Emerick Elementary School

LOUDOUN COUNTY PUBLIC SCHOOLS Emerick Elementary School Page 1

Emerick Elementary SchoolEmerick Elementary SchoolAnnual School Plan for 2008-2009Annual School Plan for 2008-2009

440 S. Nursery Ave.440 S. Nursery Ave.Purcellville, VA 20132Purcellville, VA 20132

October 2008October 2008


LCPS GoalsLCPS Goals

All students will demonstrate grade-level reading proficiency by

the end of the first grade or will have an individualized program

of reading instruction.

English language proficiency and achievement will improve

among non-English speaking students.

Eliminate the disparity in achievement among identified

racial/ethnic and socio-economic groups.

At least 90% of students will pass all required SOL tests.

All graduates will demonstrate readiness for continuing education

and entry level skill for immediate employment.

LCPS will promote programs that enhance students’ health,

safety, and well-being.

- These goals guide improvement at the school level. -


LCPS GoalsLCPS GoalsThese goals guide improvement at the school

level.

School DataSchool DataSchool data from 07-08 that reflects that the school is making progress

toward achieving LCPS School Board Goals

Target DataTarget DataData targets for the 2008-2009 school year that shows continued

progress toward achieving LCPS School Board Goals

1. All students will demonstrate grade-level reading proficiency by the end of the first grade or will have an individualized program of reading instruction.

DRA RESULTS

Percentage of students in first grade who are at or above grade level based on Spring 2008 DRA results. 79% of first-grade students at or above grade level

PALS RESULTS

Percentage of students in kindergarten and first grade whopass PALS test. 90% of kindergarten students at or above grade level 85% of first-grade students at or above grade level

INDIVIDUALIZED PROGRAM OF READING INSTRUCTION 10% of kindergarten students have an individualized

program of reading instruction 15% of first students have an individualized program of

reading instruction

DRA RESULTS

Percentage of students in first grade who are at or above grade level based on Spring 2009 DRA results.83% of first-grade students will be at or above grade level

PALS RESULTS

Percentage of students in kindergarten and first grade who pass PALS test.92% of kindergarten students will be at or above grade level87% of first-grade students will be at or above grade level

INDIVIDUALIZED PROGRAM OF READING INSTRUCTION8% of kindergarten students will have an individualized program of reading instruction13% of kindergarten students will have an individualized program of reading instruction

2. English language proficiency and achievement will improve among non-English speaking students.

Historically, Emerick has had few to no LEP students. However, that is changing quickly. For the 2008 – 2009 school year, there are 3 ESL students. The proficiency levels for these students range from monitor status to limited English proficient. Currently, all 3 students receive services at the ESL center at Round Hill Elementary. (Two Kindergarten students and one 3rd grade student) Many interventions are given to these students to help support their ESL services.

School Data at a Glance – Meeting LCPS GoalsOur school improvement plans need to meet our school’s goals and be aligned to the district’s goals. This

chart provides evidence of alignment to LCPS goals.


LCPS GoalsLCPS GoalsThese goals guide improvement at the school level.

School DataSchool DataSchool data from 07-08 that reflects that the school is making progress toward achieving

LCPS School Board Goals



3. Eliminate the disparity in achievement among identified racial/ethnic and socio-economic groups.

Race/Ethnicity

During the 2007-2008 school year, the percentage of students by Race/Ethnicity, in grades 3-5 combined, passing the SOL reading test were as follows:• 100% of black students (Gr. 3-5) passed the SOL reading test. (5 students)• 82% of Hispanic students (Gr.3-5) passed the SOL reading test. (14 students)• 93% of white students (Gr. 3-5) passed the SOL reading test.

The gap in achievement was decreased.

SES Groups

During the 2007-2008 school year, the percentage of students by SocioeconomicStatus, in grades 3-5 combined, passing the SOL reading test were as follows:• 75% of economically disadvantaged students (Gr. 3-5) passed the SOL reading

test. (12 students)• 93% of non-economically disadvantaged students (Gr.3-5) passed the SOL

reading test.

