schools.smcps.org for web site/2018-2019... · Web viewCore Subject. Assessment. Assessment Data Profile by Grade. Identified Needs (include gender and subgroup gaps) Factors Contributing

St. Mary’s County Public Schools Title I - School-Wide ComponentsGreen Holly Elementary School

2018-2019

1. Comprehensive Needs Assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of children who are failing, or at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; [1114(b)(6)]

Core Subject

Assessment Assessment Data Profile by Grade Identified Needs (include gender

and subgroup

gaps)

Factors Contributing to Root Causes

Root Causes

ReadingPre-Kindergarten

Observation: Anecdotal Notes / Checklists

Early Learning Standards All Students

Research studies show that students from lower socio-economic groups have less access to enriched home environments with fewer opportunities to be exposed to rich language and vocabulary. Lack of adequate nutrition and sleep, as a result of poverty, can affect student’s progress in learning and development of language skills. Students with speech or other physical impairments need time in school to receive instruction targeted to meet their needs.

Students meeting requirement for entry into PK program are either economically deprived or have risk factors, such as premature birth, speech, hearing, vision or other physical or emotional difficulties.

ReadingKindergarten DIBELS LNF Goal: 62

Students Tested 62

All Students

-IRLA independent reading routines and conferencing took some time away from practice

-Many students who are below benchmark have not had consistent


2018-2019

Mean (Standard Deviation)

59.2

514% at or above benchmark24% below benchmark25% well below benchmark

NWF-CLS Goal:44Students Tested 63Mean (Standard Deviation)

49.1


NWF-WWR Goal: 7Students Tested 70Mean (Standard Deviation)

12.9


with basic letter naming.

-DIBELS higher level recommended goal replaced the former goals and are at a significantly higher level for all subtests.

-More students enrolled in PK 3,4 programs; therefore more exposure to phonemic awareness instruction.

-Many students who have not attended PK or had poor attendance are not in school and so do not get the intensive or strategic intervention in phonemic awareness that they need. -Students who lack adequate sleep and nutrition are not able to focus during school instruction, and are not in enriched environments at home that stimulate language development.

exposure to phonemic awareness and phonics instruction.

-Some students do not have adequate housing and food due to living below poverty line.

ReadingFirst Grade DIBELS DORF – Words

CorrectGoal: 69

Students Tested 55

All Students

-New IRLA routines and assessment system were being learned by students and staff. Increased

-Unfamiliarity with the test

-Difficulties with


2018-2019

Mean (Standard Deviation)

65.4


DORF - Accuracy Goal:98Students Tested 55Mean (Standard Deviation)

89.1


focus on accuracy versus speed of reading.

-First time working with a timed reading assessment

-Students are just learning how to blend sounds

-High mobility index resulting in lack of consistent instruction

phonemic awareness

-Poor sight word vocabulary

ReadingSecond Grade

DIBELS DORF-Words Correct

Goal: 111

Students Tested 49Mean (Standard Deviation)

102.5


DORF- Accuracy Goal:99Students Tested 66Mean (Standard Deviation)

94.3

53% at or above benchmark

All Students

-Because many parents work extended hours, and more than one job, there is a lack of supervision and focus on academic achievement.

-It is difficult for children to establish academic routines when they have unstable housing and basic needs are not being met.

-High mobility index resulting in lack of consistent instruction and learning gaps.

-Students did not have the foundational skills in word work or vocabulary that IRLA independent reading levels required for moving into the next reading level.

-Difficulties understanding that this is a timed fluency assessment vs. IRLA that they can read at a more


2018-2019

0% below benchmark47% well below benchmark

natural rate.

ReadingThird Grade DIBELS

PARCC

DORF – Words Correct

Goal: 123


114.6


DORF- Accuracy Goal:99Students Tested 51Mean (Standard Deviation)

97


PARCC Results Percent Per Rating Level1 2 3 4 5

GHES 19 8.6 13.8 50 8.6SMCPS 19.6 15.2 20.9 38.6 5.7MD 22.7 16.6 21.9 34.5 4.4

All Students

-High mobility creates learning gaps for students.



-Students and staff were learning new IRLA routines and assessment system. IRLA increased focus on accuracy versus speed of reading. IRLA framework requires more extensive instruction and mastery of foundational skills in the primary grade levels than had previously been taught in those grades.

