and math. When the child’s packet is complete the administrator signs the front cover and it is sent to the Board of Education for processing. Each child will receive breakfast and lunch at his or her assigned summer school, as well as reinforcement of reading and math skills in order to offer retention through the summer months. Transportation is offered to the child’s assigned summer school and then returns them to their home school.

All families are provided with information on local summer reading programs, including those offered by Delmar Public Library and Wicomico County Library. They are also given a list of websites that can be used to help students retain previously acquired knowledge.

Destination ImaginationA competitive extracurricular program designed to accelerate selected fourth grade students’ higher level thinking, problem solving skills, and creativity through the integration of performance- based and task-based challenges. Mock Instant Challenges are held twice a year to help prepare teams for the Eastern Regional Tournament. Winning teams from the Eastern Regional Tournament advance to the state level. Students selected for this program are based on teacher recommendation and student performance data.

Professional DevelopmentAll personnel are encouraged to engage in professional growth through state and local conferences, presentations, and courses through local universities, the county, or online, and to share new ideas with each other upon returning from conferences. Administrators attend monthly professional development programs at the central office. A portion of Title 1 and school-based budgets will be dedicated to professional development on areas of need as indicated by student achievement data. Math, Literacy, and Technology Coaches will be consulted in the planning of these professional development activities and, in many cases, will provide the professional development to staff in both formal and informal settings.

Highly Qualified Teachers and ParaprofessionalsTo ensure students are taught by highly qualified teachers and qualified paraprofessionals we will work with the Central Office staff to recruit and retain highly qualified staff by:

· Maintaining strong communication with the Department of Human Resources regarding the “highly qualified” status of individual teachers and the “qualified” status of paraprofessionals

· Reviewing assignments of teachers and working with the Department of Human Resources to make necessary personnel changes to ensure classes are taught by “highly qualified” teachers

· Providing on-going systematic training for paraprofessionals related to their assignment

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· Facilitating the continuous improvement of teacher and administrator skills and content knowledge to support student learning and close achievement gaps

· Providing coaching, instructional support, and training for teachers utilizing Reading and Math Coordinators and Professional Development Coaches

· Classroom Technology such as Smart Technology, iPads, laptops and mini laptops, Turning Point, Nooks, a computer lab and GPS devices for geocaching are available for teachers.

· All of the high poverty elementary schools in Wicomico County are also Title 1 schools. Therefore, in addition to the efforts directed at all schools in the district, the Title I Supervisor works closely with building administrators to monitor the highly qualified status of teachers in these schools. Ensuring teachers in high poverty schools are highly qualified is a top priority when staffing changes are requested or required in both elementary and secondary schools. All content supervisors work collaboratively with the Directors of Elementary Education, Secondary Education, and Human Resources to determine the best placement for teachers. In order to attract highly-qualified teachers, Delmar Elementary has a partnership with Salisbury University and the PDS program to encourage and support candidates for future teachers.

The 2013 Maryland Report Card reports information regarding the Highly Qualified Status of Delmar teachers. Projections for 2014-2015 have been added.

2012 2013 2014 Projected change for 2015 (+ - =)

% of teachers with a Standard Professional Certificate 30.8% 46.2% 50% -

% of teachers with an Advanced Professional Certificate 69.2% 53.8% 50% +

% of teachers with a Conditional Certificate 0% 0% 0% =

% of classes not taught by a highly qualified teacher 0% 0% 0% =

Delmar Elementary School accepts the Wicomico County Board of Education’s family involvement policy and has aligned its school-level parent involvement plan accordingly.

Delmar Elementary School fully supports Section 721 of the Elementary and Secondary Education Act (ESEA) which asserts that each child of a homeless individual and each homeless youth shall have equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youth. The school works to ensure that homeless children and youth have access to educational and other services that they need to meet the same state academic achievement standards and assessments to which all students are held as well as that there are no barriers to their enrollment, attendance, or success in school.

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2015 – 2016

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2015 – 2016

Mission Statement:Delmar Elementary is committed to offering an instructional program that promotes high academic performance. Within our control, we strive to help our students learn how to conduct themselves in a socially acceptable manner and to accept responsibility for their behavior. Promoting students’ understanding and involvement is a vital element in this educational mission.

Belief Statements:· All students can learn.· Each student should be challenged to reach his or her potential.· Each student is a valued individual.· Students can learn best when they are actively engaged in learning.· Students learn in different ways and should be provided with a variety of instructional approaches to support their learning.· Students need to apply their learning in meaningful contexts.· Students should learn to become effective decision-makers and problem solvers.· A student’s self-esteem is enhanced by positive relationships and mutual respect between students and staff.· A safe and physically comfortable environment helps to promote student learning.· Cultural diversity can increase student’s understanding of different peoples and cultures.· Students learn to make appropriate decisions given a supportive and challenging learning environment.· Students need to not only demonstrate their understanding of essential knowledge and skills, but also need to be actively involved in solving

problems and producing quality work.· Teachers, administrators, parents, students, and the community share the responsibility for advancing the school’s mission.· The commitment to continuous improvement is imperative if our school is going to enable students to become confident, self-directed,

independent, lifelong learners.

Report Card:Our school’s official accountability report card may be accessed at www.mdreportcard.org

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2015 – 2016

School Progress Index (Use mdreportcard.org for data)

2012 AMO 2012 Actual 2013 AMO 2013 Actual 2014 AMO 2014 ActualOverall SPI 0.9385 0.9223Strand 3 3

Achievement 1.0268 1.0143Reading Measure Scale Progress Value

87.54 1.0070 88.67 1.0076 89.80

Math Measure Scale Progress Value 89.23 1.0465 90.21 1.0210 91.19Science Measure Scale Progress Value N/A N/A N/A N/A N/A

Gap 0.8487 0.8237Reading Measure Scale Progress Value

89.32 0.8405 90.30 0.8149 91.27

Math Measure Scale Progress Value 88.25 0.8568 89.32 0.8325 90.38Science Measure Scale Progress Value N/A N/A N/A N/A N/A

Growth 0.9700 0.9619Reading Measure Scale Progress Value

87.87 0.8405 88.97 0.9452 90.07

Math Measure Scale Progress Value 89.64 1.0603 90.58 0.9786 91.52

SPI information was not updated during the last school year due to the change in the testing program.

