Chipman Elementary School Improvement Plan 2017-2018.pdf

BOARD OF EDUCATION OF WICOMICO COUNTY 2424 Northgate Drive

P.O. Box 1538

Salisbury, MD 21802-1538

Success - Every Student, Every Day

CHARLES H. CHIPMAN ELEMENTARY SCHOOL 711 Lake Street

Salisbury, MD 21801

410-677-5814

http://ces.wcboe.org/

School Improvement Plan

2017-2018

October 15, 2017

http://ces.wcboe.org/

CHARLES H. CHIPMAN ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN

2017-2018

Page | 2 Revised 7-26-17

Table of Contents

Title I Executive Summary Pgs. 3-5 Mission and Belief Statements Pg. 5

School Improvement Plan Summary Narrative Pg. 6 Academic Data, Analysis, Strategies and Goals Literacy Mathematics Science

Literacy Pgs. 8-18 Math Pgs. 19-29

Focus Area A: Instruction and Student Learning Pgs. 31-33

Focus Area B: Improve Student Attendance Pg. 34

Focus Area C: School Structure Pgs. 35-36

Focus Area D: Family & Community Engagement Pg. 37


2017-2018


Principal: Antionette Perry Assistant Principal: Alexan Dargan

School Improvement Team Members:

Name/Position Name/Position Name/Position Alexan Dargan/ Assistant Principal Hogena Spence/ Paraprofessional Susan Biddle/ Kindergarten Teacher/ ILT Co-Chair

Allison Ford/Judy Center Family Service Coordinator

Jerry West/ Guidance Counselor Susan Gebhart/Reading coach

Amanda Banks/ Reading Coach Kathryn Miller/Special Education Tamara Filippelli/Reading Intervention Teacher

Antionette Perry/ Principal Mary Lou Fineran/SU PDS Coach Sierra Collier/1st Grade Teacher

Debra Panicucci/Math Intervention Teacher McKenzie Wilcox/Pre-K Teacher ILT Co-Chair

Harlan Eagle/ Special Area Teacher Rebecca Okoya/Parent

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

STUDENT ENROLLMENT INFORMATION:

Grade Range PK-2 2015-16 2016-17 2017-18

Number Percentage Number Percentage Number Percentage

Total Enrollment (as of 9/30) 418 322

Hispanic 44 10.5% 42 13%

Black 249 59.5% 188 58%

White 78 18.6% 58 18% Asian ** ** ** **

Native American ** ** ** **

Hispanic 37 8.9% 30 93%

English Language Learners 38 8.6% 36 11%

Homeless ** ** 32 7%

Foster Care ** ** 1

Free and Reduced Meals (FARMS) 87.5% 68.4% Attendance Rate (as of 6/1) 94.9% 94%

http://www.mdreportcard.org/


2017-2018


Title I Program Designation ___X Schoolwide

Targeted Assistance

SCHOOL FACULTY AND ADMINISTRATION:

2015-16 2016-17 2017-18

# Administrators 2 2

# General Education Teachers 14 20

# Special Education Teachers 2 3

# Special Area Teachers

1 /Art 0 /Media 1 /Music

1 /PE

1 /Art 1 /Media

1.5 /Music 2 /PE

/Art /Media /Music

/PE

# Coaches

.5 /Literacy .5 /Mathematics

1 /Technology

.5 /Literacy .5 /Mathematics

1 /Technology

/Literacy /Mathematics /Technology

# Instructional Assistants

5 /Kindergarten 7 /Other

4 /Prekindergarten

9 /Kindergarten 8 /Other

6 /Prekindergarten

/Kindergarten /Other

/Prekindergarten

# Intervention Staff

4 /Literacy 1 /Mathematics

1 /Prekindergarten

5 /Literacy 1 /Mathematics

1 /Prekindergarten

/Literacy /Mathematics

/Prekindergarten

# Resource Staff 1 /Counselor

0 /Dean of Students 1 /Counselor

0 /Dean of Students /Counselor

/Dean of Students


2017-2018


0 /Social Worker 0 /Student Advisors

1 /Social Worker (PK) 0 /Student Advisors

/Social Worker /Student Advisors

# Other Faculty Support 1 /Family Service Coordinator

0 /Program Coordinator

1 /Family Service Coordinator

1 /Program Coordinator /Family Service Coordinator

/Program Coordinator

Mission Statement: Charles H. Chipman is a community of connected, capable and contributing individuals that build an environment of lifelong learners.

Belief Statements:

• We are building a firm foundation for success for all learners.

• All children can learn and experience success regardless of diversity, capabilities or background.

• Education is the shared responsibility of the student, family, school, and community. • Charles H. Chipman Elementary provides a safe and positive environment to promote an academic atmosphere that will meet the needs of all

children.

