success - every student, every day north salisbury …...board of education of wicomico county 2424...

BOARD OF EDUCATION OF WICOMICO COUNTY 2424 Northgate Drive

P.O. Box 1538

Salisbury, MD 21802-1538

Success - Every Student, Every Day

North Salisbury School 1213 Emerson Ave.

www.nss.wcboe.org

410-677-5807

School Improvement Plan

2017-2018

August 2017

http://www.nss.wcboe.org/

(North Salisbury Elementary School) SCHOOL IMPROVEMENT PLAN

2017-2018

Page | 2

2017-2018

Table of Contents

Title 1 Executive Summary 3

Mission, Belief, and Value Statements 6

SIP Summary Narrative 8

Academic Data, Analysis, Strategies and Goals Literacy Mathematics Science

9

Focus Area A: Instruction and Student Learning 30

Focus Area B: Improved Student Attendance 40

Focus Area C: School Structure 44

Focus Area D: Family & Community Engagement 47


2017-2018

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Title I Executive Summary

Principal: Dr. Renee Hall Assistant Principal: Mrs. Marie Baker _______

Instructional Leadership Team Members:

Name/Position Name/Position Name/Position

Meeka McCoy, Co-Chair, Grade 2

Teacher

Mildred Johnson, Co-Chair, Grade 5

Magnet Teacher

Adrienne Jenkins, School

Counselor

Dena Burkhardt, Grade 3

Traditional Teacher

Lisa Della Ratta, Grade 4 Traditional

Teacher

Shelby Ciampa, Grade 1

Traditional Teacher

Joyce Hankerson, Resource

Assistant

Kim Johnson, Reading Coach Roxie Dennis, ESA

Deborah Dashiell, Math Coach Debbie Dashiell, Math Coach Debbie Wilkins, Reading

Intervention Teacher

Suzi Peterson, Resource Teacher Teresa Williams, Grade 3 Magnet

Teacher

Becky Dobson, Title 1 Teacher

Andrea Marine, Special Area

Teacher


2017-2018

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STUDENT ENROLLMENT INFORMATION:

Grade Range 1-5 2015-16 2016-17 2017-18

Number Percentage Number Percentage Number Percentage

Total Enrollment (as of 9/30) 445 625

Hispanic 47 10.56 82 13.1

Black 161 36.1 267 42.7

White 177 39.77 184 27.4

Asian 38 8.54 46 7.36

Native American - - 13 2.08

English Language Learners

Homeless

Foster Care

Free and Reduced Meals

(FARMS)

95.3

Attendance Rate (as of 6/1)

Title I Program Designation

Schoolwide

x Targeted Assistance


2017-2018

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SCHOOL FACULTY AND ADMINISTRATION:

2015-16 2016-17 2017-18

# Administrators 2 3 2

# General Education Teachers 21 28 27

# Special Education Teachers 3 4 4

# Special Area Teachers

1 /Art

1 /Media

2 /Music

2 /PE

1 /Art

2 /Media

2 /Music

2 /PE

1 /Art

2 /Media

2 /Music

2.5 /PE

# Coaches

1 /Literacy

1 /Mathematics

1 /Technology

1 /Literacy

1 /Mathematics

1 /Technology

1 /Literacy

1 /Mathematics

1 /Technology

# Instructional Assistants

0 /Kindergarten

9 /Other

0 /Prekindergarten

0 /Kindergarten

12 /Other

0 /Prekindergarten

0 /Kindergarten

/Other

0 /Prekindergarten

# Intervention Staff

/Literacy

/Mathematics

0 /Prekindergarten

/Literacy

/Mathematics

0 /Prekindergarten

/Literacy

/Mathematics

0 /Prekindergarten

# Resource Staff

1 /Counselor

0 /Dean of Students

0 /Social Worker

1 /Student Advisors

1 /Counselor

0 /Dean of Students

0 /Social Worker

1 /Student Advisors

1 /Counselor

0 /Dean of Students

0 /Social Worker

1 /Student Advisors

# Other Faculty Support 0 /Family Service Coordinator

0 /Program Coordinator

0 /Family Service Coordinator


0 /Family Service Coordinator



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Mission and Belief Statements: North Salisbury functions to promote diversified, well-balanced programs that will meet the needs of students and promote the development of individual potential. We are committed to providing an orderly and stimulating environment for all students. Students and teachers have the right to learn and teach in an educational setting that is safe, free from disruption, and conducive to learning. The maintenance of such a learning atmosphere will be sustained through the cooperative efforts of students, parents, educators and the community. Value Statement: North Salisbury School, a school rich in diversity, strives to create an environment where each student achieves academic excellence, while being treated with compassion and respect. The six pillars of character education are a driving force for our students to excel and perform to their maximal potential. Academic Excellence

• North Salisbury is dedicated to meeting the needs of each student with diverse instruction strategies:

o High levels of achievement are accomplished through measurable academic progress aligned with Common Core Standards

o Focus is placed on character development which incorporates; caring, citizenship, respect, responsibility, trustworthiness, and fairness

o The concept of teamwork through academic and extra-curricular activities is developed

Staff • North Salisbury School is committed to hiring and retaining effective and dedicated staff members who:

o Encourage colleagues and students in an atmosphere of support and respect

o Are enthusiastic towards teaching and learning

o Are invested in student improvement through the use of best practices

Students • North Salisbury challenges students to be successful through behavior, character, and academic achievement:

o Exhibit respectful behavior toward other students and teachers

o Encourage each other in an atmosphere of support

o Accept responsibility for their learning and their actions


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School Climate • North Salisbury provides opportunities for students to develop and practice PRIDE: politeness, responsibility, improvement, discipline, and

encouragement.

o We keep our building and classrooms conducive for learning

o We stimulate thinking with colorful and informative student work

Leadership • Effective administrators and staff are the driving force behind any successful endeavor. These leaders are able to have a vision and take steps to ensure

that the vision becomes a reality:

o We provide a child centered environment which promotes creativity and encourages life-long learning for a changing world.

o We establish priorities that provide an outline for the direction of our school.

o We encourage the staff to participate in the decision-making process.

o We establish positive relationships between community members, parents, staff, and students.

Belief Statements:

• Student development is the foremost priority of our school.

• Education is multicultural.

• All students can learn and will be challenged to reach their full potential, becoming confident self-directed, life-long learners.

• Each student is a valued individual with unique physical, social, emotional, cultural, and intellectual needs whose diversity and talents should be respected.

• Students learn in different ways and should be provided with a variety of effective instructional approaches including the integration of emerging technologies to support learning.

• Challenging expectations increase individual student performance.

• Students learn best when they have appropriate opportunities for success.

• Positive relationships and mutual respect should be the norm between students, parents, educators and the community.

• A safe and physically comfortable environment promotes student learning.

• Students learn to make appropriate decisions given a supportive and challenging learning environment.

• Students need not only to demonstrate their understanding of essential knowledge and skills in meaningful ways, but also need to be involved actively in problem solving and producing quality work.

• Students, parents, educators, and the community share the responsibility for advancing the paired school mission.


2017-2018

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Report Card: Our school’s official accountability report card may be accessed at http://reportcard.msde.maryland.gov/Entity.aspx?k=220905 School Improvement Plan Summary Narrative: North Salisbury School has two major goals for the 2016-2017 school year. The first goal is to increase Reading Comprehension in grades 1-5. Comprehension needs to be a part of all subject areas. Our school is utilizing the Reading Nonfiction Notice and Note Stances, Signposts, and Strategies, by Kylene Beers and Robert E. Probst. Teachers will use the book to help reading comprehension across grades 1-5. There will be professional development offered in the fall, through reading meetings, faculty meetings, and demonstration lessons as needed. When students are reading fiction, the goal is for students to develop their own habit of stopping and rereading portions of the text to consider characters, plot, and authors craft and meaning, and determine theme and main idea of the text. For nonfiction reading, the goal for the students are to think about 3 essential questions:

• What surprised me?