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2015 – 2016

2013 AMO Report Data for School Progress

Yes No

Our school met the AMOs in all assessed areas. X

Place an “X” in the box for each area for which the AMO was not met.

Reading Math Attendance

American Indian/Alaskan Native

Asian

African American

Native Hawaiian/Pacific Islander

White

Hispanic/Latino X

Two or More Races

ELL

Special Education

FARMS

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2015 – 2016

Pre-Kindergarten 2014-2015:

Using 3rd Marking Period Report Card data, identify 3-5 key indicators of student learning and the percentage of students performing at each level.

Key Indicator % of StudentsNeeds Development

% of StudentsIn Progress

% of StudentsProficient

Counts by rote 1 - 10 0 2.94 97.06

Demonstrates the understanding of spoken words and sounds 2.94 4.41 92.65

Makes groups of objects 1 – 10 4.41 20.59 75.00

Uses a combination of drawing, dictating or writing to respond to stories, ideas and topics 1.47 2.94 95.59

In term 1, only 43.75% of students were proficient at counting 1 – 10, compared to 97.06% in term 3. In term 1, 39.06% of students were proficient in making groups of objects 1 – 10, compared to 75.00% in term 3.

Kindergarten 2014-2015:

Using 3rd Marking Period Report Card data, identify 3-5 key indicators of student learning and the percentage of students performing at each level.

Key Indicator % of StudentsNeeds Development

% of StudentsIn Progress


Compose and decompose numbers 6.12 13.61 80.27

Describe measurable attributes 8.84 49.66 24.49

Knows and applies grade-level phonics and word analysis skills in decoding words 4.08 53.06 42.86

Uses a combination of dictating, drawing and writing to give information about a topic 1.36 25.85 72.79

Despite not being assessed until the third term, 80% of students are proficient in composing and decomposing numbers. A great deal of emphasis is placed on this in term 3.

Many students are still in process of being able to describe measurable attributes as well as apply phonics and word analysis skills.

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2015 – 2016

Reading Interim Assessments

Using the results of the third reading interim assessment, indicate the percentage of students performing at each level.

Grade Level % of StudentsAdvanced


% of StudentsBelow Proficient

1

2 8% 31% 59%

3 1% 24% 75%

4 1% 8% 84%

5 n/a n/a n/a

Because this assessment was the first to include writing as the overall score, therefore the data illustrates the need for more time dedicated to the writing process.

Scholastic Reading Inventory (SRI)

Using the results of the spring 2015 Scholastic Reading Inventory administration, indicate the percentage of students performing at each level.



% of StudentsBasic

% of StudentsBelow Basic

2 21% 27% 25% 27%

3 9% 44% 28% 19%

4 16% 34% 29% 21%

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5 n/a n/a n/a n/aFrom the first SRI assessment to the last assessment, grade levels have shown growth overall.

Math Interim Assessments

Using the results of the second math interim assessment, indicate the percentage of students performing at each level.



% of StudentsBelow Proficient

1 46% 28% 24%

2 24% 16% 57%

3 16% 13% 71%

4 17% 6% 71%

5 n/a n/a n/a

First grade students showed the strongest scores on this assessment. Student performance has progressively declined through the grade levels.

Attendance:

We will increase (maintain) the percentage of student attendance to (at or above) 94%.)

Student Group: 2012-2013 2013-2014 2014-2015

All Students 94.3% 94.54 94.22

American Indian/Alaskan Native 91.8% 99.21 94.44

Asian 95% 90.34 93.31

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2015 – 2016

Black or African American 97.01% 95.34 95.56

Hispanic/Latino of any race 93.42% 94.07 94.66

Native Hawaiian/Other Pacific Islander 0% 0 0

White 94.57% 94.56 93.94

Two or more races 90.79% 93.39 93.91

FARMS 93.94% 93.91 93.41

Special Education 92.32% 93.38 93.43

Limited English Proficient 93.42% 93.61 94.63

Provide an analysis of the results, including strengths and areas in need of improvement. Be sure to address both the attendance of All Students and that of the Student Groups.

Our attendance data only fluctuated by a fraction of a percent. The Asian population had the lowest attendance rate where the African American population showed the highest.

As a bi-state school we have the challenge of families maintaining two school calendars, one from Maryland and one from Delaware. The two calendars do not match, and it is on the days that we are in session that our sister middle high school is not that attendance is so greatly affected. There is also a discrepancy with delays and school closings between the two states when inclement weather occurs. Transportation is not provided to Delaware students on days when Delaware schools are closed.

