Fruitland Intermediate School School Improvement Plan · 2018-09-12 · Fruitland Intermediate School saw a need to increase reading proficiency in grades 3,4, and 5 after looking

BOARD OF EDUCATION OF WICOMICO COUNTY 2424 Northgate Drive

P.O. Box 1538

Salisbury, MD 21802-1538

Success - Every Student, Every Day

Fruitland Intermediate School

School Improvement Plan

2017-2018

(August 28th 2017)


SCHOOL IMPROVEMENT PLAN

2017-2018

Page | 2

Table of Contents

Mission and Belief Statements p. 3

Team Members p. 4 What FIS Offers P. 5

SIP Narrative p. 6

Academic Data, Analysis, Strategies and Goals Literacy Mathematics

p. 8 p. 12

Attendance Data p. 19

Culture and Climate with Parent Involvement p. 21 Wellness p. 25



2017-2018

Page | 3

Mission Statement: Our Mission at Fruitland Intermediate School is to educate our students so they can achieve their highest levels of learning. Our goal is to provide an educational climate in which each student will: • develop a desire to learn, • develop a positive self-image, • receive opportunities to be challenged, and • experience a safe environment and positive school culture in which to grow. Belief Statements:

• All students can learn.

• We will provide a supportive learning environment and challenging curriculum that will direct each student toward his or her fullest potential.

• We will respect the diversity of each individual as it relates to culture and learning styles.

• We will support and implement the values as approved by the Wicomico County Board of Education.

• Parents or guardians should be intimately involved in the education of their child(ren).

• Our school will welcome and encourage parental and community involvement.

• We believe in the school-based decision-making process.

• A commitment to the continuous improvement of our school is necessary to enable our students to become self-directed, life-long learners. Values: • Respect will be exhibited by the entire school community. • Persistence and hard work will be displayed by students and staff on a daily basis. • Everyone will operate as a school community. Report Card: Our school’s official accountability report card may be accessed at www.mdreportcard.org.

http://www.mdreportcard.org/



2017-2018

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School Improvement Team Members: The 2017-2018 School Improvement Plan for Fruitland Intermediate School was developed and reviewed under the responsibility of the Instructional Leadership Team (ILT). At ILT meetings during the year, assessment results are continually reviewed and analyzed as they become available to ensure student needs are being met. The School Improvement Plan may be revised throughout the year as a result.

Instructional Leadership Team Membership

Name Position

Marissa Graydon 3rd Grade Teacher

Melissa Hileman 4th Grade Teacher

Amy Burns 4th Grade Teacher Kate Wight 5th Grade Teacher

Mary Sartorio 5th Grade Teacher

Tracy Robinson Special Education Kelly Kaiser Reading PD Coach

Debbie Dashiell Math PD Coach Traci Yerkes Media Specialist (co-chair)

Peggy Dickerson Guidance Counselor (co-chair) Tishura Johnson Classified Employee

Dawn Forrer SA Representative

Marita Barnes SU Representative

Amy Morandi Parent Representatives

Jon Shearer Principal

Christina Stewart Assistant Principal



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What FIS Offers (Activities, Resources, Services)

Guidance PBIS

Wicomico Mentoring Project Parent Teacher Association (PTA) Fundraisers & Family Events

Fruitland In-House Mentoring Student Government Association (SGA)

UMES Basketball Player Mentors National Elementary Honor Society (NEHS)

Back to School Barbeque Junior Achievement

Thinking and Doing (TAD) Book Fairs Enrichment Talent Show

Destination Imagination School wide Family Night Fundraisers- Chipotle, McDonald’s

Mobile Dentist Family Reading Night

Family STEM Night Multicultural Exhibition Night

Band/Strings Chorus

Career Fair Arts Integration

Salisbury University RPDS School Spring Fair

Third Grade Transition Night Faith Based Community Partner- Crossroads Church of God

Student Advisor Home School Liaison

Walking Club Fuel Up Play 60

Field Day Reading and Math Professional Development Coaches

Book Swap Reading Intervention Teacher



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School Improvement Plan Summary Narrative: Fruitland Intermediate School saw a need to increase reading proficiency in grades 3,4, and 5 after looking at our school wide data. We plan to continue our focus on increasing the number of students scoring proficient or advanced on ELA Interims assessments by 10% school wide by comparing data from 2016-2017 to 2017-2018. With the combined efforts of our Reading Coach, Classroom Teachers, Special Education Teachers and Administrators, we plan to implement these steps using the following strategies and professional development.

