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School Improvement Plan2016-2017

Title I Schoolwide Program Plan

School: ____Woodson Elementary School____________

Local Educational Agency: Somerset County Public Schools

Check all that apply:

X Schoolwide Program

• Year I-School in Improvement

• Year II-School in Improvement

• Corrective Action

• Year I-Restructuring (Planning)

• Year II-Restructuring (Implementing)

X Comprehensive School Reform:

Chesapeake Coalition of Essential SchoolsThe No Child Left Behind Act of 2001 provides specific requirements regarding schools operating school wide programs and regarding schools in improvement status. In this document, each of the ten components required of a school wide program is written in green font and each of the ten requirements of a school in any phase of improvement is written in brown font. The components and the requirements are not in sequential order. Both are strategically aligned in order to complete an effective and thorough plan. By providing information for each green or brown item, the school is ensuring compliance to the law.

Any school operating a school wide program that has been identified as a school in improvement must develop or revise a plan which includes both the ten components and the ten requirements. Being in improvement does not preclude the requirements as a school wide program. The following chart is provided to give a clear understanding on the use of this document.

Pages School wide Components and School Improvement Requirements Schoolwide only(component #)

Schoolwide and school in

improvementComprehensive Needs Assessment (#1) (#1)Component 3 – instruction by highly qualified teachersComponent 5 – strategies to attract highly qualified teachers to high-need schools

(#3) (#5) (#3) (#5)

Revised SIP #5 – specific annual, measurable objectives for each group of students Not required (#5)Component 2 – reform strategies/activities and Revised SIP #1 – basically the same (#2) (#2) (#1)Components 8 – teachers as decision-makers & 9 – timely additional assistance (#8) (#9) (#8) (#9)Revised SIP #9 – extended learning activities Not required (#9)Component 7 – transitioning plans (#7) (#7)Revised SIP #2 – policies and practices concerning core academic subjects Not required (#2)Component 4 – professional development for teachers, principals, and paras (#4) (#4)Revised SIP #3 – assurance 10% will be spent for professional developmentRevised SIP #10 – teacher mentoring program Not required

(#3)(#10)

Component 6 – strategies to increase parental involvement (#6) (#6)Revised SIP #8 – promoting parental involvementRevised SIP #6 – written notice about the identification to parents Not required

(#8)(#6)

Revised SIP #7 – responsibilities of the school, LEA, and the State Not required (#7)Component 10 – coordination and integration of Federal, State, local services (#10) (#10)Revised SIP #4 – how the funds will be used to exit school improvement status Not required (#4)Title I Requirements regarding Parental Involvement and Attestations(This section is not part of the ten components or the ten requirements, but is required under No Child Left Behind.)

Restructuring schools should include the alternative governance into the plan, specifically for each revised school improvement item as applicable.

Revisions to School Improvement Plan

Added needs assessments, goals and strategies see section updatesUpdated goals and strategies see section updatesUpdated Home School Compact and Parent Involvement Policy see section updatesAdded parents to committees, added demographics, added table of contents, added student and teacher attendance See section updatesAdded County AssessmentsPre and Post assessments for Reading and Math, module assessments for math, unit assessments for reading, and science benchmarks

Dates located above each section

100% of the Woodson staff voted to approve the School Improvement Plan on November 3, 2016

This School Improvement Plan references the Master Plan throughout; data collection follows actions steps; the plan is revised to match the Update Document. (Component 9)

Schedule 2016-2017PreK K 1 2 3 3 4 4 5 5 5 5-Moore

810 Home Home Home Home Home Home Home Home Home Home Home Home825840 MM MM MM MM MM MM MM MM MM MM MM MM855 Writing

Reading ReadingRELA/SS Math/Sci

Flex gr Flex grSpecials Specials Specials Specials910

925

Reading

SS/ELA Math/Sci940955

Specials Specials

ELA Block 1

Math Block 1

Sci/SS Block 1

ELA10101025

Writing Writing1040 Lunch Flex

Groups Flex Groups1055 S.S. S.S.

SS/ELA Math/Sci1110 Lunch

Specials Specials

Flex Groups

Flex Groups

Flex Groups1125 Lunch Recess

1140

MathELA Block 2 Math Block

2Sci/SS

Block 2 Math1155 Recess Lunch1210 Lunch Lunch Flex

Groups Flex GroupsRecess Recess Recess Recess

1225

Math

Flex Groups Lunch Lunch Lunch Lunch

1240

Specials

RELA/SS Math/Sci

Recess Recess1255

ScienceLunch Lunch

ELA Block 2

Math Block 2

Sci/SS Block 2

Math110125 Flex

Groups

RELA/SS Math/Sci

140 RecessSpecials

ELA Block 3

Math Block 3

Sci/SS Block 3

Science Social St.

155Science210 SS

225240 Science

Specials Math

Flex Groups Flex Groups

255 Recess Recess Recess Recess310 Centers Recess Recess Flex

GroupsFlex

Groups Block 3 Flex Groups325 Recess Recess

Table of Contents

School Schedule……………………………………………………………………………………………………………….page 4

Demographics………………………………………………………………………………………………………………….page 6

School Improvement Team Committees………………………………………………………………………………………pages 7

Parent Participation at School Improvement meetings……………………………………………………………………….page 8

Reading………………………………………………………………………………………………………………………...pages 9 – 36

Additional assistance to students and extended learning activities…………………………………………………………... pages 37-41

Math……………………………………………………………………………………………………………………………pages 42-58

Science…………………………………………………………………………………………………………………………pages 59-64

Technology………………………………………………………………………………………………………………….....pages 65-68

School Climate………………………………………………………………………………………………………………...pages 69-82

Parental Involvement…………………………………………………………………………………………………………..pages 83-103

Transition………………………………………………………………………………………………………………………pages 104-106

Teachers as Decision Makers………………………………………………………………………………………………….pages 107-108

Highly Qualified Teachers……………………………………………………………………………………………………..pages 109-111

Budget …………………………………………………………………………………………………………………………pages 112-115

Professional Development……………………………………………………………………………………………………..pages 116-119

Verification of Compliance……………………………………………………………………………………………………pages 120-121

Demographics (updated 10/5/16)

2016-2017(Official Sept 30th count)Grade Level

Total in Grade

American Indian

Asian African American

HawaiianPI

White Hispanic More than 1 Race

Pre-K 6737/30

43/1

00/0

2813/15

00/0

3019/11

31/2

21/1

K 7935/44

00/0

20/2

2817/11

10/1

3713/24

84/4

31 / 2

1 7838/40

10/1

00/0

2613/13

00/0

4018/22

73/4

44/0

2 8353/30

00/0

21/1

2413/11

00/0

4030/11

128/4

41/3

3 8747/39

53/2

00/0

2415/9

00/0

4718/29

50/6

65/1

4 6932/37

33/0

11/0

236/17

10/1

4523/22

115/6

20/2

5 8647/39

00/1

11/0

2816/12

00/0

4523/22

117/4

00/0

Total549

283/266149/4

63/3

18193/88

20/2

268138/130

5728/29

2112/19

School Improvement Team Committees 2016-2017

PBIS & Climate Committee Parent Involvement Committee Reading CommitteeRob Hopkins Co-chair Jill Price Co-chair Kari Pusey Co-chairTerra Taylor Co-chair Kayla Kinder Co-chair Linda Kinhart Co-chairDryden PK Teacher M. Moore Co-chair A. Brewington 1st Grade TeacherWilkins Kindergarten Teacher Flaherty PK Teacher L. Walston 2nd Grade TeacherC. Daniels 1st Grade Teacher Nolen 1st Grade Teacher G. Chamberlain 3rd Grade TeacherNicolas 2nd Grade Teachers Davis 2nd Grade Teacher R. Cain 5th Grade ELA/SSJ. Bell 4th Grade Teacher Raab 3rd Grade Teacher Math/Science J.Dolesh ELL TeacherK. Horner 5th Grade Teacher Hartman 4th Grade ELA/SS F. Sterling ParaprofessionalM. Gandolfi PE Teacher K. Moore 5th Grade Teacher K. Konapelsky ParaprofessionalK. Sterling PE Teacher Spencer Media Specialist Technology, Transition, & Wellness CommitteeMoon Learning Support Specialist R. Daniels Art Teacher Tracy Kronewitter Co-chairK.Jones Music Teacher L. Dize SPED Teacher Lauren Webster Co-chairk. Collier Sign Lang. Interpreter l. Olivares Paraprofessional J. Carey 1st Grade TeacherB. Butler Paraprofessional J Ward Paraprofessional D. Decker 4th Grade TeacherS. Ward Paraprofessional K. Swann Paraprofessional S. Millard Computer TeacherJ. Thompson Paraprofessional C. Swift Paraprofessional C. Rittenhouse SPEDD. Bell Paraprofessional K. Knopp ParaprofessionalT. Tyler IEP Clerk Z. Cravitz SPEDM. Atkinson School CounselorA. Schneider BIS

Math CommitteeLorie Tull Committee Chair L. Lawson ParaprofessionalL. Blake PK Teacher C. Cox ParaprofessionalD. Lawson Kindergarten Teacher J. Laird R/M Intervention (Co Chair)B.Bonneville 2nd Grade Teacher E. Smith ParaprofessionalR. Bedsworth 3rd Grade Math/Science D.King SPEDS. Kelly 4th Grade Math/Science D. Borden ParaprofessionalL. Williams 5th Grade Math/Science S. Watson Paraprofessional

Reading

Component 1 – Student Data- Reading

PRE-KINDERGARTEN Updated 11.2.16

Subgroup Pre Test Post Test

ALL 0%African American 0%American Indian 0%

Caucasian 0%Hispanic 0%

Hawaiian/PI 0%ELL 0%

AsianMulti 0%SWD 0%504

ED

FITThe pre test is our baseline data to help determine growth on the Common Core ELA standards. Overall, 50% is considered proficient on the pretest, but overall growth will be determined on the end of the year assessment. For the end of the year assessment, our goal is for students to score at least a 70%. Factors contributing and root causes will not be determined on these assessments because individual students and subgroups will receive additional services based on unit reading assessments.

KINDERGARTENUpdated 1.12.17

Subgroup Unit 1 Unit 2 Unit 3 Unit 4 BM 1 Unit 6 Unit 7 Unit 8 Unit 9 BM 2ALL 97% 99% 99%

African American 100% 100% 100%

Caucasian 97% 100% 100%Hispanic 100% 100% 100%

Hawaiian/Pacific Is. 100% 100% 100%Asian 50% 50% 50%Multi 100% 100% 100%ELL 67% 67% 67%

SWD 100% 100% 100%504 -- -- --ED 96% 98% 98%FIT -- -- --

The pre test is our baseline data to help determine growth on the Common Core ELA standards. Overall, 50% is considered proficient on the pretest, but overall growth will be determined on the end of the year assessment. For the end of the year assessment, our goal is for students to score at least a 70%. Factors contributing and root causes will not be determined on these assessments because individual students and subgroups will receive additional services based on unit reading assessments.

Type of assessment Identified Subgroups Root Causes Factors Contributing

Unit 1 All but Asian & ELLAsian subgroup is comprised of 2 students & ELL is comprised of 3. The student who is not meeting the goal doesn’t speak.