• Charles H. Chipman provides a quality instructional program that is engaging and rigorous for children to reach their full potential.

• Individual integrity, tolerance and respect for others must be taught, modeled, expected, and acknowledged in all areas of our school and the students’ life.

Values: (What is important to us?)

• We are a Judy Center satellite centered on providing comprehensive services within the community.

• We service PK-1st grade which allows us to lay the foundation for the cognitive, social, emotional, and physical well-being of the child through the use of developmentally appropriate practices.

• Parental involvement at school events

• Quality instruction by engaging all students

• Developmentally appropriate practices in classrooms

• Social-emotional growth of students

• Staff professional development


2017-2018


School Improvement Plan Summary Narrative:

Reading Charles H. Chipman Elementary School's Reading Initiative is to increase accuracy and comprehension of grade level text for all students. Chipman Elementary School wants to ensure that all students are striving to read at or above expectations across all content areas starting with building foundational skills in 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 and Grade 1 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 and Grade 1 will use monthly 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 and J or above at the exit of Grade 1.

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

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

❖ Pre-Kindergarten will lay the foundation for problem solving by implementing the strategies of Building Blocks, Dr. Nikki and Math Professional Development Coaches.

❖ Kindergarten and Grade 1 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.


2017-2018


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

❖ Kindergarten and Grade 1 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 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.

Academic Data w/ Action Steps and

Strategies


2017-2018


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

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

this section.

Program Grade Level

Fundations K-1st

In Classroom Reading Intervention groups PK

Response to Intervention K-1st


2017-2018


Edit Data Charts

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Reading-Through listening, answers…

Reading-Through listening, answers…

Demonstrates decoding of words…

Demonstrates or clarifies the meaning…

Reading-Throughlistening, answers

questions about key ideas and

details in text(Literary)

Reading-Throughlistening, answers

questions about keyideas and details intext (Informational)

Demonstratesdecoding of words

throughphonics and word

analysis

Demonstrates orclarifies the meaning

of unknownand multiple

meaning words

ND 1% 1% 2% 2%

IP 12% 12% 23% 14%

PR 87% 87% 75% 84%

2016-2017 PK Reading Concepts

ND IP PR

0% 10% 20% 30% 40% 50% 60% 70%

Below Grade Level

At Grade Level

Above Grade Level

Below GradeLevel

At Grade LevelAbove Grade

Level

Spring 58% 13% 29% 0

2016-2017 1st Grade BAS Administration

Spring

0% 5% 10% 15% 20% 25% 30% 35% 40%

Below Grade Level

At Grade Level

Above Grade Level

Below Grade Level At Grade Level Above Grade Level

Spring 35% 27% 38%

2016-2017 Kindergarten BAS Assessment

Spring

2 3

12

16

25 24

12

5

02 1 1 1

0

5

10

15

20

25

30

0 1 2 3 4 5 6 7 8 9 10 11 12

# of Alphalevels Increased

number of Students


2017-2018


Pre-Kindergarten: Fourth term report card data shows that there is an 11% increase from last school year of the students who were proficient in Demonstrates or Clarifies the meaning of unknown and multiple meaning words. There is a 23% increase of students who are proficient as compared to last year with Reading-through listening, answers questions about key ideas and details in the text. The data also shows that there is a 27% increase from last year of students who are proficient in the area of Demonstrating decoding of words through phonics and word analysis

Kindergarten: The spring administration of the BAS assessment was given in April. According to the Fountas and Pinnell Progress Monitoring Tool,

students should be reading at a Level D. There was approximately an 18% increase of students (average of 20% to 38% this year) reading above level as

compared to last school year.

First grade: The spring administration of the BAS assessment was given at the end of March. According to the Fountas and Pinnell Progress Monitoring

Tool, students should be reading at Level I. Data shows that there was a 4% increase of students reading on level as compared to last year’s data (9% to

13%). Intervention groups begin the second week of school with the goal of increasing the number of students reading on grade level. 68% of 1st grade

students increased by at least 4 alpha levels by the BAS Spring Administration.

Strategy Goal 1: Measurable

Improvement Goal Target Group(s) Milestone Progress

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

End of Year Goal Met/Not Met

All students will increase comprehension: Pre-K:

• 80% of the Students will reach a targeted score of 80% on the Early Literacy Behaviors Assessment.

All Students:

Pre-K:

• By the end of October, Teachers will administer the Early Literacy Behavior Assessment to establish a baseline score.

• By mid-January, 80% of the students will reach a target score of 40% on the second administration of the Early Literacy Behaviors Assessment (ELB) to monitor growth.

• By mid-April, 80% of the students will reach a targeted score of 80% on the Early Literacy

Pre-K:

• 80% of the Students will reach a targeted score of 80% on the Early Literacy Behaviors Assessment.