• What the author thinks I already know?

• What challenged, changed, or confirmed what I already know?

Examples of Strategies that will be used are: • By rereading the text the students will become familiar with the subject. This will help them pick up new ideas that they didn’t pick up

before.

• Think Alouds – Teachers talk about internal thought process, which the students mimic the strategy.

• Literature Circles – Teachers assign roles for students during book discussions. Each will be assigned a task identifying important words in a text, which will help them process a topic and further understand the content area. The class can rank the words in order of relevance and importance to the text.

• Main Idea and Details – Students underline or highlight main ideas and details.

• Ask why and ask how. These two questions will get students thinking analytically and inferentially.

The second goal is to engage teachers and students with the Mathematical Practices while solving real world problems, in grades 1-5. Some of the strategies that will be used are:

• The new Math series, Everyday Mathematics Grades 3-5 will implement the open response and/or reengagement problem solving

http://reportcard.msde.maryland.gov/Entity.aspx?k=220905


2017-2018

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lessons. Bar Modeling, using the book, Step by Step Model Drawing: Solving Word Problems the Singapore Way, by Char Forsten. The book offers a clear pictorial approach to teaching logic, number relationships, and problem solving.

• Number Talks: Helping Children Build Mental Math and Computation Strategies, K-5, by Sherry Parrish. The author explains what a classroom number talk is, how to follow students’ thinking, and poses the right questions to build understanding. Examples are given for grades 1-5.

• Professional development will be provided for teachers utilizing the “Close Reading for Math” template.


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Academic Data w/ Action Steps and Strategies


2017-2018

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Literacy Wicomico utilizes a number of data points to accurately inform instruction in reading at all levels. Incoming Kindergarten students are assessed for readiness using the Kindergarten Readiness Assessment (KRA), Kindergarten through grade 2 students are assessed for reading decoding skills, word recognition, reading fluency, comprehension, and writing in response to reading using the Benchmark Assessment System (BAS). Students in grades 2 through 5 are assessed for reading comprehension using the Reading Inventory (RI). Local assessments measuring student progress toward meeting the demands of the Maryland College and Career Ready Standards have been developed to more closely resemble the PARCC assessments. These assessments are critical in determining how students are progressing toward achieving proficiency on the PARCC assessment and in reducing achievement gaps. In 2014-15, reading labs were set up in all middle schools. These labs utilized four reading intervention programs: Wilson Reading System, Just Words, Read Naturally and Leveled Literacy Intervention. Students are placed in the different programs depending on need. At the High School level district assessments as well as State High School Assessments (HSA) and RI provide data on student proficiencies.

Provide a list of additional instructional programs your school offers by grade level. Include intervention programs and other academic programs in

this section.

Program Grade Level

Leveled Literacy Intervention 1-5 STARS 3-5


2017-2018

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PARCC ELA 2015

Grade 3

Grade 4

Grade 5


2017-2018

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PARCC ELA 2016

Grade 3

Performance Level

Level 1:

Did not yet meet

Expectations

Level 2:

Partially met

expectations

Level 3:

Approached

expectations

Level 4:

Met

expectation

Level 5:

Exceeded

Expectations

Subgroup Number

of Valid

Scores

Average

Scaled

Scores

Count % Count % Count % Count % Count %

135 753 27 20 20 14.8 20 14.8 42 31.1 26 19.3

Grade 4

Performance Level

Level 1:

Did not yet meet

Expectations

Level 2:

Partially met

expectations

Level 3:

Approached

expectations

Level 4:

Met

expectation

Level 5:

Exceeded

Expectations

Subgroup Number

of Valid

Scores

Average

Scaled

Scores


148 755 8 5.4 26 17.6 39 26.4 37 25 38 25.7


2017-2018

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Grade 5

Performance Level

Level 1:

Did not yet meet

Expectations

Level 2:

Partially met

expectations

Level 3:

Approached

expectations

Level 4:

Met

expectation

Level 5:

Exceeded

Expectations

Subgroup Number

of Valid

Scores

Average

Scaled

Scores


167 748 19 11.4 19 11.4 44 26.3 73 43.7 12 7.2

Reading Inventory


2017-2018

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Reading Interim Assessment Data


2017-2018

Page | 16

Yea

r

Co

un

t

Gra

de

ELA Interim 1 Assessment

ELA Interim 2 Assessment ELA Interim 3 Assessment

ELA Interim 4 Assessment

Below Proficient

Proficient Advanced Below

Proficient Proficient Advanced

Below Proficient



2015 -

2016 78 1 31% 47% 22% 48% 34% 18% 88% 9% 3%

71%

28%

1%

2016-

2017 84 1 55% 32% 13%

2015 -

2016 107 2 84% 12% 4% 67% 22% 10% 76% 21% 3%

69%

25%

6%

2016-

2017 85 2 69% 21% 9%

2015 -

2016 129 3 68% 31% 1% 59% 26% 15% 53% 40% 7%

2016-

2017 136 3 47% 34% 19%

2015 -

2016 144 4 52% 24% 24% 81% 19% 1% 70% 26% 4%

2016-

2017 154 4 52% 39% 9%

2015 -

2016 163 5 44% 48% 8% 42% 45% 13% 60% 33% 7%

2016-

2017 149 5 62% 32% 7%


2017-2018

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Leveled Literacy Intervention

Count Grade Exceeds

Expectations

Meets

Expectations

Approaches

Expectations:

Needs Short-Term

Intervention

# /%

Does Not Meet

Expectations:

Needs Intensive

Intervention

#/%

38 3 0% 0% 26/68% 12/32%

8 4 0% 0% 0% 8/100%

11 5 0% 0% 1/9% 10/91%

Total - 57 27/47% 30/53%


2017-2018

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Strategy Goal 1: Measurable

Improvement Goal Target Group(s) Milestone Progress

(How will you measure success? Expected outcome? Include 3-4 progress points along the way.)

End of Year Goal Met/ Not Met

By the end of the year, 70% of students will be reading on or above grade level as measured by the Benchmark Assessment System (BAS).

Grades 1, 2, 3 By the end of October, teachers will administer Benchmark Assessment System (BAS) to all students. Informal Running Records are submitted to administration on a monthly basis. By the end of April, teacher will administer Benchmark Assessment System (BAS) to all students.

By the end of the year, 70% of students will be reading on or above grade level as measured by the Benchmark Assessment System (BAS).

By the end of the year, 70% of students will be reading on or above grade level as measured by the Reading Inventory (RI)

Traditional Grades 4, and 5

By the end of September, the Reading (RI) will be administered to all students. The Reading Inventory (RI) will be administered in January to all students. By the end of March, the Reading Inventory (RI) will be administered to all students.

By the end of the year, 70% of students will be reading on or above grade level as measured by the Reading Inventory (RI)

By the end of the year, 95% of the students attending the Magnet program will be advanced as measured by the Reading Inventory

Magnet Grades 3, 4 &5

By the end of September, the Reading (RI) will be administered to all students. The Reading Inventory (RI) will be administered in January to all students. By the end of March, the Reading Inventory (RI) will be administered to all students.