Unit 4Benchmark 1Unit 6Unit 7

Unit 8Unit 9Benchmark 2

FIRST GRADE Updated 1.12.17

Subgroup Unit 1 Unit 2 Benchmark 1 Unit 4 Unit 5 Benchmark 2

ALL 100% 98%

African American 100% 96%Caucasian 100% 98%Hispanic 100% 100%

American Indian 100% 100%Hawaiian/Pacific Islander --- ---

Asian ---Multi 100% 100%ELL 100% 100%

SWD 100% 100%504 --- ---ED 100% 97%FIT --- ---

The pre test is our baseline data to help determine growth on the Common Core ELA standards. Overall, 50% is considered proficient on the pretest, but overall growth will be determined on the end of the year assessment. For the end of the year assessment, our goal is for students to score at least a 70%. Factors contributing and root causes will not be determined on these assessments because individual students and subgroups will receive additional services based on unit reading assessments.`

Identified Subgroups Root Causes Factors ContributingUnit 1 none N/A N/A

Unit 2 none N/A N/A

Benchmark 1

Unit 4

Unit 5

Benchmark 2

SECOND GRADE Updated 1.12.17

Subgroup Unit 1 Unit 2 Benchmark 1 Unit 4 Unit 5 Benchmark 2ALL 58% 58%African American 68% 55%Caucasian 63% 68%Hispanic 36% 36%American Indian --- ---Hawaiian/Pacific Islanders --- ---Asian 0% 50%Multi 58% 50%ELL 11% 44%SWD 50% 50%504 --- ---ED 47% 49%FIT 0% 0%The pre test is our baseline data to help determine growth on the Common Core ELA standards. Overall, 50% is considered proficient on the pretest, but overall growth will be determined on the end of the year assessment. For the end of the year assessment, our goal is for students to score at least a 70%. Factors contributing and root causes will not be determined on these assessments because individual students and subgroups will receive additional services based on unit reading assessments.

Identified Subgroups Factors Contributing

Root CausesUnit 1 All Independent reading

ability impedes comprehension of testing materials

Lack of computer use Lack of instruction in 1st

grade due to long term substitutes in ¾ of the classrooms

Students do not have practice with online testing

Teachers and students are still getting acquainted with the new reading program

Several testing questions in Wonders don’t align to instruction

Delay in reading intervention/flex grouping due to new intervention materials & intervention teacher was teaching 5th grade

Unit 2 All Independent reading ability impedes comprehension of testing materials

Lack of computer use

Students do not have practice with online testing



Benchmark 1

Unit 4

Unit 5

Benchmark 2

3rd GRADE ELA PARCC 2016Test Count Level 1 Level 2 Level 3 Level 4 Level 5

Subgroup Not Yet Met Partially Met Approached Met ExceededCount % Count % Count % Count % Count %

ALL62 11 18% 17 24% 23 37% 10 16% 1 2%

This assessment changed from the previous year and therefore, is difficult to compare. However, 34/62 students (55%) scored as approaching, met, or exceeded.

THIRD GRADE Updated 1.12.17

Subgroup Unit 1 Unit 2 Benchmark 1 Unit 4 Unit 5 Benchmark 2ALL 39% 64%


Asian --- ---Hawaiian/Pacific Islander --- ---

American Indian 0% 67%Multi 33% 67%ELL 0% 0%

SWD 11% 44%504 33% 67%ED 29% 58%FIT 0% 0%


Identified Subgroups Root Causes Factors ContributingUnit 1 All Independent reading Teachers and students are still

level impedes comprehension of testing materials

Lack of structured reading instruction in 2nd grade

getting acquainted with the new reading program



Unit 2 All but Caucasian Independent reading level impedes comprehension of testing materials

Several testing questions in Wonders don’t align to instruction/standards


Benchmark 1

Unit 4

Unit 5

Benchmark 2

4TH GRADE ELA PARCC 2016

SubgroupTest Count Level 1

Not Yet MetLevel 2

Partially MetLevel 3

ApproachedLevel 4

MetLevel 5

Exceeded

Count % Count % Count % Count % Count %

ALL79 8 10% 23 29% 26 33% 21 27% 1 1%

This assessment changed from the previous year and therefore, is difficult to compare. However, 48/79 students (61%) scored as approaching, met, or exceeded.

FOURTH GRADEUpdated 1.12.17



Asian 0% 0%Hawaiian/Pacific Islander 0% 100%

American Indian 0% 0%Multi 100% 100%ELL 0% 0%

SWD 22% 67%504 0% 33%ED 26% 47%FIT 0% 0%


Identified Subgroups Root Causes Factors ContributingUnit 1 All but multi-racial Independent reading Teachers and students are


still getting acquainted with the new reading program


New teachers to grade level are still getting familiar with standards


Unit 2 All but multi-racial & Hawaiian/Pacific Islander

Independent reading level impedes comprehension of testing materials


Test question directed students to inaccurate texts


Benchmark 1

Unit 4

Unit 5

Benchmark 2

FIFTH GRADEUpdated 1.12.17



Asian 0% 0%Hawaiian/Pacific Islander -- --

American Indian 100% 0%Multi -- --ELL 0% 0%

SWD 25% 100%504 0% 0%ED 43% 48%FIT 0% 5%


Identified Subgroups Root Causes Factors ContributingUnit 1 All but American

Indian Independent reading


Lack of structured reading instruction in 4th grade

Teachers and students are still getting acquainted with the new reading program


Delay in reading intervention/flex grouping due to new intervention materials &

intervention teacher was teaching Science

Unit 2 All but SWD Independent reading level impedes comprehension of testing materials

Several testing questions in Wonders don’t align to instruction/standards


Benchmark 1

Unit 4

Unit 5

Benchmark 2

READING NEEDS ASSESSMENTPriority Needs

Unit/EOY ASSESSMENT Reading/Language Arts Strategies/Activities (Component 2)Strategies/Activities Person(s) Responsible Timeline

Bi-weekly team meetings Reading Coach, teachers August 2016- June 2017CFIP process on unit assessments Reading teachers November 2016- May 2017Small group remediation Reading teachers August 2016- June 2017

Reading Remediation/flex grouping Reading teachers, reading intervention teacher, ESOL teachers, SPED teachers

August 2016- June 2017

Small group pull-out for SPED students SPED teachers August 2016- June 2017

Small group pull-out for ESOL students during flex grouping

ESOL teachers August 2016- June 2017

Hit the Books Reading Coach, reading teachers February 2016- April 2017

Six Flags Reading Challenge Reading Coach, reading teachers December 2016-March 2017

Book It Reading Challenge Reading coach, reading teachers December 2016 – March 2017

PK Expansion Grant to Provide Full Day PK to all Students

Early Childhood Coordinator August 2016-June 2017

1. Provide cooperative planning time for teams to analyze data, plan instruction, and receive professional development. In addition, provide professional development opportunities at other times.

1. Provide cooperative planning time for teams to analyze data, plan instruction, and receive professional development. In addition, provide professional development opportunities at other times.

A. Teachers will discuss reading lesson plans and strategies during a bi-weekly planning meeting with the reading coach, using student data as a guide. Weekly reading lessons will be provided by the Wonders Reading program and match the ELA Common Core Standards

B. Teachers will share differentiated teaching ideas and use materials geared to ELL and below level students when indicated.

C. Teachers will have regular communication with special education and ELL teachers.

Reading TeachersPrincipalReading Coach

All TeachersReading Coach

All classroom teachersSpecial education and ELL teachers

Planning timeBiweeklyAugust 2016- June 2017

August 2016-June 2017


D. Teachers will analyze data from Weekly and/or Unit Assessments to guide lesson plans for the following week’s differentiation.

E. SPED and ESOL teachers will attend team meetings

F. When applicable, grade level teams collaboratively score constructive response questions on weekly and unit assessments.

All teachers

Reading Coach, ESOL & SPED Teachers


Planning TimeBiweeklyAugust 2016- June 2017

2. Teachers will use best practices when providing instruction in reading and writing.

A. All reading teachers will implement differentiated instruction in reading using Macmillan/McGraw Hill core reading program which focuses on the five essential components of reading: phonemic awareness, phonics, fluency, vocabulary development and comprehension.

B. All teachers will model strategies for interacting with text.

C. Incorporating novels into the pacing guide for grades 1-5.


Reading teachersReading Coach

Reading teachersReading Coach




D. Use of anchor charts to provide visual cues for students to aid comprehension

E. Use of interactive notebooks to provide visual cues for students to aid comprehension

Reading teachersReading coach

Reading teachersReading coach

August 2016 – June 2017

August 2016 – June 2017

3. Teachers and students will receive necessary support in order to meet educational goals.

A. Reading teachers will receive support in the classrooms in providing differentiated instruction.

B. Special education students will receive additional support in reaching reading goals.

C. Exposure to and practice with the technology tools in order to be successful with online testing

a. Typing fluencyb. Paintc. Scroll bard. Mouse/cursore. Typing responses to prompts

PrincipalReading CoachAssistants

Special Education teachersReading teachersAssistantsReading Coach

Classroom teacherComputer teacher



Ongoing

4. Frequent assessment of individual students’ progress in the five basic components of the McGraw Hill program will occur.

A. Classroom activities and instruction will focus on the five essential components and needed areas defined by the School Improvement Team and Student Achievement Team data analysis. Data being analyzed will include:

B.Wonders pre-test will be administered to all students in September and the post-test will be administered in April. In September, all K students will take the KRA and intervention students will be reassessed

5. Opportunities will be provided to encourage and motivate students and families in reading.

A. Students will visit with the Somerset County Public Library’s children’s librarian.

B. Opportunity will be provided for students to acquire a county library card.


Reading TeachersTesting teamReading coach

Media Specialist

Media Specialist


September 2017, April 2017, May 2017


Library visits- September 2016- June 2017

C. Two Scholastic Book Fairs will be held with evening hours for parents.

D. Reading activities and incentives to enhance fluency and comprehension.

E. Reading Incentives

- Hit the Books (K-5)- Shorebirds- Read to Succeed: Six Flags

- Book-It- Summer Incentive

F. Notices of all reading activities will be sent home in the home language.

G. Teachers will embed technology as a tool to research, organize, evaluate and communicate information.

Media Specialist

Reading Coach

Reading Coach

Translators and Interpreters

Teachers

November 2016 and August 2017

6. Reading Flex Groups will be taught by the classrooms teachers with a variety of programs available to match student’s needs

Reading TeachersReading CoachIntervention Teachers

September 2016-June 2017

(Wonders Foundational Skills Kit, Wonderworks, Saxon Phonics, Read Live)

ELL TeachersSPED Teachers

Additional Assistance to

Students & Extended Learning Activities

ADDITIONAL ASSISTANCE TO STUDENTS AND EXTENDED LEARNING ACTIVITIES

For READING (Component 9)Grade level/subgroups

(As indicated in Component 1 –Needs Assessment)

Activities to ensureproficient or advanced levels

are met

Measures of Effectiveness Timeline

▪ SPED subgroup (grades 2-5)

▪ African American subgroup (grades 2-5)

▪ ELL subgroup (grades K, 2-5)

▪ Asian subgroup (grades K, 2

▪ Caucasian subgroup (grades 2-5)

▪ FARMS subgroup (grades 2-5)

▪ Multi-racial subgroup (grades 2- 5)

▪ 504 subgroup (grades 2-5)

▪ FIT students (grades 2-5)

● Continued PK Expansion Grant to Provide Full Day PK to all Students

● Small group Reading Intervention▪ Computerized Read

Naturally Program (Read Live)

▪ Wonderworks Intervention▪ Flexible grouping▪ SPED services▪ LST services▪ Programs to provide

remediation and reinforcement for low-achieving students:

➢ Special Education extended year.

