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St. Mary’s County Public Schools2014-2015 School Improvement Plan School: Town Creek Elementary

Introduction:This introductory narrative should provide a brief overview of the school-wide initiatives and information that are addressed as part of the school Improvement planning process.

Together Creating Excellence

At Town Creek Elementary School (TCES) we believe in the potential of each student and will do everything we can to help each child succeed in a safe and supportive learning environment.

Our Goals

Continue Positive Behavioral Interventions and Supports (PBIS) and Achieve Gold Standard Recognition ( 5 consecutive years to date) Fully Align Instruction and Assessment to the Maryland College and Career Readiness Standards Emphasize Healthy Habits Determine Appropriate Interventions with Maintenance and Generalization of Skills into the General Education Curriculum Use Visualizing and Verbalizing for Language Comprehension and Thinking Program Strategies- School-Wide Maximize Use of Technology for Instruction/Learning (Moodle; Google Drive, Sites, Calendar; Promethean Boards; iPads; Laptops; “Clickers”) Use Cooperative/Flexible Grouping and Movement Breaks Develop Higher Order Thinking Skills/Questioning Provide Differentiated Professional Development (PD) Continue Green School Initiatives- determine a project i.e. butterfly garden, rain barrels Have Fun While Learning!

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Last school year our Educator’s Effectiveness Academy (EEA) plan provided professional development preparing teachers to understand the implication of the instructional shifts in English/Language Arts (E/LA) and Mathematics and to examine PARCC expectations. We will continue to use SMCPS planning documents and guides to fully align instruction and assessment to the Maryland College and Career Readiness Standards.

Last school year we addressed Tier 1 behavior interventions by increasing monthly and quarterly incentives through our PBIS program. We will continue this focus and seek additional proactive ways to increase student achievement among all sub groups and minimize disciplinary/ISIC referrals. School-wide professional development will focus on the use of strategies from the book, 1-2-3 Magic for Teachers. An additional book study PLC using 1-2-3 Magic for Teachers will be offered.

An underlying theme throughout our school is an emphasis on healthy habits. Whenever possible, healthy habits are integrated into instruction. A culminating activity is a healthy habits theme based Field Day.

Last school year our Grade Level Professional Learning Communities (GLPLC) focused on student achievement, student behavior, attendance, and interventions. Purple folders were used to contain student data, such as DIBELS, Rigby or other IRI by classroom teachers, FASTT Math data for the year and interventions.

Our professional development focus this school year will be on the practical application of the instructional shifts to meet the needs of all students. Our GLPLC’s will continue to meet bi-weekly to review student achievement and response to intervention. Our GLPLC meetings will be focused, using an agenda developed by each team in order to maximize the time allotted (25 minutes).

Technology is integrated into daily instruction. Each classroom has an interactive Promethean Board. We will focus on using all available technology to enhance lessons and develop technology savvy staff and students.

Principal: Marie E. Hankinson

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Section 1: InstructionBrief narrative of instructional focus areas for 2014-2015.

To focus on student proficiency in reading and mathematics. Interventions (remediation and enrichment) are provided to all students based on needs and assessment data. Bi-weekly Grade Level Professional Learning Community (GLPLC) meetings are held to review student progress and determine appropriate interventions. Each GLPLC consists of respective grade level classroom teachers, IRT, Special Education Teacher, and Principal. This model has proven successful in providing differentiated interventions to all students in need, thus increasing overall student achievement.

A greater emphasis is being placed on our primary students (grades K-2) to ensure they are provided with the appropriate learning tools to access the curriculum. Our intermediate students receive differentiated instruction from a team of teachers to provide leveled instruction in reading and mathematics in a smaller group setting. We will provide professional development on strategies from the Visualizing and Verbalizing for Language Comprehension and Thinking program to support the maintenance and generalization of skills into the general education curriculum.

Our curriculum leadership team (CLT) will provide on-going staff development. The CLT includes English/Language Arts, Mathematics, STEM, and Disciplinary Literacy teacher representatives, IRT, Special Education Teacher, and Principal.