-Some of these students have been in more than one school during the year

-Parents struggle to provide adequate housing and food for their families

-Homelessness

-Students did not have the foundational skills in word work or vocabulary that IRLA independent reading levels required for moving into 3rd grade level text.

Reading All -High mobility creates -Some of these


2018-2019

Fourth Grade

DIBELS

PARCC

DORF – Words Correct

Goal: 144


134.3



98.5



GHES 15.9 17.5 20.6 41.3 4.8SMCPS 12 17.6 23.3 34 13.1MD 14.3 18.6 24.1 31.9 11.2

Students learning gaps for students

-Students are limited to the materials provided by the school for reading at home. Without a routine, or habit, of reading at home, students do not reach their full reading potential and develop vocabulary.

-Parents do not have the economic resources to purchase materials for use at home. Many do not have transportation to access community resources.



students have been in more than one school during the year

-Students do not have personal libraries for reading at home


-Homelessness

ReadingFifth Grade DIBELS DORF – Words

CorrectGoal: 155

All Students

-High mobility creates learning gaps for students

-Some of these students have been in more than


2018-2019


134



97



GHES 6.7 28.9 22.2 37.8 4.4SMCPS 10.7 16.2 24.3 43.4 5.4MD 13.4 19.1 25.4 37.8 4.4

-Students are limited to the materials provided by the school for reading at home. Without a routine, or habit, of reading at home, students do not reach their full reading potential and develop vocabulary

-Parents do not have the economic resources to purchase materials for use at home. Many do not have transportation to access community resources.



one school during the year

-Students do not have personal libraries for reading at home


-Homelessness

MathPre-Kindergarten

Counting Profile

Limited 9/29 – 31%Emergent 11/29 – 38%Proficient 8/29 – 28%Exemplary 1/29 – 3%

All Students

Students need exposure to numbers and counting to develop number sense. They need exposure to

Students do not have basic number sense and have not had exposure


2018-2019

vocabulary and the language required for completing the tasks in this counting assessment

to numbers and counting in their home environment.

MathKindergarten Counting

Profile

County Assessment

Limited 1/55 2%Emergent 4/55 7%Proficient 22/55 40%Exemplary 28/55 51%

EOY OAT / County Assessment0%-49% 11/56 20%50%-79% 3/56 5%80%-100% 42/56 75%

All Students

Students need exposure to numbers and counting to develop number sense. They need exposure to vocabulary and the language required for completing the tasks in this counting assessment

Students do not have basic number sense and have not had exposure to numbers and counting in their home environment.

MathFirst Grade County

AssessmentEOY NBT / County Assessment0%-49% 7/46 15%50%-79% 11/46 24% 80%-100% 28/46 61%

All Students

-High mobility-Poor attendance-Lack of parental support-Student inattentiveness-Lack of real world connections-First time taking a problem solving test

-Lack of number sense, place value, problem-solving skills-Inability to make sense of the problem-Lack of perseverance

MathSecond Grade

County Assessment

EOY OAT/NBT County Assessment

0%-49% 9/43 21%50%-79% 18/43 42% 80%-100% 16/43 37%

All Students

-High mobility-Poor attendance-Lack of parental support-Student inattentiveness-Lack of real world connections


MathThird Grade

County Assessment

EOY OAT/NBT County Assessment0%-49% 15/48 31%

All Students

-High mobility-Poor attendance

-Lack of number sense, place value,


2018-2019

50%-79% 20/48 42% 80%-100% 13/48 27%


GHES 10.3 13.8 19 36.2 20.7SMCPS 13.7 17.6 21.9 34 12.8MD 15.5 19.5 22.8 30.2 12

-Lack of parental support-Student inattentiveness-Lack of real world connections

problem-solving skills-Inability to make sense of the problem-Lack of perseverance

MathFourth Grade

County Assessment

EOY OAT/NBT County Assessment0%-49% 4/54 7%50%-79% 19/54 35% 80%-100% 31/54 57%


GHES 11.1 19 36.5 33.3 0SMCPS 11.6 17 25.6 39 6.8MD 15.4 21.5 24.4 33.3 5,3

All Students



Math Fifth Grade

County Assessment

EOY OAT/NBT County Assessment0%-49% 50%-79% 80%-100%


GHES 2.2 20 42.2 31.1 4.4SMCPS 13.2 14 24.6 36.2 11.1MD 15.6 22 24.5 30.7 7.2

All Students



2. Schoolwide Reform Strategies that address school needs including a description of how strategies will: a. Provide opportunities for all children, including each of the subgroups of students as defined in Section 1111(c) (2) to meet the challenging State academic standards; (1114(b)(7)(A)(i); b. Use methods and instructional strategies that strengthen the academic program, in the school, increase the amount and quality of learning time and help provide an enriched and accelerated curriculum, which may include programs, activities and courses necessary to provide well rounded education; (1114(b)(7)(A)(ii)


2018-2019

c. Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards that may include (1114(b)(7)(A)(iii) Reading / Language Arts Priority Needs:

Students need to develop the foundational reading skills that are required for proficiency on rigorous common core reading language arts standards.