➢ Individual and Group After School Tutoring

➢ Translators are provided for ELL students/families

➢ Field trips are paid for by the county for FIT students

➢ Transportation is provided for students who need rides from after school group

➢ Transportation is provided so that students can attend

● Report card/midterm grades

● Reading Intervention Assessments

● Analyze unit assessment through CFIP

● Wonders pre assessment, mid year assessment (1st grade), and post assessment

● Growth from pre to post assessment


their home school.➢ Some students receive 2

reading interventions per day

➢ Boys and Girls Clubs to get goals for themselves using checklists

➢ PK and K Creative Kids After School Program

NCLB Section 1116(a)(1)(D) The LEA shall review the effectiveness of the actions and activities the schools are carrying out with respect to parental involvement, professional development, and other activities assisted under this part.

What evaluation will determine the effectiveness of these activities? Weekly Assessments, Unit Assessments, CFIP remediation process, Repeated Readings, Reading Intervention Assessments, and Pre/Post Assessment

PROFESSIONAL DEVELOPMENT to ENHANCE

Reading Program (Component 4)High Quality Professional

Development ActivitiesAudienceTeachers,

Paraprofessionals, and Principals

Anticipated Cost of Professional Development

Activities

Person(s) Responsible

Timeline

Flex Grouping PD Al teachers LTull, KGibson, K. Pusey

August 2016

Bumgardener Reading PD All reading teachers

K. Pusey; L. Welch September 12, November 7, 9, 10, & 11, 2016

Wonders Reading Program training All readingteachers

L. Welch June 2016August 2016

Title 1 Conference Kirstin Gibson T. Bartemy January 2016SoMirac K. Pusey, T.

BartemyMarch 2016

PARENTAL INVOLVEMENT to ENHANCE

READING PROGRAM (Component 6)

Strategies to increase/promote effective parental involvement

Person(s) Responsible Timeline Written notification to parents

Parent Conferences Teachers 10/4/16, 12/8/16 County Calendar, Connect Ed message, newsletters, flier, stickers for students , marquee, county website, Remind 101

Title One Night Lorie Tull, Kari Pusey, Jen Ward

11/29/16 Connect Ed message, newsletters, flier, stickers, marquee,

Math

NEEDS ASSESSMENTS- MATH DATA

PRE-KINDERGARTEN

Subgroup Pre Test END OF THE YEAR GrowthALL 0%

African American 0%White 0%

Hispanic 0%ELL -

Asian -Multi 0%SWD 0%504 -

ED 0%

Am Indian/Alsk 0%

FIT - --

Identified Groups Root CausesFactors Contributing

Pre TestThe pre test is our baseline data and will not be used identify groups, factors,

and root causes.

Post Test

KINDERGARTEN

BENCHMARK ASSESSMENT

SubgroupPre Test

ReadingWritingrecog

0-5

identifying

shapes

readwriterecog0-10 sorting

ALL 0 100% 100 95 98

AA 0 100% 100 86 96

White 0 100% 100 95 97

Hispanic 0 100% 100 100 100

ELL 0 100% 100 67 100

Asian 0 100% 100 100 100

Multi 0 100% 100 100 100

SWD 0 100% 100 67 100

504 - - - - -

ED 0 100% 100 91 96

FIT - - - - -Am.

Indian - - - - -

Haw/PI 0 100% 100 100 100 Needs Assessment

Module Identified Groups Root Causes Factors ContributingPre Test The pre-test is our baseline data to help determine growth on the Common Core Math standards.

Overall 50% is considered proficient on both the pre-test and end of the year assessments, but overall growth will be determined, but our goal is for students to score at least a 70%. Factors

contributing and root causes will not be determined on these assessments as individual students and subgroups will receive additional services based on module assessments and the Stepping

Stones Math Program.Reading and writing 0-5 no identified groups No root causes No factors contributingshapes no identified groups No root causes No factors contributingread and writing to 10

SWD

-student transitioning from Comp classroom

-Structure of classroom difficult transition from Comprehensive classroom setting.

sorting no identified groups No root causes No factors contributing

FIRST GRADE ( updated )BENCHMARK ASSESSMENT

SubgroupPre Test Mod 1

Mod 2

Mod 3 Mod 4 Mod 5

ALL 1% 88 92 92African

American 0% 97 94 83White 3% 85 92 93

Hispanic 0% 88 100 93

ELL 0% 88 100 100Asian - - - -Multi 0% 75 100 100SWD 0% 100 100 50504 - - - -

ED 0% 91 94 90

FIT - - - -

Am Ind - - - -

Module Identified Groups Root CausesFactors

ContributingPre Test The pre-test is our baseline data to help determine growth on the Common Core Math standards.


contributing and root causes will not be determined on these assessments as individual students and subgroups will receive additional services based on module assessments and the Stepping

Stones Math Program.Module 1 There are no identified groups for this module No identified root causes No identified

factors contributing

Module 2 There are no identified groups for this module No identified root causes No identified factors

contributingModule 3 SWD (Student who is identified SPED receives

speech services)student lacks effort when completing school work

Module 4 - -

- - -

-

2ND GRADE ( updated )BENCHMARK ASSESSMENT

Subgroup Pre Test Mod 1Mod 2

add Time moneyALL 1% 92% 70 67 67

Af. American 0% 86% 74 65 65White 2% 94% 62 68 68

Hispanic 0% 93% 45 78 78

ELL 0% 90% 63 59 59Asian 0% 100% 100 50 50Multi 0% 100% 100 100 100SWD 0% 79% 32 77 77504 - - - - -ED 0% 92% 64 58 58FIT - - - - -

Am. Ind/Alask - - - --

Module Identified Groups Root Causes Factors ContributingPre Test The pre-test is our baseline data to help determine growth on the Common Core Math standards. Overall

50% is considered proficient on both the pre-test and end of the year assessments, but overall growth will be determined, but our goal is for students to score at least a 70%. Factors contributing and root causes will not be determined on these assessments as individual students and subgroups will receive additional

services based on module assessments and the Stepping Stones Math Program.Module 1 - There are not identified

subgroupsThere are no identified root causes

- There are no factors contributing

Module 2- addition ▪

Module 3 Time - - -

Money - - -

- - -

- - -

-

3RD GRADE PARCC (updated 12-18-15)


Not Yet MetLevel 2


ApproachedLevel 4

MetLevel 5

ExceededCount % Count % Count % Count % Count %

ALL62

3RD GRADE


Subgroup Pre TestMod 1-

PVmdo 1-

multmod 2

addmod 2 subt

ALL 0 79 81 56 44African American 0 53 66 44 22

White 0 95 90 64 55

Hispanic 0 80 80 60 40

ELL 0 - - - -Asian - - - - -Multi 0 72 72 78 61SWD 0 34 30 0 0504 0 100 100 100 50

ED 0 75 75 23 25

FIT 0 - - - -

Am Ind/Alask 0 59 59 0 25

HI/P islander 0 - - - -

Module Identified Groups Root Causes Factors ContributingPre Test - The pre-test is our baseline data to help determine growth on the Common Core Math standards.

Overall 50% is considered proficient on both the pre-test and end of the year assessments, but overall growth will be determined, but our goal is for students to score at least a 70%. Factors contributing and root causes will not be determined on these assessments as individual students and subgroups will receive additional services based on module assessments and the Stepping Stones Math Program.

Module 1 African AM, SPED, American/Alask - Students lack foundational skills from previous year due to lack of quality instruction

- Current teacher having to teach 2 years of math in 1 to help bring students up to grade level.

4TH GRADE MATH PARCC SCORES 2016


Not Yet MetLevel 2


ApproachedLevel 4

MetLevel 5

Exceeded

ALL79 16 20% 31 39% 25 32% 7 8% 0 0%

4th Grade BENCHMARK ASSESSMENT

Subgroup Pre Test

mod 1/8

mod 2

ALL 0 84 79

African American 0 63 80

White 0 100 81

Hispanic 0 87 73

ELL 0 75 67

Asian 0 100 100Multi 0 100 100SWD 0 90 77504 0 75 100ED 0 78 75

FIT (1) 0 100 0

Am. Ind/Alsk 0 100 100

Haw. PI 0 100 100

Module Identified Groups Root Causes Factors Contributing

Pre Test

The pre-test is our baseline data to help determine growth on the Common Core Math standards. Overall 50% is considered proficient on both the pre-test and end of the year assessments, but overall growth will be determined, but our goal is for students to score at least a 70%. Factors contributing and root causes will not be determined on these assessments as individual students and subgroups will receive additional

services based on module assessments and the Stepping Stones Math Program.- - -

- - -

- - -

-

5TH GRADE MATH PARCC 2016


Not Yet MetLevel 2


ApproachedLevel 4

MetLevel 5

ExceededCount % Count % Count % Count % Count %

ALL51.7% of our 5th Grade students were either a Level 3 or 4 on the PARCC assessment. This was the 1st year of accountability. State average 53.8%

5th Grade


Subgroup Pre Test mod 1 multip equiv.ALL 0 81 77 72

African American 0 80 77 74

White 0 82 76 74

Hispanic 0 71 92 79

ELL 0 100 50 0Asian 0 100 0 0Multi - - - -SWD 0 25 20 80504 0 0 - -

ED 0 75 73 63

FIT (2) 0 75 100 50

Am Ind 0 100 100 100

Module Identified Groups Root Causes Factors ContributingPre Test The pre-test is our baseline data to help determine growth on the Common Core Math standards.


contributing and root causes will not be determined on these assessments as individual students and subgroups will receive additional services based on module assessments and the Stepping Stones Math Program. The Pre-test is based on core standards for 5th grade (skills that have not

been introduced prior to 5th grade)Module 1 - SWD - Students struggle with

foundational place value skills

- Students struggle with reading and writing large numbers

- students lack motivation- Intervention/remediation

conflicts with schedule- Students’ reading abilities

affect understanding in math

Multiplication - EL (2 students)- Asian (1 student)- SWD

- students lack solid foundation of basic facts

- students struggle with multi-step processes

-

- Students lack motivation- time not available for- Student behaviors

interfere with learning

Equivalent fractions - ELL (2 students)- Asian (1 student)- ED- FIT (2)

- lack of solid foundation of basic facts to determine equivalency

- students struggle with converting improper fractions to mixed numbers

- lack of motivation- student behaviors interfere

with learning-

MATH NEEDS ASSESSMENTMath Strategies/Activities (Component 2)

Strategies/Activities Person(s) ResponsibleMaster Plan Reference

Timeline

A. Strategy:Students will apply mathematical concepts to performance based activities.

● Word problems/tasks will be solved and discussed based on the mathematical practices.

Lorie Tull/math teachers August 2016-June 2017

● Displaying mathematical content standards Math teachers August 2016-June 2017● Grade-level appropriate manipulatives will

be used to strengthen math concepts and aid in the use of successful math strategies.