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Outcome 1: English/Language Arts Fully implement instruction aligned to the Maryland College and Career Readiness Standards for English/Language Arts.

Focus Area (e.g.,

instructional practices,

assessment, professional

development)

Activities(learning designs, implementation)

Target Staff(learning communities) &

Responsible Person(s) (leadership)

Required Resources Timeline Progress Monitoring and Measurement

(data)

Professional Development (PD)

-Visualizing and Verbalizing for Language Comprehension and Thinking program

-Professional Develop on Seeing Stars/Visualizing/Verbalizing Strategies

Target Staff:All Staff

Responsible Persons: Special Education Staff; Andrea Atlas, SLP GWCES;Teachers

Visualizing and Verbalizing for Language Comprehension and Thinking by Nanci Bell

August 2014-June 2015

PD September 19, 2014 at GWCES 1-3:30 PM

Use of visualizing and verbalizing strategies during instruction

PD -Provide professional development on administration/interpretation of Rigby Reading Inventory, GATES or other reading inventory to establish/monitor students’ reading level and progress

Target Staff: All Teachers

Responsible Persons: IRT

Rigby Reading Inventory or materials provided by SMCPS

August 2014- June 2015

Use of Rigby Reading Inventory to provide differentiated instruction

PD -Provide professional development to transfer intervention instruction into the general education curriculum


Responsible Persons: IRT/CLT

Interventions being utilized (See list of available interventions below)


Staff using intervention strategies and students applying strategies in the general education setting

Application: Response to Intervention (RTI)

-Intervention usage (appropriateness)

-Maintenance and generalization of skills into the general education curriculum


Responsible Persons:Teachers/PST/IEP

Interventions:Tier 1

Houghton-Mifflin Reading


Classroom progress

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Team/IRT Program Grades K-6;

Comprehension Tool Kit;

Fundations;

Visualizing and Verbalizing Strategies

Tier 2/3

Phonemic Awareness for Young Children;

LiPS;

Seeing Stars;

ABA Principles/Mixed VB/Discrete Trials;

Road to the Code;

Fundations;

PCI ;

Fountas & Pinnell Leveled Literacy Intervention;

Read Live/Read Naturally;

SRA Specific/Multiple Skills Series;

REWARDS;

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Just Words;

Wilson Reading System;

Corrective Reading

Highly Able

Junior Great Books Program

Gifted

William & Mary Lessons

Assessment -Determine reading levels for every student

Target Staff: Teachers

Responsible Persons: Classroom Teachers/IRT

Rigby Reading Inventory or materials provided by SMCPS


Use of Rigby Reading Inventory to provide differentiated instruction

Assessment -Develop quarterly common grade level assessments aligned to PARCC format


Responsible Persons:Grade level teams

PARCC and SMCPS resources;


Common Grade Level Assessments

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Outcome 2: Mathematics Fully implement instruction aligned to the Maryland College and Career Readiness Standards for Mathematics.

Focus Area (e.g.,



development)





(data)

Instructional Practices

-Integrate Math Practices vocabulary into daily lessons;

-Align CGI/Practice Forward tasks with math practices


Responsible Persons: Grade Level Teams

SMCPS Math Practices posters/handouts


Students applying mathematics practices

Instructional Practices

-Continue to focus on teaching fact fluency working towards computational fluency (K-5);

-Understanding and teaching fraction progressions (1-5);


Responsible Persons: Grade Level Teams

Mastering the Basic Math Facts in Addition and Subtraction by O’Connell and SanGiovanni;

Mastering the Basic Math Facts in Multiplication and Division by SanGiovanni;

Maryland College and Career Readiness Standards for Mathematics


Students’ increased computational fluency and understanding of fractions

Application: Response to Intervention (RTI)

-Intervention usage (appropriateness)

-Maintenance and generalization of skills into the general education curriculum


Responsible Persons:Teachers/PST/IEP

Interventions:

Tier 1


Classroom progress

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Team/IRT Math Investigations;

Math Connects;

FASTT Math;

Visualizing and Verbalizing Strategies;

Touch Math

Tier 2/3

Key Math;

Do the Math;

FASTT Math Next Generation;

Math Triumphs (Gr. 4-5);

Digi Blocks

Highly Able

ORIGO Think Tanks (Gr. 1-3);

Project M3 (Gr. 3-5);

Challenging Word Problems (Singapore Primary Math Method Grades 1-5)

Gifted

Challenging Word Problems (Singapore Primary Math

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Method Grades 3-5)

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Outcome 3: Disciplinary Literacy Fully implement instruction aligned to the Maryland College and Career Readiness Standards for cross-disciplinary literacy.