There is a gap in achievement of 18% points between these two groups of students.

Race/Ethnicity

During the 2008-2009 school year, the following are goals for students in grades 3-5 combined, passing the SOL reading test:• 100% of black students (Gr. 3-5) passing the SOL reading test.• 90% of Hispanic students (Gr. 3-5) passing the SOL reading test. • 95% of white students (Gr. 3-5) passing the SOL reading test.

SES Groups

During the 2008-2009 school year, the following are goals for students in grades 3-5 combined, passing the SOL reading test:• 85% of economically disadvantaged students (Gr. 3-5) passing the SOL reading test. • 97% of non-economically disadvantaged students (Gr.3-5) passing the SOL reading test.

The gap in achievement would then be 12% points.




LCPS GoalsLCPS GoalsThese goals guide improvement at the school

level.

School DataSchool DataSchool data from 07-08 that reflects that the school is making progress

toward achieving LCPS School Board Goals



4. At least 90% of students will pass all required SOL tests.

ALL STUDENTS

Percentage of Students in Grades 3-5 passing all required SOL tests.93% of students passed all SOL tests they took during the 2007-2008 school year.

In addition, the following were combined averages for the following tests:Reading SOL test (Grades 3-5) – 92%Math SOL test (Grades 3-5) - 94%Science SOL test (Grades 3 & 5) – 96%History SOL test (Grades 3 & 4) – 96%Writing SOL test (Grade 5) – 87%

ALL STUDENTS

Percentage of Students in Grades 3-5 passing all required SOL tests.95% of students passing all SOL tests they will take during the 2008-2009 school year.

6. LCPS will promote programs that enhance students’ health, safety, and well-being.

Emerick continues to do an excellent job in this area. The following are a few examples: Full-time clinic assistant Running club (gr. 4-5) Girls on the Run club (gr. 3-5) PTO DARE classes (gr.5) Guidance classes, small group sessions and individual sessions Practice of Safety Drills Participation in Presidential Physical Fitness tests. (gr. 3-5) Emergency Response Plan Arrival/Dismissal Procedures established and followed strictly Yearly safety audits Excellent student attendance (individuals monitored if necessary) Positive results on Parent Surveys Character Education initiatives have been in place




Our MissionOur Mission

The Emerick Elementary School staff believes that all students should be given opportunities and encouragement to develop the skills necessary to succeed in our changing world. These include basic academics, technology, and appreciation for the arts, a positive attitude and a healthy self-concept.We recognize that every student has different talents and abilities. Together with their families and our community, we seek to provide the instruction, resources and support necessary to meet the individual needs of our students.

Our VisionOur VisionSo that no child is left behind, we aim to maintain a climate in which all students:

*demonstrate competence in academics, technology, fine arts, and life skills that will allow them to succeed to the best of their abilities. *demonstrate pride in self, community, and country. *demonstrate positive and realistic self- concepts. *demonstrate appropriate social skills and considerate behavior.

- why we exist -

- what we hope to become -


Our Steering Committee Team MembersWe strive each year to include representation from the diverse community representing our school. We

value and appreciate the time, energy, and talent of each of our steering committee members.

Deborah Cookus Principal

Jeff Joseph Assistant Principal

Amy Wordham Parent Representative

Kaylene Blaylock Parent Representative

Margie Hines Parent Representative

Sarah Hoyt Weller Parent Representative

Andrea O’Hara Parent Representative

Marci Hudson Parent Representative

Sandra KinCannon Parent Representative

Mike Blaylock Parent Representative

Sandra Weems Parent Representative

Tianna Durbin Parent Representative

Emerick Staff Teacher Representatives


Thanks to These Thanks to These Team MembersTeam Members

Amy WordhamAmy WordhamKaylene BlaylockKaylene Blaylock

Dawn SearsDawn SearsLeslie KashLeslie Kash

Kristi SandersKristi SandersMary AndersonMary AndersonJudy HarringtonJudy Harrington

Karen BettencourtKaren Bettencourt

This portion of the school improvement plan is for the area of Reading. Members of this team analyzed data for reading, conducted an audit in the areas of curriculum, instruction, and assessment for the reading program, and identified and prioritized critical tasks that will likely lead to improvement in reading.