2017-2018


Measurable Improvement Goal

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

Include 3-4 progress points along the way.)


K:

• 80% will be reading at an instructional level D by the BAS Spring administration.

All students

Behavior Assessment.

• Students will show growth progress between each report card.

• 85% of the students will be Proficient on the four identified concepts on the 4th term report card.

• Teachers will utilize Early Literacy Assessment (ELA) to monitor student progress.

K:

• By the end of October, Teachers will administer the Benchmark Assessment System (BAS) according to SLO instructions to obtain a baseline score.

• By early February, 80% of the students will be reading at on instructional level C as determined by Fountas and Pinnell Progress monitoring by instructional text level chart.

• By end of May, 80% of the student will be reading at an instructional level D as

determined by Fountas and Pinnell Progress monitoring by instructional text level chart.

• Starting in November, teachers will administer and submit monthly running records to monitor student progress.

• In Mid-October, KRA data will be used to direct instructional small group instruction.

• Students will show growth progress between each report card.

K:

• 80% will be reading at an instructional level D by the BAS Spring administration.


2017-2018


Measurable Improvement Goal




1st Grade:

• 80% of students will increase by 4 or more alpha levels by BAS Spring administration.

1st Grade:

• By the end of October, Teachers will administer the Benchmark Assessment System (BAS) according to obtain a baseline score.

• By early February, 80% of the students will increase by 2 or more alpha levels as determined by Fountas and Pinnell Progress monitoring by instructional text level chart.

• By end of April, 80% of the student will increase by 4 or more alpha levels as determined by Fountas and Pinnell Progress monitoring by instructional text level chart.

• Starting in November, teachers will administer and submit monthly running records to monitor student progress.

1st Grade:

• 80% of students will increase by 4 or more alpha levels by BAS Spring administration.


2017-2018


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

Teachers will complete their goal assessments (ELB, observational/anecdotal data, running records, BAS) and bring the data to PLCs once a quarter to discuss and review progress.

• The Literacy Coach will conduct a refresher professional development session on informal running records as it pertains to the collection of the baseline data.

• The Literacy Coach will conduct a professional development session on collecting observational/ anecdotal data.

• The Literacy Coach will conduct a refresher professional development session on the BAS Assessment.

• Administration will provide and schedule substitutes to provide Kindergarten and 1st grade teachers time to administer BAS.

Teachers will bring Data binders to GLT meetings to analyze student progress to be shared at the quarterly meetings

Classroom Teachers Literacy Coach Literacy Coach Teachers

On-going August/September Faculty meeting August/September Faculty meeting

Teachers will identify students reading below grade level expectations according to their goal assessment (ELB, observational/ anecdotal data, running records, BAS) in order for the students to be placed into an intervention group.

• The intervention teachers will conduct LLI groups according to the Administrator's Tool: Fidelity of LLI Implementation (Primary) document for first grade and K students.

• Teachers will use running records to ensure that students are placed appropriately and making progress

Classroom Teachers/ Intervention Teachers/ Administration Teachers

On-going

Teachers will utilize the strategies/lessons outlined in the resources within their grade level: Literacy Beginnings, The Continuum of Literacy Learning, The Phonics resources

• The Literacy Coach will conduct on-going professional development sessions on the resources above during weekly PLC meetings.

• Teachers will submit grade level planning, that includes but not limited to samples of rigorous question, the skill and strategy focus and key points, on a weekly basis to administration

Literacy Coach/ Administration Teachers

On-going


2017-2018


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

Teachers will bring County data (Interim Assessments and/or report cards/progress reports) quarterly to faculty meetings to analyze areas of weakness with grade level comprehension.

Classroom Teachers/ Administration

On-going

Teachers will engage students in frequent interactive read alouds to build fluency, comprehension, and vocabulary.

• The Literacy Coach will conduct a refresher professional development session on interactive read alouds.

Classroom Teachers On-going

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

• The Literacy Coach will conduct writing professional development sessions on how to collect and utilize student writing samples for instructional purposes and writing about reading.

Classroom Teachers Literacy Coach

On-going

Administration and teachers will provide informative text, including but not limited to Weekly Reader, Scholastic News and Time for Kids for students use.

Administration Classroom Teachers

On-going

Teachers and students will utilize technological resources to enhance literacy. Classroom teachers On-going

Grade level teams will plan field trips and hands on project based learning activities to extend learning of curriculum related themes.