By the end of the year, 95% of the students attending the Magnet program will be advanced as measured by the Reading Inventory


2017-2018

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Implementation Steps/Strategies/Professional Development Person(s) Responsible Time Line

I. Utilize strategies identified by Kylene Beers and Robert E. Probst (Note and Notice Strategies for Close Reading, Notice and Note, and Reading Nonfiction Notice and Note Stances, Signposts, and Strategies) for all ELA, Science and Social Studies teachers.

a. Professional development provided during faculty meetings, PLC’s and individual support through reading coach

b. Posters if signposts will be provided and utilized in ELA, Science and Social Studies teachers

c. Continue professional development on Reading Nonfiction Notice and Note Stances, Signposts and Strategies

Reading Coach

Classroom Teachers Administration

2017-2018

II. Teachers will complete monthly running records on each student. Teachers will bring running records/BAS data to PLCs once a quarter to discuss and review progress.

a. The Literacy Coach will conduct a professional development session on the Fountas and Pinnell Guided Reading framework and how teachers can utilize a student’s Fountas and Pinnell alphalevel to structure their guided reading groups.

b. The Literacy Coach will provide professional development on utilizing RI scores to structure Guided Reading groups.

c. The Literacy coach will provide professional development on the utilization of the Continuum of Literacy Learning Book for all guided reading groups.

Reading Coach


2017-2018

Oct 2017 PD

Running Records Oct (BAS) Nov/Dec

Jan Feb

Mar/Apr (BAS)

III. Teachers will identify students reading below grade level according for their current grade to be placed into an evidence-based intervention, such as, Leveled Literacy Intervention, Wilson, Fundations,etc.

Intervention Teachers Classroom Teachers

Administration

2017-2018

IV. Teachers will utilize the strategies/lessons outlined on Moodle as well as in the Common Core Lesson Book, Common Core Writing Book, The Continuum of Literacy Learning, Phonics Resources and The Comprehension Toolkit

a. The Literacy Coach will conduct professional development sessions during PLC meetings to familiarize teachers with Moodle lessons, the Common

Reading Coach


2017-2018


2017-2018

Page | 20

Core Lesson Book, and the Common Core Writing Book. b. Teachers will work collaboratively to develop transdisciplinary lessons that

incorporate various components of the arts in order to enhance student’s ability to visualize and summarize.

c. Teachers will participate in quarterly ½ day planning to ensure lessons reflect county expectations, develop common assessments and delve into the Common Core Standards.

V. Teachers will bring assessment data to PLC meetings to analyze areas of weakness with grade level comprehension. This information will be utilized to identify how we can assist these students with accessing grade level text.

Classroom Teachers Intervention Teachers

Administration

2017-2018

VI. Project based activities will be planned by grade levels to extend learning of curriculum related themes.

Classroom Teachers 2017-2018

VII. After school professional development will be provided for teachers and paraprofessionals pertaining to literacy strategies.

a. Title One teachers will attend SOMIRAC and prepare a presentation on literacy strategies to share with the staff

b. Title One teachers will attend NCTM conference and prepare a presentation on math strategies to share with staff

Title One Teachers 2017-2018

VIII. Reading A to Z and Head Sprout subscriptions will be utilized to increase student comprehension and encourage family involvement.

Title One Teachers 2017-2018

IX. Informative Text student use, i.e., Weekly Reader, Time for Kids, National Geographic, etc. provided by administration will be utilized to reinforce The Comprehension Toolkit strategies

Classroom Teacher 2017-2018

X. Professional development will be provided by the Literacy Coach on the use of writing workshop. Writing will be incorporated on a daily basis.

Reading Coach Classroom Teachers

Administration

2017-2018

XI. ELA Magnet teachers will participate in quarterly ½ day planning to develop lessons utilizing strategies from William & Mary The Center for Gifted and Talented.

Reading Coach Magnet ELA Teachers

Administration

2017-2018


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2016-17 Title 1 Students BAS Scores

BAS LEVEL

FALL

SPRING

A 18 0

B 15 3

C 6 2

D 4 8

E 3 5

F 3 4

G 4 10

H 7 6

I 9 10

J 7 6

K 6 8

L 2 9

M 1 8

N 0 6

O 1 2

P 0 1

Q 0 1

R 0 1


2017-2018

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Title 1 Reading LLI Intervention

Count Grade Exceeds Met Approaching Not Met

41 1 2/52% 6/15% 11/27% 21/54%

39 2 8/21% 16/41% 6/15% 9/23%

Mathematics Conceptual understanding is critical for students to be able to use and apply mathematics learning outside of the classroom. Strategies and evidence based practices will continue to focus on this need. Although there will be different professional development at different levels, there is one initiative guiding all math teachers. This is the need to raise the level of questioning during instruction. Our focus will be to raise the level of student understanding through the use of higher level questions. The Elementary grades are focusing on number sense and reasoning through the use of Number Talks versus memorizing procedures. Secondary teachers are extending this notion by offering contextual problems that promote problem solving and conceptual understandings. All lessons must promote the eight Math Practices as stated in MDCCRS. Interim Assessments are designed to assess conceptual understandings that stretch beyond basic computation. Teachers in grades 1-8, algebra 1, geometry and algebra 2 will integrate problems from the Promoting the Practices (P3) booklets that were prepared by the math professional development coaches. Teachers have received professional development on these high-level problems that push student thinking while developing perseverance and understandings.

Provide a list of additional instructional programs your school offers by grade level. Include intervention programs and other academic programs in

this section.

Program Grade Level

STARS 3-5


2017-2018

Page | 23

PARCC MATH 2015

Grade 3

Grade 4

Grade 5


2017-2018

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PARCC MATH 2016

Grade 3

Performance Level

Level 1:

Did not yet meet

Expectations

Level 2:

Partially met

expectations

Level 3:

Approached

expectations

Level 4:

Met

expectation

Level 5:

Exceeded

Expectations

Subgroup Number

of Valid

Scores

Average

Scaled

Scores


135 762 10 7.4 26 19.3 22 16.3 31 23 46 34.1

Grade 4

Performance Level

Level 1:

Did not yet meet

Expectations

Level 2:

Partially met

expectations

Level 3:

Approached

expectations

Level 4:

Met

expectation

Level 5:

Exceeded

Expectations

Subgroup Number

of Valid

Scores

Average

Scaled

Scores


149 747 14 9.4 32 21.5 32 21.5 60 40.3 11 7.4


2017-2018

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Grade 5

Performance Level

Level 1:

Did not yet meet

Expectations

Level 2:

Partially met

expectations

Level 3:

Approached

expectations

Level 4:

Met

expectation

Level 5:

Exceeded

Expectations

Subgroup Number

of Valid

Scores

Average

Scaled

Scores


167 751 7 4.2 33 19.8 31 18.6 81 48.5 15 9.0


2017-2018

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Year Count Grade

Math Interim1 Assessment

2015-2016

Math Interim 2 Assessment

2015-2016

Math GR 1, 3 & 4 Interim 3 Assessment

Math GR 2 & 5 Cumulative Assessment

2015-2016

Below Proficient



Below Proficient

Proficient Advanced

2015-2016 78 1 41% 30% 29% 59% 27% 14% 43% 6% 51% 2016-2017 87 1 23% 21% 56% 43% 14% 43% 43% 10% 47%

2015-2016 107 2 76% 16% 8% 75% 7% 18% 72% 10% 18% 2016-2017 89 2 70% 14% 16% 55% 16% 29%

2015-2016 127 3 54% 17% 28% 50% 13% 37% 42% 7% 51% 2016-2017 140 3 40% 17% 43% 41% 12% 48% 37% 12% 51%

2015-2016 144 4 65% 12% 23% 58% 10% 33% 56% 17% 26% 2016-2017 158 4 50% 8% 41% 36% 10% 54% 42% 12% 46%

2015-2016 166 5 50% 22% 28% 62% 8% 30% 58% 23% 19% 2016-2017 152 5 60% 14% 26% 55% 11% 34% 54% 20% 26%


2017-2018

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Weighted Averages for Targeted Strands from Interim Assessments

Year Count Grade

Lag/Lead by Strand

PARCC - Math :: Operations And Algebraic Thinking

Weighted Average

2016-2017

Lag/Lead by Strand

PARCC - Math :: Number And Operations - Fractions

Weighted Average

2016-2017

Lag/Lead by Strand

PARCC - Math :: Number And Operations in Base Ten

Weighted Average

2016-2017

Below Proficient



Below Proficient

Proficient Advanced

2016 128 3 26% 24% 50% 27% 19% 54% 2017 140 3 30% 26% 45% 16% 13% 71% 2016 149 4 53% 13% 34% 47% 24% 28% 2017 160 4 24% 18% 58% 33% 22% 45% 2016 167 5 51% 21% 28% 40% 29% 31% 2017 151 5 48% 23% 30% 42% 23% 35%


2017-2018

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Measureable Improvement Goal

Target Group(s) Milestone Progress (How will you measure success? Expected outcome?