Students need to have the stamina and motivation needed to be successful on rigorous common core reading language arts. Reading / Language Arts Goal: Close gaps among subgroups by providing targeted coaching, appropriate interventions and enrichment opportunities. Reading / Language Arts Objective: Analyze assessment data from IRLA, DIBELS, etc. to determine needs among all students. Small group instruction will be fluid and targeted based on analysis of assessment data. Reading / Language Arts Milestones: Regularly scheduled conferencing for coaching and accurate independent reading leveling (IRLA) to determine individual power goal and appropriate IRLA Foundational Toolkit Intervention or other intervention that will move students to next reading level. Progress monitoring using DIBELS, Read Naturally, IRLA and teacher –created assessments, as well as anecdotal notes recorded on paper or in SchoolPACE (IRLA). Results are discussed during bi-weekly PLC meetings and instruction modified based on data. School Improvement Goal: All students will increase their independent reading level to at least match their grade-level reading.

Core Instructional Model and Supporting StructuresTier 1

Strategies and activities that address the needs of all students and staffDevelop solid foundational skills

Increase

Students will be taught phonemic awareness, phonics, vocabulary, fluency, and comprehension strategies using researched-based resources such as IRLA, Fundations, Houghton Mifflin, Wonders. Strategies from LIPS, Seeing Stars, and Visualize and Verbalize embedded in instructional routines.

All Students Daily PK 3,4

K-5 Teachers LA IRT

K-5 Teachers LA

Anecdotal Notes; Checklists; Teacher Created Performance Tasks

IRLA data collected in SchoolPace and Conference LogsAnecdotal Notes – Observation , Fundations Assessments, DIBELS assessments


2018-2019

Stamina and Motivation

Title 1 Literacy Support Planning for Best Practices

Students will engage in 30 minutes of in school reading and 30 minutes of at home reading Monday – Friday. Reading practice will be rewarded for every 100 reading steps (15 min. of reading = 1 step). Students will be reading at their “fast, fun, and easy” independent level to ensure that reading is a successful and enjoyable activity, which in turn will lead to developing increased stamina and motivation to read. Students will interact with rigorous and engaging grade level texts to develop reading, writing, listening, and speaking skills. Students will have choices in topic multimedia for authentic transdisciplinary projects. Much of this will be accomplished through Close Reading with anchor charts developed with students as a model for how to apply grade level standards to text.

Review of Best Practices using the Integrated Literacy Block – Self Reflection – Status and Goal Setting Form. Use Title 1 Literacy – IRLA Framework Team Planning Form to set actions and procedures to insure effective integrated literacy block and Best Practices k-5: Cold Calling , Checking for Understanding, Accountable Talk, Total Engagement in Group Share as Feedback Loop for Instruction, Clear Focus for independent reading block related to a

Collaborative Team Planning Day

Biweekly PLC meetings

IRT

K-5 Teams; LA IRT; Title 1 Literacy Lead Teacher, Principal

SchoolPACE reading practice data reports and daily emails to administration

Grade Level PLC minutes and Collaborative Planning Minutes

Word work – Grammar –


2018-2019

grade level standard. Review and/or create plans for word work and foundational skill instruction that are standard aligned to fill reading skill gaps. K-2 Use New Resources for Standards Based Instruction and Progress Reporting. Gr. 3-5 Reflect on how this change in progress reporting will affect intermediate grade plans. Classroom visitations / peer coaching opportunities – Develop schedules for cross – classroom and cross grade visitations. Develop clear, conference protocols (establishing difference between goal setting and assessment conferences). Develop plans for teaching power goals with gradual release model during conferencing. Incorporate power goal reflection / placement into reading ready position.