Focus Area (e.g.,



development)





(data)

PD -Examine resources from MDK12.org Target Staff: All Teachers

Responsible Persons: A. Kile/CLT

Blackboard: MDK12.org August 2014 and at Monthly Staff Meetings

Lesson plans using resources from MDK12.org

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Outcome 4: STEM Education Incorporate the Maryland State STEM Standards of Practice through interdisciplinary STEM for All instructional tasks.

Focus Area (e.g.,



development)





(data)

Enhance and implement STEM for All performance tasks that are cross-disciplinary and aligned to appropriate content standards.

-Implement cross-disciplinary performance tasks that incorporate the use of the iPads and Moodle


Responsible Persons: STEM CLT Member/IRT

iPads;

Moodle;

Internet Access;

CCSS instructional support documents: units, model lessons/units


Lesson plans reflecting integration of technology

Evidence of cross-disciplinary initiatives in daily classroom instruction;

Student performance on SMCPS cross-disciplinary tasks

Instructional -Incorporate at least one Moodle Activity per quarter


Responsible Persons:All Teachers

Moodle;

SMCPS Unit Maps/Pacing Guides


Moodle Planning Sheet or Lesson Plan

Implement Language Arts Performance Based Assessments into Science units.

-Collaboration among teachers to incorporate SMCPS Language Arts Performance Based Assessments along with aligned science unit.


Responsible Persons: STEM CLT Member/IRT

SMCPS Language Arts Performance Based Assessments and rubric

First Quarter and then as developed and provided by SMCPS

Student performance on SMCPS Language Arts Performance Based Assessment

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Section 2: AttendanceBrief narrative of attendance goals for 2014-2015. Include data or needs assessment information as rationale for goals.

Town Creek Elementary School’s attendance has remained steady over the years with an average daily attendance rate of 95% or better (exceeding the minimum 94% required outcome). TCES will look to maintain and/or improve overall attendance/habitual truancy rates. By focusing on reducing the number of unlawful absences in SY 2013-2014, TCES has gone from 35% unlawful absences in 2012-2013 to 25% unlawful absences in 2013-2014. Late arrivals and early pick-ups impact student’s learning/instruction in the same manner as absences. We would like to emphasize the importance of being on time for school (Ready to Learn) and remaining for the entire school day (Responsible).

Outcome: Attendance Maintain or improve attendance to achieve 94% average daily attendance rate and less than 1% habitual truancy rate.

Focus Area Activities(learning designs, implementation)




(data)

Decrease Unlawful Absences

-Friendly phone calls from Nurse/Counselor/Teacher after 3 days consecutive absences

-Attendance letters sent monthly to appropriate students’ parent/guardian

-Phone calls from Guidance Counselor regarding unlawful absences

-Home Visits

Target Staff: Students/Parents

Responsible Persons: PST; PPW; Counselor; Nurse; Classroom Teacher; Principal

Monitor attendance bi-weekly at GLPLC meetings;

Quarterly/End of Year Perfect Attendance Recognition;

Attendance Letter


ADA/ADM Attendance Statistics;

Parent/Guardian response to attendance letters;

PST referrals;

Monitor specific student attendance data pre/post intervention

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Decrease Late Arrivals and Early pick-ups

-Phone link reminders to parents/guardians

-Late Arrival/Early Pick Up letter sent monthly to appropriate students’ parent/guardian

Target Staff: Students/Parents

Responsible Persons:PST; PPW; Secretaries; Nurse; Teachers

Monitor late arrivals and early-pickups monthly;

Late Arrival/Early Pick up letter

September 2014-June 2015

Parent/Guardian response to Late Arrival/Early pick-up letter;

Decrease in number of Late Arrivals/Early pick ups

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Section 3: School Climate and DisciplineBrief narrative of school climate and discipline goals for 2014-2015. Include data or needs assessment information as rationale for goals.