Math teachers August 2016-June 2017

● PARCC-like tasks will be implemented in the classroom


B. Strategy:Math communication will be prevalent within the Math program.● Word walls will be displayed in each

classroom to strengthen accurate mathematical vocabulary


● Teachers will incorporate and students will respond to open-ended, multi-step questions that mirror the PARCC assessment

Lorie Tull/Math teachers August 2016-June 2017

C. Strategy:Frequent assessment of individual student progress in math to determine where intervention is needed and to differentiate daily instruction.● Daily informal assessments (ticket out) Math Teachers, Lorie Tull, Principal, Vice

PrincipalsAugust 2016-June 2017

● Grade-level Common Assessments Math Teachers/Lorie Tull August 2016-June 2017● PARCC Assessment 3-5 grade teachers ; Jon Dolesh May 2017

D. Strategy:Provide intervention services for students who are targeted for identified needs.

● Special Education teachers in the classrooms assisting with whole group and small group/differentiated instruction.

Math Teachers/Lisa Dize/Zachary Cravitz/Tracy Kronewitter


● Teachers will utilize paraprofessionals (when available) in the math classrooms to assist with whole group and small group/differentiated instruction

Paraprofessionals/Math teachers August 2016-June 2017

● Flexible grouping and remediation will be completed during regular classroom time or designated flex grouping time.

Math Teachers/Lorie Tull Ongoing

● Additional remediation/intervention will be provided by intervention teacher after flexible grouping has taken place and final common assessment has been given for each module.

Lorie Tull/Math Teachers/Julie Laird Monthly

● Special Education Teachers and ELL teachers have additional blocks of time to work with students in need of remediation/intervention

Special Education Teachers/ELL teachers/Lorie Tull


● PK and K Creative Kids After School Program

Lauren Webster and Paige Flaherty October 2015-June 2016

E. Strategy:Provide cooperative planning time for teams/departments/cross grade for professional development in math.● Coordinate classroom math intervention

strategies for students identified as at risk based Origo Module assessments in 1-5.

Math Teachers/ Lorie Tull/ Math intervention teacher

Biweekly

● Teachers will share successful mathematical practices and new ideas during team meetings.

Math teachers/Lorie Tull Biweekly

● All teachers will consistently evaluate student progress and data to determine needed areas to remediate.

Math teachers/Lorie Tull Monthly

● 60 minute math block-75 minute block Kirstin Gibson, Principal August 2016-June 2017

● Additional universal block for math remediation (30 min)

● Team planning sessions with math teachers and facilitator held biweekly during team planning time.

Lorie Tull/ Math teachers August 2016-June 2017

● Continue to make necessary instructional and Origo program revisions as needed for cohesion in the classroom

Lorie Tull/ Math teachers Biweekly

● Teachers will incorporate a large variety of activities to increase the number of actively engaged students.

Math teachers; Lorie Tull August 2016-June 2017

● Teachers grades 1-5 will be given additional strategies to aid in developing fact fluency and provide additional enrichment and remediation

Lorie Tull, Facilitator PD September 26, 2017

F. Strategy:Provide opportunities for parent involvement and use school and community resources to improve student motivation and self-discipline.● Will send home parent letters in

Spanish/English explaining to parents what their child(ren) will be learning in Math throughout each module

Traci Schneider, SupervisorLorie Tull, FacilitatorMath Teachers

September 2016-May 2017

● Will send home notices of student assessment dates

Math teachers September 2016-May 2017

● Title 1 Information Night“Meatball Monday”

Math teachers, Lorie Tull October 26, 2015

G. StrategyProvide one-on-one support to ensure best classroom practices.● Team planning with instructional

facilitatorMath Teachers/ Lorie Tull Biweekly for 30 minutes.

● Co-teaching experiences and Modeling instructions

Math Teachers/ Lorie Tull Ongoing

ADDITIONAL ASSISTANCE TO STUDENTS AND EXTENDED LEARNING ACTIVITIESfor MATH

(Component 9)Grade level/subgroups

(As indicated in Component 1 –Needs Assessment)

Activities to ensureproficient or advanced levels

are met

Measures of Effectiveness Timeline

● Gr. K-5 students who experience difficulty mastering math skills based on common assessments developed from modules in our Stepping Stones math program and other resources aligned to the Common Core.

● SPED subgroup● ELL subgroup● African American Subgroup● Multi-Racial● FIT students

▪ PK Expansion Grant to Provide Full Day PK to all Students

▪ Small group re-teaching by classroom teacher and Math Intervention Teacher

▪ Flexible grouping▪ SPED services▪ LST services▪ Computer based fact

practice/games▪ Translators are provided for

ELL students/families▪ Field trips are paid for by

the county for FIT students▪ Transportation is provided

for students who need rides from after school group

▪ Transportation is provided so that students can attend their home school.

▪ SAILS afterschool program

▪ Origo Module Assessments▪ Assessments Pre-Mid- End

of Year▪ Report card/midterm grades

Report▪ Remediation/Intervention

assessments▪ Portfolios for students

consistently in a remediation flex group.

September 2016-May 2017

NCLB Section 1116(a)(1)(D) The LEA shall review the effectiveness of the actions and activities the schools are carrying out with respect to parental involvement, professional development, and other activities assisted under this part.

What evaluation will determine the effectiveness of these activities? Origo Module Assessments, Pre/End of year Test

PROFESSIONAL DEVELOPMENT to ENHANCEMATH PROGRAM

(Component 4)

High Quality Professional Development Activities

AudienceTeachers,



Activities

Person(s) Responsible Timeline

PARENTAL INVOLVEMENT to ENHANCE MATH PROGRAM

Strategies to increase/promote effective parental involvement

Person(s) Responsible Timeline Written notification to parents.Timeline

Positive Parent Contacts Teachers August 2016-June 2017

Phone, note, email or conference

Parent Teacher Conferences Classroom Teachers 10-4-16 County Calendar, Student notices, school marquee, school newsletter, Connect Ed

Science

1st GradeSubgroup Animals

ALL 99AA 100WHITE 100HISP 86ASIAN 100MULTI 100504 -SPED 100ELL 88ED 98FIT -American Ind/Alask Nat

100

2nd GradeSubgroup Earth

ALL 29AA 30WHITE 37HISP 9ASIAN 0MULTI 25504 -SPED 23ELL 0ED 23FITAmerican Ind/Alask Nat

-

3rd GradeSubgroup Earth

ALL 33AA 29WHITE 43HISP 20ASIAN -MULTI 0504 33SPED 22ELL 0ED 23FITAmerican Ind/Alask Nat

0

4th GradeSubgroup Earth

ALL 36AA 32WHITE 50HISP 0ASIAN 100MULTI 100504 0SPED 56ELL -ED 30FITAmerican Ind/Alask Nat

0

5th GradeSubgroup Earth

ALL 48AA 50WHITE 53HISP 30ASIAN 0MULTI -504 0SPED 50ELL 0ED 40FITAmerican Ind/Alask Nat

0

PROFESSIONAL DEVELOPMENT to ENHANCESCIENCE PROGRAM


AudienceTeachers,



Activities


Kevin HillAssessment Development

David DeckerLorie Tull

June

Kevin HillNGSS activities 3-5

David DeckerLauren WilliamsShelly KellyRachel BedsworthAllison RaabLorie Tull

June

Kevin HillNGSS activities K-2

Courtney DanielsLorie Tull

June

Project Lead the Way (PLTW) k-2

Project Lead the Way (PLTW) 3-5

PLTW Lead Teacher training Courtney DanielsDavid Decker

PLTW additional training (k-2)PLTW additional training (3-5)FOSS Training Rachel Bedsworth

Allison RaabLorie Tull

January 5, 2017

Science Assessment Training All teachers Lorie Tull Ongoing

Technology

TECHNOLOGY

NEEDS ASSESSMENT GOALS: ● Woodson Elementary School will use various strategies to deliver technology integration Professional

Development to Pre-K thru 5th grade teachers and staff members.Identified Needs Root cause Factor contributing

Safe search engine There are currently no search engines that are safe for students to use at school

● Research needs to be completed in order to find safer search engines for the students

● With good reason, the BOE has blocked most search engines from student use

Wifi access in portables No access points for Pre-K in the portables to connect to the Internet

● Too expensive● Not a viable option due to location where access

points would need to be mountedTechnology Professional Development Days

More technology professional development days are needed

● Teachers need more time to develop and align to the curriculum interactive technology lessons

● Professional development sometimes focuses on things that do not apply to all teachers

Active Votes Active Votes are not being implemented in the classrooms

● Time consuming to pass out and collect● They do not always work properly● Since many teachers have moved rooms this past

year, most active votes are not properly registered to the promethean boards in the classrooms

● Holders are needed on the sides of students desks in order to take less time away from instruction for pass out and collection

● Some teachers are not familiar with how to use Active Votes

TECHNOLOGY Strategies and Activities

Strategies/Activities Person(s) Responsible

Timeline Person(s) attending

Safe Search Engine Tracy Kronewitter

May 1, 2016

http://www.choosito.com

www.thekidsshouldseethis.com – brain break videos

Shannon Millard

All Year All Grades

Tablets for Project Lead the Way David Decker December 2016

5th Grade

Touch Screens for Computer Lab for Students who struggle to use the mouse

Shannon Millard

December 2016

All Grades

Coding Shannon Millard

All Year https://code.org/

esgisoftware Lauren Webster All Year tests kindergarteners on their midterm/report card info. It prints reports and parent letters.


AudienceTeachers, Paraprofessionals, and Principals

Person(s) Responsible

Timeline

Aurasma Becky Bonneville,Kellie Knopp,Linda Walston, Joshua Davis, Kayla Kinder, Kari Pusey, Korinne Jones, Jennifer Nicolas

Ted Gibson 9/26/2016

Technology in Music Korinne Jones, Karen Konapelsk William Gray 9/26/2016Kurzweil Zachary Cravitz, Tracy Kronewitter, Lisa Dize, Traci

TylerCharlotte Holland, Janet Parke

9/26/2016

Navigating in Unify Robert Hopkins, Becky Bonneville, Jennifer Carey, Lorie Tull, Linda Walston

Terry Drechsler 9/26/2016

Symbaloo Mary Moore, Tracy Kronewitter, Jill Price, Jennifer Thompson

Kelly Butler 9/26/2016

Stop Motion Animation Elizabeth Daniels, Linda Kinhart, Deborah Lawson Pamela South 9/26/2016Classcraft Amy Schneider,

Lauren Webster, Elizabeth DanielsJason Pfirman 9/26/2016

Containers and Magic Ink in Active Inspire

Lauren Williams,Evelyn Blake, Paige Flaherty, Alyson Hartman, Linda Kinhart, Deborah Lawson, Kimberly Swann, Cindy Swift

Charlotte Holland 9/26/2016

Skype for Virtual Field Trips, Presentations

Jennifer Nicolas, Deborah Borden, Maria Olivares, Fay Sterling Anna Breland, Jon Dolesh

9/26/2016

SLO’s Kristen Hitch, Danielle King, Julie Laird, Brittney Nolen, David Decker, Darlene Kelly, Mary Moore, Alyson Hartman

Tony Bevilacqua 9/26/2016

Google Classroom Rachel Bedsworth, Gen Chamberlain, Joshua Davis, Lisa Dize, Kayla Kinder, Traci Tyler, Zach Cravitz, Deborah Bell, Becky Bonneville, Levitha Lawson, Linda Walston, Lauren Williams