Vocabulary plans

Standards Based Plans for Whole Group Instruction using Anchor Texts

Schedules and Reflection Forms; PLC minutes

Supplemental ProgramsTier 2

Provided to majority of students in addition to the regular instructional programIncrease Foundational Skills

IRLA Coaching and Conferencing to determine appropriate IRLA Foundational Toolkit or other intervention for students below expectation in IRLA level and DIBELS BOY. Initiate Digital GHES Intervention documentation sheet to record data. -Specific Coaching of Power Goals to Tier 2 students with strategies for their targeted level.

Students assessed in IRLA who are at risk according to level, and intensive or strategic on DIBELS BOY

Monday – Friday; IRLA Conference scheduled Small group supplemental groups 2 to 3 times weekly

Classroom teachers, IRTs, Sp. Ed. Teachers,

IRLA SchoolPACE, DIBELS Next benchmark and progress monitoring (K-5)


2018-2019

Computer lab Read Naturally Groups 6 Minute Fluency SolutionRead Naturally GATE small group tutorial Leveled Literacy intervention

Intervention Enrichment ProgramsTier 3

Systematic, Intensive Instruction for targeted students based upon needIncrease Foundational Skills (Phonemic Awareness, Phonics, Fluency)

Enrichment Groups for Accelerated Students

Based on the response to Tier 2 Intervention by classroom teachers during first weeks of school, students will be chosen for pull out Tier 3 intervention using appropriate IRLA Foundational Toolkit or other interventions listed below: IRT or Sp. Ed teacher continue to fill out GHES Intervention digital form.

Road to Code, Read Naturally Groups including Phonics series and GATE small group tutorial , Just Words, (Wilson Reading, Seeing Stars, Visualize and Verbalize, Lips – Available through Special Education Resource teachers)

Junior Great Books, Novels, Research Projects using IRLA Research Kits

Students assessed as in need of Tier 3 intervention after teachers have done some initial Tier 2 intervention in small groups within the classroom.

Students who have foundational skills and are fluent, according to DIBELS Benchmark Goals

Nagliari / Gates/ McGinity, County Assessments

Monday – Friday IRLA Conference scheduled Small Groups scheduled 4 days weekly or as needed.

1-4 times weekly Gr.1-3IRT Support during research or other LA projects to allow for independent work differentiated for accelerated students Gr. 4,5

Two 30 minute sessions each week

IRTs, Sp. Ed. Teacher, Para-educators

IRT, Title 1 Paras

IRLA SchoolPACE dataDIBELS NEXT benchmark and progress monitoring (K-5) Hot and Cold word per minute reads from RN fluency interventions (1-5)

DIBELS NEXT Benchmark (K-5)DIBELS DAZE (3-5)County LA Assessments (1-5)


2018-2019

Gifted and Talented

William and Mary

IRT

County Gifted and Talented Assessments

Mathematics Schoolwide reform strategies that: 1. provide opportunities for all children to meet proficient and advanced levels of student achievement; 2. use effective methods and instructional strategies that are based on scientifically based research that – - strengthen the core academic program; - increase the amount and quality of learning time, such as providing an extending school year and before and after school and summer programs and opportunities, and help provide and enriched an accelerated curriculum - Implement a school – wide fact fluency incentive program. Students in grades K – 5 will have the opportunity to earn prizes for completing grade level goals for fact fluency. 3. ADDRESS HOW THE SCHOOL WILL DETERMINE IF SUCH NEEDS HAVE BEEN MET:

Strategies and Activities

Specific Action Steps

Student Groups Targeted

Timeline / Frequency

Person Responsible Evaluation / Evidence of student Achievement

Core Instructional Model and Supporting StructuresTier 1

Strategies and activities that address the needs of all students and staffNumber Corner

Bridges

Monthly Targeted Goals-follow Bridges Daily Lessons

All Students

All Students

Daily

Daily

Classroom teachers

Classroom teachers

Observations, anecdotal notes, written Pre/Post tests, Writen Check-ups throughout the year


2018-2019

CGI

(Pre-K – 1) Counting Profile

Guided Math Groups

Fact Fluency Mastery

follow Bridges daily lessons/county curriculum map

specific grade level problem types

counting jar

flexible guided math groups

classroom activities

All Students

All Students

All Students

All Students

Weekly

Weekly

Daily

Daily

Classroom teachers

Classroom teachers

Classroom teachers

Classroom teachers / paraprofessionals

Observations, anecdotal notes, unit assessments

Observations, anecdotal notes, common grade level assessments, unit assessments

Observation and analysis of oral explanations, written responses, and anecdotal notes

