Beaver Run Elementary School 31481 Old Ocean City Road ... · Beaver Run Elementary School SCHOOL IMPROVEMENT PLAN 2017-2018 Page | 1 Table of Contents Title I Executive Summary Pages

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

BOARD OF EDUCATION OF WICOMICO COUNTY 2424 Northgate Drive

P.O. Box 1538

Salisbury, MD 21802-1538

Success - Every Student, Every Day

Beaver Run Elementary School

31481 Old Ocean City Road

Salisbury, MD 21804

410-677-5101

https://brs.wcboe.org/

School Improvement Plan

2017-2018

Revised October 30, 2017

https://brs.wcboe.org/

Beaver Run Elementary School SCHOOL IMPROVEMENT PLAN

2017-2018

Page | 1

Table of Contents

Title I Executive Summary Pages 2-4

Mission and Belief Statements Page 5

School Improvement Plan Summary Narrative Page 6

Academic Data, Analysis, Strategies and Goals Pages 7-31

Literacy Pages 8-20, 31, 32-39

Mathematics Pages 21-30, 31, 32-39

Science Pages 17-18, 28, 33, 35, 37, 45, 46

Focus Area A: Instruction and Student Learning Pages 32-39

Focus Area B: Improve Student Attendance Pages 40-41

Focus Area C: School Structure Pages 42-43

Focus Area D: Family & Community Engagement Pages 44-53


2017-2018

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Title I Executive Summary

Principal: Curtis Twilley Assistant Principal: Kimberly Waters

School Improvement Team Members:

Name Position

Valerie Folsom ILT Chair/Grade 2 Teacher

Curtis Twilley Principal

Kimberly Waters Assistant Principal

Melva Wright Wicomico Early Learning Center Principal

Glendon Jones East Salisbury Principal

Kathy Nottingham Pre-Kindergarten Teacher

Ashley Maher Kindergarten Teacher

Emily Remo Kindergarten Teacher

Leslie Donnelly Grade 1 Teacher

Sherry Saulitis Grade 1 Teacher

Mary Jo Harris Grade 2 Teacher

Cathy Holland East Salisbury Teacher

Charlotte White Intervention Teacher

Casie Culver Special Education Teacher

Erica Johnson Special Areas

Elizabeth Diemel School Counselor

Amanda Jamison School Social Worker

Lizzette Krueger Paraprofessional

Sadia Salim Taroq, Shekeah Traders, Natasha Saintil Parents

April Guard Professional Development Coach: Reading

Marilyn Johnson Professional Development Coach: Mathematics

Kristi Cushman & Jennifer Whittington Professional Development Coach: Technology

Sharon Huston Salisbury University PDS Liaison

School Summary (Our school’s official accountability report card may be accessed at www.mdreportcard.org.)

http://www.mdreportcard.org/


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Title I Executive Summary (cont.)

STUDENT ENROLLMENT INFORMATION:

Grade Range

Pre-Kindergarten—Grade 2

2015-16 2016-17 2017-18

Number Percentage Number Percentage Number Percentage

Total Enrollment (as of 9/30) 666 632

Hispanic 105 16% 97 15%

Black 291 44% 300 47%

White 173 26% 157 25%

Asian 14 2% * *

Native American * * * *

Two or More Races 80 12% 64 10%

English Language Learners 55 8.2% 53 8.3%

Homeless ** ** ** **

Foster Care ** ** ** **

Free and Reduced Meals

(FARMS)

89.1%

(596)

88.2%

(566)

Attendance Rate (as of 6/1) 94.9% 94.4%

Title I Program Designation

X Schoolwide

Targeted Assistance

Total Enrollment and Attendance Rate dates are generated and reported from Maryland Report Card.

*Per Maryland Report Card, ‘*’ indicates no students or fewer than 10 students in category, or '*' indicates the percentage for the category is either

≤5 or ≥95 and the corresponding counts have been suppressed.

**Unavailable data due to not being reported on Maryland Report Card or no longer available data on X2.


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Title I Executive Summary (cont.) SCHOOL FACULTY AND ADMINISTRATION:

2015-16 2016-17 2017-18

# Administrators 3 3 3

# General Education Teachers 34 33 32

# Special Education Teachers 6 6 5

# Special Area Teachers

.66 /Art

1.16 /Media

1.25 /Music

2.18 /PE

.66 /Art

1.16 /Media

1.25 /Music

2.18 /PE

1.16 /Art

1.16 /Media

1.33 /Music

2.18 /PE

# Coaches

1 /Literacy

1 /Mathematics

2 /Technology

1 /Literacy

1 /Mathematics

2 /Technology

1 /Literacy

1 /Mathematics

2 /Technology

# Instructional Assistants

8 /Kindergarten

14 /Other

7 /Prekindergarten

8 /Kindergarten

14 /Other

7 /Prekindergarten

8 /Kindergarten

13 /Other

7 /Prekindergarten

# Intervention Staff

1 /Literacy

1 /Mathematics

2 /Prekindergarten

1 /Literacy

1 /Mathematics

1 /Prekindergarten

1 /Literacy

1 /Mathematics

1 /Prekindergarten

# Resource Staff

1 /Counselor

0 /Dean of Students

2 /Social Worker

0 /Student Advisors

1 /Counselor

0 /Dean of Students

3 /Social Worker

0 /Student Advisors

1 /Counselor

0 /Dean of Students

3 /Social Worker

0 /Student Advisors

# Other Faculty Support .5 /Family Service Coordinator

.5 /Program Coordinator

.5 /Family Service Coordinator

.5 /Program Coordinator

0 /Family Service Coordinator

0 /Program Coordinator


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Our Vision Statement: Beaver Run Elementary School will partner with the community to engage students through quality instruction that will prepare students to become socially, emotionally and educationally responsible citizens. Our Mission Statement: Beaver Run Elementary School will strive to meet the educational needs of all children so that they will be confident, responsible, self-directed and lifelong learners. Our Belief Statements:

Beaver Run Elementary School will provide a safe and orderly environment to promote an academic atmosphere that will meet the needs of all children.

A successful Beaver Run Elementary School student will be able to recognize his/her academic and social strengths in order to promote self-growth.

An effective classroom is one in which a positive attitude and perception about learning motivates and challenges all students to work to their full potential.

A quality instructional program provides a variety of opportunities that actively engages the students in the learning process to accommodate the learning styles of all children.

Beaver Run Elementary School will be an active partner with the Wicomico County Judy Center Partnership, Salisbury University, Faith-Based Partners and other outside agencies.

Our Values: (What is important to us?)

Parental involvement at school events

Parent input during conferences, parent advisory committee meetings, PTA

Quality instruction by engaging all students

Student growth driven by data analysis

Developmentally appropriate practices in classrooms

Social-emotional growth of students

Staff professional development


2017-2018

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School Improvement Plan Summary Narrative: Beaver Run Elementary School's Reading Initiative is to increase accuracy and comprehension of grade level text for all students. Beaver Run Elementary School wants to ensure that all Kindergarten, Grade 1, and Grade 2 students are striving to read at or above expectations across all content areas. Beaver Run Elementary School will ensure that Pre-Kindergarten students are building their foundational skills of early literacy behaviors.

Pre-Kindergarten and Kindergarten students will be monitored using the Fountas and Pinnell Early Literacy Behaviors (ELB) Assessment. Pre-Kindergarten will administer the post-assessment of the ELB to note growth upon entry to Kindergarten.

Pre-Kindergarten and Kindergarten students will be exposed to a variety of fiction and non-fiction texts as read alouds, participate in theme based centers, respond to text and theme based instruction during Kid Writing as well as provided opportunities to practice their listening and speaking skills.

Kindergarten, Grade 1 and Grade 2 students will be exposed to text dependent upon their ability level through shared or guided reading. They will meet in differentiated guided reading groups to read and comprehend text on their instructional reading levels.

Kindergarten, Grade 1 and Grade 2 will use running records as a form of documentation for students' growth in reading, comprehension and writing. It will be the expectation that Kindergarten students will be reading at an Alpha-Level D or above at the exit of Kindergarten; J or above at the exit of Grade 1; M or above at the exit of Grade 2. Grade 1 and Grade 2 students will meet the 8 month goal based on the Guided Reading Level Growth Expectations Chart by 75%.

Teachers will participate in on-going professional development and implement the reading comprehension strategies as part of their instructional practice.

Beaver Run Elementary School's Math Initiative is to increase critical thinking and problem solving skills for all students. Beaver Run Elementary School wants to ensure that all Pre-Kindergarten, Kindergarten, Grade 1 and Grade 2 students are striving to comprehend and respond to higher level mathematical questions.

Pre-Kindergarten and Kindergarten will lay the foundation for problem solving by implementing the strategies of the Every Day Mathematics 4 (EM4), Dr. Nikki and Math Professional Development Coaches.

Pre-Kindergarten, Kindergarten, Grade 1 and Grade 2 teachers will create common formative assessments and rubrics to inform instruction.

Kindergarten, Grade 1 and Grade 2 students will increase proficiency in problem solving through the implementation of EM4, Math Meetings at minimum of 3 times a week and Number Talks at minimum 2 times a week.

Grade 1 and Grade 2 teachers will use data from Interim Assessments to increase students' proficiency with comprehending and solving word problems.

Teachers will participate in on-going professional development on various strategies for teaching word problems and structures based on the grade level.


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Academic Data w/ Action Steps and Strategies


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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.

Instructional Programs Offered Grade Level Houghton Mifflin Reading is a program for improving reading skills through the use of fiction and non-fiction leveled reading books that correlate with anthology sections, reinforce key vocabulary while practicing a range or reading abilities. Additional literature features of the Houghton Mifflin program include Big Books, Read Alouds, and Audio CDs.

PK-2

Fountas and Pinnell Programs Offered in the Classroom:

Fountas and Pinnell Benchmark Assessment Systems determines a students' independent and instructional reading levels according to the Fountas and Pinnell Text Level Gradient. Through the use of BAS, teachers are able to observe and quantify student reading behaviors, engage students in comprehension conversations that go beyond retelling as well as to make informed decisions that connect assessment to responsive teaching.