Kirstin Gibson, Allison Raab, Kayla Kinder

9/26/2016

Managing Conflict in the Workplace

Terra Taylor, Kirstin Gibson Business Health Services

9/26/2016

Screencastify Lorie Tull, Tracy Kronewitter, Kristen Hitch, Korinne Jones, Julie Laird, Terra Taylor, Kirstin Gibson

Shannon Millard, Phaedra Spencer

9/26/2016

Google Forms and Draw

Sherry Watson, Antonio Armwood, Konapelsk Karen, Crystal Rittenhouse, Jennifer Thompson

Randi Merritt 9/26/2016

Google Drive and Docs Jennifer Carey, Cathy Cox, Jill Price, Danielle King, Julie Laird, Mary Moore, Brittney Nolen

Charlotte Holland 9/26/2016

Thinglink Rebecca Cain, Rachel Bedsworth, Gen Chamberlain, Courtney Daniels, Kelly Moore,

Charlotte Holland, Kristen Thomas

9/26/2016

My Learning Plan and Other HR Software

Antonio Armwood, Jennifer Ward, Kim Collier, Jennifer Thompson, Deborah Bell, Deborah Borden, Levitha Lawson, Elaine Smith, Fay Sterling, Betsy Butler, Sarah Ward

Jennifer Berlin 9/26/2016

Discovery Education Board Builder and OER

Janise Bell, David Decker, Darlene Kelly, Kelly Moore, Janet Wilkins, Betsy Butler, Sarah Ward, Elizabeth Daniels

Stephanie Sproul 9/26/2016

Professionally Developed Pinterest for Beginners

Deborah Bell, Courtney Daniels, Levitha Lawson, Elaine Smith, Sarah Ward, Betsy Butler, Mary Sue Atkinson, Dorrie Moon

Christina South 9/26/2016

Socrative and Kahoot! Kellie Knopp, Kelly Moore, Lauren Williams, Rebecca Cain, Cathy Cox, Lorrie Tull, Sherry Watson

Charlotte Holland, Kayla DeVaughn

9/26/2016

Using QR Codes for Data Collection

Rebecca Cain, Kayla Kinder Kelly Butler 9/26/2016

Working in Active Inpsire to Make Flipcharts that Engage Students

Alyson Hartman, Kimberly Swann, Karen Konapelsk, Brittney Nolen, Amy Schneider, Dorrie Moon

Charlotte Holland

9/26/2016

Tech for ELL Janise Bell, Joshua Davis, Kristen Hitch, Maria Olivares, Jill Price, Jennifer Ward, Kim Collier

Jon Dolesh 9/26/2016

Story Bird Robert Hopkins, Kari Pusey Kristen Davis, Rachel Laird

9/26/2016

Professionally Developed Pinterest for Intermediate Users

Janet Wilkins, Mary Sue Atkinson, Dorrie Moon, Terra Taylor, Jennifer Carey, Evelyn Blake, Cathy Cox, Andrea Dryden, Paige Flaherty, Amy Schneider, Cindy Swift, Sherry Watson, Lauren Webster, Kirstin Gibson, Robert Hopkins, Danielle King, Kimberly Swann, Cindy Swift

Christina South 9/26/2016

Study Island Kim Collier, Janise Bell, Deborah Borden, Zachary Cravitz, David Decker, Darlene Kelly, Kellie Knopp, Fay Sterling, Tony Armwood

??? 9/26/2016

Discovery Education and Writing Prompts

Rachel Bedsworth, Gen Chamberlain, Jennifer Nicolas Stephanie Sproul

9/26/2016

Microsoft OneNote Traci Tyler, Mary Sue Atkinson Jennifer Berlin 9/26/2016Bee Bots Evelyn Blake, Andrea Dryden, Linda Kinhart, Deborah Lawson,

Maria Olivares, Elaine Smith, Jennifer Ward, Lauren Webster, Janet Wilkins

Karen Karten 9/26/2016

Chrome Extensions (Screencastify, highlighter and Speak It)

Lisa Dize William Knopf 9/26/2016

Parental Involvement

Parental Involvement GoalsParent Involvement

Event # of Students represented

% of total students

Needs Factors Contributing

Root Causes

Open House8-25-2016

PK- 39K-491st- 542nd- 623rd- 544th-465th-60Total- 364

PK- 39K-491st- 542nd- 623rd- 544th-465th-60Total- 364

SIT 9-6-2016 PK- 3K-21st- 22nd- 33rd- 44th-05th- 4Total- 18

PK-4 %K- 3%1st- 2%2nd-4 %3rd- 5%4th-0%5th- 5%Total 1%

Parent Teacher Conferences 10-4-2016

PK- 28K-281st-282nd-313rd-314th-195th-29Total-185

PK-41 %K-35%1st-34%2nd-37%3rd-35%4th- 27%5th-34%Total 5%

SIT 11-3-16 PK- 3K-21st- 22nd- 33rd- 44th- 0

PK-4 %K-3 %1st-2 %2nd- 4%3rd- 5%4th- 0%

5th- 4Total- 18

5th- 5%Total 1%

Dads at Work - Family Fitness Night - Nov 7, 2016

PK- 4K-21st-52nd-153rd-104th- 15th- 5Total-38

PK- 6%K- 3%1st-6 %2nd-18 %3rd-11 %4th- 1%5th-6 %Total 1%

American Education Week Nov 14-18th, 2016

PK- 33K- 371st-352nd- 293rd- 394th- 245th- 25Total- 222

PK- 48%K-47%1st-43%2nd-35%3rd-44%4th- 34%5th-29%Total 6%

Title 1 Night11-29-16

PK-4K- 51st- 72nd- 43rd-64th- 35th- 3Total- 32

PK- 6 %K- 6 %1st-9 %2nd-5 %3rd-7 %4th- 4%5th- 3%Total-1 %

K-2 Christmas Concert 12-7-16

PK-K-1st-2nd-3rd-4th-5th-

PK- %K- %1st- %2nd- %3rd- %4th- %5th- %

Total- Total %PK Christmas Concert 12-2-16

PK-K-1st-2nd-3rd-4th-5th-Total-


3-5 Christmas Concert 12-14-16



Chorus/Band Christmas Concert 12-20-15



Parent Teacher Conferences12-8-16



PARCC Information Night1-12-16

PK- 0K-01st- 02nd- 13rd- 04th- 35th- 3Total-7

PK- 0%K-0%1st- 0%2nd- >1%3rd- 0%4th- >1%5th- >1%Total-1%

Surviving Parenthood2-3-16

PK- 0K-01st- 02nd- 03rd- 04th- 05th- 2Total-2

PK- 0%K-0%1st- 0%2nd- 0%3rd- 0%4th- 0%5th- <1%Total-<1%

Parental Involvement Strategies

Strategies to increase/promote effective parental involvement & Positive School Climate


Strategy: Student Learning

Talent Show PTO September 6thNovember 3rd

American Education Week Parent Involvement Committee November 14-18, 2016Awards Principal & All teachers TBA5th Grade Graduation 5th Grade teachers June 2016“We Are Thankful for Title I” Night Parent Involvement Committee November 29, 2016Winter Holiday Programs Music Teacher December 2nd, 7th, 14th, and 20th

Spring Musical/Dessert Theater Music Teacher/After school Chorus TBAParents are invited to school wide assemblies Administration/Classroom Teachers OngoingDads at Work Events Parent Involvement Committee November 7, 2016

(Other dates TBA)

Strategy: Volunteering Person(s) Responsible

Parents & community members will be invited and encouraged to volunteer for school activities and to assist in the learning process. Volunteers will complete an application and background check.

County Family Involvement Coordinator September 2016-June 2017

Volunteers will be sought to serve as mentors for students. Learning Support Specialist, Volunteer Coordinator


Guest Readers in classrooms (various events) Classroom teachers Ongoing

Secondary students will be encouraged to volunteer as peer tutors and to assist, when appropriate, in other classrooms.

Learning Support Specialist, ELL Para Ongoing

Have civic organizations talk with the students about their organization and what it means to display citizenship

Guidance Counselor Ongoing

Volunteers will be asked to chaperone on field trips Classroom teachers Ongoing

Foster Grandparents Program Principal, Shore UP! September 2016-June 2017

Send home volunteer literature on how parents and family members can volunteer for the school.

Parent Involvement Committee Ongoing

Strategy: Decision Marking & Advocacy Person(s) Responsible

IEP Meetings Principal/Special Education Teachers Twice per month

Learning Support Team Meetings (LST) Learning Support Specialist Twice per month

PTO Administrators/ PTO Officers September 6thNovember 3rd

SIT-Committee Meetings; Discuss upcoming events, input on how to spend allotments of money, look at data and make decisions about next steps.

SIT Co-Chairs/Parent Involvement Committee

Once per month

Develop and Edit Home-School Compact Parent Involvement Committee October 2017

Edit Parent Involvement Policy Parent Involvement Committee October 2017

Feedback from Evaluations or Surveys Parent/Family Involvement Coordinator Ongoing

All Parent Involvement content is made available to the public via Woodson’s website

Parent Involvement Committee September 2016 - June 2017

Strategy: Collaborating with the Community Person(s) Responsible

Publicize school activities and accomplishments in the local newspapers and on the cable television.

Public Relations Supervisor September 2016-June 2017

Community members will serve as student mentors Principal/Parent Involvement September 2016-June 2017

Committee/Learning Support Specialist/Guidance Counselor

Work closely with local Head Start to keep them informed about the events and activities that are occurring at WES

Transition Committee September 2016-June 2017

The media specialist holds two “Parent/Community Nights” for the school Book Fair. This provides extended hours for parents and community members to purchase books for children.

Media Specialist- Phaedra Spencer November 15, 2016TBA


AudienceTeachers,



Activities


MSDE Family Involvement Coordinators Administrative Meeting

Parent Involvement Committee

Jen Ward October 27, 2016

SCHOOL PARENTAL INVOLVEMENT POLICY

Carter G. Woodson Elementary School accepts the Somerset County Public Schools’ Parent Involvement Policy.

Section 1118 (b)(1)

1. Each Title I school shall JOINTLY DEVELOP WITH PARENTS, a written PARENTAL INVOLVEMENT POLICY, agreed on by parents that shall describe the means for carrying out (1) parent involvement, (2) shared responsibilities for high student academic achievement, (3) building capacity for involvement, and (4) accessibility. Parents shall be notified of the policy in an understandable and uniform format and in a language parents can understand. Such policy shall be updated periodically to meet the changing needs of parents and the school.

2. Documentation should be made available upon request:● Letters inviting parents and community to meet for this purpose.● Meeting dates, agendas, and sign-in sheets● The final approved school parental involvement policy

Carter G. Woodson Elementary SchoolParent Involvement Policy

2015-2016

“Education is too important to be left solely to educators.”Francis Keppel, U.S. Commissioner of Education

The staff at Carter G. Woodson Elementary School strongly believes that family involvement is a key to the success of our total school program. We will seek, support, and affirm total family and community collaboration in our educational process in order to resolve all critical issues of student achievement. Having an effective home-school-community partnership will provide the best possible education for all our students. We encourage all parties involved to utilize the strategies and activities as described in this policy.

I. CommunicationClear, weekly, two-way communication is the key to successful school-home-community partnerships. As a school we will communicate to all parents their rights and responsibilities and how they can support the school. Likewise, families and the community will provide feedback to the school on programs, policies, student achievement, etc.