Observation and analysis of student work

Observation and anecdotal notes, analysis of student work, and common grade level assessments

Supplemental ProgramsTier 2

Provided to majority of students in addition to the regular instructional programFlexible groups based upon weaknesses on grade-level common assessments

Activities will be needs – based

Flexible Daily Classroom teachers and paraprofessionals



2018-2019

Intervention / Enrichment ProgramsTier 3

Systematic, Intensive Instruction for Targeted Students Based upon NeedBridges Differentiation for Workplaces for Tier I, II, and III

Bridges Intervention for Tier III

Enrichment Groups for Accelerated Students

Gifted and Talented

Groups will be needs based

Multi-step, above grade level, problem solving

Singapore Math Challenging Word Problems

Flexible

Performance Matters testing data and classroom performance

County GT Profile

3-4 days a week

2-3 days a week

2, 30 min. sessions a week

Classroom teachers, special education teachers, paraprofessionals, IRTs

Math IRT

STEM IRT


Performance on problem – solving tasks and county – level assessments

Performance on GT County Assessments

3. Parent, Family and Stakeholder Involvement - developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals, the LEA, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school. 1114(b)(2) 3B. Parent and Family Engagement - Based on the results of the needs assessment, schools must implement evidence-based parent and family engagement strategies. (Section 1116)See attached Parent Involvement Plan


2018-2019

4. Coordination and Integration of Federal, State, and local services and programs - If appropriate and applicable, is developed in coordination and integration with other Federal, State, and local services, resources and programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under Section 1111(d). 1114(b) (5)

Professional development will be provided to enhance best practices and in the area of reading and language arts. Title I and general funds will also be used to purchase materials to support the implementation of new instructional strategies.

Two Instructional Resource Teachers, a classroom teacher and one full-time paraeducator to support the delivery of interventions are paid by Title I.

Events will be planned to provide parents with strategies and skills they may use at home to enhance student achievement as well as to provide support and suggestions for managing behavior at home.

Coordination with the Judy Center, Head Start, Pre-Kindergarten Development, General Fund, and FSNE to provide services to students and their families.

Professional Development Plan

Specific activities

Identified faculty

Resources needed to

Lead team member(s)

Timeframe for the

Outcome measure


2018-2019

including follow-up to achieve outcome

members implement activity

responsible

activity

Refresh Implementation of DIBELS

IRTsTeachers K-5ParaeducatorsSpecial Educators

DIBELS Principal IRTsTeachers K-5ParaeducatorsSpecial Educators

August-June More students will receive progress monitoring than in previous years. There will be an increase in student growth, especially ORF, over the increase from last year.

Bridges IRT, K-5 Teachers

Bridges Teacher Kits/Texts etc.-Opportunities for collaborative planning to unpack the curriculum and make adjustments in instruction

K-5 Teachers, IRT, PrincipalPD provided by Bridges Consultants and IRTs

Aug. 30,

Ongoing

Teacher Feedback Forms from PD provided.

Conscious Discipline All Instructional Staff

Consultant from Conscious Discipline will provide at least two days of training.Staff will also receive a Conscious Discipline manual.

All instructional Staff

August, September, ongoing

Materials, Notes, Decrease in minor referrals to ISIC, use of safe spaces, and at least two staff surveys to determine utilization of strategies and staff comfort level with implementation.

Drilling Deep Into the School Performance onthe 2018 PARCC, examining weak and strong standards and evidence tables

All Teachers Various reports will be shared with the teachers to help guide the instructional focus for reading and math

PrincipalIRTsTeachers

Ongoing Meeting Notes and the sharing of student work


2018-2019

SMCPS Master Plan Goal 4: All Students will be educated in learning environments that are safe, drug free, and conducive to learning.

Needs Assessment (Narrative based on data that includes reference to specific student group performance)

There were two suspensions during the 2017-2018 school year

School Improvement Goal (Aligned to the Needs Assessment)

We will strive for zero suspensions in 2018-2019.


(Aligned to needs assessment and school improvement goal)

Specific Action Steps Student Groups

Targeted

Timeline/Frequency Person Responsible

Evaluation/Evidence of student achievement (Based on data)

Provide professional development to staff on Conscious Discipline

-Overview presentation of Conscious Discipline (CD) at the beginning of the school year.