District Goal Area Student Achievement/CTAG (Closing the Achievement Gap)

School Objective Improve Reading Skills

Evidences of NeedEvidences of NeedMultiple data points that show a need to spend time, energy, and resources on this

particular objective. Include disaggregated data.

Evidences of SuccessEvidences of SuccessData that show end-of-year achievement targets and success as related to identified areas

of need..

• 93% of the kindergarten students are reading on-grade level based on the PALS testing.

• 91% of first-grade students are reading on grade level based on the PALS testing.

• 91% of second-grade students are reading on grade level based on the PALS testing.

• During the 2007-2008 school year,43% of the fourth-grade students with disabilities passed the SOL reading test. (7 students) (CTAG)

• 92% of the third-grade students passed the SOL reading test.

• 80% of students met the spring DRA benchmark in first grade.

• More students will achieve scores in the advance proficient scores on the Reading SOL test.

• Maintain or increase the percentage of kindergarten students reading on grade level based on the PALS testing.

• Maintain or increase the percentage of first grade students reading on grade level based on the PALS testing.

• Maintain or increase the percentage of second-grade students reading on grade level based on the PALS testing.

• Increase the percentage of these same students with disabilities (current fifth grade students) passing the SOL reading test from 43% to 48%. (7 students)

• Maintain or increase the percentage of the third grade students passing the SOL reading test.

• Increase the percentage of first grade students meeting grade level Spring DRA benchmark from 80% to 82%.

• 3% of students currently scoring in the proficient range on the Reading SOL test will achieve scores in the advanced proficient range.


Action Strategies/TasksAction Strategies/Tasks(Use action strategies from the School

Strategy Cards here. Use 1 page for each action strategy.) Person(s) Person(s)

ResponsibleResponsible

Resources Needed to Resources Needed to Complete TaskComplete Task

(Building Level Resources)(Building Level Resources)

Budget Budget ImplicationsImplications

(Building Level (Building Level Resources)Resources)

Dates of Dates of ActivityActivity

(start-to-end)Monitoring Monitoring

DatesDates

Monitoring IndicatorsMonitoring Indicators(Indicators point to success during

and upon completion of the strategy)

Curriculum1.1 Provide teachers with training for STEPS to Literacy

STEPS to Literacyfacilitators

Provided by county and school No additional funding needed

Aug.. 2008 (begin)Oct. 2009 (end)

As scheduled by STEPS to Literacy facilitators

Agendas and coaching sheets completed by facilitators

Instruction1.2 Using the PALS test identify all at-risk readers and provide remediation activities.

Reading SpecialistTeachersAdministrationPALS tutor

PALS tutor PALS money Nov. 2008 (begin)Oct. 2009 (end)

May 2009 End of year report prepared by reading specialist

1.3 Offer equitable reading incentive programs with clear rewards for all students.

Reading Incentive CommitteeFaculty

Potential resources needed for reading incentives.

PTO and School funds

Dec. 2008 (begin)Oct. 2009 (end)

Per incentive Tabulate percentage of students participating from each class

1.4 Inform all parents of reading strategies in an equitable manner.

Classroom teachersResource teachersReading SpecialistAdministration

Grade level reading strategiesTeachersParent Liaison

No additional funding needed

Sept. 2008 (begin)Oct. 2009 (end)

Ongoing Family Reading NightConferencesAEW Lessons

1.5 Instruct K-2 students in reading with the Steps to Literacy program daily.

Classroom teachersReading SpecialistAdministration

Leveled BooksReading A to Z BooksWriting JournalsSteps to Literacy resource materials



Ongoing Students DRA resultsPALS DataLesson PlansRunning Records

1.6 Further increase student performance on the Reading SOL test in the advanced proficient range.

Teachers Search/Futura TeachersTechnology Teacher

Computer programsSearch/Futura materialsClassroom resources



Ongoing Search classroom evaluation sheetAssessment scores from computer programs.