Administration Classroom Teachers

On-going


2017-2018


Prekindergarten SLO Data

Baseline Midterm End of Year


2017-2018


PK Report Card Data

Term 1 Term 2 Term 3 Term 4


2017-2018


Kindergarten BAS/Running Records/SLO

BAS Baseline October

Running Record November /December

BAS January

Running Records Frbruary March April


2017-2018


Kindergarten Report Card



2017-2018


1st Grade BAS

Baseline Midyear End of Year


2017-2018


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. 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 will integrate problems from the Promoting the Practices (P3) booklets that were prepared by the math professional development coaches. Teachers have received professional development on these high-level problems that push student thinking while developing perseverance and understandings. Provide a list of additional instructional programs your school offers by grade level. Include intervention programs and other academic programs in

this section.

Program Grade Level

In Classroom Math Intervention groups PK-1 Response to Intervention (RTI) PK-1


2017-2018


Pre-Kindergarten: The fourth term report card data for Pre- Kindergarten shows that the majority of students are Proficient in the areas of counting by rote to 10, counting and makes groups of objects 1-10, and recognizes numbers 0-10. As compared to last year’s data, PK showed growth in the area of recognizing numbers 0-10. Kindergarten: The fourth term report card data for Kindergarten shows that at least 80% of students are proficient at solving addition and

Count

PARCC - Math ::

Operations And Algebraic Thinking Wt Avg 2016-2017

113 31% 49% 18%

Count

PARCC - Math ::

Number And Operations In Base Ten Wt Avg 2016-2017

113 22% 38% 37%

0% 20% 40% 60% 80% 100%

Counts Rote 1-10

Counts objects in a group 1-10

Makes group of objects 1-10

Recognizes numbers 0-10

Counts Rote 1-10Counts objects in a

group 1-10Makes group of

objects 1-10Recognizes

numbers 0-10

ND 1% 1% 1% 3%

IP 4% 9% 15% 11%

PR 95% 91% 84% 86%

2016-2017 Chipman PK Math Concepts

ND IP PR

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Solve addition word problems within 10

Solve subtraction word problems…

Decompose numbers less than or equal…

Compose and decompose numbers 11-19

Solve addition wordproblems within 10

Solve subtractionword problems

within 10

Decomposenumbers less than

or equal to 10

Compose anddecompose

numbers 11-19

ND 3% 3% 7% 10%

IP 17% 16% 44% 53%

PR 80% 81% 49% 37%

2016-2017 Chipman Kindergarten Math Concepts

ND IP PR


2017-2018


subtraction word problems within 10. Data also shows that there was a 24% drop in proficient students in the area of Decomposing numbers less than or equal to 10 as well as a 26% drop in composing and decomposing numbers 11-19 as compared to last year. This was the first year in which the Everyday Mathematics curriculum was implemented. First Grade: The benchmark data shows that there was a 22% increase in students at expectations in Operations and Algebraic thinking (27% last year to 49% this year) and a 14% increase in students scoring at expectations in Number and Operations in Base Ten (24% last year and 38% this year). However, there was a drop in students exceeding expectations. Strategy Goal 2:

Measurable Improvement

Goal




All students will increase proficiency in problem solving Pre-K:

• 85% of students will be proficient on the identified standards based on the 4th term report card data.

All students Pre-K:

• Student progress in the identified concepts will be determined by the report cards:

o 30% of students Proficient by 1st term o 50% of students Proficient by 2nd Term o 70% of students Proficient by 3rd Term o 85% of students proficient on 4th term report

card data. • Teachers will administer a grade level created formative

assessment: o By the end of October, Teachers will administer

the teacher created formative assessment to establish base line data

o By end of January, 50% of students will score proficient

o By mid-May, 80% of students will score proficient

Goal data will be collected: Pre-K:

• 85% of students will be proficient on the identified standards based on the 4th term report card data.


2017-2018



Goal




K: • 80% of students will be

proficient on the identified standards based on the 4th term report card data.

First Grade:

• 80% of students will score proficient on the weighted average from all three interim assessments for Strands Operations & Algebraic Thinking and Numbers & Operations in Base Ten.

K:

• Student progress in the identified concepts will be determined by the report cards:

o 30% of students Proficient by 1st term o 50% of students Proficient by 2nd Term o 70% of students Proficient by 3rd Term o 80% of students Proficient on 4th term report

card data. • Teachers will administer a grade level created formative

assessment: o By the end of October, Teachers will administer

the teacher created formative assessment to establish base line data

o By end of January, 50% of students will score proficient

o By mid-May, 80% of students will score proficient

First Grade:

• 80% of students will score proficient on each math interim assessment for Strands Operations & Algebraic Thinking and Numbers & Operations in Base Ten.

• Teachers will administer a grade level created formative assessment:

o By the end of October, Teachers will administer the teacher created formative assessment to establish base line data

o By end of January, 50% of students will score

K: • 80% of students will be

proficient on the identified standards based on the 4th term report card data.