-A certified CD trainer will also provide training in September

All August Principal Decrease in misbehavior,

ISIC, and Office Referrals

Culture and Climate


2018-2019

Institute the Check-in, Check-out (CICO) Program

*Share program with staff

*Create list of staff volunteers and students

*Provide Staff training

*Secure Parent Permission

Tier II Students August -June ISIC Monitor

Counselor

Staff

*Informal Observation

*Student Grades

*Student Referrals

Ensure that a Functional Behavioral Assessment is completed for students demonstrating dangerous and otherwise serious behavior.

Students will be referred to PST to conduct an FBA

Students who demonstrate dangerous and otherwise serious behavior

August- June PST Team, Classroom Teacher, ISIC Monitor

Completed FBABehavior Intervention Plans

Morning Announcements

*Daily morning announcements focusing on, fitness, character education program and PBIS program

All August- June PBIS team *Review referral data

*Informal observations

Bus Behavior *Practice bus expectations at arrival time at least once each month

All August-June PBIS team Decrease in referral data from buses


2018-2019

*Provide awards for buses with few to no referrals each month

Kindness Club *Was introduced last year

*Students may volunteer to participate

*Specific projects (i.e. buddy bench)will be introduced to students and staff

*Special notices and updates will be shared on the morning announcements and monthly newsletter

All September -June SLP

Staff

Students

Parents

*Newcomers will feel welcome

*Fewer referrals

*More students will earn the monthly expectation celebrations

*Students will become more purposeful about having positive social interactions

PBIS program, Character Education, Morning Meetings

Continue implementation of the following: PBIS incentives and initiatives and morning meetings.

All August- June All staff Decrease in major and minor referrals

Behavior Management Training for Parents

*Provide an overview of PBIS at Back-to-School Night

*Provide CD training, from the master trainer, with a focus on strategies to use at home.

All August and September

Administration

PBIS Team

Decrease in major and minor referrals

SMCPS Master Plan Goal 5: All Students will graduate from high school.

School Performance: School Target: Each school will meet or exceed all state established Annual Measurable Objectives (AMO’s) for attendance/graduation rate in 2018-19. AMO-94%


2018-2019

Needs Assessment (Narrative based on data that includes reference to specific student group performance)

Attendance rate for 2017-2018 for students in grades 1-5, as reported to MSDE for the determining AYP was 94 percent.


Our most severe attendance concerns continue to be with students in our early childhood programs. Our goal is to maintain our current rate of attendance among students K-5 and continue to improve the rate for our youngest learners.


(Aligned to needs assessment and school improvement goal)

Specific Action Steps Student Groups

Targeted

Timeline/Frequency Person Responsible

Evaluation/Evidence of student achievement (Based on data)

Continue to monitor student attendance each month and publish it, by teacher, in the monthly, school-wide newsletter.

A monthly attendance report will be prepared and reviewed by the administration.

All Students Monthly Principal

Secretary

Actual attendance rates


2018-2019

Maintain open, ongoing communication with parents regarding absences.

PST Meetings will be held to address attendance concerns

Home visits will be made to address students who accumulate absences and there is little or no communication with the family.

A summary report will be prepared and published in the monthly newsletter.

.

Make phone calls home when students have been absent two consecutive days without notifying the school.

Students who accumulate more than 8 days of unexcused absences.

Home visits will be conducted

All student

All students

Students who accumulate more than 8 days of unexcused absences and/or have a history of chronic absences.

All students with chronic absences and limited to no communication with the family

Monthly

Sept. June

Sept.- June

Sept- June

Principal

Secretary

Attendance Clerk; Classroom Teacher; Counselor; Administrators

PST Team (Administrators, counselor, PPW, teachers, and parents)

PST Team (Administrators, counselor, PPW, teachers)

Log of phone communications

Actual attendance rates

Meeting Minutes

Documentation Form/Log


2018-2019

SMCPS Goal: Increased communication, collaboration, and partnerships with all stakeholders.


A survey of the parents in the spring of 2018 indicated that they are aware of and/or satisfied with the services provided by the school. The principal will continue the Parent Advisory so that parents may learn more about the instructional and fiscal responsibilities and activities of the school and are able to provide feedback, insights, and concerns.

Stakeholders Communication Collaboration Building Relationships

Parents/School Community

Overarching Strategy

Family Nights will continue to be offered throughout the year.

The school will collaborate with community partners to expand the trainings offered to parents.