Assessment1.7 Administer DRA Fall testing to grades 1 through 5 and analyze results for instructional implications.

All teachers DRA kit for every classroom and special education teacher.

If available: Funding for additional DRA kits & sub. teachers.

Fall 2008 As dictated by county DRA window

Focus for instruction for each student (individualized plan found in each classroom)



Margie HinesMargie HinesSarah Hoyt WellerSarah Hoyt Weller

Karen HoutzKaren HoutzLinda RobinsonLinda RobinsonElizabeth EvansElizabeth Evans

Jeannine RaymondJeannine RaymondDawn SnyderDawn SnyderRoxann AyersRoxann Ayers

This portion of the school improvement plan is for the area of writing. Members of this team analyzed data for writing, conducted an audit in the areas of curriculum, instruction, and assessment for the writing program, and identified and prioritized critical tasks that will likely lead to improvement in writing.

Writing


District Goal Area Student Achievement/CTAG

School Objective Improve Writing Skills




of need..

• In 2007-2008, 64% of students with disabilities in 5 th grade did pass the writing portion of the English SOL test. (CTAG)

• In 2007-2008, 83% of 5th grade males did pass the writing portion of the English SOL test. (CTAG)

• In 2008-2009, 75% or more of the students with special needs will pass the writing portion of the fifth grade SOL Writing test .

• In 2008-2009, 90% or more of our fifth grade male students will pass the writing portion of the English SOL test.

Writing





Resources Needed Resources Needed to Complete Taskto Complete Task(Building Level Resources)(Building Level Resources)





DatesDates



Curriculum1.1 Assess writing prompts eachquarter by a rubric developed to follow the SOL reporting categories. (CTAG)

Writing CommitteeAdministrationClassroom teachers

Writing rubric that aligns with state’s writing standardsYellow literacy folders

Funding topurchase yellow folders for kindergarten and new students to the school

Sept. 2008 (begin)June 2009(end)

Last team meeting prior to the end of eachQuarter.

Student Writing Folders that include writing samples with scored rubric.( Last quarter sample only at the end of the year)

1.2 Plan and implement quarterly meetings to evaluate grade level performance using the writing rubrics. Teams will share and discuss student work samples as models for evaluation purposes.

Classroom TeachersAdministrationWriting Committee

Data collection sheets: •Student rubrics•Class report•Grade level report


Last team meeting of each quarter 2008-2009

Oct. 2008Jan. 2009March 2009May 2009

Data from team meetings to be collected and reviewed by the writing committee.

Instruction1.3 Plan and implement writing incentive activities to enhance theschool writing program. Ex: Instructional strategies, essay contests, school wide literary magazine, writing boards.

Writing Committee •Binding materials•Ink cartridges•Paper•CDs•Manpower

Funds to purchase binding materials, ink cartridges, CDs and paper

September 2008June 2009

November 2008Feb 2009April 2009

List of incentive activities and documentation.Month of February hall bulletin boards dedicated to writing activity.

1.4 Use current writing rubricsthat align with state’s writingstandards.

Assessment1.5 Provide staff training on proper use of rubrics

Writing Committee

Classroom teachersWriting committee

School writing rubrics

Sample writing and rubrics



September 2008 (begin)June 2009(end)

November 2008

Oct. 2008Jan. 2009March 2009May 2009

November 2008

Scored writing rubrics are used to indicate student needs and drive classroom instruction. End of year rubric is placed in child’s writing folder in the cumulative file.

Writing inservice survey



Marci HudsonMarci HudsonAndrea O’HaraAndrea O’Hara Todd LewisTodd Lewis

Judy WhiteJudy WhiteShirley MastriaShirley Mastria

Courtney BlessedCourtney BlessedMary TeufelMary TeufelKara ParkerKara Parker

This portion of the school improvement plan is for the area of mathematics. Members of this team analyzed data for math, conducted an audit in the areas of curriculum, instruction, and assessment for the math program, and identified and prioritized critical tasks that will likely lead to improvement in math.