First Grade:

• 80% of students will score proficient on the weighted average from all three interim assessments for Strands Operations & Algebraic


2017-2018



Goal




proficient o By mid-May, 80% of students will score

proficient

Thinking and Numbers & Operations in Base Ten.

Implementation Steps/Strategies Person(s) Responsible Time

Line

Teachers will create formative assessments and rubrics. Teachers will bring the data to PLCs once a quarter to discuss and review progress.

Teachers Administration

On-going

Pre-K and Kindergarten teachers will use realistic objects, concrete manipulatives, and then abstract thinking to count objects. For example: There are 4 people in a group. 1 more person joins the group. How many people are in the group now?

• PD math coach will conduct professional development sessions as needed on the above strategies.

Teachers On-going

Teachers will use subitizing in daily Number Talks and Math Meetings. • PD coach will conduct professional development sessions on decomposing and composing numbers strategies


On-going

Teachers will use the following strategies to teach and unlock word problems: draw a picture, part-part-whole, story boarding, number bonds, number line, ten frame, story mats, turn and talk, stop and jot, composing and decomposing.

• PD math coach and math intervention teacher will conduct professional development sessions on the above strategies as needed.

Teachers Math Coach Math Intervention Teacher

On-going

Teachers will require students to answer the question in a complete sentence. First Grade Teachers will require students to begin problem-solving by rewriting the question into a sentence with a blank for the unknown (For example: How many marbles does Tom have now? Tom now has _______ marbles.)

Teachers On-going

Teachers will require students to use appropriate math vocabulary as listed within the units in the curriculum documents.

Teachers On-going


2017-2018


Implementation Steps/Strategies Person(s) Responsible Time Line

Teachers will incorporate writing in math to demonstrate understanding and support reasoning.


On-going

Teachers in kindergarten and first grade will continue to implement Everyday Mathematics 4. Teachers in Pre-Kindergarten will implement Building Blocks.


On-going

Teachers in kindergarten and first grade will implement the Open Response and Reengagement Problem Solving Lessons which are included in each unit of Everyday Mathematics 4. Student responses to the Open Response Problem Solving will be brought to PLC meetings for scoring and further discussion.

• PD math coach will provide professional development sessions as needed.

Math Coach Math Intervention Teacher Classroom Teachers Administration

On-going

Teachers in kindergarten and first grade will be given professional development on the implementation of Everyday Mathematics 4 through the use of a Virtual Learning Community (VLC). PD math coach will provide professional development sessions as needed.

Math Coach Administration

On-going

Pre-Kindergarten teachers will be given professional development on the implementation of Building Blocks. PD math coach will provide professional development as needed.

Teachers PD Math Coach Administration

On going


2017-2018


PreK SLO Progress Results

Baseline: Midyear End of Year


2017-2018


Pre-K Report Card Progress Results



2017-2018


Kindergarten

Baseline Midterm End of Year


2017-2018


First Grade Math Assessment Progress

Baseline Midyear End of Year


2017-2018


Kindergarten Readiness Assessment (KRA): Kindergarten readiness-demonstrating the foundational knowledge, skills and behaviors that enable a child to fully participate and succeed in school-sets the stage for the future. KRA is a developmentally appropriate observational and assessment tool administered to incoming kindergarteners that measures school readiness in four learning domains. The KRA provides a snapshot of kindergarten readiness levels, making it possible to determine if entering students have the skills and behaviors necessary to be successful in kindergarten. The KRA identifies the learning needs of individual children, as well as achievement gaps, enabling staff to make informed decisions about instructional and early intervention needs.

According to the data in 2015 and 2016 the following areas remained consistent for students demonstrating readiness: Language and Literacy (23%) and Social Foundations (63%). According to the data, there was a decrease in those students who were demonstrating readiness from 2015 - 2016 in the following domains of learning: Mathematics, and Physical Development. In 2016, 11% of students’ demonstrated readiness in the area of Mathematics compared to the year prior where 23.97% of the students demonstrated readiness. There was a decrease of 13% from the year prior. In the area of physical development in 2016, 62% of students demonstrated readiness comparing to the prior year where 66.12 % of students demonstrated readiness. There was a decrease of 4% from the prior year. Seeing the needs of the students, Chipman will continue to support those Judy Centers in the Chipman catchment area through providing professional development for staff (substitutes will also be provided), purchasing curriculum for the daycares to teach and provide reimbursement for outside professional development.

KRA Domains and Composite Report - Charles H. Chipman

Demonstrating Approaching Emerging

2015 2016 2015 2016 2015 2016

count

Percent (%) count

Percent (%) count

Percent (%) count

Percent (%) count

Percent (%) count

Percent (%)

Language and Literacy

32 26.89% 50 26% - - - - 87 73% 146 74%

Mathematics 29 23.97% 22 11% - - - - 92 76% 174 89% Social Foundations

77 63.64% 124 63% - - - - 44 36% 73 37%

Physical Development

80 66.12% 123 62% - - - - 41 34% 74 38%

Composite 42 35.29% 57 29% 59 50% 90 46% 18 15% 48 25%


2017-2018


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. August 2017-June 2018

Classroom Teachers, Intervention Teachers, Special Education Teachers, ELL Teachers, Paraprofessionals, Administrators

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.