The following strategies and activities are available to promote, support, and evaluate this communication:

Open House School HandbookSchool Compacts AgendasCourse Syllabi / Grading Policies Weekly Newsletters (Eng/Sp.)Midterm Progress Reports Quarterly Report CardsParent / Teacher Conferences Power School AccessP.T.O. Parent Advisory CommitteeFamily Nights Special Events Reminder Notices MSA Parent ReportsSurveys Sign-in Sheets

School Improvement Team SIT CommitteesAnnual Title I Meeting MSA/PARCC Info. NightSchool Website Personal phone calls/notesE-mails Classroom visitationsParent-Student Communicator Folder Monthly CalendarRemind 101 Texts Home VisitsCommon Core Info. Sessions Twitter Page

Facebook Page

If parents need any special accommodations for participation in any school activity they should contact the school principal.

● WES School Website, which has been updated & will be accessible this fall● ConnectEd calls are done in English and Spanish

II. Parenting

It is essential that Carter G. Woodson Elementary School keep parents and the community informed about the school curriculum and policies. We will provide training for parents and community members on leadership and effective involvement with our school. These trainings will provide an opportunity for parents to increase their knowledge of the academic standards, to learn how to effectively help their student in the home environment, and to gain strategies for effective parenting techniques that will enhance their student’s social as well as academic development. We will arrange to have these trainings and/or meetings at our school and at sites that are convenient to the community, as well as on our school website.Surveys will be conducted for parents to indicate topics of choice for the training sessions. The school will provide reasonable support to encourage active parent involvement which includes: childcare, transportation, provide a variety of meeting times, and food.

Opportunities for involvement and trainings will include:

Family Nights P.T.O. meetingsParent Conferences Websites (MSDE & MDK12)Special Programs LST meetingsSchool Improvement Team SIT committeesTitle I Information Night IEP meetingsCommunity After School Program Dads at Work Activities

III. Volunteering

Carter G. Woodson Elementary School has a volunteer program in place. Parents and community members are sought and encouraged to become an active participant at and for the school.

Opportunities for volunteering include but are not limited to:

Classroom assistant Field trip chaperoneClerical assistant Special events assistantDining room assistant Playground assistant

Volunteers must complete a brief or current application on file and be approved by the principal

Volunteer hours are documented and recognition is given throughout the year as well as during Volunteer Appreciation Week and our end of the year awards program.

IV. Student Learning

WES will provide a high quality education to all of its students using strategies as listed below:

● Teaching the Common Core State Standards through engaging and in-depth instruction● Utilizing the Reading program and interventions● Offering science, social studies, technology and physical education opportunities● Teaching the fine arts including art and music● Use of visual & kinesthetic supports to help students who need specialized instruction

WES will provide parents with data regarding local and state testing and specifically what it means to their child. This will be shared at SIT meetings as well as sent home in a letter.

V. Decision Making and Advocacy

WES will seek and value parent involvement as a way to increase academic achievement. Parents will be encouraged to:

● Consistently assist their children with homework● Help their children with their organizational skills● Provide children with a place to study and complete homework● Make sure that children have necessary classroom materials● Monitor student progress on Power School● Encourage appropriate behavior in school● Attend parent – teacher conferences and collaborations● Keep in touch with classroom teacher● Attend school sponsored events● Join PTO● Volunteer● Serve on the School Improvement Team● Provide input on the Parent Involvement Policy

● Provide input on the Home School Compact

WES will:

▪ Invite parents to a spring meeting to review, evaluate, and revise the Home School Compact and Parent Involvement Policy

▪ Share the School Improvement Plan with parents and seek input and suggestions for possible changes.

▪ Invite parents to provide input into the school’s decisions including ways to spend parental involvement funding and activities that would enhance their overall relationship with the school and staff.

▪ Seek feedback from parents after all events and consider the comments in future planning.

VI. Collaborating With the Community

Woodson Elementary recognizes that strong ties with the community are important and should be fostered through positive communication and partnerships with various businesses and non-profit organizations. We collaborate with the following partners on a regular basis to provide resources and increase parent involvement:

Somerset County LibraryCrisfield Volunteer Fire DepartmentMarion Volunteer Fire DepartmentHead Start and other day care facilitiesU. S. Coast GuardCrisfield ElksSomerset County Health DepartmentJunior AchievementRetired Teachers Association of Somerset County

Crisfield Chamber of CommerceLower County Ministerial AssociationCrisfield Academy & High SchoolJudy CenterCrisfield Lionness ClubShore Up!

For a complete copy of Woodson’s School Improvement plan or if you have comments about the plan please contact the principal. If you have comments or concerns about this Parent Involvement Policy, please contact the school principal.

The School Improvement Plan, Parent Involvement Policy, and Home School Compact can also be viewed from our school website.

For a complete copy of Woodson’s School Improvement plan or if you have comments about the plan please contact the principal. If you have comments or concerns about this Parent Involvement Policy, please contact the school principal.

The School Improvement Plan, Parent Involvement Policy, and Home School Compact can also be viewed from our school website.

Carter G. Woodson Elementary SchoolHome – School Compact

2015-2016

School Responsibilities

The Carter G. Woodson Elementary School will:

1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating students to meet the State’s student academic achievement as based on the State Curriculum and the Common Core Sate Standards as follows:

a. Readingb. Science, along with Engineering is Elementaryc. Social Studiesd. Technologye. Character Educationf. Art g. Physical Educationh. Musici. Enhanced Mediaj. Enrichment Program (grades 3-5)k. Science, Technology, Engineering and Mathematics (STEM)l. Writing Across the Content Areas

2. Hold parent-teacher conferences quarterly during which this compact will be discussed as it relates to the individual child’s achievement.

School-wide parent teacher conferences will be held from 4:00-6:00 pm for parents to have easy access to all of the teachers.

Teachers and parents will discuss the provisions of this compact at one of the conference meetings.

Teachers will be prepared to discuss each student’s academic progress with the parents.

3. Provide parents with frequent reports on their child’s progress.a. WES will send home a midterm report and a quarterly report card by each student.

b. Teachers will keep grades up to date in PowerSchool for grades 1-5.c. Teachers will contact parents on a regular basis regarding student

achievement. Examples of contacts:Notes in the agendaLettersPhone CallsE-mailHome VisitsRemind 101Reminder stickers on clothing for students

4. Provide parents reasonable access to staff.

Staff will notify parents through the syllabus at the beginning of the year the manner in which they will maintain home – school communications. Also included in the syllabus will be a description and explanation of the forms of academic assessments that will be used to measure student progress as well as an explanation of the proficiency levels students are expected to meet.

Staff will conduct Parent-Teacher Collaborations/Homework Help sessions periodically throughout the school year to inform parents of the up-coming academic requirements and helpful tips to better assist their students with homework assignments. Information booths for parents will be set up at each event.

Parents will be able to schedule appointments with staff members during their planning period and before or after school.

5. Provide parents opportunities to volunteer (after background checks) and participate in their child’s class, and to observe classroom activities, as follows:a. Advertise for school / home volunteers.

Flyers will be sent home with students.

b. Advertise and practice an “Open Door” policy.c. Encourage parents to volunteer in the school on a regular basis either in the classrooms as requested by staff or in the Volunteer Room.

Principal’s Signature ____________________________ Date __________

Teacher’s Signature _____________________________ Date __________

Parent Responsibilities

We, as parents, will support our children’s learning in the following ways:

1. Check agendas, folders and book bags regularly for assignments, notices, information from school, etc. to stay informed with what is going on at school.

2. Provide a suitable place where homework can be completed.

3. Monitor the completion of homework assignments and assist when needed.

4. Read with our child at least 20 minutes every night.

5. Monitor our child’s attendance at school to ensure they met the requirement of 94%. (missing less than 10 school days)

6. Instructional time will be respected. Students will be ready to learn from 8:30-3:30. Tardies and early pick-ups will be avoided.

7. Attend parent / teacher conferences, collaborations and PTO meetings when possible.

8. Keep in regular contact with our child’s teacher.

9. Serve to the extent possible on policy advisory committees and School Improvement committees.

10. Monitor and promote positive use of our child’s extra-curricular time.

11. Model and encourage organizational skills.

12. Send my child to school socially, mentally, and physically prepared each day.

13. Provide an encouraging home environment for my child.

14. Report to the office upon entering building to get a visitor sticker.

Parent’s Signature _______________________________ Date __________

Student Responsibilities

We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards. Specifically, we will:

1. Follow the school policies and procedures and strive to meet the expectations.

2. Come to school on every day ready to learn from 8:40-3:40.

3. Exceed the 94% attendance requirement by missing less than 10 total days of school.

4. Record all homework in my agenda.

5. Do our homework and ask for help when needed.

6. Read at least 20 minutes every night with an adult.

7. Give my parents all notices and information sent home by the school.

8. Show my agenda and returned assignments to a parent every night.

9. Keep my school materials organized.

10. Be responsible for my actions.

Student’s signature _______________________________ Date __________

Section 1118 (c)(1-5)

1. Each Title I school shall convene an annual meeting inviting all parents of participating children, informing parents of their school’s participation in Title I and to explain the requirements of Title I and the rights of the parents to be involved;

2. Offer a flexible number of meetings (a.m., p.m.) and may provide with Title I funds, transportation, child care, or home visits related to parent involvement;

3. Involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan-includes adequate representation of parents of participating children;

4. Provide parents of participating children timely information about Title I; a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress; and the proficiency levels students are expected to meet; and regular meetings to comment, make suggestions and participate in decisions relating to the education of their children if requested; and

5. If the schoolwide program plan is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the LEA.

6. Documentation should be made available upon request:● Meeting dates, agendas, and sign-in sheets● Copies of information given to parents to inform, explain or describe● Any comments submitted by parents

Transition

KRA 2014

Language and Literacy

Math Social Foundations Physical Development Rating Composite

Score

CNT PCT CNT PCT CNT PCT CNT PCT Dem. 46 58Demonstrating

46 58% 37 47% 52 66% 53 66% Approaching 24 30

Not Yet Demonstrating

34 43% 42 53% 57 34% 27 34% Emerging 9 11

TRANSITION

Component 7The school assists and supports children and students from one educational experience to another through activities that are planned, implemented and assessed by involved parties at affected levels.

Woodson Elementary School is looking to be fully accredited through Maryland EXCELS by the end of the 2016-2017 school years.

OTHER TRANSITION ACTIVITIES● PK Expansion Grant to Provide Full Day PK to all Students● Judy Center Partnership to help families become familiar with school prior to their children entering PK

* Play Pals – October 13, 2015* Raising a Reader Kickoff Paint Night – November 3, 2015* Literacy Yoga for Families – November 7, 2015* Community Baby Shower – November 12, 2015* Family Fitness Night – January 14, 2016* Nutrition Series (Spanish) February 10, 2016* Nutrition Series (Spanish) February 17, 2016* Nutrition Series (Spanish) February 24, 2016* Mobile STEM Night – February 24, 2016

● PreK/Kindergarten Registration March 21, 2016● Kindergarten Validation Program Improvement Pre-Visit March 31, 2016● Ready Rosie program begin April 1, 2016 (Northern End of County – coming soon to Southern End of County)● Round Table Event April 12, 2016● Dress for Success April 18, 2016● Earth Day Discovery Center April 28, 2016● Kindergarten Kick Off May 12, 2016● Judy Center Site Reviews May 19, 2016

The Judy Center is trying to implement the PEEP piolet program for Science. Andrea Dryden is currently using this program.