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2015 – 2016

Staff Wellness:

Wellness Goal Actual 2010-2011 Actual 2011-2012 Actual 2012-2013 Actual 2013-2014 Actual 2014-2015

# of Staff % of Staff # of Staff % of Staff # of Staff % of Staff # of Staff % of Staff # of Staff % of Staff

Participation in Walking Works program 61 66% 39 30% 11 10% 31 30% 35 42%

Note: WCBOE Goal is 30%

2015-2016 Goals: 1. Initiate additional site-based wellness activities to increase involvement of staff2. Increase staff participation in walking works to 45% of the staff

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2015 – 2016

Student Behavior:

Office Referrals by Grade Level: 2010 – 2011Grade Aug. Sept. Oct. Nov. Dec. Jan. Feb. MarchPre-K 0 0 0 0 0 0 0 0

K 0 0 0 0 3 1 4 51 0 2 0 6 1 0 0 22 0 1 4 0 1 2 4 43 0 6 9 6 1 0 5 24 0 5 7 6 2 5 7 3

Totals 0 14 20 18 8 8 20 16YTD 0 14 34 52 60 68 88 104


K 0 4 4 0 0 4 1 31 0 0 1 0 3 4 2 72 0 4 2 0 6 4 9 143 0 0 0 1 1 4 5 64 0 0 2 1 1 2 1 6

Totals 0 8 9 2 11 18 18 40YTD 0 8 17 19 30 48 66 106


K 0 2 0 0 2 0 4 01 0 0 0 0 0 0 0 02 0 2 3 5 4 2 5 73 0 0 0 3 0 0 4 04 0 1 1 6 4 4 3 2

Totals 0 5 4 14 11 6 16 9YTD 0 5 9 23 34 40 56 65

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K 0 0 1 0 0 0 5 11 0 0 2 3 2 0 5 12 0 1 1 2 4 2 6 33 0 1 2 3 0 0 0 04 0 2 0 3 0 0 0 2

Totals 0 4 6 11 6 2 16 7YTD 0 4 10 21 27 29 45 52


K 0 0 0 2 2 0 1 01 0 0 3 10 6 6 5 112 0 0 3 1 2 2 2 43 0 0 0 1 2 1 1 34 1 1 5 8 2 3 4 4

Totals 1 1 11 22 14 12 13 22YTD 1 2 13 35 49 61 74 96

Analysis: Despite ongoing behavior management strategies in place, the number of referrals has increased this school year. 2015-2016 Goal: Decrease the number of office referrals by 10%.

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2015 – 2016

Delmar Elementary - 2014-2015 Parent Involvement Matrix

Event Grades Attendance2012/2013

Attendance2013/2014

Attendance 2014/2015

Back-To-School Night Title I Orientation

Pre-K thru 4 372 262 265

Family Night (Math and Reading)

3 and 4 201 182 131

PAC Meeting Pre-K thru 4 23 36 39Parent Workshop PreK-4 180 135 97Family Night (Math and Reading)

PreK thru 2 232 190 191

Parent Workshop:Bobcats to Wildcats Transition Night

4th Grade 65 280

PAC Meeting Pre-K thru 4 13 10 6

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2015 – 2016

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2015 – 2016

Provide an analysis of the results, including strengths and areas in need of improvement.

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2015 – 2016

Our indicators of strength were: I understand the rules and requirements about student dress, language and behavior, I am treated with respect at this school, and this school represents my cultural heritage. Areas in need of improvement were: It’s easy to get a translator if I need one, I am very satisfied with the quality of this school, and staff at my child’s school consult me and other families before making important decisions.

School Improvement Priorities

Priority A: Accelerate student learningAction Step Time Line Person(s) Responsible

(Use titles, not names.)A1 Utilize effective instructional strategies to meet the needs of diverse learners and improve learning.1. Teachers will utilize differentiated instructional strategies through transdisciplinary units.

Teachers will differentiate content sources to match and expand student interests and instructional levels.

Teachers will differentiate instruction to meet the needs of all types of learners to match and expand student learning styles. (auditory, visual, kinesthetic, technological, whole-to-part, and part-to-whole)

Teachers will utilize strategies to develop critical thinking skills in all students. These skills include: knowledge, comprehension, application, analysis, synthesis, and evaluation.

Teachers will differentiate student product expectations to match and expand students varying modes of expression (linguistic, logical/mathematical, musical, bodily kinesthetic, visual spatial, interpersonal, and intrapersonal expressions).

Intervention teachers and paraprofessionals will provide small group instruction daily to accelerate student learning in reading and/or math based upon classroom data, Benchmark Assessments System (BAS), Informal Reading Inventory (IRI), Scholastic Reading Inventory (SRI), County assessments, formative assessment data, and teacher input. Students will be placed in appropriate interventions, which may include Leveled Literacy Intervention (LLI), Read Naturally, Wilson Reading, and Fundations.

Intervention teachers will collaborate and co-teach with classroom teachers to provide differentiated instruction to meet the needs of all children, but particularly the needs of low-achieving students and those at risk of not meeting the state standards.

Special education teachers will collaborate and co-teach with classroom teachers to provide differentiated instruction that will accommodate IEP requirements for all

August – June

August – June

August – June

August – June

August - June

August - June

August – June

Teachers

Teachers

Teachers

Teachers

Teachers, Intervention Teachers

Teachers, Intervention Teachers

Special Education Teachers,

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(Use titles, not names.)Special Education students.

Paraprofessionals will lead small group activities as instructed by the classroom teacher. In addition, Special Education paraprofessionals will provide accommodations to meet the needs of disabled students.

Thinking and Doing (TAD) teachers will provide enrichment activities to high-performing learners and serve as a resource to enhance the learning of students in grades 3 and 4.

The English Language Learners (ELL) teacher will provide intervention within the classroom and in small group settings.

August – June

August - June

August – June

Teachers

Teachers, Paraprofessionals

TAD Teachers

ELL Teachers

Teachers will provide high-performing students the opportunity to work in accelerated groups in order to meet their individual needs.

Teachers and administrators will be involved in monthly professional development related to the Maryland’s College and Career-Ready Standards and strategies. Administrators will develop a professional development calendar.

Paraprofessionals will participate in professional development activities. 2. Teachers will plan and implement daily lessons aligned with Maryland’s College and Career-Ready Standards utilizing research-based instructional materials and strategies.