The school will continue to tap into the some of the partnerships that are shared by the Judy Center to expand the school’s interaction with them.

Students Students who demonstrate slow, or minimal, progress will meet with the

Principal/school staff will collaborate with children and families to explore

Priority will be given to targeted students to receive an informal and/or

STAKEHOLDER INVOLVEMENT


2018-2019

Strategy for Targeted Groups principal to explore ways they can improve. This maybe done during lunch or breakfast.

ways each one can work to improve performance.

formal mentor through volunteer staff and FLOW.

Staff

Overarching Strategy

Because classified staff may not be required to attend after-school meetings, the principal will meet at least quarterly with paraeducators to increase communication regarding their role in students’ achievement and other relevant information.

The principal will continue to send an electronic morning message to the staff each day.

Grade-level PLCs will continue to meet and plan for student success.

The Social Committee will plan and schedule activities that provide opportunities for staff to develop relationships. This will be crucial when considering the number of new staff this year.

HIGHLY QUALIFIED TEACHERS

Instruction by highly qualified teachers (Component 3)

Describe the strategies used by the school to ensure instruction is delivered by highly qualified teachers:

Only highly qualified applicants are interviewed and considered for classroom teaching positions.

Applicants are screened by the Human Resources Department. No one is interviewed for a position at GHES who is not Highly Qualified Principal must sign off on teacher Professional Development Plans. All Paraeducators have met criteria established by ESSA.

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


2018-2019

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

Job Fairs in conjunction with colleges and universities GHES is a PDS site, so we are able to support student teachers and then recruit from the successful student interns upon graduation Work with Human Resources to ensure Highly Qualified status of all applicants Fortunately, the staff is very stable. More than 50 percent have worked at the school for ten years or more.

TEACHERS AS DECISION MAKERS

Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. (Component 8)

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?

Professional Learning Communities will continue to meet. Each team will meet twice each month, with the principal and instructional resource teachers, to examine student progress through data and plan for interventions and enrichment. This will allow on-going discussions regarding instructional practices as well as any extra supports deemed necessary to improve student achievement. Data analysis will be ongoing during these sessions.

The schedule has been designed to provide common planning at each grade level, maximizing the opportunities for teacher collaboration during the school day.

School Improvement Team meetings will be held at least twice per year and will include representation from each grade level, special area teachers, special education teachers, and instructional resource teachers.


2018-2019

New teachers are provided mentors and specific professional development. Teachers and staff join and support the PTA.

TRANSITION

Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Judy Center, Early Reading first, or a State-run preschool program, to local elementary school programs. (Also include transition from elementary school to middle school) (Component 7)

Discuss the school’s plans for assisting preschool children in transition from early childhood programs to elementary school.

Green Holly hosts an Infants and Toddler’s programs, where babies born with special needs are identified as needing special services prior to age 3 are referred, These students are then transitioned, as they qualify, into the Pre-Kindergarten or Pre-school Special Education programs at ages 3-4, again based upon need/eligibility. One all-day Head Start class for 4-year-olds and one 2-session class for 3-year-olds are part of our student body. Additionally, there is a full-day pre-kindergarten class funded by the Pre-School Development Grant. These programs, including the Judy Center, provide a continuum of early development support needed for at-risk children, birth-five years of age, to succeed in Kindergarten and beyond. Through collaborative partnerships with community agencies and programs, including health departments, social services, and childcare providers, a comprehensive array of services is provided to eligible families residing in the Green Holly attendance area. Green Holly does an exemplary job at providing these pre-school experiences, as they allow us to do our very best in helping children gain successful experiences prior to entering the required public education program in Kindergarten.

In the spring, children from childcare centers and those in the preschool programs are invited to visit the kindergarten classrooms. In addition, approximately one month before the start of school, parents of new preschoolers are invited to bring their children to a special orientation. This allows the teachers to interact with the students while the principal meets with the parents to discuss expectations. The feedback received from these experiences indicate that parents like the opportunity to introduce their children to their new environment as well as meet their future classmates.

As fifth graders prepare to attend middle school, counselors from the receiving middle schools visit to explain expectations and course selection. For many years, students would take brief field trips to visit the middle schools, but the district has moved to evening events so that parents may accompany their children to special orientations.


2018-2019

Documents

schools.smcps.org for web site/2018-2019... · Web viewCore Subject. Assessment. Assessment Data Profile by Grade. Identified Needs (include gender and subgroup gaps) Factors Contributing