August 2017-June 2018

Classroom Teachers, Intervention Teachers, Special Education Teachers, ELL Teachers, Administrators, Reading Coach

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



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


Classroom Teachers, Intervention Teachers, Special Education Teachers, Administrators, Reading coach

A5 Utilize student learning data to accelerate student achievement in reading. August 2017-June 2018

Classroom Teachers, Intervention Teachers, Special Education Teachers, ELL Teachers, Paraprofessionals, Administrators, Reading 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.



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


Classroom Teachers, Intervention Teachers, Special Education Teachers, Administrators, Math coach

A8 Utilize student learning data to accelerate student achievement in math. August 2017-June 2018

Classroom Teachers, Intervention Teachers, Special Education Teachers, ELL Teachers, Paraprofessionals, Administrators, Math coach


2017-2018


Focus Area A: Instruction and Student Learning: Accelerate student learning



A9 Utilize technology to enhance student learning and increase proficiency with administrative tasks. August 2017-June 2018


A10 Improve teachers’ expertise in the use of technology for administrative and instructional purposes. August 2017-June 2018

Classroom Teachers, Intervention Teachers, Special Education Teachers, ELL Teachers, Paraprofessionals, Administrators, Literacy & Math Coaches

A11 Provide on-going professional development opportunities for teachers and administrators. August 2017-June 2018

Administrators, Literacy & Math Coaches

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

April 2018-September 2018

Classroom Teachers, Intervention Teachers, Special Education Teachers, ELL Teachers, Paraprofessionals, Administrators,

EXTENDED LEARNING OPPORTUNITIES Provide a description of the opportunities for teachers, students, parents, and community partners to engage in or provide extended learning opportunities (PD, workshops, after school programs, etc.). Provide a simple description of the frequency, duration, and primary use of collaborative time. List teachers that meet together by type, during collaborative time (i.e., grade level teams, departments, etc.).

Program/Activity Audience Purpose Duration Frequency

Before School Tutoring 1st grade students Provide additional reading instruction targeting students below grade level

October – April Weekly Mon-Thursday;

1 hour a session

Title I Parent Engagement Nights Students who are enrolled

Increase awareness of what students need to be successful. To build a stronger community support system so that

students can thrive in school and beyond.

2 Family nights Fall and Winter


2017-2018


Community Helpers Leadership Experience

1st grade students To cultivate the students who possesses leadership qualities and/or have leadership potential.

1 day Winter and Spring

Parent Strategy Workshops All parents Workshops help parents deepen their connection to their children and foster self-love, responsibility, resiliency and self-esteem.

2 Workshops Fall and Winter

Playgroups Families with children ages Birth to 4 who are not enrolled in school

Promote school readiness; to assist families with early learners in reading and math skills. Promote social development and social skills, establish a sense of community amongst our families

Tuesdays Weekly; 90 minutes

Learning Parties Families with children ages Birth to 4 who are not enrolled in school

Promote school readiness; to assist families with early learners in reading and math skills. Promote social development and social skills, establish a sense of community amongst our families

2 hours Fall-4 sessions Winter-4 sessions

Family Rotations PK students & families Increase awareness of what students need to be successful. To build a stronger community support system so that students can thrive in school and beyond. To build home and school connection.

2 Family rotations

2 hours

Mommy and Me classes Birth to age 1 To promote healthy attachment between the parent and child and engaged in early learning milestones

Twice a week for 6 weeks

2 hours

Child Birth classes Expectant moms To provide support and guidance in preparing for a new baby

Once a week for 6 weeks

2 hours

Summer Parent School Readiness Workshops

Incoming PK families Promote school readiness. Promote social development and social skills, establish a sense of community amongst our families. Information on healthy cooking, mindfulness, technology, etc.

Twice a week for 2 hours

July-August

Prekindergarten Extension Program (PEP Students transitioning from PK to K

To provide additional instruction to build a firm foundation of academic

Mon-Thurs 7:30a-1:00pm

June-July

Family Paint Night All students/families Increase awareness of what students need to be successful. To build a stronger community support system so that

students can thrive in school and beyond.

2 hours 1 event

Professional Development School (PDS) College students in Education Major; Tenure Teachers

To provide real world experiences for student observers and interns while building collaboration between Chipman and community universities and colleges.