Teachers will modify instructional strategies, grouping, and/or pacing based on formal and informal assessment results on a daily basis.

Teachers will provide small group instruction (flexible groups) daily to accelerate student learning in reading through the use of materials at the students’ instructional level.

All teachers will construct and utilize word walls for vocabulary development. In planning units, teachers will give consideration to strategies that have been shown to

have a strong effect on student achievement. Teachers will set student learning objectives based on assessment data. Target goals will be monitored and assessed. Various methods of instruction will be utilized based on needs identified.

The Response to Intervention (RtI) team meets quarterly to look at individual students having academic difficulty. Decisions will be made to determine if a referral to Student Support Team (SST) is needed.

August – June

August – June

2x per year

August – June

August – June

August – June

August – June

Quarterly

Teachers

Teachers, Administrators

Administrators, Intervention, Teachers

Teachers

Teachers

Teachers

Teachers

Teachers, Administrators, Intervention Teachers, Special Education Teachers,

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(Use titles, not names.) Provide professional development throughout the year, including faculty meetings on

topics related to the Maryland College and Career Readiness Standards.September, October, November, March, April, May

CounselorsAdministrators, Coaches

A2 Examine student performance data (e.g., summative and formative assessment data, written work, projects) collaboratively, utilizing the continuous improvement process. 1.Professional Learning Communities (PLCs) will be made up of grade level reading and math teachers, special education teachers, intervention teachers, PD coaches, (if available), and administrators. Using the district established schedule, administrators will develop agendas for meetings. After analyzing student data, teachers will set learning objectives.

PLCs will meet to analyze most recent student assessment data to determine student strengths.

PLCs will meet to analyze most recent student assessment data to determine student weaknesses.

Teachers will participate in professional development centered on student needs as reflected in the data.

Teachers will participate in professional development centered on MDCCRS according to the state and county guidelines and requirements.

August – June

August – June

August – June

August - June

Administrators, Teachers, CoachesAdministrators, Teachers, CoachesAdministrators, Teachers, CoachesAdministrators, Teachers, Coaches

2. Teachers, professional development coaches, and administrators will participate in quarterly grade level instruction team (GLT) meetings to examine student performance data to identify opportunities for school improvement.

Students who are not satisfactorily demonstrating mastery of grade-level curriculum will be identified. Intervention teachers and special education teachers will assist classroom teachers with intervention strategies for these students.

Teachers will utilize student performance data to identify highly-able students and plan instruction accordingly.

Teachers will develop and utilize assessments in reading and math to guide instruction.

Student Learning Objectives (SLOs) will be developed based on student

Quarterly

August – June

August - June

August – June

August – June

Teachers; Coaches, Supervisors

Special Education Teachers, Intervention Teachers, TeachersTeachers

Teachers

Teachers

Page | 24


2015 – 2016


(Use titles, not names.)performance.

Administrators, Central Office supervisors, and school staff will share strategies and best practices to be used to improve student performance in the identified improvement areas.

Coaches, LEA, SEA and administration will provide PD and training that correlates with the needs assessment.

Teachers will share evidence and results of the implementation of the identified improvement action at subsequent PLCs.

Teachers will assess student progress in meeting grade specific standards (MDCCRS) using formal and informal assessments on a daily basis.

Time will be allotted for peer observations if requested.

3. Special area teachers’ PLCs will meet according to the schedule set by their special area supervisor to develop goals for county assessments in music, art, and physical education.

August – June

August – June

August - June

August – June

August- June

Per Supervisor Schedule

Administrators: Supervisors: Staff

Coaches, Administrators, Teachers

Teachers

TeachersAdministrators, Teachers

Teachers, Supervisors

A3 Utilize explicit and intentional reading instructional strategies through a transdisciplinary approach.

Teachers will use the Comprehension Toolkit strategies across contents in grades 1-4. Teachers will utilize the Maryland State Department of Education (MSDE) Text

complexity tools when choosing appropriate text for students. The literacy block will include independent reading, daily writing, informational and

literary text, differentiated groups/activities, opportunities for speaking and listening, integrated technology, and guided reading.

Student’s instructional levels will be monitored according to the data as indicated on BAS, running records with retelling (all students in grade 1 and 2.), SRI and classroom teacher assessments (grades 2-4). These assessments will be administered according to the County testing calendar.

Teachers will model the thinking processes used when reading. Teachers will utilize text dependent questions that require text-evident responses

across content areas. Include close analytic reading, with text dependent questions through complex text

August – JuneAugust – June

August - June

August – June


August – June

TeachersTeachers

Teachers

Teachers

TeachersTeachers

Teachers

Page | 25


2015 – 2016


(Use titles, not names.)read-alouds in the primary grades and student reading of complex texts in grades 3-4 across content areas.

Increase the amount of sustained silent reading with accountability utilizing high-interest text at students’ independent reading levels and in both whole group and small group instruction utilizing instructional level text.

To improve comprehension, students in grades 3 and 4 will be encouraged to utilize the Accelerated Reader program

Teachers will utilize a variety of reading materials to meet the needs of diverse learners. Teachers will plan lessons that afford students the opportunity to interact with multiple

texts on a given topics, as well as multimedia resources. All learners will engage in narrative, expositive/informative or opinion writing daily at

the appropriate instructional level. Written responses can be in the form of notes, learning logs, summaries, and/or writing to learn tasks or the formal opportunities of opinion, informative/explanatory or narrative writing.

Teachers will engage in professional development provided by the Literacy Coach on improving student achievement in writing. After an initial session in the fall, teachers will continue to work with the Literacy Coach during PLC meetings throughout the year to examine student writing and plan lessons to meet students’ needs.