School Climate

Town Creek Elementary (TCES) has been a Positive Behavioral Interventions and Supports (PBIS) School since 2005, achieving the highest standard (Gold) since 2009. Staff and students embrace PBIS as evidenced by the supportive nature of the environment for students. With a focus on continuous improvement, TCES will seek ways to improve our behavior support systems. Our goal is to establish a School-wide Classroom Behavior Management System (Clip/color system (Recovery System); 1-2-3 Magic for Teachers; Token economy with response cost) and achieve Gold Status recognition again this school year. We will continue Tenacious Terrapin recognition (implemented in 2013-14) to recognize positive behaviors (22 awardees in SY 2013-14).

Discipline

Over the past 4 years our discipline referrals* have increased:

2010-11 13 referrals2011-12 12 referrals2012-13 27 referrals2013-14 21 referrals *Bus referrals are not included in discipline referral count

For 2012-13 and 2013-14, increased disciplinary referrals (early in the school year) were attributed to two students with multiple referrals. Both students were provided Tier 3 interventions and numerous supports.

We had 107 ISIC referrals during the 2013-14 school year. We anticipate an increase in ISIC referrals during the 2014-15 school year as our Special Education Teacher/Staff and IRT will provide additional coverage for students requiring the In School Intervention Center (ISIC) throughout the school day. Our school is currently allotted a half-day ISIC Coordinator. The ISIC Coordinator provides interventions to students when not performing ISIC duties.

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Outcome: School Climate and DisciplineReduce discipline referrals and suspensions and eliminate disproportionality within suspensions.





(data)

Improving Behavior Support Systems (PBIS)

-See Town Creek Elementary School-Wide PBIS: Specific Action Plan 2014-2015

Target Staff: TCES Staff/ Students/TCES Families

Responsible Persons: PBIS Team

See Town Creek Elementary School-Wide PBIS: Specific Action Plan 2014-2015


Monthly PBIS Team Meetings;

School-wide Evaluation Tool (SET) and Summary Report ;

Gold Recognition application

Decrease (0) SuspensionsPD/Classroom Behavior Management

-Training on strategies from 1,2,3 Magic for Teachers: Effective Classroom Discipline Pre-K through Grade 8

Target Staff: All Staff Members

Responsible Persons:E. Tex/ S. Langton

1,2,3 Magic for Teachers: Effective Classroom Discipline Pre-K through Grade 8ISBN 1-889140-17-1

October 17, 2014(This is a 6 hour PD- it can be broken down into 2 hour increments)

Use of 1,2,3 Magic practices (1,2,3 Take 5)

Discussions/participation

Book Study (PD)

-Conduct a book study of 1,2,3 Magic for Teachers: Effective Classroom Discipline Pre-K through Grade 8

Target Staff: All Interested Staff Members

Responsible Persons:L. Hixson/M. Hankinson

1,2,3 Magic for Teachers: Effective Classroom Discipline Pre-K through Grade 8ISBN 1-889140-17-1

To be determined by staff survey

Use of 1,2,3 Magic practices by staff members;

Book Study discussions;

Journal logs (consider Moodle) and class required materials (for credit option only)

Classroom Behavior

-1,2,3 Magic for Teachers: Effective Classroom Discipline Pre-K through Grade

Target Staff: All Staff Members

1,2,3 Magic for Teachers: Effective Classroom Discipline


Decrease in disciplinary referrals;

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Management Systems*

8 *Preferred System1,2,3 Take 5-Use clip/color system on a sliding scale (Recovery system)

-Consider token economy system with response cost

Responsible Persons:PBIS Team

Pre-K through Grade 8ISBN 1-889140-17-1

Sliding Scale “Thermometers”

Items for auctions/rewards

Increase in positive behaviors (response time)

Multi-Cultural /Diversity

-“If Pigs Could Fly” puppet show (Blue Sky Puppets)

Target Staff: Students

Responsible Persons:Principal/Music Teacher

Fee: $375. Show includes: Books from Latin America, Africa, Asia and the Middle East are shown in creative and wacky ways and expose the children to four different styles of puppetry: shadow, toy, hand and rod puppets;

CD “One World, Many Stories”.