Math



School Objective Improve Math Skills




of need..

• 33% of the third-grade students with disabilities and 43% of 4 th Grade students with disabilities passed the SOL math test. (10 students) (CTAG)

• 77% of economically disadvantaged students passed the SOL math test. (12 total)

• Increase the percentage of third, fourth, and fifth- grade students with disabilities passing the SOL math test to 75%.

• Increase the percentage of economically disadvantaged students passing the SOL math tests from 77% to 85%.

Math










DatesDates



Curriculum1.1 Grade levels will meet to determine strategies to target and assist students who struggle in math, with special consideration given to students who are economically disadvantaged and/or receive special education services.

Math CommitteeClassroom Teachers

No special resources needed

No additionalfunding needed

Nov. 2008(begin)March. 2009 (end)

April 2009 Survey

Instruction1.2 Make sure that math instruction including non-linguistic representations and math investigations takes place when ESL students are present in the classroom. (CTAG)

Math CommitteeClassroom Teachers



Sept. 2008 (begin)June 2009 (end)

June 2009 Survey

1.3 Identify at-risk math students with special consideration given to students receiving special education and students with economic disadvantages and provide remedial instruction and test taking strategies based on the SOL reporting category data. (Grades 3-5) (CTAG)

Classroom Teachers Test taking strategy materialsSOL reporting category data


April 2009 (begin)Oct. 2009(end)

Oct. 2008Oct. 2009

Log of assistance provided to students Results of students SOL Assessments










DatesDates



1.4 Provide parents with math strategies through our family math night.

Classroom TeachersFamily Math Night Committee



Sept. 2008 (begin)June 2009 (end)

June 2009 List of attendance and activities

1.5 Each teacher in grades 3-5 will identify two students with low math achievement for the Early Bird SME math program.

Classroom TeachersAdministration

No Special Resources needed

No additional funding needed.

Oct. 2008May 2009

June 2009 SME student reports.

Assessment1.6 Administer benchmark testing and analyze results for instructional implications in grades 3-5. (CTAG).


County Benchmark Test No additional funding needed.

Yearly After each benchmark test

Surveys of how teachers analyzed the results to modify instruction



Mike BlaylockMike BlaylockSandra kinCannonSandra kinCannon

Tara BallengerTara BallengerKarin LewisKarin Lewis

Yvonne BrennerYvonne BrennerJohn FryeJohn Frye

Brook BlinnBrook BlinnKim BowyerKim Bowyer

This portion of the school improvement plan is for the area of science. Members of this team analyzed data for science, conducted an audit in the areas of curriculum, instruction, and assessment for the science program, and identified and prioritized critical tasks that will likely lead to improvement in science.

Science




Evidences of SuccessEvidences of SuccessData that show end-of-year achievement targets and success as related to identified

areas of need..

• 86% of the minority third-grade students passed the SOL science test. (7) students) (CTAG)

• 75% of the third-grade students with disabilities passed the SOL science test. (4 students) (CTAG)

• 86% of the fifth-grade students with disabilities passed the SOL science test. (9 students) (CTAG)

• Increase the percentage of third-grade minority students passing the SOL science test at or above 91%.

• Maintain or increase the percentage of third-grade students with disabilities passing the SOL science test at or above 80%.

• Maintain or increase the percentage of fifth-grade students with disabilities passing the SOL science test at or above 86%.


School Objective Improve Science SkillsScience










DatesDates



Curriculum1.1 During morning announcements, students will use core vocabulary words while giving daily weather reports.

Classroom Teacher computers No additional funding needed

Daily September 2008-June 2009

4th and 5th grade teachers will pass the weather reminder template.

1.2 Maintain and update the set of core vocabulary words for each grade level.

SIP Committee Grade level teams

TechnologyGlobal share


Ongoing August 2008-June 2009

List of core vocabulary on global share.