Teachers will assist students in understanding the informational text structure. Teachers will utilize approved periodicals and other nonfiction materials in order for

students to gain information and content knowledge. Include Tier 2 vocabulary instruction daily with words selected from texts used in all

subjects.

August - June

August – June


August - June

August – June


August - June

Teachers

Media Specialist, Teachers

TeachersTeachers

Teachers

Literacy Coach, Teachers

TeachersTeachers

Teachers

A4 Develop classroom level assessments that mirror the content and structural demands of the PARCC Assessment.

Classroom teachers, special education teachers, and intervention teachers will utilize daily formal and informal assessments which match the daily teaching objective. Results from these assessments will be utilized in planning future lessons and common grade-level assessments during grade-level team meetings based on needs reflected in this data.

August – June

August – June

Teachers, Special Education Teachers, Intervention

Teachers

Page | 26


2015 – 2016


(Use titles, not names.) Teachers will utilize County mandated assessments. August – June Teachers

A5 Utilize student learning data to accelerate student achievement in reading. Administrators, teachers, and PD coaches, if available, will examine summative data

from assessments at August grade level team meetings to determine strengths and weaknesses for the overall grade and set instructional goals.

Teachers will collect appropriate student work samples to analyze during next grade level/GLT meeting. This process will be repeated throughout the year using available data.

Administrators and teachers will examine student work, SRI scores, County assessment data, KRA and/or BAS results at grade level meetings to determine new goals and/or needed interventions (per district wide grade level meeting schedule).

Teachers and administrators will use Performance Matters to pull lagging and leading data to develop instructional goals based upon needs presented.

Teachers will use formal and informal assessment data to determine whether students have made adequate progress towards instructional goals, match students to instructional leveled text, and plan for future instruction.

Information from student specific data will be utilized to determine differentiated instructional strategies to meet the various learning needs of students.

August – June

August – June

August - June

August - June

August – June

August - June

Administrators, Teachers, PDcoaches

Teachers

Administrators, Teachers

Administrators, Teachers, Intervention TeachersTeachers

Teachers

A6 Utilize strategies to teach problem solving, logic, etc. to meet the needs of diverse learners and improve learning in mathematics.

Teachers will consistently utilize a variety of differentiated instruction strategies in whole group, small group and independent settings.

Teachers will incorporate problem solving strategies as part of daily instruction, provide guided practice, and provide opportunities for student application by utilizing concrete materials (such as make a table, write a equation, find a pattern, logical reasoning, visual models, and open number line). Teachers will model written explanations of written responses.

Teachers will refer to and incorporate the Math Practices including the development of tasks, activities, and assessments that target one or two specific practices while focusing on the math standard.

August – June

August – June

August – June

Teachers

Teachers

Teachers

Page | 27


2015 – 2016


(Use titles, not names.) Students will have manipulatives readily available for use in solving mathematical

problems. Teachers will utilize number talks and math meetings to integrate mathematical

standards and build number sense. Teachers will make frequent and meaningful connections within math, to other subjects

and to real life daily in class. Teachers will utilize higher order question prompts/stems. Teachers will use open-ended questions to promote mathematical thinking and higher

level math applications. Primary teachers will present MDCCRS story structure problems for addition and

subtraction. Intermediate teachers will present MDCCRS story structure problems for all operations. Teachers will develop lessons with the focus on both concrete and visual

representations in order to build conceptual understanding. Teachers will use appropriate math vocabulary in daily instruction and require students

to use vocabulary orally and in writing.

August – June

August – June

August – June


August – June

August – June


Teachers

Teachers

Teachers

TeachersTeachers

Teachers

Teachers

TeachersTeachers

A7 Develop classroom level assessments that mirror the content and structural demands of Maryland College and Career-Ready Standards.

Teachers will utilize classroom and grade level assessments. All teachers will develop and implement common performance based tasks and

assessments as aligned within the standards of the Maryland’s College and Career-Ready Standards.

Teachers will develop and utilize formal and informal assessments which meet the daily teaching objective to include but are not limited to the form of EPR (Every Pupil Response) questions, warm-ups, evidence based selected response questions, exit tickets, clipboard cruising, and prose constructed responses.


August - June

TeachersTeachers

Teachers

A8 Utilize student learning data to accelerate student achievement in math. Administrators and teachers will examine student work and test data at grade level

meetings to determine new goals, interventions (peer groupings, multiple problem-solving strategies, co-teaching) and enrichment (acceleration into the content of the

August – June Teachers, Administrators

Page | 28


2015 – 2016


(Use titles, not names.)next grade).

Teachers will use formal/informal assessment data to determine whether students have made adequate progress towards instructional goals and use that information to plan differentiated instruction.

Based on classroom performance, fact fluency exercises, and data students will work in flex groups.

August – June

August - June

Teachers

Teachers

A9 Utilize technology to enhance student learning and increase proficiency with administrative tasks.

Lead Technology Teachers (LTT) and technology coaches will provide support as needed for teachers as they integrate technology into their lessons.

Teachers will integrate the use of technology into the delivery of their lessons. Teachers will provide opportunities for students to explore and create individual/group

projects utilizing technology. School staff will utilize electronic grade book, referral system on X2, Moodle, and

Performance Matters.

August - June


August – June

LTT: Tech Coaches

TeachersTeachers

Staff

A10 Utilize the STEM practices to plan instruction that will meet the needs of students and improve learning in science.

Teachers will utilize approved periodicals and/or other nonfiction materials in support of the transdisciplinary practices to have students read, use, and identify the characteristics of nonfiction materials to gain information and content knowledge.

Teachers will identify links between science content and math/ELA MDCCRS using the Next Generation Science Standards following the County schedule.

Teachers will utilize appropriate Comprehension Toolkit strategies while incorporating informational text in science.