Fountas and Pinnell Phonics Lessons provides minilessons and materials for students which adhere to the scientific information about the complex, intricate relationships between letters and sounds and the ways in which they work to support developing readers.

Fountas and Pinnell Sing a Song of Poetry is used in combination with the Phonics Lessons through a series of poems in order to expand children’s oral language capabilities, develop phonological awareness, and teach about the intricacies of print.

Fountas and Pinnell Literacy Continuum supports teachers with identifying the recognizable behaviors at every phase of literacy learning with proficient readers and writers. In addition, teachers are able to notice, teach, and support these behaviors while linking assessment to responsive teaching. The behaviors that demonstrate thinking and understanding within, beyond, and about a text are identified along with the learning across eight instructional contexts.

K-2

Leveled Literacy Intervention (LLI) is a small group supplementary reading intervention program designed to provide powerful, daily, small group instruction for the lowest achieving students in grades Kindergarten, 1 and 2. Intervention Teachers meet with students in groups of three for thirty minutes of intensive reading support each day to, ultimately, achieve grade level competency. Students are identified for this program based on data gathered through the Fountas & Pinnell Benchmark Assessment Systems which are administered in the fall and spring for grades 1 and 2 and winter and spring only for Kindergarten. Students’ data is presented at the monthly Response to Intervention (RTI) meetings lead by school Administration, School Psychologist, Representatives from the Special Education team and Intervention team, and the English as a Second Language (ESOL) teacher.

K-2

Reading Insures Success for Everyone (R.I.S.E.) is a one-on-one tutorial program that is utilized for a specific group of students in Grade 2 who are reading below grade level. Selection of students is based on data gathered from the Fountas & Pinnell Benchmark Assessment Systems, previous retention and teacher recommendation. Qualified Instructional Assistants instruct students in the R.I.S.E. program. The progress of R.I.S.E. students is documented quarterly by Teachers and sent home to parents with report cards.

2

Fundations is a phonics-based program targeting children who have difficulty acquiring letters/letter sounds and assimilating the sounds into words. Students are chosen based on teacher and Student Service Team recommendations. These groups include students with Individual Education Plans as well as general education students.

K-2

Read Naturally is an intervention program for at risk readers. Students work at their own personal pace to improve fluency, accuracy and comprehension. K-2

Literacy Needs Assessment (See next page)


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Literacy Needs Assessment Data charts related to each grade level’s ELA/Literacy Data: 1. PARCC ELA 2016 & 2017 Data 2. Reading Inventory (RI) 2017 Data 3. BAS (Benchmark Assessment System) 2016 final data 4. Pre-Kindergarten and Kindergarten Reading Report Card Elements – Fourth Term Results for Reading 5. Optional Reporting-Reading Interim Assessment Summary Data


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1. PARCC ELA 2016 & 2017:


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2. Reading Inventory (RI) 2016-2017 Data:

2016-2017 Grade 2 RI Proficiency Levels (Beginning of the Year vs. End of the Year)

Student Count Below Basic Basic Proficient Advanced

178 61% 21% 16% 3%

182 45% 19% 25% 12%


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3. BAS (Benchmark Assessment System) 2016-2017 Final Data


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4. Pre-Kindergarten and Kindergarten Reading Report Card Elements – Fourth Term Results for Reading Pre- Kindergarten Reading Report Card Elements – Fourth Term Results for Reading

Key Indicator (115 Pre-Kindergarten Students) Needs Development In Progress Proficient

With prompting and support, ask and answer questions about key details in a text. (Reading Informational text)

2 students 2%

28 students 24%

85 students 74%

With prompting and support, ask and answer questions about key details in a text. (Reading Literature)

1 student 1%

26 students 23%

88 students 76%

Know and apply grade-level phonics and word analysis skills in decoding words. (Reading Foundational Skills)

8 students 7%

34 students 30%

73 students 63%

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (Language)

0 students 0%

29 students 25%

86 students 75%

Kindergarten Reading Report Card Elements – Fourth Term Results for Reading

Key Indicator (170 Kindergarten Students) Needs Development In Progress Proficient

With prompting and support, ask and answer questions about key details in a text. (Reading Informational text)

3 students 2%

27 students 16%

140 students 82%

With prompting and support, ask and answer questions about key details in a text. (Reading Literature)

3 students 2%

24 students 14%

143 students 84%

Know and apply grade-level phonics and word analysis skills in decoding words. (Reading Foundational Skills)

3 students 2%

45 students 26%

122 students 72%

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (Language)

1 student 1%

78 students 46%

91 students 53%


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5. Optional Reporting-Reading Interim Assessment Summary Data: Interim Assessment #1 Summary:

Grade Level

% of Students Not Meeting Expectations

% of Students At Expectations

% of Students Exceeding Expectations

1 39% 45% 16%

2 83% 15% 2%

Interim Assessment #2 Summary:

Grade Level




1 45% 27% 28%

2 86% 12% 2%


Grade Level




1 62% 34% 4%

2 61% 29% 9%


Grade Level




1 53% 31% 16%

2 56% 36% 9%


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Strategy Goal 1: Measureable

Improvement Goal Target Group(s) Milestone Progress End of Year Goal

Met/Not Met

Target Student Goal: Increase in Accuracy and Comprehension of All students Pre-Kindergarten:

October: Students will have a baseline score from the Fountas and Pinnell Early Literacy Behavior (ELB) Assessment.

May: Students will take second administration of Fountas and Pinnell Early Literacy Behavior (ELB) Assessment to monitor progress.

Report Cards and informal data will be used to monitor progress. Kindergarten:

For each term, students will be exposed to text dependent upon their ability level through shared or guided reading.

Running records will be a form of documentation following Winter BAS. Grades 1 and 2:

Students will make growth based on the Guided Reading Level Growth Expectations chart.

Running records will be a form of documentation.

All Students: Pre-Kindergarten:

Based on the Early Literacy Behaviors Assessment Kindergarten, Grades 1 and 2:

Based on the BAS Administration and the Guided Reading Level Growth Expectations chart.

We will measure success through the following progress points: Baseline data will be collected: Pre-Kindergarten and Kindergarten:

Classroom Teachers will administer the Fountas and Pinnell Early Literacy Behaviors Assessment by end of October. Kindergarten:

Classroom Teachers will administer an informal running record on all students following Winter BAS implementation. Grades 1 and 2:

Classroom Teachers will use the 2016-2017 BAS scores to begin guided reading in September. BAS window will open during this instructional period. Goal Data will be collected: Pre-Kindergarten:

Classroom Teachers will use the Fountas and Pinnell Early Literacy Behaviors Assessments, Report Card, Progress Reports, and informal observational data. Kindergarten, Grade 1 and 2: Classroom Teachers will use monthly running records and BAS data.

By the end of the 2017-2018 school year, all students will increase their reading instructional level by: Pre-Kindergarten:

Students will score at the 80% on the Fountas and Pinnell Early Literacy Behavior (ELB) Assessment. Kindergarten, Grades 1 and 2:

75% of the students will gain the designated amount of growth based on the Guided Reading Level Growth Expectations chart for the academic school year.

60% of students will be at an instructional reading level as follows:

D or higher for Kindergarten

J or higher for Grade 1

M or higher for Grade 2


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Implementation Steps/Strategies/Professional Development Person(s) Responsible Time Line Strategy: Classroom Teachers will complete Pre-Assessments based on goals (ELB, Running Records, BAS, Progress Reports, Report Cards, anecdotal notes, etc.) Steps:

Data will be discussed on a quarterly/term basis in PLC's to review progress for assessments which follow the scan date.

Data binders will be required by all Classroom Teachers to collect all forms of data based on goals and above assessments.

Classroom Teachers will utilize the Guided Reading Level Growth Expectations Chart and the Progress Monitoring Chart to determine measurable growth.

Professional Development:

The Elementary Reading Professional Development Coach will provide training on informal Running Records in accordance with data needed for baselines.

The Elementary Reading Professional Development Coach will provide training on collecting observational/anecdotal data.

The Elementary Reading Professional Development Coach will provide a BAS refresher.

The Elementary Reading Professional Development Coach will provide an ELB refresher.

The Elementary Reading Professional Development Coach will provide review of how to utilize the Guided Reading Level Growth and Progress Monitoring charts.

Classroom Teachers Elementary Reading Professional Development Coach

On-going September faculty meetings and/or PLC's

Strategy: Examine student performance data (e.g., summative and formative assessment data, written work, portfolios, projects) collaboratively, utilizing the continuous improvement process. Steps:

Classroom Teachers will access County Interim Assessment data, BAS, Monthly Running Records, Common Assessment data, RI, and Report Card/Progress Reports each (term, cycle, bi-monthly) in PLC's/Faculty Meetings to analyze strengths and weakness in each grade level/classroom in comprehension. Goals will be set during this analysis to assist in making school-wide goals.

Classroom Teachers will use all data to track individual students for regrouping of students according to their needs (enrichment/intervention). In addition, Classroom Teachers will use the Continuum of Literacy to instruct Guided Reading groups based on the BAS/running record data.

Pre-Kindergarten and Kindergarten Qualified Instructional Assistants are trained to collect anecdotal notes on students in order to assist Classroom Teachers with differentiated instruction.

Special Education and Intervention Teachers will provide research-based intervention programs such as: Leveled Literacy Intervention (LLI), Fundations, Read Naturally, RISE, etc. to those students identified.

Classroom Teachers Administration Pre-Kindergarten and Kindergarten Qualified Instructional Assistants and Teachers Special Education Teachers, Intervention Teachers (cont.)

On-going (cont.)


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Implementation Steps/Strategies/Professional Development Person(s) Responsible Time Line Paraprofessionals will provide intervention and collect anecdotal notes on students for those students

identified. Professional Development:

Elementary Reading Professional Development Coach will review how to access data from Unify and determine students at all performance levels.

Classroom Teachers will work alongside Special Education and Intervention Teachers to review interventions to aid Teachers/Student Service Team (SST) in the correct placement of below level students.

Elementary Reading Professional Development Coach will review how to analyze items, running records and how to differentiate instruction in the classroom.

Elementary Reading Professional Development Coach will train Classroom Teachers to collect information for differentiated instruction using anecdotal notes.