Instruction1.3 Provide a variety of ways for students to review science concepts school wide. Ex. Science questions during the morning announcements (Dr. Fryezzel), use of core vocabulary flash cards, and science fair. (CTAG)

Science SIP CommitteeClassroom Teachers

Global share flash cards No additional funding needed

Oct. 2008(begin)May 2009 (end)

September 2008-May 2009

List of documentation of activities:Science fair certificates and survey of core vocabulary strategies.

1.4 Build academic background knowledge using nonlinguistic representation. Ex. Drawings, graphs, symbols, pictures, ect..

Classroom Teacher Global share No additional funding needed

Ongoing Ongoing: Classroom teachers monitor as vocabulary is presented

Teacher Survey










DatesDates



1.5 Provide a committee of teachers for students who need extra support with their science project.

Staff (volunteers) No special resources needed.


Jan. -March 2009

Jan-March 2009

List of teacher and student teams working together.

1.6 Provide the opportunity for all children to participate in the science fair

All teachers No special resources needed


March 2009 March 2009 Percent of participation compared to whole student population

1.7 Provide teachers access to AIMS books and magazines

Librarian No special resources needed

Library funds Sept. 2008 -June 2009

Sept. 2008-June 2009

List of AIMS book sent to teachers by e-mail (from library)

1.8 Provide students with opportunity to apply science skills during math and science day.

Faculty No special resources needed


Nov. 21st 2008 Nov. 21st 2008 List of lessons being taught through a teacher sign up sheet..

1.9 Continue the use of mentoring from high school students, providing and teaching lessons based on Science SOLs.

Classroom teachers None No additionalfunding needed

Ongoing Quarterly Classroom teacher observations

Assessment1.10 Design and review test questions that reflect the SOL Science format. Ex. Teachers will create tests in the format of the SOL Science test. Teachers will use released questions from the SOL Science Test.

Classroom teachersSIP Committee

Example of SOL test questionsTechnology


Fall 2008 -Spring 2009

May 2008 Teacher Survey



Sandra WeemsSandra WeemsLori De HartLori De HartRenee VoceRenee VoceLori DolemanLori Doleman

Jason HathawayJason HathawayGina DelgadoGina DelgadoJoe DolanskyJoe Dolansky

This portion of the school improvement plan is for the area of social studies. Members of this team analyzed data for social studies, conducted an audit in the areas of curriculum, instruction, and assessment for the social studies program, and identified and prioritized critical tasks that will likely lead to improvement in social studies.

Social

Studies



School Objective Improve Social Science Skills




of need..

• 66% of the third grade economically disadvantaged students and 83% of the fourth grade economically disadvantaged students passed the SOL history and social science test (9 students)

• 100% of the Limited English Proficient passed the SOL History and Social Science test (3 students)

• 81% of the third grade were advanced proficient on the SOL history and social science test for the third grade.

• 62% of the fourth grade were advanced proficient on the SOL history and social science test for the third grade.

• Increase the percentage of Economically Disadvantaged students passing the SOL history and social science test from 66% to 70% for third grade and 83% to 88% for fourth grade.

• Maintain 100% Limited English Proficient students passing the SOL history and social science test.

• Maintain or increase the advanced proficiency in the SOL history and social science test for the third grade.

• Increase the advanced proficiency in the SOL history and social science test for the fourth grade to 70%.

Social

Studies










DatesDates



Curriculum1.1 Continue to Incorporate the use of key vocabulary into lessons

Classroom Teachers See Staff Drive for 1-3 Vocabulary Guides (Hathaway)


September 2008 (begin)June 2009 (end)

Benchmark test dates

Results of Benchmark tests

Instruction1.2 Invite identified Economically Disadvantaged, at-risk Minority and Limited English Proficient students to attend the Soaring Eagles after school program. (CTAG)

Classroom Teachers No special resources needed


Start – depends on grade level

End- SOL test dates

Sept. 2008May 2009

SurveyAttendance record for Soaring Eagles

1.3 Continue to Incorporate Marzano’s strategies of non-linguistic representations.

Classroom Teachers No special resources needed


Sept. 2008(begin)June 2009 (end)