Teachers will utilize the Inquiry approach. Teachers will utilize science manipulatives to convey science concepts. Teachers will incorporate interactive websites and/or Discovery Education.

August – June

August – June

August – June

August – JuneAugust – JuneAugust - June

Teachers

Teachers

Teachers

TeachersTeachersTeachers

A11 Improve teachers’ expertise in the use of technology for administrative and instructional

Page | 29


2015 – 2016


(Use titles, not names.)purposes.

LTTs (Lead Technology Teachers) and/or technology coach will provide professional development during grade level meetings, faculty meetings, and/or professional days to enhance student achievement.

Teachers will be provided opportunities for in-service to develop competence in appropriate technology programs to enable teachers to integrate their use into instruction.

Teachers will be offered additional (refresher) in-service in the use of X2, Grade Book, Office Referrals and Communication Log during the opening days of school.

Teachers will utilize Compass Learning in both whole group and differentiated settings with their students to improve reading and math skills. Data reports will be pulled and used to guide instruction.

August – June

August - June

August – June

August - June

AdministratorsLTT: Tech Coaches

Administrators

Administrators

Teachers

A12 Provide information and activities to assist families with transitions from grade to grade and for entry into school, including inviting all families to Open House activities.

Each spring, fourth grade Delmar Elementary School (DES) students will travel to Delmar Middle School for orientation and be given an assessment for the transition with the students for the following school year.

Each spring, a transition night will be held to acclimate fourth grade students to middle school curriculum and requirements.

Transition activities for incoming pre-kindergarten and kindergarten students and their families will be held on an evening the week before school reopens for the new year.

A workshop for parents with students transitioning from kindergarten to first grade and from second to third grade will be held to provide tips and materials for the upcoming school year.

Correspondence will be sent to all DES families prior to the beginning of the school year. Monthly newsletters will also be sent to all DES families.

Articulation meetings will be held for each grade level at the end of the school year to discuss groupings for the following year’s classes.

Curriculum and expectations for the school year will be shared by the teachers and administrators at Open House and Back to School Night.

August – June

Spring

Spring

August

Spring

August – June

Spring

August – June

Administrators

Administrators


Administrators, TeachersIntervention TeachersTeachers, Intervention Teachers

Administrators



Page | 30


2015 – 2016


(Use titles, not names.) Notification of Open House, PTA meetings, Family Reading and Math Nights, etc., will be

included in the monthly newsletter, Messenger links, and the school website. August – June Administrators, Intervention

TeachersA13 Communicate the name of any homeless child to the Homeless Coordinator in a timely fashion upon enrollment and/or change in status to ensure records are regularly updated. Request assistance from the Homeless Coordinator to ensure homeless children are provided needed materials and resources to ensure attendance and success in school (e.g., field trips, school supplies, consistent attire).

Students are identified and placed in intervention programs, as available, upon indicated need.

Students are provided with the necessary behavioral supports and interventions. Administration coordinates transportation for students in need. The Home-School Liaison is in contact with families to evaluate the needs of the

students such as clothing and food programs when available.

Ongoing

August – June

August – June


Principal

Administration, Teachers, Intervention TeachersAdministration, Teachers, Intervention TeachersAdministrationHome-School Liaison

Priority B: Improve Student Attendance

Action Step Time Line Person(s) Responsible(Use titles, not names.)

B1 Review and analyze student attendance data Administrators will utilize student data in X2 to complete a merge with Excel monthly and

develop a prioritized list of students with excessive absences (primary/intermediate; excused/unexcused).

Instructional Leadership Team will identify areas of need using student attendance data as provided by administrators. (i.e. trends of students, student groups, grade levels, calendar conflicts with the Delmar School District, etc.)

The Student Support Team (SST) will meet monthly to review attendance data and determine necessary interventions.

August – June

August – June

August - May

Administrators

ILT members

SST members

B2 Promote student attendance1. Delmar Elementary School will utilize the following procedures relative to student attendance:

Page | 31


2015 – 2016



School administrators will ensure that all parents/guardians are made aware of Maryland State COMAR regulations, Wicomico County Public School attendance policies, and Delmar Elementary School procedures related to school attendance. This information will also be communicated through the September and January parent newsletters.

Teachers will post X2 attendance before 8:30 AM. Any student entering the school after 8:15 AM must receive a tardy slip.

The Messenger automated phone system will contact homes each day of absence. The home-school liaison will contact parents/guardians of those absent two consecutive days to determine and document the reason for absence. Home-school liaison will provide administrators with a document which notes this discussion. On the third consecutive day, teachers will make contact with parents to discuss arrangements for missed work unless parents have already made preparations for make-up work.

On the fourth day of cumulative unexcused absence during an academic year, the County letter related to attendance will be sent by mail to the parents/guardians.

On the sixth day of cumulative unexcused absence during an academic year, a second letter related to attendance will be mailed to the parents/guardians. Administrators will hold a phone conference or face-to-face meeting with the parent.

The Home-School liaison will make home visits on a case by case basis. Delmar families will be notified through the Parent Link from the school office when

Delmar Elementary School is in session on days when Delmar Middle/High is not in session and when conflicting dates occur. Notifications of these dates will also be published in the Parent Monthly Newsletter which will be available in multiple languages by request.

2. The following incentives will be utilized to promote school attendance: Pre-kindergarten through grade 4 ~ Charts will display the words “Perfect Attendance.”

Each day the class has perfect attendance, a letter gets colored in. The classroom teacher will announce this accomplishment and congratulate the students for achieving it. When both words, Perfect Attendance, are colored in the class will receive a prize and start a new chart to earn a “larger” incentive.