Elementary Reading Professional Development Coach will work with Classroom Teachers to increase understanding of the Continuum of Literacy and how to effectively use it to instruct Guided Reading Groups within the classroom.

(cont.) Paraprofessionals Elementary Reading Professional Development Coach, Special Education Teachers, Intervention Teachers, Student Service Team

(cont.)

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

Teachers will use text dependent questions to respond to reading to increase comprehension. Student responses can be in the form of oral or written explanation, EBSRs (evidenced based selected response) questions, and PRCs (prose constructed response).

Teachers will engage students in varied and frequent reading/writing activities to support reading comprehension.

Teachers will continue to utilize Wicomico County provided resources to increase understanding of how to effectively teach the MDCCRS to meet learning goals through the following: Common Core Lesson Book, Common Core Writing Book, Phonics Lessons, Continuum, Guided Reading, etc.

Kindergarten Teachers will utilize strategies from Rebecca McKay and William H. Teale which support No More Teaching a Letter a Week.

Teachers will continue to utilize effective strategies when reading and writing in the content area for information such as science and social studies.

Teachers will plan a variety of daily writing opportunities in all content areas through Kid Writing and 6+1 Writing. In addition to EBSRs and PCRs, students writing can be in the form of notes, journals, and charts. Opportunities are given to students to use technology as a presentation of writing. Writing prompts are used for students to write opinion pieces, informative/explanatory, and narrative pieces. Common writing

Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Paraprofessionals Kindergarten Teachers (cont.)

On-going (cont.)


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Implementation Steps/Strategies/Professional Development Person(s) Responsible Time Line prompts and rubrics will be created. Student writing artifacts will be posted each month inside and outside the classrooms. Classroom Teachers will collect writing artifacts within a folder for each student as documentation for each term.

Teachers will provide small group instruction, based on students' needs, daily to accelerate student learning in reading through the use of materials at the students' instructional level such as classroom libraries, Comprehension Toolkit, Leveled Readers, Phonics Library, I Love Reading books, Vocabulary Readers, novels, and other supplemental activities for practice and reinforcement.


The Elementary Reading Professional Development Coach will continue to work with Classroom Teachers to create and implement the forms of writing.

The Elementary Reading Professional Development Coach will meet with Classroom Teachers to provide professional development on how to use writing samples to drive instruction in both reading comprehension and writing.

The Elementary Reading Professional Development Coach will demonstrate effective use of text dependent questions through the co-teaching model and the creation of EBSRs and PCRS.

The Elementary Reading Professional Development Coach will review all resources available to Classroom Teachers to guide instruction of the MDCCRS.

The Elementary Reading Professional Development Coach will begin to share the “Writing Workshop” model in order to expose students to varied types of writing.

(cont.) Elementary Reading Professional Development Coach

(cont.)

Strategy: Utilize effective instructional strategies to meet the needs of diverse learners and improve learning. Steps:

Teachers will develop speaking and listening skills to increase comprehension by using the following options, but not limited to: turn and talk, teaching and discussing how to ask clarifying questions during presentations, close analytic reading with text dependent questions through complex text read alouds, discussion of current events, theme related topics, personal interests, directed conversation, and integrate the arts for students to demonstrate understanding of ideas presented.

Teachers will continue integrating the Arts to enrich learning and promote greater understanding and involvement throughout all content areas.

Pre-Kindergarten Teachers will utilize the Common Language Standards to prepare students for Kindergarten Readiness Assessment (KRA) and the Fountas and Pinnell Early Literacy Behaviors (ELB) assessment.

STEM centered learning stations will be implemented during media classes.

Utilize hands-on science activities incorporating the scientific process as well as STEM related projects

through transdisciplinary lessons.

Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Special Area Teachers, Paraprofessionals Pre-Kindergarten and Kindergarten Teachers Media Specialist (cont.)

On-going (cont.)


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

The Elementary Reading Professional Development Coach will present ideas on how to teach the Speaking and Listening standards of the MDCCRS.

Special Area Teachers will provide ideas on how to integrate the content areas.

The Elementary Reading Professional Development Coach will work with Pre-Kindergarten Teachers to understand the connection between the Common Language Standards in the KRA/ELB assessments.

Technology Professional Development Coaches will provide professional development for devices ordered (BeeBots, Ozmo, iPads, etc.)

(cont.) Elementary Reading Professional Development Coach, Technology Professional Development Coaches, Special Area Teachers, Pre-Kindergarten Teachers

(cont.)

Strategy: Implement activities in Reading to foster a home-school connection to improve student comprehension and achievement. Steps:

Families will be offered “Reading Workshops” that will provide them with an understanding on how to choose text, talk with the child and write about books they read at home. Grade level specific resources may be provided to parents, such as, writing journals, high frequency words/lists, phonics games, library card applications, books, etc.


The Elementary Reading Professional Development Coach will provide professional development on parent friendly resources and reading websites as requested/needed.

Administration, Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Special Area Teachers, Elementary Reading Professional Development Coach, Families

On-going


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Strategy Goal 1: Quarterly Progress Results September 5—November 7

ILT Meeting Date: October 30th 4:15-7:15

Quarterly Progress Results November 9—January 26

ILT Meeting Date: January 30th 4:15-7:15 Pre-Kindergarten ELB Data* Kindergarten ELB Data* First Grade Fall BAS (entered in ODMS by 10/27) Instructional Levels Second Grade Fall BAS (entered in ODMS by 10/27) Instructional Levels

*Pre-Kindergarten and Kindergarten Teachers will submit ELB Data electronically via email to Valerie Folsom in the ELB Data Excel Template due by October 24th.

Pre- Kindergarten Reading Report Card Elements – First Term Results Grades due 11/9 Kindergarten Reading Report Card Elements – First Term Results Grades due 11/9 ELA Interim Assessment (Grades 1-2) 1/17, Scan By 1/24 First Grade Running Records Instructional Level and Levels Grown Since Fall BAS* Second Grade Running Records Instructional Level and Levels Grown Since Fall BAS* Second Grade RI Data

*First and Second Grade Teachers will submit Running Records Instructional Level Data and Levels Grown Since Fall BAS electronically via email to Valerie Folsom in the Running Records and Growth Data Excel Template due by January 26th.

Quarterly Progress Results January 30—April 6

ILT Meeting Date: April 26th 4:15-7:15

Final Progress Results April 9—June 12

ILT Meeting Date: June 5th Full Day Pre- Kindergarten Reading Report Card Elements – Second Term Results Grades due 1/30 Kindergarten Reading Report Card Elements – Second Term Results Grades due 1/30 Kindergarten Winter BAS (entered in ODMS by 2/6) First Grade BAS (entered in ODMS by 4/24) and Levels Grown Since Fall BAS*

Second Grade BAS (entered in ODMS by 4/24) and Levels Grown Since Fall BAS*

Elementary Mid-Year ELA Interim Assessment (Grades 1-2) 2/21 & 2/22, Scan by 3/5 Pre- Kindergarten Reading Report Card Elements – Third Term Results Grades due 4/10 Kindergarten Reading Report Card Elements – Third Term Results Grades due 4/10

*First and Second Grade Teachers will Levels Grown Since Fall BAS electronically via email to Valerie Folsom in the Growth Data Excel Template due by April 24th.

Pre-Kindergarten ELB Data*

Kindergarten Spring BAS (entered in ODMS by 5/30)

First Grade Running Records Instructional Level and Levels Grown Since Fall BAS/On or Above Grade Level?**

Second Grade Running Records Instructional Level and Levels Grown Since Fall BAS/On or Above Grade Level?**

Second Grade RI Data

ELA Interim Assessment (Grades 1-2) 4/25, Scan By 5/4 *Pre-Kindergarten Teachers will submit ELB Data electronically via email to Valerie Folsom in the ELB Data Excel Template due by May 31st. *First and Second Grade Teachers will submit Running Records Instructional Level Data and Levels Grown Since Fall BAS electronically via email to Valerie Folsom in the Running Records and Growth Data Excel Template due by May 31st.

Pre- Kindergarten Reading Report Card Elements – Fourth Term Results (Not available yet)

Kindergarten Reading Report Card Elements – Fourth Term Results (Not available yet)


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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.

Instructional Programs Offered Grade Level

Everyday Math (EM4) is a comprehensive mathematics program engineered for the Common Core State Standards containing a spiral curriculum that continually reinforces abstract math concepts through concrete real-world applications. Through the spiral curriculum, students are able to master key concepts by frequently revisiting content in a variety of contexts over time through the use of the web-based lessons, games and resources offered on Connect-ED.

PK—2

Math Meetings provide on-going opportunities for students to review and reinforce multiple previously taught mathematical skills and concepts. Number Talks provide opportunities to build mathematical understanding by communicating and demonstrating specific addition and subtraction strategies.

PK—2

Dr. Nicki’s Guided Math Strategies provides best practices, guided math and math centers for Pre-Kindergarten and Kindergarten students to understand the Common Core State Standards by incorporating picture books, poetry, songs and writing in mathematics.

PK—K

Mathematics Data Charts (See next page)


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Mathematics Data Charts Data charts related to each grade level’s Mathematics Data: 1. PARCC Mathematics 2016 & 2017 Data 2. Pre-Kindergarten and Kindergarten Mathematics Report Card Elements – Fourth Term Results for Mathematics 3. Weighted Average for Strands from Mathematics Interim Assessments


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1. PARCC Mathematics 2016 & 2017:


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2. Pre-Kindergarten and Kindergarten Mathematics Report Card Elements – Fourth Term Results for Mathematics Pre- Kindergarten Mathematics Report Card Elements – Fourth Term Results for Mathematics

Key Indicator (115 Pre-Kindergarten Students) Needs Development In Progress Proficient

Counts by rote 1-10. 1 student

1% 2 students

2% 112 students

97%

Counts objects in a group 1-10. 2 students

2% 9 students

8% 104 students

90%

Makes group of objects 1-10. 3 students

2% 18 students

16% 94 students

82%

Recognizes numerals 0-10. 8 students

7% 8 students

7% 99 students

86%

Kindergarten Mathematics Report Card Elements – Fourth Term Results for Mathematics

Key Indicator (170 Kindergarten Students) Needs Development In Progress Proficient

Solve addition word problems within 10.