Include 3-4 progress points along the way.)


65% of students will meet proficiency on standard 2.OA.A.1 (Use addition and subtraction within 20 (1st) or 100 (2nd) to solve one and two step word problems by adding to, taking apart, and comparing unknowns using drawings, equations, and numbers). 65% of students will meet proficiency on Numbers and Operations – Fractions standard. 75% students scoring advance on Math Interims in the strand Operations and Algebraic Thinking, Numbers and Operations

Grades 1-3 Grade 4-5 Magnet Grades 3-5

65% of students will meet proficiency on standard 2.OA.A.1 on Math Interim Assessments. Teachers will create common assessments and analyze results in PLC’s. 65% of students will meet proficiency on standard Numbers and Operations – Fractions on Math Interim Assessments. Teachers will create common assessments and analyze results in PLC’s. 75% of students will meet proficiency on standard Operations and Algebraic Thinking, Numbers and Operations in Base Ten, Number and Operations Fractions on Math Interim Assessments.

65% of students will meet proficiency on standard 2.OA.A.1 (Use addition and subtraction within 20 (1st) or 100 (2nd) to solve one and two step word problems by adding to, taking apart, and comparing unknowns using drawings, equations, and numbers). 65% of students will meet proficiency on Numbers and Operations – Fractions standard. 75% students scoring advance on Math Interims in the strand Operations and Algebraic Thinking, Numbers and Operations


2017-2018

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Measureable Improvement Goal

Target Group(s) Milestone Progress (How will you measure success? Expected outcome?

Include 3-4 progress points along the way.)


in Base Ten, Number and Operations Fractions.

Teachers will create common assessments and analyze results in PLC’s.

in Base Ten, Number and Operations Fractions

Implementation Steps/Strategies Person(s) Responsible Time Line

I. Teachers should provide opportunities for students to engage in the eight Mathematical Practices as they solve real-world word problems.

Classroom Teachers Aug. 2017-June-2018

II. Teachers will complete a minimum of one grade level problem-solving common assessment per quarter which will be circle-scored during PLC’s using a common scoring tool. Assessments could possibly be taken from the Everyday Mathematics 4 Edition.

a. Documentation will be kept in Excel spreadsheets to show student progress and assist teachers in targeting individual student needs

b. Teachers will utilize PLC time to identify/develop these common assessments for problem-solving.


III. Students will use different types of modeling to represent a word problem (Ex. Bar, part-part whole, number bonds, start/change/end, equation, pictures). Demonstration lessons by coach upon request by teachers.


IV. Teachers will use an organizational template when solving grade appropriate word problems. Template will be scaffolded as the year progresses. Demonstration lessons by coach upon request by teachers.

Classroom Teachers/Coach Aug. 2017-June-2018

V. Teachers will implement problem solving lessons utilizing resources such as, EM4 Open Response and/or Reengagement Problem Solving Engage, TenMarks, etc .



2017-2018

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VI. Students will solve a given problem of the day during their “Math Meeting”. Types of questions include but not limited to: flawed reasoning, varied answers, multi-step, and different story structure problems.


VII. Math Meetings will occur daily on the SMART board and Number Talks (Sherry Parrish) will occur 2-3 times a week.


MSA Science - Advance + Proficient – Grade 5

2015 % # of Students 2016 % # of Students

All Students 69 109/158 All Students 69.9 108/164

Marking Term 1 Progress Results



Marking Term 4 Final Results

*Data will be reported at the end of the term.





2017-2018

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Focus Area A Instruction and Student Learning: Accelerate student learning

Action 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.

• Teachers will provide daily, explicit instruction aligned with the MCCRS (Maryland Career College Ready Standards): Teachers will implement daily lessons designed to meet objectives/assessment limits from the Common Core Curriculum. Teachers will use the Wicomico County instructional curriculum for Math and ELA to insure coverage of all grade-level standards. Teachers will utilize Universal Design of Learning, research-based instructional materials and strategies to implement lessons that meet the needs of diverse learners. Teachers will post objectives, in child-friendly language that specifically describe the concepts/skills to be taught and then mastered by the students for each lesson. As part of a daily lesson plan, teachers will incorporate a formative or informal assessment to evaluate student understanding.

• Teachers will modify instructional strategies based on formative and summative assessments.

• Monthly running records with retelling; adjust student guided reading text and group placement, and Benchmark Assessment System (BAS) guides assessment to instruction along The Continuum of Literacy Learning.

• The emphasis of instruction in all content areas will be using higher order thinking skills such as comprehension, application, analysis, synthesis, and evaluation.

• Teachers will provide on-going differentiated instruction in Math and ELA to meet the needs of the students based on students’ ability, and learning styles Component pieces of county reading resources: classroom libraries, Learinga-z.com resources, Fountas & Pinnell PM Readers and Phonics Program will also be used to differentiate instruction. Component pieces of county Math resources: Everyday Math 4 Program, Math Template Binders, Math Meetings and Number Talks will be used for differentiation in Math.

Ongoing

All teachers of ELA and Math

Intervention Teachers Administration


2017-2018

Page | 32

• Teachers will provide students with instruction delivered in a more visual and interactive mode through the use of technology.

A2 Examine student performance data (e.g., summative and formative assessment data, written work, portfolios, projects) collaboratively, utilizing the continuous improvement process. Include a description of how Professional Learning Communities are organized in your school.

• Teachers will use a multitude of assessments to evaluate student understanding and growth. These assessments may include but, are not limited to: formative tests, and summative chapter tests, theme tests, EM4 Unit assessments, interim assessments, EPR (white boards, Plickers, etc.), Open Ended Responses, SR’s, SRI, class work assignments, writing in response to reading quick checks such as write down one idea you learned, summarize what you learned today, exit tickets, etc.

• Intervention/Resource teachers who have been specially trained in LLI (Leveled Literacy Intervention) are designed to work with identified students.

• Teams of teachers will meet (Professional Learning Community - PLC) monthly. The team will review pacing, student progress on SRI, summative assessments (chapter tests, skills tests, Interim/Performance Task tests, etc.), formative assessments (teacher made assessments); Areas of need will be identified; a plan will be developed to provide support for students and professional development for teachers, in the identified areas of need; determination will be made as to who will provide the support; and a timeline for delivering these services will be developed. During these meetings students will also be identified for referral for Student Support Team. Teams will meet monthly with administrators and math and reading coaches.

• Teachers will maintain documentation showing progress of each student in reading and math and other areas as needed. SLO will be identified and documented to show improvement.

• All content teachers will utilize a transdisciplinary instructional approach whenever possible.

Ongoing

All teachers of ELA and Math

Intervention Teachers Administration

A3 Utilize before, during and after reading strategies to meet the needs of diverse learners and improve learning in reading in all classes.

• Teachers of all content areas will teach after-reading strategies to have students identify supporting details both directly stated and implied, and to identify both a directly stated or inferred main idea of the text; Clarify and extend the information from the text and to make connections with prior knowledge.