Quarterly PAWS (Prepared, Always Respectful, Willingly Responsible, Safe) assembly recognition and awards for outstanding attendance during Honor Day

September/ January

August - June

August – June

August – June

August - June

August – JuneAugust - June

August - June

Quarterly

Administrators

Teachers, Office Staff

Administrators, Home –School Liaison, teachers

Home-School Liaison

Home-School LiaisonAdministrators

Home-School LiaisonAdministrators

Teachers

PBIS team, teachers

Page | 32


2015 – 2016



Attendance rates will be reviewed at each ILT meeting and additional strategies added as needed.

August – May ILT members

Page | 33


2015 – 2016

Priority C: Improve school climate to ensure a safe, drug-free environment conducive to learning


C1 Review and analyze student behavior data. Administrators will utilize student data management software to develop a prioritized list

of students with discipline concerns. The Instructional Leadership Team will identify areas of need using student behavior data

as provided by Assistant Principal at ILT meetings.

August – June

August - June

Administrators

ILT members

C2 Maintain and implement the school’s Crisis Management Plan. Administrators will review and revise the Crisis Management Plan to ensure compliance

with MSDE and local requirements. The Crisis Management Plan will be reviewed annually with staff at the opening of school.

All personnel hired after that date will be in-serviced on the plan as a part of their orientation process.

Administrators/staff will conduct monthly safety drills as mandated. Administrators will provide two tabletop Crisis Drills annually. A Code Red drill will be conducted involving the faculty (and if possible students) each

year. A mock evacuation drill will be conducted involving the faculty each year. Administrators will define Emergency/Crisis Color Codes annually. Teachers will display Emergency/Crisis Color Codes in all classrooms. Designated faculty members will be furnished with classroom crisis kits containing

emergency items, bus lists, and pertinent student emergency information. All teachers will be furnished with classroom crisis kits containing basic emergency supply

items.

July and August

August/ As needed

August – JuneAugust – JuneAugust – June

August – JuneAugust - JuneAugust – JuneAugust - June

August - June

Administrators

Administrators

Administrators, Faculty, StaffAdministrators and Safe Schools Coordinator

AdministratorsAdministratorsAdministratorsTeachersAdministrators designated faculty membersAdministrators, teachers

Page | 34


2015 – 2016



C3 Develop student leadership and peer support skills. School counselors will team teach with K – 4 classroom teachers to provide lessons on

character values and social skills. Grade 4 counselor will plan and team teach with classroom teachers to provide lessons that align with the Why Try curriculum that utilizes a series of 10 visual analogies that teach important life skills.

The Student Government, elected students, and Honor Society students will continue to focus on service to others through service-oriented activities promoting leadership qualities.

Sixteen fourth grade students in the fall and sixteen fourth grade students in the spring that demonstrate positive leadership qualities and their parents will attend leadership training at Salisbury University for a day. Students will participate in leadership training with Beyond the Limits with the support of the SU football players, a tour of the campus by a SU football player, and attend the SU Varsity Club lunch in which SU head football coach is featured speaker. Additionally, parents are provided information regarding college preparation.

August – June

September – June

Fall/Spring

Counselors, Teachers

Administrators, Faculty

Parent Involvement Specialist; Support Teachers

C4 Promote positive values, high academic performance, and outstanding attendance through the PBIS Program.

Administrators, PBIS committee, and staff will implement PBIS Program as described in the PBIS Plan such as Brag Board, Very Important Bobcats (VIB), school store, Bobcat Bucks, school wide expectations and routines, PBIS assemblies, bully-free week, etc.

Staff will recognize students through the use of Positive Office Referrals. Students will be publicly recognized for Positive Office Referrals.

School Counselors will provide lessons to promote a drug free environment conducive to learning. Lessons will coincide with student activities during Red Ribbon Week.

August – June

Fall

Fall

Administration, Staff

Staff

School Counselor

Page | 35


2015 – 2016



C5 Develop expectations for students and student support programs. Administrators will provide every student with the County Code of Conduct in August. This

code will be available in multiple languages. Pending funding, administrators will provide every student with an agenda in August to

enable students to record their homework assignments and provide communication between home and school. (Pre-kindergarten will receive a student handbook.)

School counselors will meet with students, and small groups to discuss study skills and conflict resolution.

Grade 3 and 4 classroom teachers, counselors and administrators will reference the ten visual analogies of the Why Try curriculum when working with grade 3 and 4 students on issues of conflict resolution to motivate students to make positive life choices.

Students meeting specified criteria will be invited to participate in the Summer School Program (pending funding).

Students will be awarded for reaching a monthly reading goal set by each grade level utilizing a partnership with Pizza Hut and other local businesses.

School counselors will establish and maintain a mentoring program available to all grade levels.

Bobcat Buddies (staff mentors) will be assigned by the Student Support Team to students who exhibit emotional, behavioral, and or social needs.

August

August – June

August – June

August - June

Spring

October – May

August – June

August - June

Administrators

Administrators

Counselors

Counselors, Grade 4 Teachers, Administrators


Teachers, Businesses

Counselors

PBIS Team, Staff and SST members

Page | 36


2015 – 2016



C6 Provide alternative measures for discipline/ Classroom Management. In school intervention room will offer an alternative area outside of the classroom to

complete assignments with adult support. Strategies and support will be provided to assist staff who are working with at risk

students to create and implement effective classroom based behavior improvement plans. Counselors, In School Support (ISS) coordinator, will work with at risk students individually

to set goals and work towards positive behavior in school. Teachers will utilize the Student Support Team process. Student interest surveys that are grade-level generated will be given at the beginning of

the school year to be used to build student-teacher relationships which support a positive classroom climate.

August – June

August – June

August – June

August- JuneAugust/September

Administrators, ISS Coordinator Administrators, Staff

Administrators, Counselors, ISS coordinator

TeachersTeachers

C7 Promote, implement, and evaluate employee wellness strategies throughout the school year.