8 students 5%

13 students 8%

149 students 87%

Solve subtraction word problems within 10.

7 students 4%

17 students 10%

146 students 86%

Decompose numbers less than or equal to 10. 8 students

5% 15 students

9% 147 students

86%

Compose and decompose numbers 11-19. 15 students

9% 32 students

19% 123 students

72%


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3. Weighted Average for Strands from Mathematics Interim Assessments: Operations and Algebraic Thinking:

Grade Level % of Students

Not Meeting Expectations % of Students

At Expectations % of Students

Exceeding Expectations

1 (148 students) 31% 32% 36%

2 (181 students) 55% 25% 20%

Number and Operations in Base Ten:





1 (148 students) 22% 28% 50%

2 (181 students) 39% 24% 37%

Measurement and Data:





1 (148 students) 14% 28% 58%

2 (181 students) 54% 26% 20%


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Strategy Goal 2: Measureable Improvement

Goal Target Group(s) Milestone Progress End of Year Goal Met/Not Met

Target Student Goal: Increase in Problem Solving of all students

Pre-Kindergarten and Kindergarten: Will lay the foundation for problem solving using verbal prompting and/or hands-on manipulative approaches in both small-and whole-group settings.

Grades 1 and 2: Will increase proficiency in solving problems with written explanations while using multiple strategies and techniques.

All students We will measure success through the following progress points:

Baseline data will be collected: Pre-Kindergarten, Kindergarten, Grades 1 and 2:

Classroom Teachers will create a common formative assessment for baseline data. Goal Data will be collected: Pre-Kindergarten, Kindergarten, Grades 1 and 2:

Classroom Teachers will create an additional common formative assessment for comparable data to the baseline data.

By the end of the 2017-2018 school year, all students will increase their problem solving skills by: Pre-Kindergarten, Kindergarten, Grades 1 and 2:

70% of students will be proficient based on common assessment data.


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

Strategy:

Classroom Teachers will complete Pre-Assessments based on goals from baseline data at the beginning of the year (SLO’s, Common Formative Assessments, Rubrics, EM4 Unit Assessments, EM4 Unit Assessment Check-Ins, Progress Reports, Report Cards, anecdotal notes, etc.)

Steps:

Data will be discussed on a quarterly/term basis in PLC's to review progress for assessments which follow the scan date.


The Elementary Mathematics Professional Development Coach will provide training and review on creating problem solving assessments in accordance with data needed for baselines pertaining to specific grade level standards.

The Elementary Mathematics Professional Development Coach will provide training on collecting observational/anecdotal data through the EM4 Unit Assessment Check-Ins.

Classroom Teachers Elementary Mathematics Professional Development Coach

On-going September faculty meetings and/or PLC's

Strategy: Examine student performance data (e.g., summative and formative assessment data, written work, portfolios, projects) collaboratively, utilizing the continuous improvement process. Steps:

Classroom Teachers will access County Interim Assessment data, Common Assessment data, Report Card/Progress Reports each (term, cycle, bi-monthly) in PLC's/Faculty Meetings to analyze strengths and weakness in each grade level/classroom in comprehension. Goals will be set during this analysis to assist in making school-wide goals.

Classroom Teachers will use all data to track individual students for regrouping of students according to their needs (enrichment/intervention). In addition, Classroom Teachers will use the EM4 Unit Assessments and Unit Assessment Check-Ins to instruct students based upon the collected data.

Pre-Kindergarten and Kindergarten Qualified Instructional Assistants are trained to collect anecdotal notes on students in order to assist Pre-Kindergarten and Kindergarten Teachers with differentiated instruction.

Special Education Teachers and Assistants will provide intervention and collect anecdotal notes on students for those students identified.

Paraprofessionals will provide intervention and collect anecdotal notes on students for those students identified.

Classroom Teachers Pre-Kindergarten and Kindergarten Qualified Instructional Assistants and Teachers Special Education Teachers and Assistants Paraprofessionals

On-going


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Elementary Mathematics Professional Development Coach will review how to access data from Unify and determine students at all performance levels.

Elementary Mathematics Professional Development Coach will review how to analyze items and how to differentiate instruction in the classroom.

Elementary Mathematics Professional Development Coach will provide assistance with collecting information for differentiated instruction using anecdotal notes from EM4 Unit Assessment Check-Ins.

Elementary Mathematics Professional Development Coach will work with Classroom Teachers to increase understanding of the EM4 Curriculum and how to effectively use it to instruct students within the classroom.

Elementary Mathematics Professional Development Coach

On-going

Strategy: Utilize various mathematics strategies to meet the needs of diverse learners and improve learning in mathematics in all classes. Steps:

Classroom Teachers will use and require students to use appropriate mathematics vocabulary as it is used in county and state assessments through Math Meetings and Number Talks.

Students will be exposed to various word problem structures in accordance to their grade level requirement.

Teachers will use various strategies to teach word problems such as: story mats, ten frames, number lines, draw a picture, part-part whole, story boards, decomposing numbers, partial sums, expand and trade, etc.

Teachers will continue to utilize Wicomico County provided resources to increase understanding of how to effectively teach the MDCCRS to meet learning goal through the following: ConnectED, EM4 CRP Kit, EM4 Minute Math, EM4 Pattern Block Templates, EM4 Game Kit and Teacher Guide to Games, Teaching Student-Centered Mathematics by John Van de Walle, Number Talks by Math Solutions, Math Meeting materials, Notebook of Math Templates, various mathematics manipulatives, etc.

Pre-Kindergarten and Kindergarten Teachers will utilize strategies from Dr. Nicki as well as EM4.

Teachers will continue to utilize effective mathematical strategies through real-life applications,

STEM related projects, hands-on science activities incorporating the scientific process as well as

STEM related projects through transdisciplinary lessons.

Classroom Teachers, Special Education Teachers, ESOL Teacher, Paraprofessionals Pre-Kindergarten and Kindergarten Teachers

On-going


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Classroom Teachers in Kindergarten through Grade 2 will be given professional development on the implementation of Everyday Mathematics 4. The Elementary Mathematics Professional Development Coach will continue to work with Classroom Teachers to implement EM4 ConnectED Resources.

The Elementary Mathematics Professional Development Coach will meet with Classroom Teachers to provide professional development on how to use Math Meeting and Number Talk resources.

The Elementary Mathematics Professional Development Coach will demonstrate effective use of mathematics vocabulary as well as county and state assessment questions through the co-teaching model and the creation of EBSRs and PCRS.

The Elementary Mathematics Professional Development Coach will review all resources available to Classroom Teachers to guide instruction of the MDCCMS.

Elementary Mathematics Professional Development Coach

On-going

Strategy: Implement activities in Mathematics to foster a home-school connection to improve student understanding and achievement. Steps:

Families will be provided EM4 Home Links as homework which are available in both English and Spanish and include a “Family Note” to introduce the lesson being reviewed in the Home Link and how families can best support their child. In addition, at the beginning of each Unit, the Home Links include a “Family Letter” to highlight the concepts in the unit, “Vocabulary” to introduce important terms in the unit and “Do-Anytime Activities” to provide additional activities for families to review the concepts within the unit. The EM4 Reference Books are also available to be used outside of school.

Families will be provided a username and password in order for their child to log-in to ConnectED resources in order to access the following outside of school: lesson materials, My Reference Book, eToolkit, Geometer’s Sketchpad Activities, Tutorial Videos, EM Games Online, etc.

Families will be offered “Mathematics Workshops” that will provide them with an understanding on how to support their child with MDCCMS and through the EM4 program when at home. Grade level specific resources may be provided to parents, such as, flashcards, manipulatives, books, etc.


The Elementary Mathematics Professional Development Coach will provide professional development on parent friendly resources and ConnectED as requested/needed.

Administration, Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Special Area Teachers, Elementary Mathematics Professional Development Coach, Families

On-going


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Strategy Goal 2:

Quarterly Progress Results September 5—November 7



ILT Meeting Date: January 30th 4:15-7:15 Pre-Kindergarten Math SLO Pre-Assessment Data* Kindergarten Math SLO Pre-Assessment Data First Grade Math SLO Pre-Assessment Data Second Grade Math SLO Pre-Assessment Data

*Pre-Kindergarten Teachers will submit Math SLO Data electronically via email to Valerie Folsom in the Math SLO Data Excel Template due by October 24th.

Pre- Kindergarten Math Report Card Elements – First Term Results Grades due 11/9 Pre-Kindergarten Math SLO Pre-Assessment Data* Kindergarten Math Report Card Elements – First Term Results Grades due 11/9 Kindergarten SLO Post-Assessment Data First Grade Quarterly Assessment 1 Scores* Second Grade Quarterly Assessment 1 Scores* Math Primary Interim Assessment 1 (Grades 1-2) 11/7, Scan by 11/14

*Pre-Kindergarten Teachers will submit Math SLO Data electronically via email to Valerie Folsom in the Math SLO Data Excel Template due by January 26th. *First and Second Grade Teachers will submit Quarterly Assessment 1 Scores electronically via email to Valerie Folsom in the Quarterly Assessment 1 Data Excel Template due by January 26th.




ILT Meeting Date: June 5th Full Day Pre- Kindergarten Math Report Card Elements – Second Term Results Grades due 1/30 Kindergarten Math Report Card Elements – Second Term Results Grades due 1/30 Pre- Kindergarten Math Report Card Elements – Third Term Results Grades due 4/10 Pre-Kindergarten Math SLO Pre-Assessment Data* Kindergarten Math Report Card Elements – Third Term Results Grades due 4/10 First Grade Quarterly Assessment 2 Scores* Second Grade Quarterly Assessment 2 Scores* Math Primary Interim Assessment 2 (Grades 1-2) 3/6, Scan by 3/13

*Pre-Kindergarten Teachers will submit Math SLO Data electronically via email to Valerie Folsom

in the Math SLO Data Excel Template due by April 24th. * First and Second Grade Teachers will submit Quarterly Assessment 2 Scores electronically via email to Valerie Folsom in the Quarterly Assessment 2 Data Excel Template due by April 24rd.