Ongoing

All teachers


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• All teachers will teach and model before, during, and after reading strategies so that students will independently apply the strategies.

• Teachers of all content areas will create text dependent questions that require text evident responses to reading. Responses should take a variety of forms: oral, written, EBSR (Evidenced Based Selected Response - a two part SR, with one part requiring the identification of text evidence to support response for other the part), PCRs (Prose Constructed Response).

• Teachers of all content areas will include daily writing with a balance of routine and formal writing opportunities. Written response can take the form of notes, summaries, learning logs, writing to learn tasks, or the formal opportunities of opinion, informative/explanatory, or narrative writing. (PARCC Model Content Frameworks at www.parcconline.org )

• Students will be provided with adequate practice with protocols for speaking and listening.

• Teachers will utilize the Comprehension Toolkit strategies to support nonfiction instruction across all content areas as well as stances, signposts and strategies from Reading Nonfiction book study.

• Teachers will continue to teach and utilize signposts from Notice and Note book to support fiction instruction in ELA classes.

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

2017-2018

All Teachers

A5 Utilize student learning data to accelerate student achievement in reading.

• Teachers use summative and formative assessments, to provide students with the opportunity to set and obtain goals

• Teachers will analyze student data during monthly team meetings to determine students’ strengths and weaknesses. Data will be used to determine differentiated instruction to meet individual students’ needs.

Ongoing

All teachers and administrators

A6 Utilize strategies to teach problem solving, number sense and computation in an inquiry based format in order to meet the needs of diverse learners and improve learning in mathematics.

• Teachers will develop and incorporate the Standards for Mathematical Practice: make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable

Ongoing

All Teachers

http://www.parcconline.org/


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arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make sense of structure, and look for and express regularity in repeated reasoning.

• All math teachers will create common performance assessments focused on a few connected MCCRS and provide students the opportunities to apply math practices.

• Teachers will emphasize instruction on problem solving as a process, using open-ended solutions, the Problem-Solving Task Book, problems with more than one correct answer, flawed reasoning questions, Eastern Shore Nine Problems, Number Talks and math meetings.

• Teachers will require students to complete open ended, flawed reasoning, and multiple select questions at a proficient level, demonstrating accurate computation and problem-solving skills, application of mathematical terminology, and an explanation of their thought processes using data from the problem in the explanation.

• Teachers will have students analyze their responses to these types of questions through cooperative learning groups, peer evaluation and group discussion.

• Teachers will require students to understand and demonstrate different strategies to solve mathematical problems. Questions can be answers using words, numbers, models and drawings.

• Teachers will use data to meet the needs of each individual by using differentiated instruction through exit tickets and educational websites.

A7 Develop classroom level assessments that mirror the content and structural demands of the Math PARCC Assessment.

• Teachers will provide on-going reinforcement and practice in the application of grade-level appropriate math terminology, as stated in the grade level curriculum document.

• Teachers will provide students with daily opportunities for oral and/or informal written responses that reflect student understanding of the math process being taught to increase their ease of writing in math. (Online PARCC Practice)

• The math coach will provide teachers with strategies to practice informal writing in math. (using

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All Teachers Math Coach


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pictures, diagrams, exit tickets, responding to an oral prompt, etc.)

• Teachers will use flawed reasoning, multiple response, and open-ended questions on an on-going basis throughout the year.

A8 Utilize student learning data to accelerate student achievement in math.

• Teachers will use their SLOs to provide students with the opportunity to monitor progress, and continually set achievement goals using performance tasks, traditional and online assessments, quizzes, and projects.

• Teachers will analyze student data at grade level math team meetings to determine students’ strengths and weaknesses and progress toward goals and SLO. Decisions based on data will be made as to which students need acceleration and/or additional assistance and instruction from the math support staff, and special education teachers.

• Teachers will, at the beginning of the year, analyze all assessments to determine strengths and weaknesses of individuals as well as all subgroups and develop a plan to address the instructional needs and SLO.

Ongoing

August 2017

All Teachers

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

• Teachers will provide opportunities for students to complete extended writing responses using the computer and/or with keyboards, Ipads and Ipods Prior to PARCC administration, the goal is for fourth and fifth grade students to complete a proficient constructed response using the keyboard.

• Teachers will provide opportunities for students to read and analyze informational and literary text(s) electronically so that students receive practice reading in this format (examples: True Flix, Time for Kids, Weekly Reader, National Geographic, etc.).

• The Media Staff will continue to support the reading, math, science, social studies and technology goals through reinforcement and instruction during media class times. Students will receive practice reading electronic tests, evaluating on-line information, and searching for information on the Internet (examples: Tumble Books).

• Teachers will provide opportunities for students to search for and analyze content related and age appropriate information from the Internet. Teachers will instruct students to evaluate electronic text for author’s purpose, bias, and relevance.

• Teachers will provide students with daily opportunities to interact with a variety of technological

Ongoing

All Teachers Technology Coach Media Specialist


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tools and software such as: Turning Point, PDA’s, EBeam, InterWrite, laptops, desktops, closed-circuit TV, GPS, iTouch, IPOD’s, Type 2 Learn, EM4 E-Tools, Ten Marks, Scratch Computer Coding, Edmodo, Document Camera, Projector, Flocabulary, and Gizmos.

• Guidance will instruct students about what constitutes cyber-bullying and the ramifications, throughout the school year. Appropriate use of electronic communication will be reinforced consistently.

A10 Improve teachers’ expertise in the use of technology for administrative and instructional purposes.

Ongoing

Administration

Classroom Teachers

A11 Provide on-going professional development opportunities for teachers Ongoing

Administration Reading/Math Coach Classroom Teachers

A12 Develop transition plans for students entering first grade and students entering the Magnet Program.

• North Salisbury administrators and staff will facilitate the transition of Magnet students to the North Salisbury campus. An informational meeting will be planned in June/July for incoming Magnet students, and an open house will be conducted for students and families in August prior to the opening of school.

• North Salisbury administrators and staff will work with middle school guidance counselors to determine orientation meetings and visitations in order to facilitate the transition of fifth graders to middle school.

• The guidance counselor will provide lessons on the transition from elementary to middle school.

August, 2017

May, 2017

June, 2017

Administration Classroom Teachers Guidance Counselor


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Attendance Data (Please report data as shown in Aspen at the end of May):

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

Student Group: 2014-15 2015-16 2016-17

All Students 96.43 95.95 94.89

American Indian/Alaskan Native 95.35 93.35 94.42

Asian 96.59 98.98 95.48

Black or African American 96.66 95.82 94.58

Hispanic/Latino of any race 96.46 95.91 96.05

Native Hawaiian/Other Pacific Islander 100.00 0 0

White 96.22 95.7 94.81

Two or more races 96.43 96.37 94.37

FARMS 96.19 95.67 94.63

Special Education 95.27 95.62 94.85

Limited English Proficient 96.16 95.85 96.51

Strengths: The attendance percentage of all students was above 94%.

American Indian increased by 1.07%


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Hispanic increased by .14%

Limited English Proficient increased by .66%

Areas of Need: All Students decreased by 1.06%

Asian decreased by 3.5% Whites decreased by .89% Two or more Races decreased by 2% Black or African American decreased by 1.24% FARM decreased by 1.04% Special Ed.decreased by .77%


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Priority B: Improve Student Attendance



B1 Review and analyze student attendance data.

• Administration will identify monthly, the grade levels whose attendance percentage falls below the 94% level for the month as measured by the monthly attendance report that is sent into the Central Office. Individuals whose attendance is a concern will be referred to the Student Services Team.

• The Administration will refer for Student Services support as needed on a case-by-case basis.