August-May varies


2017-2018


Bookmobile—Wicomico County Public Library

Students, Teachers and community

To provide free public access to information, cultural and recreational resources through books, magazines, books on tape and CD, music, videos and DVD

August-May 1 day a month

Focus Area B: Improve Student Attendance



B1 Review and analyze student attendance data. Ongoing Principal, Assistant Principal, Home School Liaison, Attendance Clerk, Instructional Leadership team, Student Services Team, Pupil Personnel Worker

B2 Implement activities to encourage and recognize outstanding student attendance.

• Students will receive an attendance certificate for outstanding attendance at the end of the year awards ceremony.

• Students will receive an attendance certificate for each marking term.

• Students with outstanding attendance at the end of the year will be placed in a drawing for a bike (donated by Baxter Enterprises) by the end of the year.

Ongoing Principal, Assistant Principal, Home School Liaison, Attendance Clerk, Teachers

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

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

Student Group: 2015-16 2016-17 2017-2018

All Students 94% 94%

American Indian/Alaskan Native 95% 92%

Asian 95% 94%

Black or African American 94% 94%

Hispanic/Latino of any race 94% 94%

Native Hawaiian/Other Pacific Islander N/A 86%

White 93% 93%


2017-2018


Two or more races 94% 93%

FARMS 93% 93%

Special Education 92% 92%

Limited English Proficient 94% 94%

Strengths:

Data shows that the overall attendance rate has been 94% for the last three years. 9 out of 10 of the subgroups have remained in the 90% attendance rate for the last three years.

Opportunities for Improvement: The subgroups that are below the 94% rate is Native Hawaiian/Other Specific Island at 86% and both American Indian and FARMS at 92%.

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, and lock down drill) as mandated.

• Conduct tabletop Crisis Drill and mock evacuation drill every year.

Ongoing Administration All Staff

C2 Promote positive values

• Positive Behavior Interventions and Support Program (PBIS) will be used as a major component for our school wide plan for establishing self-responsibility, positive values and self-worth.

• Continue implementation of PBIS with entire school staff and students that will include monthly programs and incentives.

• PBIS and Value posters will be displayed throughout the school to provide a constant reminder to the school family of the values that are basic in our lives. School staff may use these posters

ongoing Administration All Staff


2017-2018


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



during the many teachable moments including class travel or in line wait time.

• School Counselor will provide classroom instruction using a character based program, which supports PBIS and character values.

Student Behavior (Please report data as shown in Aspen at the end of May): School Focus: PBIS and character trait lessons will be taught and reviewed throughout the year to focus on respect to decrease the number of referrals.

2015-2016 2016-2017 2017-2018

Total Number of Referrals 155 249

Insubordination 37 46

Fighting 15 21

Classroom Disruptions 37 71

Attack on Adult 5 14

Attack on Student 42 75

Subgroup Data

African American 24 26

White 13 9

Asian 14 21

Hispanic 2 14

FARMS 57 203

Special Education 3 44


2017-2018


Strengths:

The number of white students referred decreased.

Opportunities for Improvement: With the increase of students and staff from combining West Salisbury, the amount of referrals has increased by 94. Many of the referrals were generated by a few students. PBIS lessons will be revamped to capture the interest of the students and continued buy-in from the staff. Guidance lessons will focus on character traits to meet the needs of our young learners. 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. Charles H. Chipman 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.


2017-2018


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



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

• Parents of new Prekindergarten and Kindergarten students will be invited to a Transitional Event • Administration, teachers and staff will schedule, plan and execute a Back to School Open House prior

to the opening of school in September to which all families will be invited.

• All Parents will be provided with Title I Home-School Compacts and Parent Involvement Brochures

• Teachers, Intervention Teachers, and administration will schedule Family Nights using information from the Parent Survey results.

• Administration will make a school newsletter available online and send home a hard copy with students at the beginning of each month. The newsletters will be provided translated in multiple languages.

• Intervention Teachers will schedule a parent workshop in the fall and spring to inform parents about the Title I program.

• Parent Advisory Council Meetings will be held twice a year so that parents may help develop, review, and improve the parent involvement plan, give input on the Title I budget, school compact, and performance data

• Parents will be given the opportunity to review the School Improvement Plan.

• Parents are invited to attend the Instructional Leadership Team meetings.

• Chipman will maintain a Principal’s Advisory Committee/Title I Parent Advisory Council, and a PTA Advisory Board.

• Administration will maintain resources for a “Parent Resource Center” available in the school, as well as on the school website.

• Parents, staff and all stakeholders are involved in the process of formulating the Compact.

• Opportunities will be provided in grades PK, K, & 1 to articulate and plan for receiving students.

• West Salisbury Kindergarten students will visit North Salisbury to become familiar with their new school.