September 26, 2014 at 2:15-3:15 p.m.

Pre/Post Show Lesson;

Observation;

Participation

Check-in/Check-Out

-Daily check-in/check-out with a staff member

Target Staff: Identified Students

Responsible Persons:Guidance Counselor/TCES Staff/Parents

Individualized Check-in/Check-out Sheets;

PBIS

September 2014- June 2015

Improved positive behavior and work habits

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Section 4: WellnessBrief narrative of student and staff wellness goals. Include any appropriate background as necessary.

To continue to promote good health/healthy habits among staff and students

Re-Establish a Wellness Team (D. Settle, M. Hankinson) Healthy Active Kids calendars (online Nutrition/Physical Activity calendar) Terrapin Running Club

Social skills development is integrated into our culture through PBIS. We work collaboratively to provide social skills development for all students as needed.

Outcome: Wellness 1. Provide students with the knowledge and skills necessary to adopt and maintain a healthy lifestyle.2. Promote activities that support a healthy and safe school environment.3. Implement social skills development and bullying prevention curricula.





(data)

Healthy Habits -Increased nutrition/physical activity Target Staff: Students

Responsible Persons: PE Teacher

Monthly calendars; school web site


% of students participating September through March

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Health and Nutrition

-Healthy Habits Terrapin Walk Target Staff: Staff and Students

Responsible Persons:D. Settle/Teachers

Healthy activity station rotations;

Good weather for outside walk

November 25, 2014 at 1:30-3:30 p.m.

Exit Slips (Gr. 3-5) or Class Discussion (Gr. K-2)“What did you learn today?”“How will you change or continue your healthy habits?”

Health and Nutrition

-ReFresh Curriculum Target Staff: Staff and Students

Responsible Persons:L. Mackey/Teachers

ReFresh Curriculum September 2014- June 2015

Participation in ReFresh lessons (Gr. 4/5)

Increase Cardiovascular Health

-Terrapin Recess Running Club Target Staff: Students/Staff

Responsible Persons:D. Settle/Teachers

Running cards;

Mileage record keeping;

Program incentives


Participation log

PBIS -See Town Creek Elementary School-Wide PBIS: Specific Action Plan 2014-2015

Target Staff: TCES Staff/ Students/TCES Families

Responsible Persons: PBIS Team

See Town Creek Elementary School-Wide PBIS: Specific Action Plan 2014-2015


Monthly PBIS Team Meetings;

School-wide Evaluation Tool (SET) and Summary Report ;

Gold Recognition application;

Decrease Suspensions(Goal 0)

Character Education/ Bullying Prevention

-My Friends and Me (Gr. K)

-Character Counts (Gr. 1-2)

-Steps to Respect Program (Gr. 3-5)


Responsible Persons:Guidance Counselor/Classroom Teachers

Curriculum for each program;

PBIS


Observation/Participation (Gr. K-2);

Bullying Survey/Steps to Respect Quiz (Gr. 3-5)

Social Skills Development

-Super Flex , Skillstreaming , The Incredible 5 Point Scale programs


Responsible Persons:

Super Flex curriculum;

Skillstreaming in the


Self -Selection;

Observation;

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-Lunch Bunch Support groups as needed, i.e. divorce, friendship, managing feelings, self-esteem; study skills

Guidance Counselor/Special Education Teacher

Elementary Classroom;

The Incredible 5 Point ScaleParticipation

Cyber Safety -Focus On Cyber Use and Safety (F.O.C.U.S)

Target Staff: TCES Community/Students

Responsible Persons:M. Wyant-Safety & Security/ Principal

F.O.C.U.S Program Materials October 15, 2014 6:00-7:30 p.m. in Media Center

Community Feedback;

Safe School/Learning Environment (Cyber Safety)

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