Designate one staff member to serve as a school wellness coordinator who will act as a liaison between the school and the county wellness coach and attend district level training activities.

Promote, implement, and evaluate the Walking Works program from February to May. Promote new wellness initiatives from the County Wellness Program to school employees.

August – June

February – MayAugust – June

Administrators and staff members

Wellness CommitteeWellness Committee

Page | 37


2015 – 2016

Priority D: Increase parent and community involvement


D1 Enhance parent communication and family involvement in the educational process. Conduct two Parent Advisory Council (PAC) meetings each school year. Parents will

provide input on agenda topics for fall meeting including: schoolwide Parent Involvement Plan (brochure), Compact, Title I Parent Involvement Budget, parent survey, School Performance Data, and Parent Questions/Concerns. For the spring meeting, parent’s input will be sought on agenda topics that include: Review and revise Compact using the checklist, Review schoolwide Parent Involvement Plan (brochure) using the checklist, Title I Parent Involvement Budget, and Parent Questions/Concerns.

Intervention teachers will share compact with all stakeholders, parents, teachers, administrators. Compact will be stapled into agendas of kindergarten through fourth grade students and inserted in take home folders for pre-kindergarten students.

The Instructional Leadership Team (ILT) will review the schoolwide Parent Involvement Plan and make recommendations for revisions as needed.

Schoolwide Parent Involvement Plan will be distributed to all students. Translated copies will be available if needed.

A Parent Resource Center will be maintained near the entrance of the school. Informational pamphlets will be available to parents on topics such as attendance, discipline, early literacy, and helping their child with homework. Pamphlets are available in Spanish as well as in English.

Intervention teachers will hold a fall orientation meeting for parents in conjunction with Delmar Elementary Back to School Night.

A pre-k and kindergarten orientation will be held in August to help transition students to the pre-k and kindergarten program.

Intervention teachers will hold two Family Math and Reading Nights. Participants will receive materials to work with their children at home. These materials will be related to the topics presented as reflected in recent assessment data. Invitations will be provided in multiple languages if needed.

Intervention teachers will conduct one parent workshop (professional development topic generated by parent survey given at beginning of school year). Invitations and materials will be provided in multiple languages if needed.

Spring and Fall

September

September - April

Fall

On-going

Fall

August

Fall

1x/ School Year

Administrators, PAC,Intervention Teachers

Intervention Teachers

ILT, Intervention Teachers




Pre-K and Kindergarten Teachers



Page | 38


2015 – 2016



Transportation and child care will be offered for Family Math and Reading Nights, PAC meetings, and parent workshops provided through Title I funds.

Administrators will send home notices or a Messenger link to remind parents of after school and PTA activities.

PTA officers will be encouraged to invite community organizations and student support programs to make short presentations at PTA meetings.

Home School Liaison will organize volunteers to assist where needed based upon the results of a survey determining interests and availability.

All year

As needed

PTA meetings

Fall

Administrators, Intervention TeachersAdministrators

PTA Volunteer Coordinator

Home School Liaison

School counselors will solicit involvement from the community, including faith-based organizations, to provide mentors and tutors for identified students, and assist where needed.

Teachers will communicate homework and other important information to students and parents by having them write daily assignments and announcements in their agenda.

Teachers will communicate performance data on grade-level appropriate assessments during parent conferences. Data shared may include BAS, SRI, SMI, KRA, county interims, ACCESS, and PARCC.

Parents will be provided with the opportunity to review the School Improvement Plan prior to its submission for peer review and during the implementation period. This plan incorporates the 10 components of a schoolwide Title I program and the instructional, attendance and program goals of DES. The plan will be available for review at www.wcboe.org. Parents will be notified through the school newsletter that they may submit questions or comments to the Principal in regards to the School Improvement Plan.

Administrators will maintain Delmar website. (Teachers and office staff will be able to submit information to the webmaster.)

Administrators will publish and send to each home a monthly newsletter. Newsletter will be available in multiple languages when needed.

Teachers will use daily/weekly folders to communicate important papers and information

August – June

August – June

August - May

Spring

August – June

August – June

Daily/Weekly

Counselors

Teachers

Teachers

Administrators

Administrators

Administrators

Teachers

Page | 39


2015 – 2016



to parents. Administrators will display updated information on the marquee in front of the school. Schoolwide calendar will be displayed and updated monthly in the front foyer of the

school. Messenger links will be used as a communication tool to keep parents informed. Family Portal will be available to parents of intermediate students to access student

grades, attendance, and other pertinent information. In conjunction with the PTA, DES will involve parents in Donuts for Dads and Muffins for

Mom. In conjunction with the PTA, DES will involve grandparents in a special celebration of

Grandparent’s Day. At the beginning of each school year, communication will take place with parents about

becoming members of the Parent Advisory Committee (ex: Newsletter, Orientation Meeting, Back to School Night, Parent Interest Survey).

Translators will be provided for parent involvement activities if needed. Invitations to parent involvement activities will provide an option to receive a translator.


August – JuneAugust - June

Spring

Spring

Beginning of School

August – June

AdministratorsAdministratorsAdministrators AdministratorsTeachers

PTA, Administrators

PTA, Administrators, Teachers

Administrators

ELL teacher, Administrators, Intervention Teachers

D2 Invite participation by homeless parents in family involvement activities at any Title I school. Provide the Parent Involvement Specialist with information about scheduled family involvement activities in a timely fashion so as to allow the Specialist and Homeless Coordinator to issue invitations to homeless parents to participate as desired.

Ongoing Principal

TO BE INSERTED:

SCHOOL TITLE I BUDGET

SCHOOL TITLE I PARENT INVOLVEMENT BUDGET

Page | 40

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