Pre-Kindergarten Math SLO Pre-Assessment Data* First Grade Math SLO Post-Assessment Data Second Grade Math SLO Post-Assessment Data Math Primary Interim Assessment 3 Grade 1/Cumulative for Grade 2 5/22 & 5/23, Scan by 5/29

*Pre-Kindergarten Teachers will submit Math SLO Data electronically via email to Valerie Folsom in the Math SLO Data Excel Template due by May 31st.

Pre- Kindergarten Math Report Card Elements – Fourth Term Results (Not available yet)

Kindergarten Math Report Card Elements – Fourth Term Results (Not available yet)


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KRA 2015 and 2016


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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.

Classroom Teachers will thoroughly plan and implement daily lessons aligned with content standards and MCCRS Curriculum utilizing research-based instructional materials and strategies to meet the needs of diverse learners.

Teachers will provide differentiated instructional strategies such as small group/one-on-one instruction and/or cooperative learning strategies to accelerate student learning in reading.

School-wide Intervention Teachers collaborate, plan and provide one-on-one and small group instruction daily to accelerate student learning in reading in the form of remediation.

Special Education Teachers collaborate and consult with Classroom Teachers daily to provide instruction that will accommodate IEP requirements for all Special Education students.

The English as a Second Language (ESOL) Teacher collaborates and plans with Classroom Teachers and instructs students on a one-on-one or small group basis.

A Tutor will provide additional remediation. Students will be selected based on formative and summative assessment data.

All Qualified Instructional Assistants will be provided with daily written plans from their cooperating teacher(s). Plans should include: objective/skill, instructional strategies, targeted students, and time/date. All Qualified Instructional Assistants will be responsible for providing feedback for each of their students.

Teachers will develop speaking and listening skills by using the following strategies: turn and talk, teaching and discussing how to ask clarifying questions during presentations, close analytic reading with text dependent questions through complex text read alouds, discussion of current events, theme related topics, and personal interests, directed conversation, sentence dictation during the spelling test, and integrate the arts for students to demonstrate understanding of ideas presented.

Multiple learning opportunities through the transdisciplinary instructional approach will be funded and connected to the content areas of Reading, Mathematics, Writing, and Special Areas through formal and informal planning. Formal planning is documented at grade level PLCs and informal discussions take place during planning times and other times during the school day.

Students will utilize composition books to demonstrate understanding of the conventions of writing instruction.

Teachers will continue integrating the Arts to enrich learning and promote greater student involvement throughout all subject areas.

Pre-Kindergarten Teachers will utilize the Common Language Standards to prepare students for Kindergarten Readiness Assessment (KRA).

An on-going inventory of all mathematics and reading materials in the school is available to all staff.

On-going August 2017- June 2018 (cont.)

Administration, Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Special Area Teachers ESOL Teacher Tutor Qualified Instructional Assistants Pre-Kindergarten Teachers (cont.)


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Utilize hands-on science activities incorporating the scientific process as well as STEM related projects through transdisciplinary lessons. STEM centered learning stations will be implemented during media classes. Technology Professional Development Coaches will provide professional development for devices ordered (BeeBots, Ozmo, iPads, etc.

(cont.)

(cont.) Media Specialist, Technology Professional Development Coaches

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.

Administration and Teachers will use scheduled Grade Level PLC and School wide PLC meetings to examine formative and summative student assessment data.

o Reading Interim Assessments o Fountas & Pinnell Benchmark Assessment System (BAS) o Monthly running records with retelling for each o Mathematics Interim Assessments o Focus on long term goals for Reading and Math Interim Assessments o Teacher-Created Common Assessments o Student Work Samples o Writing Portfolios o Reading Inventory (RI)

PLC meetings including Pre-K, K, I, 2, Special Education, Intervention, Student Support Staff, Judy Center, Special Areas, will be held once a cycle to examine student work, assessment data, and plan instruction to foster Professional Learning Communities. One faculty meeting per month will be utilized to focus on professional development that enhances student development. The second faculty meeting will be used as grade level team planning to plan arts integrated lessons, grade level parent involvement activities, and request MOI materials from Administration.

Teachers will use all data to track individual students for regrouping of students according to their needs (enrichment, intervention). Specific attention will be given to demographic groups in order to close the achievement gap. Teachers will continue to reassess students and adjust groups as needed.

Classroom Teachers will administer BAS to gather data to target level of instruction for their students and monitor growth. Kindergarten Teachers will administer BAS in winter and spring to all students. Grade 1 and Grade 2 Teachers will administer BAS in fall and spring to all students.

Pre-Kindergarten and Kindergarten Qualified Instructional Assistants are trained to collect anecdotal notes on students in order to assist Pre-Kindergarten and Kindergarten Teachers with differentiated instruction.

Kindergarten Readiness Assessment (KRA) will be used to plan upcoming Pre-Kindergarten and Kindergarten Professional Development on School Readiness.

On-going August 2017- June 2018

Administration, Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Special Area Teachers Judy Center Teachers Kindergarten, Grade 1 and Grade 2 Teachers Pre-Kindergarten and Kindergarten Qualified Instructional Assistants and Teachers Pre-Kindergarten and Kindergarten Teachers


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

Teachers will ask text dependent questions that require text evident responses to reading through the use of the Gradual Release of Responsibility of Instruction Model to help transfer the strategies to students for independent use. Student responses can be in the form of oral or written explanation, Evidence Based Selected Response (EBSRs) questions, and Prose Constructed Response (PCRs). The Elementary Reading Professional Development Coach will demonstrate effective use of text dependent questions through the co-teaching model.

Teachers will plan a variety of daily writing opportunities in all content areas such as Kid writing and 6 + 1 Writing. In addition to EBSRs and PCRs, students writing can be in the form of notes, journals, and charts. Opportunities are given to students to use technology as a presentation of writing. Writing prompts are used for students to write opinion pieces, informative/explanatory texts, and narratives. A school-wide focus on writing can be seen throughout each grade level. Common writing prompts and rubrics for each grade level are developed during PLCs and faculty meetings. Students writing artifacts are posted each month inside and outside of classrooms. The Elementary Reading Professional Development Coach will continue to plan and co-teach with Classroom Teachers.

Teachers will provide small group instruction, based on students’ needs, daily to accelerate student learning in reading through the use of materials at the students’ instructional level such as classroom libraries, Comprehension Toolkit, Leveled Readers, Phonics Library, I Love Reading books, Vocabulary Readers, novels, and other supplemental activities for practice and reinforcement.

Teachers will focus on the core of reading instruction: phonemic awareness, vocabulary development, phonics, comprehension, fluency. These facets of reading are all interrelated.

Teachers in Grade 2 will implement the Comprehension Toolkit strategies modeled by Anne Goudvis during the professional development sessions held at Beaver Run Elementary School. Strategies will be utilized in daily instruction across all content areas. These strategies and student work are posted inside and outside the classroom.

All grade levels will have received the Heinemann Guided Reading Professional training including refresher professional development by the Elementary Reading Professional Development Coach.

The Media Specialist identifies and obtains age appropriate complex texts for read alouds and chapter books. All grade level Classroom Teachers are provided the texts for use in the classroom. Tier 2 vocabulary development/instruction and accessing background knowledge are main focuses of this daily instruction.

Classroom Teachers will incorporate a sustained silent reading time into their daily Reading English Language Arts (RELA) block for students to read and respond to self-selected texts. Students will be required to provide feedback on the text by journal writing, one-one-one conferencing with the teacher, and various other independent response activities. The Media Specialist also includes portions of sustained silent reading time during the assigned media block for each class.


Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Special Area Teachers, Elementary Reading Professional Development Coach Grade 2 Teachers Media Specialist (cont.)


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During small group instruction, students will silently read sustained portions of instructional text and respond to text dependent and other essential questions.

Teachers will utilize the strategies developed through the PLC.

Teachers will continue to utilize effective strategies used when reading and writing in the content area for information during reading (when applicable), science and social studies. Skills that will be developed are: writing, main idea, text features, and vocabulary development.

Teachers will instruct students on how to interact with informational text by incorporating Weekly Reader and National Geographic magazines into reading, social studies, and or science lessons. The Judy Center will fund the National Geographic Weekly magazine for Pre-Kindergarten and Kindergarten.

Teachers will be provided Professional Development on these strategies to meet the needs of our diverse learners.

(cont.)

(cont.) The Judy Center

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

Teachers will utilize the Reading Interim Assessments given at each grade level. Results will be discussed at the grade level PLC meetings

Classroom Teachers will create common grade level assessments during scheduled PLC times.


Administration, Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Elementary Reading Professional Development Coach

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

Teachers/Administrators will examine student performance data from a variety of sources (Interim Assessments, Unify data, Benchmark Assessment System (BAS), Reading Inventory (RI) data to inform instruction). Based on the outcomes of the data reviewed, instruction will be targeted to meet the academic needs of the students.


Administration, Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Elementary Reading Professional Development Coach

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.

Integrate MCCRS Standards with, real-life applications, mathematics practices and STEM related projects.

To accelerate student learning in mathematics, Teachers will use a variety of materials such as manipulatives, curriculum resources, activities on Moodle, teacher created materials, etc.

Technology will be used in mathematics in order to enhance lessons and student learning through county supported


Classroom Teachers, Special Education Teachers, ESOL Teacher, Paraprofessionals, Elementary Mathematics Professional Development Coach (cont.)


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software and websites such as ConnectED.

Classroom Teachers in Pre-Kindergarten, Kindergarten as well as Grades 1 and 2 will utilize EM4 resources provided by the county.

Grade 1 and Grade 2 will use Unify reports to identify student’s needs to drive instruction.

Teachers will start and/or end each mathematics lesson with Math Meeting Activities and/or Number Talks.

Pre-Kindergarten and Kindergarten Teachers will utilize strategies from Dr. Nicki as well as EM4.

Grade 1 and Grade 2 students will utilize a Notebook of Math Templates as a resource.

(cont.)

(cont.) Grade 1 and 2 Teachers

Pre-Kindergarten and Kindergarten Teachers Grade 1 and 2 Teachers

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

Teachers will use Brief Response activities relative to the targeted areas chosen from the assessment data.

Teachers will prepare and incorporate a selected response, constructed response or exit ticket activity into mathematics lessons.