• Grade 1 students will visit Glen Avenue to become familiar with their new school. • Administration, teachers and staff will schedule, plan, and execute a promotion walk at the end of

the school year to reflect on the school year, plan for future milestones, and celebrate the high school graduates.

Ongoing Teachers Paraprofessionals Parents Volunteers ILT Administration


2017-2018


Principal Implementation Plan with Dr. Constantino

Principle Measurable Improvement Goal

Target Group(s)

Milestone Progress (How will you measure success? Expected outcome?


End of Year Goal Met/ Not Met

• Engage Every Family

• Communicate Effectively and Build Relationships

• Empower Every Family

We will increase parent participation in events by 5%.

Chipman families

• Attendance sheets will be kept for each event.

• At the end of each quarter, the data will be reviewed and used to monitor participation.

Parent participation will increase by 5% from last year’s attendance rate.

Principal # Implementation Steps/Strategies Person(s) Responsible Time Line

1, 2 The school will call the parents that RSVP to events but did not attend the family Engagement activities

Title I Family Liaison Judy Center Family Service Coordinator

After each event

2, 3 Parents will receive the Sunday Weekly Call to remind them of events and meetings Principal Assistant Principal

August - June

2, 3 Monthly Chip Tip--Grade level teachers provide specific content information and questioning for the month to give parents questions and information about what is taught in the classroom.

Principal Assistant Principal Classroom teachers

September-May

2 Reminder Stickers will be used the day of the event, Reminder messages sent using School Messenger & Facebook, Twitter

Principal Assistant Principal

August-May

1-3 Surveys will be sent to families to obtain feedback as to how we can improve our service to them.

Principal Assistant Principal

October, April

1-3 School wide Class DoJo will be implemented to engage parents in communication with teachers Classroom teachers October-May

1-3 DoJo, FB and school website will be used to share videos and ideas of strategies in which families can use to engage their child

Principal Assistant Principal All teachers

August-May

1-3 Share school data with the families to send the message that “We Need You!” Principal Assistant Principal Classroom Teachers

August-May (At each PTA and family engagement activity)

3 Playgroups, Parenting sessions and childbirth classes will be hosted to build relationships with potential families of Chipman Elementary

JC Family Service Coordinator October-May


2017-2018


Quarterly Progress Results





2017-2018


School Climate Survey The parent involvement action steps are based on the data from the Parent, Staff and Student survey. Results demonstrated that we need to further define parent engagement in our school. Action steps for parent engagement are found in Focus Area D above. Further consultation with Dr. Constantino will occur during the 2017-2018 school year.


2017-2018


Below is a chart that lists the different parent involvement activities that support our Reading and Math Initiatives in our School Improvement Plan. Each of these activities is funded through the different partnerships and grants Chipman is fortunate to be a part of. These include: Judy Center Partnership, PK Expansion, and Title I Program. Documentation for each of these events is kept.

Month Event that Promotes Family Involvement

Summary of Event that Supports Goals of Chipman

August • Open House

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

September • Back to School Night/Community Picnic

• Title I Orientation

• Families have the opportunity to visit their child’s classroom to meet with the teachers and to view student work. Families also learn about the Title I program, Title I Budget, and review and provide feedback regarding the Parent Compact and Title I Plan for Parent Involvement.

October • Title I Family Night

• Families are invited to attend the family night to participate in different reading and math activities.

November • Parent Strategy Workshop

• American Education Week

• PK Rotation

• PTA/Conference Night

• Parents are invited to attend to learn about different strategies to help their children at home.

• The American Education Week event provides families with the opportunity to visit the classroom to observe and learn about the reading, math, science, and social studies curriculum.

• Parents are invited to the school to participate in theme rotations based on reading, math, and science standards.

• During the PTA/Conference Night, parents are invited to join their student’s teacher to discuss their academic progress and ways to help their child at home.

December • PAC Meeting

• Families review and provide feedback regarding the Parent Compact and Title I Plan for Parent Involvement.

January • PK Rotation • Parents are invited to the school to participate in theme rotations


2017-2018


based on reading, math, and science standards.

February • Title I Family Night

• PAC Meeting

• PTA/Conference

• Families are invited to attend the family night to participate in different reading and math activities.

• Families review and provide feedback about the Parent Compact and the Title I Plan for Parent Involvement

• During the PTA/Conference Night, parents are invited to join their student’s teacher to discuss their academic progress and ways to help their child at home.

April • ESAEYC Early Childhood Fair

• PK Rotation

• Families are invited to the Center at Salisbury to receive information on the importance of Early Childhood Education.

• Parents are invited to the school to participate in theme rotations based on reading, math, and science standards.

May • Parent Strategy Workshop

• Parents are invited to attend to learn about different strategies to

help their children at home.

Chipman Elementary School Improvement Plan 2017-2018.pdf

Documents