Fruitland Primary School Improvement Plan€¦ · In 2014-15, reading labs were set up in all middle schools. These labs utilized four reading intervention programs: Wilson Reading

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

Fruitland Primary

School Improvement Plan

2017-2018

Revised Date: May 2, 2017

Fruitland Primary SCHOOL IMPROVEMENT PLAN

2017-2018

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Mission Statement: Our mission at Fruitland Primary School is to educate our students to be lifelong learners and productive citizens in an ever-changing society. Belief Statements:

• All students can learn and experience success through the implementation of research driven practices.

• All students should be challenged to reach his or her full potential to be college and career ready.

• Each student is a valued individual with unique physical, social, emotional, cultural and intellectual needs.

• Students learn in a variety of ways and should be provided with differentiated instruction to support their learning.

• Children have the right to learn in a safe environment, fostering positive relationships and mutual respect.

• Teachers, staff, administration, parents, students and the community share the responsibility of promoting our school’s mission. Values: (What is important to us?)

• We value our role as educators to excite students for learning, to build character, and to teach them to read.

Fabulously Productive Students Report Card: Our school’s official accountability report card may be accessed at www.mdreportcard.org. School Improvement Team Members:

• Mr. Dave Harris –Principal

• Ms. Kaimais Love- Assistant Principal

• Mrs. Heather Ferro (1) and Mrs. Phoebe Horsman (2)- Co-chairs

• Mrs. Jessica Hanes (K)

• Mrs. Dana Lynerd (1)

• Ms. Heather Charlton (2)

• Mrs. Sheree Draucker- Special Areas

• Mrs. Gretchen Klahr- Intervention

• Mrs. Diane Washington-White-Guidance

• Mrs. Mary Taylor-Instructional Assistant

• Mrs. Amy Morandi- Parent Representative

http://www.mdreportcard.org/


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School Improvement Plan Summary Narrative: Fruitland Primary School will continue to ensure that teaching students how to read is our primary responsibility while encouraging all students to

maintain a life-long enthusiasm for learning. Data found in our ILT plan does illustrate that progress is being made towards this goal. During the

2017-18 school year, FPS will continue the following initiatives; cluster grouping in grades 1 and 2, a scheduled reading intervention block, and a

commitment to using grade level content specific literature from science and social studies to support whole group ELA instruction when

appropriate. Additionally, staff will receive professional development regarding effective procedures for guided reading and strategies for engaging

students by gathering their feedback through dialogue, projects, and writing.

Although teaching students to read remains our school priority, efforts to strengthen student success in all content areas plus develop interpersonal

skills is defined in the following ILT plan. Teachers will continue to receive professional development this fall about effective strategies for

facilitating number talks while the school as a whole makes the county transition towards a new math curriculum. Beyond initiative outlined in our

school PBIS Plan, FPS will participate in a yearlong “Kindness Matters” campaign to promote positive communication actions amongst all school

stakeholders.


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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.

Literacy Needs Assessment To be included in this section as available: Data charts related to each grade level’s ELA/Literacy Data. 1. NA - PARCC ELA 2015 & 2016: Data charts available on mdreportcard.org. Report data summary by grade level. Sub-group data not necessary here. 2. ✓ Reading Inventory (Formerly SRI now just RI) 2016 final data

*For every grade level in your building you must report the reading level summary data for as reported by BAS and/or SRI 3. ✓ BAS (Benchmark Assessment System) 2016 final data 4. ✓ Pre-K Reading Report Card Elements – fourth term results for Math and Reading 5. ✓ Optional Reporting can include interim assessment summary as it supports data and/or intervention data.

Following the data charts for literacy, include at least one measurable improvement goal, specific strategies and/or steps for meeting the needs of your students as it relates to their reading data using the template. i.e – Schoolwide initiatives, professional development etc. Some of these may be pulled from your Priority A – Accelerated Student Learning.