• Develop and use classroom level assessments that mirror the content and structural demands of the Reading Interim and PARCC Assessments.

• Examine student performance data (e.g., summative and formative assessment data, written work, portfolios, projects) collaboratively, utilizing the continuous improvement process.

• Explicit instruction of reading standards utilizing exemplar lessons and seeds located on Moodle.

• Utilize guided reading instruction strategies to support all students at their instructional levels.

• Professional Development in guided reading through demonstration lessons and co-teaching.

Our school also saw the need to increase our student Math scores in the area of problem solving. We would like for grade 3, 4, 5 students to continue to increase proficiency solving word problems involving whole numbers, fractions and decimals according to grade level standards by 10% school wide by comparing data from 2016-2017 to 2017-2018. With the combined efforts of our Math Coach, Classroom Teachers, Special Education Teachers and Administrators, we plan to implement these steps using the following strategies and professional development.

• Develop and use classroom level assessments that mirror the content and structural demands of the Math Interim and PARCC Assessment. (ES9, PARCC sample questions, EM4, etc.)

• Examine student performance data collaboratively (e.g., summative and formative assessment data, utilizing the continuous improvement process.)

• Teachers will use strategies (e.g. close reading in Math, problems without questions, scaffolding, problem solving templates, etc.) to help students solve word problems.

• Professional Development in strategies that can be used to solve word problems through grade level PLC’s, faculty meetings, demonstration lessons and co-teaching.

• Utilize Open Response and Reengagement Problem Solving Lessons which are included in each Unit of Everyday Mathematics. Our Reading Coach, Math Coach, Classroom and Special Education Teachers, and Administrators during monthly PLC’s will look at data from quarterly Interim assessments in both content areas to determine how our students are progressing in Reading and Math proficiency.



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Academic Data w/ Action Steps and

Strategies



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

ELA INTERIM ASSESSMENTS, SRI DATA, PARCC DATA



2017-2018

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2017-2018

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Strategy Goal 1:

Measureable Improvement Goal

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

The number of students scoring proficient or advanced on ELA Interims 1, 2, 3 will increase by 10% by comparing data from 2016-2017 to 2017-2018.

Grades 3, 4, 5 Grade 3, 4, 5 students will increase reading proficiency.

2016-2017 ELA Interim Assessments Data

Whole School Unify

2017-2018 ELA Interim Assessments Data

Whole School Unify

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

Develop and use classroom level assessments that mirror the content and structural demands of the Reading Interim and PARCC Assessments.

Reading Coach/Classroom Teachers/Administrators

Monthly PLC

Examine student performance data (e.g., summative and formative assessment data, written work, portfolios, projects) collaboratively, utilizing the continuous improvement process.

Reading Coach/Classroom Teacher/Administrators

Monthly PLC

Explicit instruction of reading standards utilizing exemplar lessons and seeds located on Moodle. Reading Coach/Classroom Teachers

Daily

Utilize guided reading instruction strategies to support all students at their instructional levels. Classroom Teachers Daily Professional Development in guided reading through demonstration lessons and co-teaching. Reading Coach Fall 2017

Quarterly

Progress Results Quarterly

Progress Results Quarterly

Progress Results Final

Progress Results

October December February Composite



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Mathematics Conceptual understanding is critical for students to be able to use and apply mathematics learning outside of the classroom. Strategies and evidence based practices will continue to focus on this need. Although there will be different professional development at different levels, there is one initiative guiding all math teachers. This is the need to raise the level of questioning during instruction. Our focus will be to raise the level of student understanding through the use of higher level questions. The Elementary grades are focusing on number sense and reasoning through the use of Number Talks versus memorizing procedures. Secondary teachers are extending this notion by offering contextual problems that promote problem solving and conceptual understandings. All lessons must promote the eight Math Practices as stated in MDCCRS. Interim Assessments are designed to assess conceptual understandings that stretch beyond basic computation. Teachers in grades 1-8, algebra 1, geometry and algebra 2 will integrate problems from the Promoting the Practices (P3) booklets that were prepared by the math professional development coaches. Teachers have received professional development on these high-level problems that push student thinking while developing perseverance and understandings.