Classroom Teachers will create common grade level assessments during scheduled PLC times that are focused on MCCRS standards and provide students the opportunity to apply mathematics practices.


Classroom Teachers, Special Education Teachers, ESOL Teacher, Elementary Mathematics Professional Development Coach

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

Teachers and Administrators will examine student performance data from a variety of sources (Interim Assessments, Common Assessments) to guide instruction. Based on the outcomes of the data reviewed, instruction will be targeted to meet the academic needs of the students.

Daily Mathematics lessons in Grades 1 and 2 will include multiple strategies such as Problem of the Day/Math Meeting Activity that encompasses mathematical operations, problem solving, word problems, and logic/reasoning.


Administration, Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Elementary Mathematics Professional Development Coach

Grade 1 and 2 Teachers

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

Teachers will utilize multi-media websites to instruct their students in instructional media.

Teachers will utilize county supported websites/software such as Bookflix or ConnectED to enhance lessons and motivate student learning.

Teachers will utilize the computer lab for continued exposure to technology programs, such as, Bookflix, ConnectED, and Learning A to Z.

The Media Specialist will introduce and review Microsoft Office and graphic software programs once a quarter during media.

The school will continue to obtain additional technology to enhance student instruction.

New materials are being purchased that align with state standards and assessments.


Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Special Area Teachers, Paraprofessionals, Technology Professional Development Coaches

Media Specialist Administration

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

The Lead Technology Teachers/Technology Professional Development Coaches will provide professional development in integrating technology to enhance student achievement that may be held during Faculty Meetings and/or classroom


Lead Technology Teachers, Technology Professional Development Coaches (cont.)


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demonstrations.

Technology Professional Development Coaches will provide Teachers with an inventory and sign-out sheet of the technology software and equipment.

The Lead Technology Teachers/Technology Professional Development Coaches will provide data access training for county subscribed websites.

(cont.)

(cont.) Classroom Teachers Intervention Teachers Special Education Teachers ESOL Teacher, Special Area Teachers

A11 Provide on-going professional development opportunities for teachers.

Families will be provided high frequency and common word cards to practice with their children at home.

Students participate in summer programs such as Summer Science Academy, LEAP, Rise-Up and school-based summer programs.

School-wide Intervention Teachers will hold Academic Workshops to engage parents and students in activities to accelerate student learning.

Administration, School-wide Intervention Teachers, and parents are involved in creating the Learning Compact. Administration and School-wide Intervention Teachers will conduct Parent Advisory Council (PAC) meetings twice a year (Fall/Spring) for collaborative ways to improve student achievement. The Parent Involvement policy is shared at the PAC meeting. Parents can provide revision input, such as, the readability and information at this time. The Compact is available in multiple languages.

Administration will copy and distribute the Partners in Learning Compact to each classroom. These compacts will be utilized during parent teacher conferences. Parents will be asked to sign or initial the compact after it is reviewed during a parent teacher conference.

School-wide Intervention Teachers will schedule Parent Workshops to provide parents with specific strategies to help their child at home. Workshops will be planned based on parent survey results.

Parents will be represented on the Instructional Leadership Team to bring the perspective of parents to the decision-making process to improve student learning.


Administration, Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Special Area Teachers, Paraprofessionals, Elementary Reading Professional Development Coach, Mathematics Professional Development Coach, Families Instructional Leadership Team

A12 Develop transition plans for students entering Pre-kindergarten and students entering intermediate school.

Curriculum and expectations for the school year are shared by Classroom Teachers at Open House and Back to School Night.

Correspondence is sent to all families from the principal (Beaver Run Elementary School and WELC) prior to the beginning of the school year.

WELC articulates with Kindergarten Beaver Run Elementary School Teachers. Grade 2 Teachers articulate with Grade 3 Teachers from East Salisbury School.

A transition tour for incoming Kindergarten from WELC, Head Start, and child care centers is held prior to the


WELC, Beaver Run Elementary School, East Salisbury Administration; WELC, Beaver Run Elementary School, East Salisbury Classroom Teachers

Head Start and Local Child Care Centers (cont.)


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beginning of the school year.

WELC and East Salisbury Administrator/teacher representative will be part of ILT meetings.

A family engagement event will be held in the community with WELC and East Salisbury in late August.

“A Day in Pre-Kindergarten and Kindergarten” Transition Event will be held in August.

Pre-Kindergarten and Kindergarten students will have staggered start dates to begin the school year to help establish the school rules and routines.

Grade 2 students and families are invited to participate in a Transition Event at East Salisbury School.

Limited English speaking parents will be invited to school information sessions throughout the year with interpreters. These meetings will include topics such as filling out emergency forms, understanding the MCCRS State Standards for reading and mathematics, and homework strategies.

Summer activity packets, parent letters, and summer mathematics skill checklist will be sent home to assist parents with preparing children for the following grade level.

(cont.)

(cont.) WELC and East Salisbury Administrator/Instructional Leadership Team Representatives WELC and East Salisbury Staff Pre-Kindergarten and Kindergarten Teachers

Grade 2 Teachers ESOL Teacher and Interpreters


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EXTENDED LEARNING OPPORTUNITIES Beaver Run Elementary School provides programs and activities for teachers, students, parents and community partners to engage in extended learning opportunities. The extended learning opportunities offered at Beaver Run Elementary School include the following:

Program/Activity Audience Purpose Duration Frequency

Professional Learning Community (PLC) Meetings Teachers

The purpose of PLC and GLT Meetings are for teachers to analyze student data in order to identify intervention and enrichment needs as well as to plan grade level materials and resources through the collaboration of Intervention, Special Education and Special Area Teachers.

1 hour Each Cycle

Grade Level Team Planning (GLT) Meetings

1 hour Monthly

Faculty Meetings Teachers

The purpose of Faculty Meetings are to provide professional development that enhances instruction as well as to provide needed information such as reviewing data, providing information on different policies and preparing for upcoming school events

1 hour Monthly

Instructional Leadership Team (ILT) Meetings

ILT Team

The purpose of ILT Meetings are to develop the school improvement plan, to ensure that the plan is implemented as it is written and to assess the effectiveness of the plan school-wide through each represented area.

3 hours & Full Day in June

Quarterly

Leveled Literacy Intervention (LLI) Workshops

Intervention Teachers, Families

The purpose of the LLI Workshops are to provide Information about the philosophy of the program, expected growth, sequence of the daily lessons and to communicate the importance of the take home book and nightly reading. The purpose of the May LLI Workshop is to provide information about Summer Slide as well as to provide activities and resources for summer learning.

1 hour 3 Times a Year (Fall, Winter, Spring)


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Focus Area B: Improve Student Attendance



B1 Review and analyze student attendance data.

Identify areas of need using student attendance data as provided by the Vice Principal.

Principal, Vice Principal and ILT will identify and discuss areas of need using student attendance data as provided by Administration.

Home School Liaison (HSL) will use student data management systems to identify frequent absences and tardy students: HSL will maintain a daily log to record and report contacts. HSL will contact parents/guardians after 3 consecutive absences and HSL will also contact parent/guardians after more than 5 total absences. A letter will be generated to parent/guardian after 5, 10, and 15 consecutive and total absences. Parents with a student that has 15 unexcused absences are contacted by the Pupil Personnel Worker (PPW). HSL will also serve the students at the WELC to address attendance issues.

Wicomico County Mentoring Program Mentors check-in with the School Counselors on how students are progressing.

The Student Service Team (SST) will meet to discuss and create possible solutions for chronic/excessive absences

Messenger, an automated calling system, is being utilized to communicate daily attendance with parents and guardians.


Administration, Home School Liaison, Instructional Leadership Team, Pupil Personnel Worker Wicomico County Mentors, School Counselors Student Service Team Principal

B2 Implement activities to encourage and recognize outstanding student attendance.

School recognizes best grade level attendance monthly. The classroom with the highest attendance is visited by Bucky Beaver stuffed mascot.

The classroom with the highest attendance for the month receives a bonus activity period.

Administration and Classroom Teachers will recognize outstanding attendance on Report Cards.

Students with perfect attendance will be recognized.


School Counselors, Instructional Leadership Chair, Classroom Teachers Administration, Classroom Teachers, Office Associate


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Attendance Data (as of 6/1):

We will increase the percentage of student attendance to at or above 94%:

Student Group: 2015-2016 2016-2017 2017-2018

All Students 82.29 82.73

American Indian/Alaskan Native 83.75 93.44

Asian 85.69 81.89

Black or African American 82.88 84.78

Hispanic/Latino of any race 82.80 83.15

Native Hawaiian/Other Pacific Islander N/A N/A

White 79.22 77.89

Two or more races 85.84 84.42

FARMS 83.22 83.57

Special Education 83.24 82.66

Limited English Proficient 82.36 81.95

Strengths: Beaver Run Elementary School’s student groups of American Indian/Alaskan Native, Black or African American and Two or More Races have the highest attendance percentage in the school, however, these student groups have an attendance percentage which is below the targeted percentage of 94%. Opportunities for Improvement: Overall, in all our student groups, our attendance percentage is low and below the targeted 94%. This low attendance percentage will be addressed in our Strategy Goal 3. Interventions include the following: implementing character education lessons with the School Counselors to further discuss the importance of good attendance; recognizing classrooms in each grade level monthly for the best attendance; including attendance as a requirement for PBIS quarterly incentives by having no unexcused absences; implementing the Progressive Intervention Protocols for Student Absences; utilizing the Home School Liaison and Pupil Personnel Worker to make parent contact as well as through pre-truancy conference phone calls/meetings and truancy court.


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Focus Area C School Structure: Improve school climate to ensure a safe, drug-free environment conducive to learning



C1 Maintain and implement the school’s Crisis Management Plan.

Review and revise the Crisis Management Plan to ensure compliance with MSDE and local requirements.

Review the Crisis Plan and safety drill procedures during faculty meetings.

Conduct safety drills with students, (fire evacuation, civil defense, code red) as mandated.

Conduct tabletop Crisis Drill and mock evacuation drill every year.