Quarterly SurveyStudent NotebooksPortfolios

Assessment1.4 Administer benchmark tests and analyze the results for instructional implications. (CTAG)


County Benchmark Test No additional funding needed

Dec. 2008 (begin)June 2009 (end)

After each benchmark test

Results of benchmark testing



Tianna DurbinTianna DurbinPhoebe HendersonPhoebe HendersonRachel BartanowiczRachel Bartanowicz

Stephanie FidlerStephanie FidlerMichele NowellMichele Nowell

Karen PekarKaren PekarYvonne StoltzfusYvonne StoltzfusDeborah SeanzDeborah Seanz

This portion of the school improvement plan is for the area of Climate. Members of this team analyzed data for our character education program and conducted an audit in the areas of our guidance curriculum. In addition, we reviewed our communication practices as well as the monitoring of student attendance.

School

Climate


District Goal Area Climate

School Objective Promote programs that enhance students’ health, safety and well-being.

School

Climate

Evidences of NeedEvidences of NeedMultiple data points that show a need to spend time, energy, and resources on this particular

objective. Include disaggregated data.


areas of need..

Although tardies decreased for the 2007-2008 school year, it continues to be an on-going issue.

Attendance- Emerick’s attendance (ADA%) has consistently been above the division and state averages.

A parent survey on perceptions of the school is needed. All attendance percentages have increased except for a minimal decrease in the Black, Not Hispanic subgroup (.47%)

A faculty discussion regarding homework per grade level is needed. Disciplinary referrals continue to be minimal. The administration has helped the classroom teachers deal with minor discipline issues. This has attributed to consistent and fair classroom and school rules.

A faculty discussion regarding consistent grading by grade level is needed.

Character Education – Our school worked on positive character traits in many ways over the past year in the classroom and in guidance lessons. One of our most successful programs is “Caught Being Kind”.

An increase in family participation during afternoon and evening school activities is needed.

Emerick continues to address safety concerns. The access to Emerick continues to be closely monitored. A buzzer system was installed in the spring of 2008. This has limited access to the building during the school day.



School Objective

Evidences of NeedEvidences of NeedMultiple data points that show a need to spend time, energy, and resources on this particular

objective. Include disaggregated data.


areas of need..

Emphasize positive character traits school-wide including fairness, respect, responsibility, cooperation, caring, and citizenship.

Teachers write at least one academic comment in Spanish on the report cards of Spanish-speaking students.

The parent liaison makes contact with Spanish-speaking parents to improve their connection with the school including Family Reading Night, Family Math Night, conferences, and report card interpretation. She also has designated office hours at the school.










DatesDates



Instruction1.1 Provide a variety of opportunities within the classroom and school-wide for students to develop positive character traits. (Ex. Project Wisdom, Caught Being Kind, Martin Luther King Kindness Challenge)

Guidance CounselorAdministrationClassroom Teachers



Sept 2008-June 2009

Jan. 2009June. 2009

List and documentactivities

1.2 Increase staff communication and collaboration (homework and grading standards)

Instructional teams No special resources needed.


Fall 2008-Spring 2009

Jan 2009June 2009

Teams will meet according to the calendar schedule.Team members will report that they have adequate opportunities to interact with each other. (Survey)

Instruction1.3 Construct and distribute a parent survey

Person(s) Responsible

Climate Committee

Resources Needed to Complete Task

(Building Level Resources)

No special resources needed.

Budget Implications



Dates of Activity

(start-to-end)

Spring 2009

Monitoring Dates

May 2009

Monitoring Indicators

(Indicators that point to success during and at the end of a strategy)

Compile data and report to faculty










DatesDates



Instruction

1.4 Reduce student tardies


Staff, students and parents




Budget Implications



Dates of Activity

(start-to-end)


Monitoring Dates

Jan. 2008-June 2009

Instruction

1.5 Brainstorm ways to increase parent involvement particularly Soaring Eagles and Family Reading and Math Nights


Faculty




Budget Implications



Dates of Activity

(start-to-end)


Monitoring Dates

Jan. 2009-June 2009

Documents

Emerick Elementary School