MATH INTERIM ASSESSMENTS, STRAND DATA, PARCC DATA 57 % 26% 17%



2017-2018

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2017-2018

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Math Interim1 Assessment Math Interim 2 Assessment Math GR 3 & 4 Interim 3

Assessment & GR 5 Cumulative Assessment

Count Grade

Below Proficient

Proficient Advanced Below

Proficient Proficient Advanced

Below Proficient

Proficient Advanced

2015 - 2016 138 5 88% 9% 3% 84% 14% 2% 81% 16% 3%

2016 - 2017

126

5

76%

6%

17%

68%

14%

18%

72%

16%

12%

Year

Count Grade

Lag/Lead by Strand

PARCC - Math :: Number And Operations - Fractions

Weighted Average

2015-2016

Lag/Lead by Strand

PARCC - Math :: Number And Operations in Base Ten

Weighted Average

2015-2016

Below Proficient Proficient Advanced Below Proficient Proficient Advanced

2016 138 5 79% 20% 1% 71% 23% 6%

2017 133 5 66% 18% 16% 57% 26% 17%



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Strategy Goal 1: Measurable

Improvement Goal

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

Students will increase proficiency solving problems involving whole numbers, fractions and/or decimals according to grade level standards by 10%.

Grades 3, 4, 5 Grade 3, 4, 5 students will increase proficiency solving word problems involving whole numbers, fractions and decimals according to grade level standards.

2016-2017 Math Interim Assessments Data

Whole School Unify

2017-2018 Math Interim Assessments Data

Whole School Unify

Implementation Steps/Strategies Person(s) Responsible Time Line

Develop and use classroom level assessments that mirror the content and structural demands of the Math Interim and PARCC Assessment. (ES9, PARCC sample questions, EM4, etc.)

Classroom teachers/ Math PD Coach/ Administrators

Monthly PLC

Examine student performance data collaboratively (e.g., summative and formative assessment data, utilizing the continuous improvement process.)

Classroom teachers/ Math PD Coach/ Administrators

Monthly PLC

Teachers will use strategies (e.g. close reading in Math, problems without questions, scaffolding, problem solving templates, etc.) to help students solve word problems.

Classroom teachers Daily

Professional Development in strategies that can be used to solve word problems through grade level PLC’s, faculty meetings, demonstration lessons and co-teaching.

Math PD Coach Fall 2017

Utilize Open Response and Reengagement Problem Solving Lessons which are included in each Unit of Everyday Mathematics.

EM4 Curriculum Specialist/Math Coach/ Classroom teachers

August and November

Quarterly Progress Results



Final Progress Results

November January March Composite(5th grade cumulative)



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Priority A: Accelerate student learning

Action Step Time Line Person(s) Responsible

(Use titles, not names.)

A1 Utilize effective instructional strategies at the students’ instructional level to meet the needs of diverse learners and improve learning.

• Teachers will plan and implement daily lessons aligned with the Maryland College and Career Readiness Standards.

• Teachers will utilize research- based instructional materials and strategies to meet the needs of diverse learners.

• Teachers will assess student progress in meeting content standards at the objective level using formative assessments on a daily basis and modify instructional strategies and/or pacing accordingly.

• Teachers will provide small group instruction through guided reading regularly to accelerate student learning in Reading through the use of materials at the students’ instructional level.

• Teachers will provide differentiated instruction daily to accelerate student learning in Math through the use of curriculum materials.

• Teachers will apply and evaluate the math practices by developing tasks, activities and assessments that target the Standards of Mathematical practice.

• Math meetings and number talks will be incorporated during the 75 minute Math block.

• Teachers will include the STEM Standards of Practice in their instruction.

• Special Education teachers and paraprofessional will collaborate and/or co-teach with classroom teachers daily to provide instruction that will accommodate IEP requirements for all Special Education students.

• TAD teachers will serve as a resource to the classroom teachers to consult enrichment activities for highly-able learners.

• Teachers will implement arts integration lessons in all grade levels.

• Special area teachers will support classroom curriculum in all grade levels.

• Teachers will utilize problem solving and higher level questioning in all subject areas.

Ongoing

Teachers

Special education teachers

Paraprofessionals

TAD teachers

Special Area Teachers

Reading Intervention Teacher

A2 Examine student performance data collaboratively, utilizing the continuous improvement process. Include a description of how Professional Learning Communities are organized in your school.

• PLCs will be organized grade level teams and administration.

• Grade levels will meet one day for an hour weekly.