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BAS Proficiency

Kindergarten Pre - B C D E-I J +

Spring 2016 (2028 Cohort) 22% 16% 16% 30% 16%

Spring 2017 (2029 Cohort) 22% 10% 18% 37% 13%

Grade 1 Pre - F G-H I-J K+ Grade 2 Pre-I J-K L-M N +

Fall 2015 (2027 Cohort) 58% 15% 9% 18% Fall 2015 (2026 Cohort) 42% 15% 19% 24%

Spring 2016 (2027 Cohort) 12% 8% 24% 56% Spring 2016 (2026 Cohort) 8% 11% 26% 55%

Fall 2016 (2028 Cohort) 63% 10% 10% 17% Fall 2016 (2027 Cohort) 30% 23% 13% 34%

Spring 2017 (2028 Cohort) 12% 10% 19% 59% Spring 2017 (2027 Cohort) 10% 7% 15% 68%

Running Records

Grade 1

Running Records

Number of

Students Tested

Pre- F G-H I-J K+ Grade 2

Running Records

Number of

Students Tested

Pre-I J-K L-M N +

December 2016 78 67% 6% 22% 5% December 2016 80 34% 29% 28% 10%

January 2017 81 56% 31% 11% 2% January 2017 83 24% 20% 20% 35%

February 2017 90 33% 23% 24% 19% February 2017 50 28% 18% 36% 18%


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Reading Inventory

PRE K & K – Demonstrates decoding of words through phonics and word analysis. (From Report Cards)

PreK 2015 2016 2017

Term 1 2 3 4 1 2 3 4 1 2 3 4

NY 38 39 18 0 39 43 0 0

ND 2 1 3 7 0 0 1 1

IP 1 1 17 22 1 0 43 27

PR 0 0 1 12 1 0 0 16

WR 0 0 0 0 0 0 0 0

RI – Grade 2 Only 0-220 220-420 420-650 650-1000 1000+

November 2015 46% 22% 25% 7% 0%

January 2016 33% 27% 27% 12% 1%

May 2016 18% 21% 34% 26% 1%

Nov 2016 40% 26% 19% 10% 0%

January 2017 32% 23% 29% 16% 0%

May 2017 17% 21% 30% 30% 2%

K 2015 2016 2017

Term 1 2 3 4 1 2 3 4 1 2 3 4

NY 0 0 0 0 0 0 0 0

ND 15 4 3 3 27 8 6 4

IP 111 102 74 27 104 92 64 25

PR 17 38 68 117 12 42 74 112

WR 0 0 0 0 0 0 0 0


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Strategy Goal 1: Measureable

Improvement Goal Target Group(s) End of Year Goal Implementation Data Source Outcome Data Source

To improve the number of students reading on grade level

Students not reading on grade level

By second grade 75% of all students will be reading on grade level.

2016 Fall BAS- Grades 1-2 2017 Spring BAS- K, 1, 2

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

Kindergarten students will improve proficiency with Fountas and Pinnell high frequency words through a series of grade level incentives.

Kindergarten team Soccer List by October Volleyball by December Basketball by February Lacrosse by April Baseball by May Content Words by end of year

Guided reading and questioning refresher PD for all grade levels Reading Coach / School Admin August/September

Strategies for capturing student feedback in small and whole group lessons. School Administration / Staff September/October

Running records will be maintained for students in first and second grade who are reading below grade level using the Houghton Mifflin leveled readers.

Classroom teachers November-April (grade 1 and 2)

Kindergarten students who are Pre-A following the January BAS window will be reviewed for intervention (Fundations, Phonics links)

Special Ed. Staff January

Opportunities for intervention and enrichment groups to be met with daily. All Staff November-May

Interventionists will have an opportunity to meet with grade level teams and discuss student performance.

Classroom Teachers / Interventionists

Once a quarter

PD on building independent reading stamina and student accountability during guided reading time Reading Coach / School Admin. August/September


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Interim Assessment Data

Grade 1 (%) Grade 2 (%)

ELA Literary Inform Language Writing ELA Literary Inform Language Writing IA 4 2016 28 30 39 27 19 52 30 38 30 26 26 46 30 16 52 28 43 29 54 25 20 44 33 22 27 26 47 38 38 23

IA 1 2016 25 38 37 9 36 54 X X X 7 35 58 14 37 48 72 23 4 60 24 16 X X X X X X X X X

IA 2 2016 29 26 45 X X X 39 0 61 30 0 70 13 24 64 56 33 10 X X X X X X X X X X X X

IA 3 2017 44 39 17 X X X 26 35 38 31 29 39 43 0 57 38 30 29 24 17 57 29 25 44 26 15 57 40 0 58

IA 4 2017 34 39 26 21 19 60 X X X 19 24 56 X X X 34 41 23 X X X 51 24 24 16 14 69 X X X

Intervention Progress

ONLY Students enrolled in LLI *Leveled values equate to 2nd Interval on F&P Instructional Level Expectation for Reading

Grade 1 Pre -F G-H H-J K+ Grade 2 Pre-I J-K L-M N +

Fall 2016 (36 students) 100% 0% 0% 0% Fall 2016 (38 students) 97% 3% 0% 0%

Spring 2017 46% 24% 19% 5% Spring 2017 31% 21% 37% 11%


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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.