● Headstart students will visit PK classrooms in May/June 2016

SCHOOL CLIMATE

Findings Identified Needs Factors contributing to Root Causes

http://www.google.com/url?sa=i&rct=j&q=school+clipart&source=images&cd=&cad=rja&docid=P7QkICzCo1-VCM&tbnid=3buQUoDciN5E6M:&ved=0CAUQjRw&url=http://www.clevelandcountyschools.org/schools/washington/index.php&ei=JNUHUZrEHIK88wSsp4C4Ag&bvm=bv.41524429,d.eWU&psig=AFQjCNFjEYKNwjmBhavOv1X4bBugH-gWFA&ust=13595542127398

AreaRoot Causes

Discipline Data

*141 students generated a total of 508 referrals during the 2015-2016 school year.

*The top reasons for referrals are highlighted in red

Infractions/ Number of Referrals2015-2016

Other Weapons 3Phy Att-Teacher 10

Phy Att-Student 79

Verbal Threat-Teacher 3

Verba Threat-Student 26Fighting 33

Bullying/ Harrassment 36

Disrespect 123

Disruption 176

Theft 9

Vandalism 6

TOTAL 508

-The priority needs groups were Males, and African Americans

-Parent participation in SIT, PTO and volunteers involved in activities

-Mentors and positive role models

-Continue tracking African Americans, and males

-Lack of knowledge on how to express negative feelings

-Single parent homes, no parent supervision, support and guidance

-Lack of parental involvement

-Not academically challenged

-Parents lack grade level content, expectations, and strategies to help their children.

-Students lack the ways to cope with negative situations.

-Lack of social skills

-Lack of engaging lessons

Attendance Data:

Term 1 (8/29/16-1/23/17)

Term 2(1/24/17- end of year)

Q1 Q2 Q3 Q4Pk 93.8K 93.61 95.22 96.03 96.64 96.15 95.4

-Our overall student attendance for 2016-2017 is 95.2%.

-Students’ young age

-Increased incidence of illness

-Motivation to come to school

Total Number of Referrals by Infraction Monthly 2016-2017

Infraction Type August September October November December January February March April May June YTD

Theft (9) 2 1Physical Attack/Teacher (10)Physical Attack/Student (79) 8 13 15 7Disruption (176) 5 9 10 10Disrespect (123) 5 10 7Bullying & Harassment (36)

2

Threat Teacher (3)Threat Students (26) 2 3

Fighting (33) 2 2 2Vandalism (6)Other Weapons (3)Class Cutting (0) 1Total (total last year) 0(3) 16(35) 30(49) 41(57) 30(36) (56) (44) (54) (88) (68) (19) (508)# of Students Generating Referrals

NEEDS ASSESSMENTPriority Needs, Goals, Objectives, and Milestones

African Americans

Staff Attendance

Grade Level Days Absent

Sick/ Personal School BusinessPre-K 8 3.5

Kindergarten 4.5 141st 15.5 102nd 12 103rd 17.5 7.54th 7.5 85th 11 8

SPED 18 11Specials 22 20.5

Intervention Teacher 2.5 0

ELL Teachers 1 15.5Instructional Facilitators 17 2

Paraprofessionals 50 0Principal 0 7

Assistant Principals 5 4Guidance 3 0

Learning Support 11 2IEP Clerk 1 0

Behavior Intervention 6 1.5Administrative Associate 0 0

School Nurse 1.5 0Speech Therapist 3 2.5

Total 217 127

Males

The School Climate Committee: 1. The Discipline Team will track our red/yellow zone students and meet with grade level teams to present data and assist with these students. 2. The Leadership team will track African American Males that are high flyers. 3. Priority needs groups will be assigned mentors. 4. Class Disruption, Refusal to Obey, Insubordination, and Disrespect will decrease by 20%.

School Climate Goals: Disrespect will decrease by 20% as compared to the previous school year. Fighting will decrease by 20% as compared to the previous school year. Physical Attack to students will decrease by 20% as compared to the previous school year. Bullying and harassment issues will decrease by 2 incidents as compared to the previous school year. Increase the number of staff members who miss between 0-5 personal/sick days per year.

Strategies and Activities: School ClimateSchool Climate (Component 2)

Strategies/Activities Person(s) Responsible Timeline Evaluation FundingIncrease communication of community-based organizations and agencies providing services that deal with parenting, discipline, development, behavioral issues and other character development and conflict resolution skills.

Principal;LSS;Family Inv. Comm.;

August 25, 2016-June 16, 2017

Artifacts: Copies of flyers, notices, etc.

Partner with local and state organizations and agencies to provide workshops/training/services that deal with parenting, discipline, development, behavioral issues and other character development and conflict resolution skills.

Principal;LSS;Family Involvement & PBIS Committees

August 25, 2017-June 16, 2017

SANE; Artifacts; Pictures/video

Actively and personally invite parent/family members of students to participate in/attend PBIS,

Principal;Teachers;

August 25, 2016-June

SANE; Artifacts; Pictures/video

Character Development, and other behavior management-related conferences, workshops, etc. offered in and out of county.

Fam. Inv. Comm.;PBIS Comm.

16, 2017

Offer alternatives to in-school conferences with families of students with behavioral issues, including:

Home visits Neutral locations in the community (café,

library, church hall, etc.)

Principal;Assistant Principals;Guidance Counselor;LSS;

August 25, 2016-June 16, 2017

SANE; Artifacts

Revise make-up and schedule of Discipline Team to:

Meet weekly Discuss student behavioral issues – not

necessarily upon receipt of referrals, but as minor issues arise in order to prevent more chronic problems

Report out to appropriate classroom teachers regarding student behaviors and plans/strategies discussed/devised

Principal;Assistant Principal;Guidance Counselor;Learning Support Spec.

August 25, 2016-June 16, 2017

SANE; Artifacts, student referral data

Develop mentoring program that pairs staff members with students who are identified as having behavioral, familial, social or other qualifiers.

Assistant Principal;Staff mentors

October -June 10, 2016

SANE; Artifacts; student referral & academic data; Mentor reflections

UMES students to mentor academically or behaviorally challenged students.

LSS;Guidance Counselor

Oct. 2016-June 2017

SANE

Continue to hold regular small group sessions on social skills, conflict resolution, etc. with students who exhibit both problem behaviors and model behaviors

LSS;Guidance Counselor

August 25, 2016-June 16, 2017

SANE; Artifacts; student referral & academic data; participant/leader reflections

Continue to integrate Character Education lessons to every student, focusing on issues of respect, responsibility, safety and preparedness.

Character Education Classroom TeacherDARE

August 25, 2016-June 16, 2017

Lesson Plans; Pre & Post Year School Climate Surveys; student referral data; artifacts

Develop individualized behavior/discipline plans for students with chronic behavior problems.

Principal;Assistant Principals;Guidance Counselor;LSS;Classroom TeachersParents

August 25, 2016-June 16, 2017

SANE; Artifacts, student referral data

Learning Support Team or representative to meet with staff in small groups to review LST referral process for students who exhibit chronic behavior, academic or other problems/issues

LSS August 25, 2016-June 16, 2017

SANE

Identification members of a behavior support team for swift response to address students who exhibit chronic behavior problems

Assistant Principals;LSS; guidance counselor; principal

August 25, 2016-June 16, 2017

SANE

Check in with students who have been in ISI/ISS twice a month

ISI/ISS Person August 25, 2016-June 16, 2017

Referral Data

Increase ratio of positive to negative behavioral communications between school and families to at least 3:1

Principal;Assistant Principals;Classroom & Specials teachers;Other Staff

August 25, 2016-June 16, 2017

Artifacts: Parent

contact log (PowerSchool Log Entries)

Carbon copy of notes/comm.

Photocopy of student.

agenda pagesExamine and revise PBIS incentive program to give students more motivation to improve behavior.

PBIS Committee August 2016

SANE; Artifacts

School to provide Quarterly PBIS Incentives PBIS Committee Sept. 2016-June 16, 2017

SANE; Artifacts

Monthly PBIS Incentives by teachers Grade level teachers Sept. 2016-June 2017

SANE; Artifacts

Provide more opportunity for and encourage greater participation in staff PD in areas of classroom management, behavior management, discipline, and behavioral issues.

Principal August 25, 2016-June 16, 2017

SANEEdline

In an effort to recognize and reward good student attendance students will be honored at a semester awards program.

Principal January 2017

SANE

IEP Clerk/School Counselor sends home attendance letters for students missing more than 3 unexcused days.

IEP ClerkCounselorPrincipal

August 2016—June 2017

Copies of Letters

Teachers are recognized for good attendance at monthly SIT meetings.

SIT Leaders August 2016—June 2017

SANE

Students are recognized for good attendance when each class spells out ATTENDANCE, they get a treat.

TeachersPrincipal

August 2016- June 2017

SANE

Daily Rap Sessions will be held twice a month in homeroom classes that teach character education.

Teachers August 2016-June 2017

SANE

Boys Club will be held once a week to encourage high flyer males to do their best through mentoring

PE Teacher Nov. 2016-June 2017

SANE

Girls Club will be held once a week to encourage ISS/ISI Teacher Nov. SANE

select females to do their best and boost self-esteem

2016-2017

Teachers as DecisionMakers

Discuss what measures are being taken to include teachers in decision-making regarding the academic assessments in order to provide information on and to improve the achievement of students and the instructional program?

● Teachers have input on which students should be in Reading and Math Intervention.● All staff participate in the School Improvement Team meetings.● Grade Levels teams meet bi-monthly to make decisions regarding Reading and Math curriculum with the Reading Coach or

Instructional Facilitator.● Staff members participate as decision makers on school committees ( Reading, Math, Technology/Transition, Character/Climate,

Wellness/Attendance)● Staff give input on budget proposals for the Superintendent● All staff take the TELL survey which provides feedback to the administration about working conditions and academics

Highly Qualified Teachers

TEACHERS and Instruction by highly qualified teachers (Component 3)Denotes experience in SCPS.