Positive Behavior Interventions and Support Team/Chair, Administration, School Counselors, Social Workers Classroom Teachers, Intervention Teachers, Special Education Teachers, ESOL Teacher, Special Area Teachers, Paraprofessionals

C2 Engage stakeholders in the recognition, promotion, and enhancement of student’s strengths using the Developmental Assets.

Components of Character Education will be included in daily teaching, announcements, classroom displays and communications.

Messenger is activated to reach out to parents to keep them informed of upcoming events in the school.

Staff members will receive continued training with PBIS.

Staff members will continue to recognize students exhibiting positive behavior by awarding Dojos to shop at the School Store.

The Positive Behavior Interventions and Support Team (PBIS) will meet monthly to review student behavior data, collected from school and the bus, to develop strategies to help individual students as well as school wide behavioral needs.

The School Counselor and School Social Workers will work with students in an individual or small group setting to develop positive behavior strategies for students.

Class Dojos will be distributed to classes that meet the school-wide behavioral expectations.

Beaver Run Administration will utilize the Wrap Around Maryland program, the Wicomico County Mental Health Program (signed MOU), and other community agencies in order to support families.

DECA, an early intervention program, is utilized by Pre-K and K teachers to promote children’s social and emotional development.

Pre-K teachers and the Social Worker were provided Social Emotional Foundations for Early Learning (SEFEEL) training.


Positive Behavior Interventions and Support Team/Chair, Administration, School Counselors, Social Workers Classroom Teachers, Intervention Teachers, Special Education Teachers, ESOL Teacher, Special Area Teachers, Paraprofessionals


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Student Behavior (as of 6/1):

Strengths: In comparison to the 2015-2016 school year, the total number of referrals did not significantly increase and continued to remain lower in total number of referrals from the 2014-2015 school year.

Opportunities for Improvement: Our goal is to reduce the total number of office referrals by 100 office referrals for the upcoming school year. In addition, we plan to improve the disproportionality amongst our subgroups by reducing the gap between our African American subgroup and White subgroup referral totals as well as the students receiving Special Education services. Classroom Teachers and Student Support Staff will be working to provide proactive measures for student behavior daily by building relationships with students and through our PBIS initiatives. Moreover, the PBIS Team will be implementing PBIS quarterly incentives which will include having no office or bus referrals as a requirement to attend.

School Focus: Our School Focus is to decrease referrals from the previous school year by 100 referrals.

2015-2016 2016-2017 2017-2018

Total Number of Referrals 201 207

Insubordination 64 19

Attack on Student 51 62

Classroom Disruptions 35 52

Subgroup Data

African American 148 148

White 29 42

Asian

Hispanic 6 3

FARMS -- --

Special Education 0 44


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Parent Involvement: 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. Beaver Run Elementary 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.

Parent Involvement Data Charts 1. Beaver Run Elementary Parent Interest Survey Results 2016 2. Beaver Run Elementary School Family Involvement Chart


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1. Beaver Run Elementary Parent Interest Survey Results 2016:


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2. Beaver Run Elementary School Family Involvement Chart

Activities listed below are funded through the Judy Center Partnership or Title I Programs that support our Literacy and Mathematics Measurable Improvement Goals within our School Improvement Plan:

Family Involvement Chart

Timeline Family Event (Number in Attendance) Summary of Event List Partners Who Participated

August

Getting to Know You! Fall Parent/Teacher Conferences

Open House

“A Day in K” Back to School Family Fun Night

Classroom Teachers meet with families to discuss grade-level expectations and to review the reading and mathematics curriculum

WELC, Beaver Run

WELC, Beaver Run

WELC

September

Back to School Night/Title I Orientation

Judy Center Rotation

Families learn about our Title I Program and the Title I Budget used for ELA, Mathematics and Social Emotional Development; families are able to view student work and collaborate with Classroom Teachers.

Families and students are invited to participate in reading or mathematics activities with dinner. (Night Rotation)

WELC, Beaver Run

WELC, Beaver Run

October

Family Literacy and Mathematics Night

SU Leadership

Fall PAC Meeting

Community Helper’s Parade

Library Café


Grade 1 students and their families will learn how to support their children at home through reading and mathematics activities

Grade 2 students and their families are invited to Salisbury University to participate in leadership training through a campus-wide tour, setting goals and discussing how to be a good role-model and leader.

Families review and provide feedback regarding the Parent Compact and Title I Plan for Parent Involvement; families also suggest plans for upcoming parent involvement opportunities; questions are answered about curriculum and assessments

Families are invited to participate in a parade as students learn more about the community helpers within their community

Families are provided library cards, books and activities through rotations

Families and students are invited to participate in reading or mathematics activities with dinner. (Night Rotation)

Beaver Run

Beaver Run

Beaver Run

WELC

WELC

WELC, Beaver Run

November

American Education Week

Book Fair

Habitat Week

Academic Workshop

Family Involvement Conference

Strengthening Families

Through this week-long event, families are invited into the classrooms to observe and learn about the reading, mathematics, science and social studies curriculum

Families and students are welcomed to visit our Book Fair during and after-school hours in order to purchase books

Families are invited to participate in standard-based reading, mathematics and science activities planned by Pre-Kindergarten Teachers; students present their animal research to their families

Students and their families will learn how to support their children at home through reading and mathematics activities

Families are invited to participate in engaging workshops to support reading, mathematics and social emotional growth

Families received training for improving their child’s literacy at home

WELC, Beaver Run

WELC, Beaver Run

WELC

Beaver Run

WELC, Beaver Run

WELC, Beaver Run

December Partners in Learning Compact Review/PTA Holiday Concert

Wicomico County Title I Parent Advisory Council

Families reviewed the responsibilities of parents, students, staff and Administration and requested their input. Student’s singing presentation about holidays around the world.

Families are invited to learn about the Title I Program, Title I Budget and parent involvement opportunities.

WELC, Beaver Run

WELC, Beaver Run

January Parent Teacher Conferences Classroom Teachers meet with families to discuss grade-level expectations and student progress WELC, Beaver Run

February Judy Center Rotation

Families and students are invited to participate in reading, mathematics and science activities about the heart with a healthy snack. (Daytime Rotation)

Beaver Run


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Family Involvement Chart

Multicultural Fashion Show Students wear cultural dress to present different cultures to families and students Beaver Run

March

Parent Rotation


Spring PAC Meeting

Families are invited to a STEM-based activity where catapults were made in order to participate in a school-wide competition.

Families are invited to participate in reading, mathematics and science Dr. Seuss activities with a healthy snack. (Daytime Rotation)

Families review and provide feedback regarding the Parent Compact and Title I Plan for Parent Involvement; families also suggest plans for the parent involvement budget; questions are answered about curriculum and assessments

WELC

Beaver Run

Beaver Run

April

ESAEYC Early Childhood Fair at the Centre at Salisbury Mall

Art Show and PTA Elections

How to Become a Homeowner Workshop

Hit the Books! Shorebirds Baseball Game

Library Café


Families are invited to receive literature and resources on the importance of early child education.

All students will have work displayed in a school-wide Art Show to showcase their talents to their families along with different art-based activities and dinner; family members are invited to hold an PTA office position to lead school events

Salisbury Neighborhood Housing presented information to families about how to become a homeowner

Students participate in a reading incentive in order to receive tickets to a Shorebirds baseball game and parade with their families.

Provide library cards, books and activities through rotations

Families are invited to participate in reading, mathematics and science Eric Carle activities with a healthy snack. (Daytime Rotation)

WELC, Beaver Run

Beaver Run

Beaver Run

Beaver Run

WELC

Beaver Run

May

Multicultural Festival

Parent Rotation


Spring Music Concert

East Salisbury Transition Day

WELC/Tenderheart Transition Day

Students participate in the Maypole wearing cultural dress; families have opportunities to taste food from other countries and participate in multicultural activities

Families are invited to a STEM-based activity where insects were made after listening to non-fiction texts, viewing informational videos and conducting research.

Families are invited to participate in reading, mathematics and science multicultural activities with a healthy snack. (Daytime Rotation)

Students will participate in a spring choral performance for their families.

Families and Grade 2 students are invited to attend a transition event at East Salisbury.

Families and students from WELC and Tenderheart are invited to attend a transition event in Beaver Run Kindergarten classrooms.

Beaver Run

WELC

Beaver Run

Beaver Run

East Salisbury, Beaver Run

WELC, Beaver Run

June Parent Rotation

Wicomico County Title I Parent Advisory Council

Families are invited to participate in mathematics-themed activities encompassing various mathematics standards

Families are invited to learn about the Title I Program, Title I Budget and parent involvement opportunities.

Beaver Run

WELC, Beaver Run

July WCBOE Family Resource Fair Families are invited to receive information from the county schools, transportation and our community

partners to promote parent involvement and academic achievement. WELC, Beaver Run


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Principles Implementation Plan with Dr. Constantino

Principles Family Engagement Goal

Communicate Effectively and Build Relationships

Empower Every Family

The intervention teachers will plan and lead an informational workshop for parents who have students participating in the Leveled Literacy Intervention (LLI) Program. A workshop will be held in the fall for First and Second Grade Parents and in February for Kindergarten parents. An end of the year workshop will be held for all K-1 parents who have children enrolled in LLI. (3 Workshops)

A monthly letter will be sent home outlining specific math and reading skills that will be taught during the month. Guiding questions that parents can use to engage their children in meaningful discussions about math and reading will be included. Translated letters will be developed.


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



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

Beaver Run Elementary School will focus on: Communicate Effectively and Build Relationships and Empower Every Family based upon the research from Steven Constantino on engaging every family.

The Principal provides a monthly communication in the form of the Beaver Run Broadcaster to inform parents of events, presentations and learning tips. WELC notifications, information, and events are included.

A Beaver Run Elementary School homepage and Facebook page will be maintained to advertise upcoming events and activities, with a link to the WELC and Salisbury University Regional Professional Development School.

Classroom Teachers will provide school to home communication through the use of Student Agendas, Monthly Newsletters, and/or Messengers.

Beaver Run Elementary School will hear from parents by holding two PAC meetings Fall/Spring to identify ways to better improve parent/school communications. All parents will be invited and have a voice in developing the budget, professional development for Teachers, parent involvement brochure, and Partners in Learning Compact.