Mathematics Data Charts ✓Include in this section data charts related to each grade level’s math Data. Data to include where possible: PARCC MATH 3- Algebra I and Algebra II 2015 & 2016 data from MD Reportcard.org ✓Pre-k and Kindergarten Report Card elements % of students at each level. Each school must use the report card elements listed in the Data ✓Collection Chart for 2016-17. Data must be pulled from fourth term report card. ✓For grades 1 -5: Weighted Average for strands from interim assessments. See “Performance Matters How to” for pulling this chart. ✓Include in this section a specific measurable goal with specific strategies or initiatives that will focus on math data.


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Pre – Kindergarten (# of Students)

Counts rote 1-10 Count objects in groups 1-10

Make objects in group 1-10

Recognize numerals 1-10

2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019

NY - Not Yet Taught

ND – Needs Development 4 1 5 1 4 1 4 0

IP – In Process 9 0 9 5 11 8 10 4

PR – Proficient 28 43 27 38 26 35 27 40

WR – Written Report

Kindergarten (# of Students)

Counts orally 0-100 Fluently adds and subtracts within 5

Addition problems within 10

Subtraction problems within 10

2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019 2016 2017 2018 2019

NY - Not Yet Taught NA NA NA NA

ND – Needs Development 0 4 3 4

IP – In Process 19 31 16 13

PR – Proficient 122 106 122 124

WR – Written Report

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1 8% 28% 63% 30% 35% 34% 14% 20% 66%

2 47% 32% 20% 44% 34% 21% 32% 36% 31%

Spring 2017

1 8% 17% 75% 14% 34% 52% 11% 20% 69%

2 45% 25% 30% 31% 37% 32% 25% 25% 50%


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2.OA.A.1 : Use addition and subtraction within 20 (1st) or 100 (2nd) to solve

one and two step word problems by adding to, taking apart, and comparing unknowns using drawings, equations, and numbers.

Implementation Steps/Strategies Person(s) Responsible Time Line

Class math meetings will continue on a daily basis Classroom Teachers Begin in September Number Talk Professional Development Math Coach Fall

Number talks will take place 2-3 times a cycle based off of grade level schedule Classroom Teachers Beginning after PD

Book Study- Mastering the Basic Math Facts in Addition and Subtraction Classroom Teachers Fall

Unit Assessments will be scheduled by grade level Classroom Teachers Ongoing

Implementation Steps/Strategies Person(s) Responsible Time Line

Quarterly Progress Results



Final Progress Results

Measureable Improvement

Goal

Target Group(s)

65% of students will meet proficiency on PARCC standard 2.OA.A.1 by the end of 2nd grade.

School wide (K- story problems, 1- solving for the unknown)

Targeted Goal Data: Retrieved from PM Comparative Results Based on strand averages of 3 interims in grades 1 and grades 2

(% Proficient) Use addition and subtraction within 20 (1st) or 100 (2nd) to solve one

and two step word problems by adding to, taking apart, and comparing unknowns using drawings, equations, and numbers.

First Grade - 1.OA.A.1 Second Grade – 2.OA.A.1

School County School County

2015-16 82% 76% 53% 52%

2016-17 90% 84% 80% 73%


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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. Daily Whole staff

A2 Examine student performance data (e.g., summative and formative assessment data, written work, portfolios, projects) collaboratively, utilizing the continuous improvement process. - Weekly team planning with opportunities to review common assessment data - Quarterly data review with administration

On-going Instructional Staff

A3 Develop classroom level assessments that mirror the content and structural demands of the Math and Reading PARCC Assessment.