• The Home School Liaison will evaluate the progress of school wide attendance and targeted students. The HSL will work with families on attendance issues making home visits if needed.

• Administration will send out attendance concern letters to the parents/guardians of students with unexcused absences over 10 days or excessive excused absences.

• The County Parent Link System will call the homes of all absent students on a daily basis.

Monthly

Monthly

Daily

Monthly

Daily

Administration and Home School Liaison

Admin., Grade Level Student Services Team

Home School Liaison, Admin.,

PPW

Admin., Home School Liaison

Board Personnel

B2 Implement a monthly school-wide attendance incentive.

• Classrooms with the highest monthly attendance will be given a list of incentives from the PBIS that students may be recognized for attendance.

Monthly Weekly

Attendance Clerk PBIS Co-Chairs


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Priority B: Improve Student Attendance



B3 Teachers will help students set long term goals toward career and educational options.

• 1st grade will focus on community helpers and their roles. 2nd and 3rd grade will focus on career and business opportunities with Junior Achievement. 4th grade will focus and high school opportunities and resources. 5th grade will focus on higher education facilities including trade and technical schools.

• Parents will be part of this process to become aware of resources and opportunities available such as Junior Achievement. Parents will be surveyed for resources and talents that may be utilized. Parent participation will be welcomed and encouraged.

2017-2018

Quarterly

2017-2018

Classroom Teacher, Counselor, ESA

Admin., Counselor, Parents, Tech Coach

Culture and Climate


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Student Behavior (Please report data as shown in Aspen at the end of May): School Focus: List here any goal or opportunities for improvement the school may have to improve any aspect of the discipline data.

Parent Involvement:

2013-2014 2014-2015 2015-2016 2016-2017

Total Number of Referrals 231 113 194 407

Tardies 0 0 0 0

Class Cutting 0 0 0 0

Classroom Disruptions 20 12 20 76

Subgroup Data 2013-2014 2014-2015 2015-2016 2016-2017

African American 157 79 160 300

White 18 23 22 58

Asian 2 0 1 2

Hispanic 2 2 7 26

FARMS 157 99 171

Special Education 26 55

Strengths:

No referrals written for unexcused tardies or Class Cutting

We have an opportunity to revamp the current PBIS plan, with lots of room for improvement.

Opportunities for Improvement: The total number of referrals increased from last year by 211. Classroom disruptions more than tripled from the previous year. *It should be noted that the student enrollment increased by 180 this past year.


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The research is clear: family involvement, more than financial well-being, is a better predictor of a student’s academic and social success. Children whose families are involved in their learning display more positive attitudes toward school, behave better in and out of class, earn better grades, and are more apt to pursue higher learning. North Salisbury School is committed to working with all parents to ensure they have information about their child’s classes, and have information about how they can support their child’s academic learning. Administrators and teachers are committed to nurturing and supporting family involvement in a variety of ways.

• In the fall of each school year – to kick off American Education Week - the Wicomico County Board of Education sponsors a family involvement conference for parents. This conference brings together the resources of the community and schools to benefit parents. Held on a Saturday, the conference covers a wide range of topics that are of interest to parents in supporting their child academically and socially. There are also topics that support strengthening families: how to buy a home, financial advice, etc. The conference is free, interpreters and childcare are provided; a light breakfast is served; businesses donate door prizes for attendees. Parents can register online, through a paper registration or on the day of the conference. Parents also serve on the organizing committee for the conference.

• In the spring of each school year, the Wicomico County Board of Education sponsors the Summer Engagement Expo & More to connect families with engaging summer activities in our community in which their child can be involved. Different community organizations that provide activities for children during the summer months set up a table and share information about their programs. To support parents, mini-sessions are held to discuss Career & Technology Education; Visual and Performing Arts; Dual Enrollment, Honors and AP classes and the new SAT. This event is held the first week of March, prior to middle and high school scheduling; therefore, guidance counselors from middle schools and high schools are available to answer questions parents and students have about scheduling for classes for the next school year.

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



C1 Review and analyze student behavior data.

• The assistant principal will compile a monthly conduct report that identifies areas of behavior

Monthly


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concerns as evidenced by referrals to the office.

• The PBIS team will gather data for identified areas of concern and develop a plan of action. (see PBIS Action Plan for guidelines on how to identify targeted students)

• The ILT will review the conduct reports at each meeting and develop a plan of action to address identified areas of school–wide concern.

2017-2018

4 Times a Year

Admin., PBIS Team, Counselor, ILT, ACE Teacher

Admin., PBIS Team, Counselor,

ILT, ACE Teacher

Admin., PBIS Team, Counselor, ILT, ACE Teacher

C2 Maintain and implement the school’s Crisis Management Plan.

• Administration will review and revise the Crisis Management Plan to ensure compliance with MSDE and local requirements.

• Administration will conduct an in-service with all staff before the first day of school on the revised Crisis Management Plan.

• Administration will conduct fire safety drills monthly and crisis drills twice a year. A round table drill will be planned for the 2016-2017 school year.

July, 2018

August, 2018

Monthly/Bi-annually

Administration

Administration

Administration

C3 Engage stakeholders in the recognition, promotion and enhancement of student strengths using the Developmental Assets.

• Administration and teachers will provide orientation and promote the Mustang RIDE (Respectful, Integrity, Determined, Enthusiastic) with Pride Program at grade level assemblies the first week of school. Administration will make RIDE values part of morning announcements. The guidance counselor and ACE room teacher will promote this positive value program in lessons given to each class in September. All staff will give Mustang Bucks, Class Dojo, and/or other positive incentives to students who were caught demonstrating RIDE behaviors.

• The Alternative Classroom Environment teacher in cooperation with the guidance counselor will develop behavior modification plans for improving student behaviors so that they can self-monitor behavior and experience success in the classroom.

• The Home School Liaison will mentor and communicate with parents to positively influence

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Administration Classroom Teachers

PBIS Team Guidance Counselor


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student behaviors and academic success.

• Staff will promote positive behaviors and accomplishments through morning announcements and Positive Referrals.

• Various staff members will provide opportunities for interpersonal community engagement through the completion of service projects.

• The guidance counselor will teach character education lessons once per cycle for traditional school students and monthly for magnet students in students’ homeroom environment to promote compassion for others.

C4 Implement Anti-Bullying program

• The guidance counselor, teachers and administration will instruct students throughout the year on what bullying and cyber-bullying is, what it looks like and techniques for dealing with bullying behavior according to the Wicomico County Public Schools Code of Conduct. This will be done in classroom lessons, individual conferences, morning announcements and group interventions.

Ongoing

Admin., Counselor, *All Teachers

C5 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.

Ongoing

Spring, 2018

Admin., Staff Member

Admin., Staff Member

Focus Area D: Family & Community Engagement: Increase parent and community involvement


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D1 Enhance parent communication and family involvement in the educational process.

• Teachers will instruct students on the use of the Agenda for documenting homework assignments and school events. Teachers will share with parents during PTA meetings, conferences, and in written form, how the students will use the Agenda and how the teacher and parent can use as a communication device.

• Administration will provide each student with a Thursday Folder. Each week this folder will go home on Thursday with newsletters, flyers, and important information for parents to receive. Administration and teachers will inform parents during PTA meetings, conferences and in newsletters to look for this folder every Thursday.

• PTA Meetings will incorporate student involvements to encourage parent attendance.

Sept., 2017

September, 2017

Admin., *All Teachers

Admin., Classroom Teachers


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Parent Involvement: Family Involvement Planning Guide

Family Involvement

Activity Grade

Responsible Date

(Proposed) Reflection/Promotes

Involvement Goal – To increase parent involvement and/or visibility in the school building throughout the year. This is how NSS

meets this goal.