Parent representatives will be invited to participate in ILT meetings and the creation of the plan.

Beaver Run Elementary School will send home COMPACT forms to all grade level students during the first week of school to allow Teachers to thoroughly explain the purpose of the form to parents.

Beaver Run Elementary School Staff and parents work together to improve communication through the Parent Teacher Association.

o August --- Open House o September --- Back to School Night o October ---Family Fun Festival o December --- PTA Holiday Celebration Around the World o February --- Gallery Walk and PTA Conferences o April --- PTA Elections, Gallery Walk, and Conferences

Beaver Run Elementary School/WELC will utilize the Messenger (automated calling system) to enhance communication with parents.

Tales for Dogs program, supported by community volunteers, enhances students’ reading fluency by providing them the opportunity to read aloud to dogs and their handlers.

Foster Grandparents will provide support in the classrooms for Teachers and students.

Beaver Run Elementary School participates in the Junior Achievement Program where community members come into the classrooms to teach interactive lessons about work readiness skills.

Documents given to parents will be translated in their native language.


Administration, Classroom Teachers, Special Education Teachers, Intervention Teachers, ESOL Teacher, Special Area Teachers, School Counselors, Social Workers, Paraprofessionals, Families Instructional Leadership Team Parent Teacher Association Beaver Run Elementary School and WELC Principals Tales for Dogs Program Foster Grandparents Junior Achievement ESOL Teacher, Interpreters Judy Center Steering Committee Members, (cont.)


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Administration and Kindergarten representatives will attend Judy Center Steering Committee meetings in order to gain knowledge of community services and events. Judy Center Rotations will be planned in September and October evenings as well as in February, March, April and May during the school day. The information obtained will be disseminated to parents and used to plan parent involvement activities.

Provide 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 10 components of a school wide 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.

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, Title I Parent Involvement Budget, School Performance Data, and 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 Title I Parent Involvement Budget, and Parent Questions/Concerns.

Communicate with all parents at the beginning of the school year about becoming members of the Parent Advisory Council (ex: Newsletter, Orientation Meeting, Back to School Night, Parent Interest Survey, Messenger Phone Message).

Parent Interest and Parent Volunteer surveys are sent home in the fall and are collected to determine topics for parent workshops. Workshops are planned based on the data collected.

The Judy Center Service Coordination Meeting for Pre-Kindergarten/Kindergarten will be held once per month on the second Friday of each month

(cont.)

(cont.) Instructional Leadership Team, Principal Intervention Teachers Judy Center Teachers

http://www.wcboe.org/


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Measureable Improvement

Goal Target Group(s) Milestone Progress End of Year Goal Met/Not Met

Target Family Engagement Goal: Improve Communication through Family Feedback Classroom Teachers:

Will develop a monthly letter to be sent home outlining specific math and reading skills that will be taught during the month. Guiding questions that parents can use to engage their children in meaningful discussions about math and reading will be included. Translated letters will be developed. Intervention Teachers:

Will plan and lead three informational workshops for Grades 1—2, Kindergarten and at the end of the year for Kindergarten—Grade 1 for parents who have students participating in the Leveled Literacy Intervention (LLI) Program.

Classroom Teachers will Target:

All Families

Intervention Teachers will Target:

Families Who Have Students Participating in the Leveled Literacy Intervention (LLI) Program

We will measure success through the following progress points: Surveys will be completed by our families as a form of evaluation monthly and following each Leveled Literacy Intervention (LLI) Workshop in order to seek feedback on the following: Classroom Teachers:

Classroom Teachers will develop monthly letters during the first or second PLC of the month for the following month. Monthly letters will begin in October. The developed monthly letters will be translated, distributed and sent home on the first Tuesday of the month through Tuesday Folders. Surveys will be sent home at the end of Terms 2 and 3.

Classroom Teachers will call one or two parents during Mid-Term 1 and Mid-Term 4 to discuss the monthly letters. Parents will be asked whether or not the monthly letter is helpful. Parents will also be asked to share any suggestions they have to improve communication. Feedback will be recorded on Phone Logs and shared during PLC’s. Intervention Teachers:

Once students are identified for the Leveled Literacy Intervention (LLI) program, Intervention Teachers will invite parents to attend an informational workshop about the program, expected growth and the expectations for nightly reading. Grade 1 and 2 students are identified for intervention in the fall through the BAS Assessment and Kindergarten students are identified in February through the BAS Assessment. Intervention Teachers will continue to track LLI progress throughout the year through the Family Engagement Tracking Sheets.

By the end of the 2017-2018 school year, our school will reflect upon the family feedback received in order to improve communication: Classroom Teachers:

Will submit the returned surveys and recorded feedback on the Phone Logs which will be turned into the Engage Every Family Team as documentation. Intervention Teachers:

Will plan a parent workshop for the end of the year (May). Parents of students in LLI (K-1) will be invited to attend to learn about the dangers of the Summer Slide through the Summer Slide Prevention Packets which will include informational sheets, books and writing journals.

Will submit the returned surveys and recorded Family Engagement Tracking Sheets which will be turned into the Engage Every Family Team as documentation.

BAS Scores of Kindergarten and Grade 1 students who participated in LLI will be tracked. Spring 2018 scores will be compared to Fall 2018 scores.


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Strategy: Improve Communication Through Family Feedback Implementation Steps/Strategies

Person(s) Responsible Time Line

Strategy:

Classroom teachers will develop monthly letters during the first or second PLC of the month for the following month. Monthly letters will begin in October.

A designated grade level team representative will be responsible for forwarding the letter to the ESOL teacher for translation into Spanish/Haitian Creole. Once the translations are received. The grade level representative will make arrangements for the letters to be run in the office and distributed to classroom teachers in their mailbox. Letters will be sent home the first Tuesday of the month in the communication folder.

A parent from each homeroom at Mid-Term 1 and Mid-Term 4 will be contacted by phone to discuss the monthly letters. Parents will be asked whether or not the letter is helpful. Parents will also be asked to share any suggestions they have to improve communication. Feedback will be recorded on the phone log and shared during PLC. Phone logs will be turned into the Engage Every Family Team as documentation.

A parent survey will be sent home at the end of Term 2 and the end of Term3.

Classroom Teachers Grade Level Representative, ESOL Teacher, Office Staff Families Classroom Teachers, Families Families

Monthly letters will begin in October and sent home the first Tuesday of each month Parents will be called at Mid-Term 1 and Mid-Term 4 Surveys will be sent home at the end of Terms 2 and 3

Strategy:

Once students are identified for the Leveled Literacy Intervention (LLI) program, parents will be invited to attend an informational workshop about the program. Grades 1 and 2 students are identified for intervention in the fall through the BAS Assessment and Kindergarten students are identified in February through the BAS Assessment. Information about the philosophy of the program, expected growth and the sequence of the daily lessons (odd/even) will be shared. The importance of the take home book and nightly reading will be addressed.

A parent workshop will be planned for the end of the year (May). Parents of students in Leveled Literacy Intervention (LLI) (K-1) will be invited to attend. Parents will learn about the dangers of the Summer Slide. They will receive informational sheets about supporting their child’s development in reading comprehension, sight word acquisition, phonics/phonemic awareness and fluency. Activities that support these reading components will also be shared. Summer Slide Prevention Packets will be distributed at the workshop. The packets will contain informational sheets, books and writing journals.

BAS Scores of Kindergarten and Grade 1 students who participated in Leveled Literacy Intervention (LLI) will be tracked. Spring scores will be compared to Fall scores of the upcoming school year.

Intervention Teachers, Families Workshop 1 will be held in the Fall after Grade 1 and 2 students have been identified through BAS; Workshop 2 will be held in February after Kindergarten students have been identified through BAS Workshop 3 will be held in May for students in LLI for Kindergarten—Grade 1


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Quarterly Progress Results September 5—November 7



ILT Meeting Date: January 30th 4:15-7:15 Phone Log PLC Summary for Contacted Parents from Mid-Term 1 LLI Workshop 1 Evaluations Summary Any “Family Involvement Chart” events to include with Agendas

*PK, K, 1 and 2 Grade Level Representatives will submit any “Family Involvement Chart” events to include/revise along with Agendas for any past event via email to Valerie Folsom due by October 24th. *BRS Grade Level Representatives will submit Phone Log PLC Summary for Contacted Parents from Mid-Term 1 via email to Valerie Folsom due by October 24th. *Intervention Teacher Representative will submit LLI Workshop 1 Evaluations Summary electronically via email to Valerie Folsom due by October 24th.

Returned Parent Surveys about Monthly Letters from Term 2 Summary Any “Family Involvement Chart” events to include with Agendas

*PK, K, 1 and 2 Grade Level Representatives will submit any “Family Involvement Chart” events to include/revise along with Agendas for any past event via email to Valerie Folsom due by January 26th. *Intervention Teacher Representative will submit Returned Parent Surveys about Monthly Letters from Term 2 Summary electronically via email to Valerie Folsom due by January 26th.




ILT Meeting Date: June 5th Full Day Returned Parent Surveys about Monthly Letters from Term 3 Summary LLI Workshop 2 Evaluations Summary Any “Family Involvement Chart” events to include with Agendas

*PK, K, 1 and 2 Grade Level Representatives will submit any “Family Involvement Chart” events to include/revise along with Agendas for any past event via email to Valerie Folsom due by April 24th. *Intervention Teacher Representative will submit Returned Parent Surveys about Monthly Letters from Term 3 Summary and LLI Workshop 2 Evaluations Summary electronically via email to Valerie Folsom due by April 24th.

Phone Log PLC Summary for Contacted Parent(s) from Mid-Term 4 LLI Workshop 3 Evaluations Summary Any “Family Involvement Chart” events to include with Agendas

*PK, K, 1 and 2 Grade Level Representatives will submit any “Family Involvement Chart” events to include/revise along with Agendas for any past event via email to Valerie Folsom due by May 31st. *BRS Grade Level Representatives will submit Phone Log PLC Summary for Contacted Parents from Mid-Term 4 via email to Valerie Folsom due by May 31st. * Intervention Teacher Representative will submit LLI Workshop 3 Evaluations Summary electronically via email to Valerie Folsom due by May 31st.