Monthly Grade Level Teams

A4 Utilize technology to enhance student learning.(SMART, powerpoint, BookFlix, research and presentation tools)

Daily Instructional Staff

A5 Improve teachers’ expertise in the use of technology for administrative and instructional purposes. (Performance Matters, SMART, Outlook, X2)

Daily Whole Staff

A6 Unit Assessments will be scheduled by grade level On-going Instructional Staff


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Focus Area B: Improve Student Attendance



B1 Review and analyze student attendance data. Monthly PBIS Team B2 Implement activities to encourage and recognize outstanding student attendance (Refer to PBIS Plan). Daily Office Staff

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

Strengths: Fruitland Primary is still ranked above the 94% target. The Hispanic population will need to be monitored to rise above the 94% threshold.

Areas of Need: Cold and flu season combined with planned family vacations during the school year had the most significant impact on student attendance during the 2016-17 school year. The PBIS committee is developing a series of class incentives for weekly attendance averages. The school will continue to promote hand washing initiatives and flu shot awareness.

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

Student Group: 2014-15 2015-16 2016-2017

All Students 94.9% 94.95% 94.8%

American Indian/Alaskan Native 96.8% 96.6% 94.4%

Asian 97% 95.7% 94.6%

Black or African American 96.7% 95% 94.9%

Hispanic/Latino of any race 95.8% 95% 93.8%

Native Hawaiian/Other Pacific Islander 96.8% NA NA

White 95.7% 95.1% 95.2%

Two or more races 94.7% 93% 93.3%

FARMS 94.1% 94% 94%

Special Education 95.3% 93.7% 94%

Limited English Proficient 95.9% 96.1% 94.8%


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

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

Total Number of Referrals 50 36 62

Attack on Student 9 11 19

Theft 6 3 2

Disruption 9 8 15

Insubordination 3 1 0

Fighting 2 2 3

Subgroup Data

African American 36 20 29

White 5 11 20

Asian NA NA NA

Hispanic 1 1 3

FARMS 47 32

Special Education 24 7

Data will be reviewed by PBIS team

in August 2017

Strengths:

Opportunities for Improvement:


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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. Fruitland Primary is committed to working with all parents to ensure they have information about their child’s classes and have information about how they can support their child’s academic learning. Administrators and teachers are committed to nurturing and supporting family involvement in a variety of ways.

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

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

Priority D: A brief summary and chart of parent involvement opportunities presented by your school should also be included here. For each opportunity provide a reflection on how the event promotes involvement beyond the “single event” and where possible describe how the opportunity supports the goals of your school.


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I. Bringing families to the school to celebrate along with our students.

Grandparent’s Day Veteran’s Day American Education Week Dr. Seuss Read Across America Field Day Holiday Program Fruitland and City of Salisbury Tree Lighting Book Character Parade Quarterly PBIS Celebrations Jump Rope for Heart Art Show (Sponsored by PTA) Recipe Day (2nd grade ONLY – showcasing cultural recipes)

These events provide our families the opportunity to visit the school, celebrate with our students, and witness the talents that our students possess. These talents are supported through instruction but more importantly these events strengthen a positive school culture between home and school.

II. Inform families of specific school instructional goals.

Math Night Reading Night Grouping Meeting Multicultural Night – (In Partnership with FIS) Back to School Night (1st PTA Meeting) Open House

These events provide our families the opportunity to learn more about specific school and county instructional expectations and strategies. Parents learn about available resources to support their child’s education as well as view student products based on daily instruction.

III. Support school initiatives and fellowship amongst our community.

Barnes and Noble Book Fair Scholastic Book Fair McDonald’s Spirit Night Spring Fair Movie Night Golf Fundraiser to support classroom libraries

These events are organized by parents and the PTA to support school initiatives and provided opportunities for school and community fellowship.


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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.

Fall 2016 School Administration

C2 “Kindness Matters” Campaign - Posters, Banners, Daily Announcements

Ongoing School Administration and Guidance

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



D1 Enhance parent communication and family involvement in the educational process. - FPS holds both a math and reading night each fall to inform parents of instructional strategies

for both home and school.

Before December 2016

School Administration & ILT

- Opportunities to support instruction are shared in monthly newsletter (SKIPPER). Monthly School Administration and ILT

- Weekly homework is given at the beginning of the week by grade level. The homework is the same for all students in the grade and driven by the standards. Homework includes strategies to help parents guide students towards the successful completion of assignments.

Weekly Classroom Teachers

- A grouping meeting is held in late May to share school performance and plans for the following year with parents.

May 2017 School Administration

Fruitland Primary School Improvement Plan€¦ · In 2014-15, reading labs were set up in all middle schools. These labs utilized four reading intervention programs: Wilson Reading

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