Third Grade Transition

3 June 2018 Parents and students attend a meeting to get an overview of third grade curriculum, organization, and expectations.

Third grade does this by weekly emails to parents informing them of assignments, homework, and weekly reminders. The feedback has been very positive. Parents offer to volunteer, sending supplies, and the doors of communication stay open throughout the year.

Class Dojo 1-5 Ongoing Students and parents are enrolled in this communication application by classes. Each participating teacher uses Class Dojo in a way that reflects their needs.

A high percentage of parents participate. It allows them to have immediate feedback through the use of technology. Photo and video sharing gives parents a view of activities in the classroom as they happen, without actually being there. Working parents can stay involved.

DI – Destination Imagination

3-5 October, 2017 – May, 2018

Invitations to all students are sent out in early October, followed by a meeting of interests for students and parents. There is a Try DI Day, that’s countywide, for students and parents.


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School/Club meetings, are followed by forming teams. Parents volunteer as team managers. Training is provided with access to school facilitators. The Mock competition in February allows parents and students to experience a true competition. From Oct. to March teams prepare off sight with parents to come up with a solution to the central challenge they have chosen. This challenge will be presented at the region competition in March. Final scores determine advancement to state and global competitions.

Schoolwide Science Night –

❖ Science Fair, ❖ Inventors’ Fair, ❖ Space Museum

4 and 5 April 2018 Science Fair Competition, Inventors’ Fair Exposition, and a Science Museum are provided for the NSS community, showcasing students’ creative projects.

Prior to the Space Museum Presentation, parents will be invited to volunteer with its implementation. For the inventors and science fairs, a rubric will be sent home for parents and students to sign. A follow up parent survey will be sent home for feedbacks of the projects. Teachers will be asking what their child learned, what did they as a parent learned, etc.


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Parent Involvement Transition Plan Goal: To help keep parents whose children are attending third grade involved in the academic success of their students as they move to a new school. Dates for Partnering with our Parents

1. Preliminary Introduction Magnet meeting will be held in the month of June at the Board of Education. Parents of students that qualified will attend this meeting to get an overview of the program and address their questions and ideas. This meeting will be held by Lori Bock with magnet teachers in attendance to assist with questions and ideas that arise.

2. During the month of June, North Salisbury will host two evening events for incoming third graders and their parents. One event will be for

our home school students from the community and another for the parents of our incoming magnet students. During these events, the parents and students will be invited to tour the school, receive information about the curriculum, and participate in several educational activities.

Program: Our parents and students will have the opportunity to view an orientation power point to welcome them to North Salisbury. We’ll offer handouts and pamphlets on how parents can help their child with the transition to third grade along with strategies and actions they can take to provide the needed support throughout the year. They will have the chance to see the schools’ website and allow the students to interact with the school supported on-line websites. Parents will view a video made by previous third graders telling what they learned and enjoyed in third grade at North Salisbury. Parents will also be given time to ask questions and express ideas and concerns. An information letter will be sent home explaining the expectations for third grade (attached). Parents are also asked to write a letter to their child’s teacher telling about their child. Parents are required to sign this informational letter as a parent pledge. A volunteer letter is also provided and parents are encouraged to participate in their child’s classroom in a variety of ways (attached).


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Title 1 Targeted Assistance school (TAS)

North Salisbury is a Title 1 Targeted Assistance school (TAS) for students in grade 1 and 2. As a result, the school receives resources from the state and local governments that

enable us to provide supplemental instruction to identified students in grades 1 and 2 in the areas of Reading and Math. The purpose of the Targeted Title 1 program is to

improve the educational opportunities of children by helping them feel successful in the regular educational program, attain grade level proficiency with the state standards, and

improve achievement in both basic and advanced learning skills. Students are selected for Title 1 services in Reading and Math based on multiple selection criteria. Services are

provided by highly qualified teachers and qualified paraprofessionals and are in additional to the regular instruction and extends learning opportunities.

North Salisbury 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.

Intervention The Title 1 Targeted Assistance program provides additional instructional support and materials. Students that are eligible can receive support from our intervention staff. Intervention teachers use Benchmark Assessment System (BAS) data, county interim assessment, report card grades as well as teacher and Student Support Team recommendations to offer small group instruction to students. Paraprofessionals, under the guidance of classroom teachers, use the grade level Maryland College and Career Readiness Standards (MCCRS) and hands on activities for small group in class instruction. Classroom support Paraprofessionals, under the guidance of classroom teachers, use the grade level Maryland College and Career Readiness Standards and hands on activities for small group in class instruction. Classroom notebooks are used to document plans and progress. Tutors. North Salisbury uses a portion of the Title 1 funds to hire tutors for First and Second Grade. Tutors are highly qualified certified teachers that use research based intervention in order to assist students with Reading or Math difficulties based on data. North Salisbury 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. 9% of our students are considered homeless.


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Priority D: Increase parent and community involvement Targeted Title 1



D1 Enhance parent communication and family involvement in the educational process.

• Provide Targeted Title 1 parents 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 8 components of a Targeted Assistance School (TAS) Title I program and the instructional, attendance and program goals of the school. 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.

• All Targeted Title 1 parents are invited to our open orientation at the beginning of the school year. To communicate with all about becoming members of the Parent Advisory Council and inform them of the Targeted Title I Program.

• All communication sent home with Targeted Title 1 students will be translated as needed. An interpreter will be provided for all parent events, to the extent practicable. Transportation will also be provided, as needed.

• To the extent possible, interpreters, transportation, child care, and a variety of meeting times and locations will be considered for all Targeted Title 1 parent events.

• Distribute Parent Interest Survey and Volunteer Survey to parents. Analyze results to plan events.

• Distribute School Climate Survey to parents. Analyze results for future planning.

• Conduct at least two parent Advisory Council (PAC) meetings each school year. Agenda topics for the fall meeting will include, but not be limited to the following: Parent Involvement Plan (brochure), Compact, Targeted Assistance School (TAS) Title I Parent Involvement Budget, School performance data, Parent Questions/Concerns. For the spring meeting, agenda topics will include; Review Compact using the Checklist, Review Parent Involvement Plan (brochure) using the checklist, Parent Input for the TAS Title I Parent Involvement Budget, and parent Questions/Concerns.

• The Parent Involvement Plan and Compact is jointly developed with parents of Targeted Title Students and distributed in the take-home folders, allowing them the opportunity to provide comments on the plan.

• Targeted Title 1 Parents also provide input on professional development for teachers as it relates to understanding the school community.

• North Salisbury hosts Reading, Math, and/ or Science Technology Engineering and Math (STEM) Nights for parents and students in the Targeted Title 1 program at least times per school year.

Ongoing Aug/Sept

As Needed

As Needed Sept. Sept. Ongoing

Fall/Spring Fall/Spring Ongoing

Parent Involvement Team & Instructional Leadership Team Parent Involvement Team Parents Staff, Parent Involvement Team, Administration Parent Involvement Team Parent Involvement Team Staff, Administration, Parents Principal Principal Principal

Staff, Teachers Principal’s Designee Teachers, Administration, Parent

http://www.wcboe.org/


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Parents and students participate in reading and math activities that reinforce classroom curriculum. Each participant receives a packet containing educational games & books. Refreshments are also provided. Transportation arrangements can be made by the school as needed.

• Staff stipends are offered for planning these activities outside of teachers’ regular contractual responsibilities.

• Encourage all Targeted Title 1 families to participate in school events.

• Monthly Targeted Assistance School (TAS) newsletter is sent home to parents to highlight school events and information.

• Helping Children learn is sent home monthly in the TAS newsletter.

• Parent Notification System is used to notify parents of school events (PTA, Family Involvement events, Field Trips, PAC meetings and Compact reviews etc.)