Grade Level

2015-2016Classroom Teachers(Teacher of

Record)

Number ofHighly

QualifiedTeachers

Number ofTeachers

Rated Satisfactory

2016-2017 Years of Experience

0-3 4-10 11-15 16+Pre-K 3 3 Flaherty Blake DrydenK

4 4WebsterWilkinsKinhart

Lawson

1st

4 4

BrewingtonDanielsCareyNolen

2nd 4 4 DavisNicolas

BonnevilleWalston

3rd 4 4 KinderChamberlain Raab Bedsworth

4th4 4

HartmanKellyBell

Decker

5th

4 4

CainHitch

WilliamsMoore

Specials Teachers

6 6

DanielsMillardSpencer

GandolfiSterling

Support Staff Counselor Jones Cravitz

MoonPrice Atkinson

Learning Support

ELL Teachers (2)

SPED Teachers (6)Facilitators

(2)Intervention

Speech/Lang. Path

Nurse

Moore RittenhouseBagley

Pusey DizeFrenchLairdTull

Admin.3 3 3 Taylor

Hopkins Gibson

Woodson Elementary School Highly Qualified Teacher Certification

TeacherALLISON RAAB

CertificationANC RDG 12, ANC SPEC ED 3, ELEM 1-6 & MIDDLE, MS MATHEMATICS, MS SCIENCE

ANDREA DRYDEN ANC RDG 12, ANC SPEC ED 3, EARLY CHILDHOOD P-3, ELEM 1-6 AND MIDDLE

MARY SUE ATKINSON ANC RDG 6, ANC SPEC ED 3, FAM, CONSU SCI 7-12, GUIDANCE COUNSELOR

SUSAN BAGLEY REGISTERED NURSE

RACHEL BEDSWORTH ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE,

CRYSTAL RITTENHOUSE ANC RDG 4, ELEM ED 1-6, GENERIC SPED 1-8

KAYLA KINDER ANC RDG 12, ANC SPEC ED 3, ELEM ED 1-6

KRISTEN HITCH ANC RDG 12, ANC SPEC ED 3, EARLY CHILDHOOD P-3, ELEM ED 1-6

KORINNE JONES MUSIC PREK-12

REBECCA CAIN ANC RDG 12, ANC SPEC ED 3, ELEM ED 1-6

ASHLEY BREWINGTON ANC RDG 12, ANC SPEC ED 3, EARLY CHILDHOOD P-3, ELEM ED 1-6,

MARY MOORE ANC RDG 12, EARLY CHILDHOOD P-3, GENERIC SPED 1-8, GENERIC SPED 6-ADULT

JOSHUA S DAVIS ANC RDG 12, ANC SPEC ED 3, ELEM ED 1-6, MS SOCIAL STUDIES

COURTNEY DANIELS ANC RDG 12, ANC SPEC ED 3, ELEM ED 1-6

PAIGE FLAHERTY ANC RDG 12, ANC SPEC ED 3, EARLY CHILDHOOD P-3

ROBERT HOPKINS ADMINISTRATOR I, ADMINISTRATOR II, ANC RDG 6, ANC SPEC ED 3, EARTH SPACE SCI 7-12

JENNIFER NICOLAS ANC RDG 12, ANC SPEC ED 3, ELEM ED 1-6

AMY SCHNEIDER SCHOOL COUNSELOR, SCHOOL SOCIAL WORKER

JENNIFER CAREY ANC RDG 12, ANC SPEC ED 3, ELEM ED 1-6

BRITTNEY NOLEN ANC RDG 12, ANC SPEC ED 3, EARLY CHILDHOOD P-3, ELEM ED 1-6

LAUREN WILLIAMS ANC RDG 12, ANC SPEC ED 3, ELEM ED 1-6

DANIELLE KING ANC RDG 9, ELEM ED 1-6, GENERIC SPED 1-8, ANC RDG 12, ELEM ED 1-6,

GENEVIEVE CHAMBERLAIN ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE

ZACHARY DAVID CRAVITZ ANC RDG 12, GENERIC SPED 1-8, GENERIC SPED 6-ADULT

ALYSON HARTMAN ANC RDG 12, EARLY CHILDHOOD P-3, ELEM ED 1-6, ESOL PREK-12, GEN SPED I-3/I-8/6-A

KELLY MOORE ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE

DAVID W DECKER III ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE

EVELYN LYNN BLAKE ANC RDG 12, EARLY CHILDHOOD P-3, ELEM 1-6 AND MIDDLE

LISA ELLEN DIZE ANC RDG 12, GEN SPED 1-8/6-ADULT, VISUALLY IMPAIRED

JANISE BELL ANC RDG 12, ANC SPEC ED 3, ELEM ED 1-6

JONATHAN DOLESH ANC RDG 6, ANC SPEC ED 3, ESOL PREK-12, HISTORY 7-12, SOCIAL STUDIES 7-12

ROBIN DANIELS ANC RDG 6, ANC SPEC ED 3, ART PREK-12

SHANNON M MILLARD ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE

MICHELE GANDOLFI ANC RDG 6, PHYS ED PREK-12

LINDA KINHART ANC RDG 12, ANC SPEC ED 3, EARLY CHILDHOOD P-3, ELEM 1-6 AND MIDDLE

DARLENE KELLY ANC RDG 12, EARLY CHILDHOOD P-3, ELEM ED 1-6

TRACY KRONEWITTER ANC RDG 12, EARLY CHILDHOOD P-3, ELEM 1-6 AND MIDDLE, GENERIC SPED 1-8, GENERIC SPED 6-ADULT, GENERIC SPED INF-3

KARI PUSEY ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE

DEBORAH LAWSON ANC RDG 12, ANC SPEC ED 3, EARLY CHILDHOOD P-3, ELEM 1-6 AND MIDDLE

JULIE L LAIRD ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE

DORRIE B MOON SCHOOL SOCIAL WORKER

JILL EPRICE ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE, ESOL PREK-12

PHAEDRA SPENCER ANC SPEC ED 3, EARLY CHILDHOOD P-3, ELEM 1-6 AND MIDDLE, ESOL PREK-12, READING SPECIALIST

KIMBERLY STERLING ANC RDG 6, ANC SPEC ED 3, BIOLOGY 5-12, GENERAL SCIENCE 5-12, GENERAL SCIENCE 5-12, PHYS ED K-12

LORIE TULL ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE

KIRSTIN GIBSON ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE, ADMINISTRATOR I/II

TERRA TAYLOR ADMINISTRATOR I/II, ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE,

GUIDANCE COUNSELOR, MS MATHEMATICS

REBECCA BONNEVILLE ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE

LINDA WALSTON ANC RDG 12, ANC SPEC ED 3, ELEM 1-6 AND MIDDLE

LAUREN WEBSTER ANC RDG 12, ANC SPEC ED 3, EARLY CHILDHOOD P-3, ELEM 1-6 AND MIDDLE, ESOL PREK-12

JANET WILKINS ANC RDG 12, ANC SPEC ED 3, EARLY CHILDHOOD P-3

2015-2016

Number of Paraprofessionals

Number Highly Qualified

Number Not Highly Qualified

2015-2016 Years of Experience0-3 4-10 11-15 16+

1818 0 Thompson

KnoppArmwood

YoungJ. WardSwann

OlivaresWindsorS. Ward

Cox SwiftBell

BordenSmith

SterlingLawsonWatsonButler

HIGHLY QUALIFIED TEACHERSInstruction by highly qualified teachers (Component 3)

Describe the strategies used by the school to ensure instruction is delivered by highly qualified teachers:● Competitive salaries● Small class sizes● New teacher orientation week● Quarterly school and county new teacher meetings● School and county level mentors● Tuition reimbursement● Focused professional development● Grade level team meetings● Peer observations● Planning time with Instructional Facilitators and Reading Coach● PDS with UMES● Technology bundles in classroom

Strategies to attract high-quality highly qualified teachers to high-need schools (Component 5)

Describe the strategies used by the school to attract high-quality highly qualified teachers to high-need schools:

Budget

Title I BUDGET

Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. (Component 10)

Using the budget, describe how resources are being coordinated and integrated.

Title 1

Stipends 102193 Amount Purpose

Conference 122052762411015F 499506 Amount PurposeMath Conference (Lauren Williams/Kelly Moore)

726.15 Improve mathematics instruction

Equipment 554603 Amount 4701.01 PurposeDell Latitude laptop 960.12 Instructional TechnologyBENQ Digital Pen 172.00 Instructional Technology3D Ready DLP projector 1223.22 Instructional TechnologyVisio 29 in 2.0 (monitors) 89.99 Instructional TechnologyCables 29.54 Instructional TechnologyTutoring 102199 Amount $ PurposeKronewitterKnopp

819.25 To improve student performance

Contractual Services Amount $ Purpose

Field Trips (for FIT students) Amount $ Purpose

Materials of Instruction (329323) Amount $7465.00 PurposeOriental Trading (FY16) 486.57 Instructional materialsRochester 100 (FY16) 692.50 Instructional materialsMD Historical (FY16) 500.00 Instructional materials

Parent Involvement Title 1Stipends 102194 Amount $2000 PurposeLupita Olivares 100.00 Translation of Parent Involvement Materials

WES Staff Title 1 Night 655.00 Staff working Title 1 Event

Fringe Amount $ Purpose

Materials 329325 Amount $2125.00 PurposeJen Ward 60.24 Workshop (PI school coordinator)Quality Planners 2036.95 Student agendas (FY16)

Refreshments/Incentives 499599 Amount $1250.90 PurposeReimbursement Jen Ward (Title 1) 123.10

Professional Development

Somerset County Public School’s Elementary Transition Plan for the New Maryland Common Core State Curriculum

Transition Plan Outcomes:

1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:● Student performance data;● Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;● Classroom-Focused Improvement Process (CFIP) information; and● State, LEA, and appropriate school-based data;

2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to support:● Full of implementation of MD CCSC, STEM Education and TPE● Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC

Learning Forward’s Standards for Professional Learning:

● Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

● Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

● Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.

● Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

● Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

● Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.

● Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

***See each section for a list of professional development that pertains to the area of either reading, math, science, school climate, and technology. Each of the dates and audience will be provided in the sections above.

VERIFICATION OF COMPLIANCE

Section 1119 (i)(1)(2)

1. The principal of each school operating a program under 1114 (SW) or 1115 (TA) is required to ATTEST ANNUALLY in writing as to whether such school is in compliance with the qualifications requirements of teachers and paraprofessionals;

2. Copies of attestations shall be maintained at each school operating a program under 1114 or 1115 and at the main office of the LEA; and

3. Shall be available to any member of the general public on request.

WOODSON ELEMENTARY SCHOOL281 A WOODSON SCHOOL ROAD

CRISFIELD, MD 21817TELEPHONE 410-968-1295

FAX 410-968-1420Kirstin Gibson, Principal Robert Hopkins, Vice PrincipalMary Sue Atkinson, Guidance Terra Taylor, Vice Principal

VERIFICATION OF COMPLIANCE ATTESTATIONTo Whom It May Concern:In keeping with the requirement of the No Child Left Behind Act of 2001 Section 1119 (i)(1)(2),

1. The principal of each school operating a program under 1114 (SW) or 1115 (TA) is required to attest annually in writing as to whether such school is in compliance with the requirements of this section.

2. Copies of attestations shall be maintained at each school operating a program under 1114 or 1115 and at the main office of the LEA. 3. Shall be available to any member of the general public on request.

I hereby attest to the following:Teachers

• All teachers hired to this school since the enactment of the No Child Left Behind Act of 2001 and supported with Title I funds are highly qualified.

Paraprofessionals• All paraprofessionals working in a program supported with Title I funds, regardless of their hiring date, have earned a secondary school

diploma or its recognized equivalent.• All paraprofessionals working in a program supported with Title I funds shall have:

● Completed at least 2 years of study at an institution of higher education;● Obtained an associate’s (or higher) degree; or● Met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment, knowledge of, and

the ability to assist in instructing reading, writing, mathematics, or reading readiness, writing readiness and mathematics readiness.• Paraprofessionals working in a program supported with Title I funds may be assigned to:

● Provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher;

● Assist with classroom management, such as organizing instructional and other materials;● Provide assistance in a computer laboratory;● Conduct parental involvement activities;● Provide support in a library or media center;● Provide instructional services to students working under direct supervision of a teacher. ● Act as a translator

Principal’s Signature: _________________________________________

Documents

Web viewSchool Improvement Plan. ... Teachers will analyze data from Weekly and/or Unit Assessments to guide lesson ... Will send home parent letters in Spanish/English