• A Parent Information center is provided near the Title 1 Room with helpful, research-based information for parents and students on homework & study skills, reading, math, motivation, responsibility, self-discipline from The Parents Institute.

• Attempt to hold parent conferences/contacts for all Targeted Title 1 students at least two times per year with the first being held during the first quarter.

• Students will be given the opportunity to participate in reading activities and Math Interactive homework assignments.

• Targeted Students are provided the opportunity to use technology links RAZ kids, Learning A-Z and EM-4 in the classroom and at home.

• Students are given Time for Kids to share with families at home.

• Students are provided with Math “Tool Kits” to help with homework and reinforce Math concepts at home.

• Transition to grade 1, 2 and 3 will be addressed during a Preventing the Summer Slide Night in May/June. First, Second and Third grade teachers will present to share the general expectations for each grade level to parents. Families will also receive activities to review reading and math concepts over the summer.

• Leadership Training At Salisbury University 16 2nd grade students and their parents will be invited to attend Leadership training at Salisbury University in the fall and Spring. Students must demonstrate that they strive for excellence in their work in school. Students must also demonstrate that they are a good role

Ongoing Ongoing Ongoing Monthly Monthly Ongoing Year round Fall/Spring Ongoing Ongoing Monthly Fall Spring Fall & Spring

Involvement Team Family Involvement Coordinator, Teachers Pre K/K Teachers & Administration Teachers, Administration Parent Involvement Team Administration/Parent Involvement Team Staff, Administration Family Involvement Coordinator Teachers, Intervention and Administration Administration Family Involvement Coordinator Family Involvement Coordinator Administration, Office, and Teacher


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model to other students in the school building. Students must demonstrate positive leadership qualities. Pre and post visit lessons will be done by a teacher at North Salisbury who accompanies the students on the trip.

Fall

Parent Involvement: Family Involvement Planning Guide

Family Involvement Activity

Grade Responsible

Date (Proposed)

Reflection/Promotes Involvement

Goal – To increase parent involvement and/or visibility in the school building throughout the year. This is how NSS

meets this goal. Third Grade Transition

3 June 2018 Parents and students attend a meeting to get an overview of third grade curriculum, organization, and expectations.

Third grade does this by weekly emails to parents informing them of assignments, homework, and weekly reminders. The feedback has been very positive. Parents offer to volunteer, sending supplies, and the doors of communication stay open throughout the year.

Class Dojo 4 and 5 Ongoing Students and parents are enrolled in this communication application by classes. Each participating teacher uses Class Dojo in a way that reflects their needs.

A high percentage of parents participate. It allows them to have immediate feedback through the use of technology. Photo and video sharing gives parents a view of activities in the classroom as they happen, without actually being there. Working parents can stay involved.


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DI – Destination Imagination

3-5 October, 2017 – May, 2018

Invitations to all students are sent out in early October, followed by a meeting of interests for students and parents. There is a Try DI Day, that’s countywide, for students and parents. School/Club meetings, are followed by forming teams. Parents volunteer as team managers. Training is provided with access to school facilitators. The Mock competition in February allows parents and students to experience a true competition. From Oct. to March teams prepare off sight with parents to come up with a solution to the central challenge they have chosen. This challenge will be presented at the region competition in March. Final scores determine advancement to state and global competitions.

Schoolwide Science Night –

❖ Science Fair, ❖ Inventors’ Fair,

4 and 5 April 2017 Science Fair Competition, Inventors’ Fair Exposition, and a Science Museum are provided for the NSS

Prior to the Space Museum Presentation, parents will be invited to volunteer with its implementation. For the inventors and science fairs, a rubric


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❖ Space Museum community, showcasing students’ creative projects.

will be sent home for parents and students to sign. A follow up parent survey will be sent home for feedbacks of the projects. Teachers will be asking what their child learned, what did they as a parent learned, etc.

Parent Involvement Transition Plan Goal: To help keep parents whose children are attending third grade involved in the academic success of their students as they move to a new school. Dates for Partnering with our Parents

3. Preliminary Introduction Magnet meeting will be held in the month of June at the Board of Education. Parents of students that qualified will attend this meeting to get an overview of the program and address their questions and ideas. This meeting will be held by Lori Bock with magnet teachers in attendance to assist with questions and ideas that arise.

4. During the month of June, North Salisbury will host two evening events for incoming third graders and their parents. One event will be for

our home school students from the community and another for the parents of our incoming magnet students. During these events, the parents and students will be invited to tour the school, receive information about the curriculum, and participate in several educational activities.

Program: Our parents and students will have the opportunity to view an orientation power point to welcome them to North Salisbury. We’ll offer handouts and pamphlets on how parents can help their child with the transition to third grade along with strategies and actions they can take to provide the needed support throughout the year. They will have the chance to see the schools’ website and allow the students to interact with the school supported on-line websites. Parents will view a video made by previous third graders telling what they learned and enjoyed in third grade at North Salisbury. Parents will also be given time to ask questions and express ideas and concerns. An information letter will be sent home explaining the expectations for third grade (attached). Parents are also asked to write a letter to their child’s teacher telling about their child. Parents are required to sign this informational letter as a parent pledge. A volunteer letter is also provided and parents are encouraged to participate in their child’s classroom in a variety of ways (attached).


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Need to get official document from Title 1 office or edit the 10 component document below


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Title 1 Components

Ten Components of a Schoolwide Program

Component Page #

1. A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to

the State academic content standards and the State student academic achievement standards.

2. Schoolwide reform strategies that

A. Provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement

B. Use effective methods and instructional strategies that are based on scientifically based research that

➢ strengthen the core academic program

➢ increase 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;

C. Address how the school will determine if such needs have been met

3. Instruction by Highly Qualified teachers

4. High quality and ongoing professional development for

➢ Teachers

➢ Principals

➢ Paraprofessionals

5. Strategies to attract Highly Qualified teachers to “High-Need” schools

6. Strategies to increase parent involvement

7. Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

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)


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Title 1 Components


Component Page #

10. A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to

the State academic content standards and the State student academic achievement standards.

11. Schoolwide reform strategies that

D. Provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement

E. Use effective methods and instructional strategies that are based on scientifically based research that

➢ strengthen the core academic program

➢ increase 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;

F. Address how the school will determine if such needs have been met

12. Instruction by Highly Qualified teachers

13. High quality and ongoing professional development for

➢ Teachers

➢ Principals

➢ Paraprofessionals

14. Strategies to attract Highly Qualified teachers to “High-Need” schools

15. Strategies to increase parent involvement

16. Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

17. 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


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Component Page #

18. 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)

Measureable Improvement

Goal Target Group End of Year Goal Implementation Data Source Outcome Data Source

To increase parent involvement and visibility throughout the school year.

Parents of all North Salisbury students.

To have written record of at least 50% parent attendance at major school events.

Preliminary event survey results Sign in sheets at each event

Reviewing percentage results from parent attendance sheets.

Strategy 3: Implementation Steps/Strategies

Person(s) Responsible Time Line

Parents will be able to complete a survey of topics that interest them (budgeting, parenting, education, wellness, technology, etc.) to guide planning of events.

ILT Open House First PTA?

Providing a schedule at the beginning and during the school year of all the events that will take place. Events will be offered at varying times to target all populations.

Hall Baker Staff

Fall

Get local community businesses involved with information stations explaining services available to families and students regarding education and home topics.

Staff members that head that event

Festival

Get parents to commit to a time throughout the school year to volunteer in the classroom. PTA Fall

Parents will be invited to school events through written correspondence and schoolwide phone call. Hal Baker

Fall

Seek out funding through Community Foundations Grant. Grant Writing Team Spring 2018

success - every student, every day north salisbury …...board of education of wicomico county 2424...

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