Quarterly meetings

Administrators, teachers, PD coaches



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A3 Utilize student learning data to accelerate student achievement in reading.

• Administrators, Teachers, Reading Intervention Teacher, and PD coaches will examine student work, SRI scores, county assessments, and daily assessments to identify needed interventions and establish instructional needs. (per district-wide schedule for Grade Level Instructional Meetings)

• Literacy Professional Development Coach and Reading Intervention Teacher will assist teachers with data analysis.

• The Reading Intervention Teacher will utilize data to identify small groups of students in need of additional instruction and will provide appropriate instruction to accelerate student achievement in reading.

• Teachers will use formative assessment data to determine whether students have made adequate progress towards instructional goals and to match students to instructional leveled text.

Weekly PLCs and quarterly meetings

Administrators, teachers, PD coaches

A4- Utilize complex text read-alouds to build vocabulary and background knowledge.

• Amount of time spent reading aloud is determined by the classroom teacher.

Weekly Teachers

A5-Include Tier 2 vocabulary instruction daily with words selected from texts used in all subjects.

• Teachers select these words based on the needs of their students and the texts they are reading in all content areas.

Daily Teachers

A6-Include close analytic reading with text dependent questions through student reading of complex text.

• Reading professional development will provide opportunities for development of close analytic reading and reading texts at grade level.

Weekly Teachers

A7-Increase the number of text dependent questions that require text evident responses to reading.

• Include responses in the following forms: oral, written, EBSRs (two part SRs with one part requiring the identification of text evidence to support response for other part), and PCRs (prose constructed response)

Daily Teachers

A8-Increase the amount of student silent reading during the instructional period.

• Students should be reading sustained portions of text during both whole group and small group instruction. This will vary by grade level.

• This will include both accountable independent reading and instructional level text.

Daily Teachers



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A9-Include time for daily writing with a balance of routine and formal writing opportunities

• Written responses can take the form of notes, summaries, learning logs, writing to learn tasks, or the formal opportunities of opinion, informative/explanatory, or narrative writing.

• Written responses should occur across the curriculum.

• Writing instruction in all subjects should include teacher modeling, guided practice, and independent practice.

• Utilize Maryland College and Career Readiness Standard Resources, PARCC Model Content Frameworks and 6 + 1 Traits of Writing Crates in writing instruction. (www.parcconline.org)

Daily Teachers

A10-Monitor student progress

• Running records with retelling (monthly for students reading below grade level)

• Formal/informal assessments

• Exit tickets

• Formative assessments

• EPR

Ongoing Teachers

A11-Use Comprehension Toolkit Strategies to support instruction across all content areas Ongoing Teachers A12-Teach with a transdisciplinary approach.

• When appropriate within a single lesson or larger unit

Ongoing Teachers

A13-Increase effectiveness and quality of student interactions by providing practice with protocols for speaking and listening.

• Increase student-led discussions through Touch Pebbles, Touch Stones, Jacob’s Ladder, and other classroom discussion opportunities.

• Increase active listening skills through classroom discussions, read-alouds, and other instructional opportunities.

Ongoing Teachers

A14 Utilize student learning data to accelerate student achievement in math.

• Teachers will utilize daily assessments to identify needed interventions and establish instructional needs.

• The Math Professional Development Coach is available as needed to assist teachers with data analysis and instructional support.

• Teachers will analyze assessment data and use it to differentiate instruction.

• Teachers will use strategies (e.g. close reading in Math, problems without questions, scaffolding, problem solving templates, etc.) to help students solve word problems.

Weekly PLCs and quarterly meetings

Administrators and teachers

Math PD coach

http://www.parcconline.org/



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A15 Improve teachers’ expertise and assist teachers in the use of technology for administrative, planning and instructional purposes.

• Teachers will integrate technology into their lessons a minimum of once per cycle. (i.e. United Streaming, You Tube, Flocabulary, SMART board, iPads, software applications, and/or interactive websites).

• Utilize the Technology Coach to integrate technology into instruction in order to increase student achievement.

Once per cycle

Teachers

LTTs

Technology PD coach

LTTs and technology PD coach

A16 Utilize the grade level standards of the NGSS to plan instruction that will meet the needs of students and improve learning in science. (Intermediate grades only)

• Teachers should use the Next Generation Science Standards as a resource for identifying links between the science content and both Math and ELA Maryland College and Career Readiness Standards.

• Teachers will use science kits (provided by the county), grade level appropriate text, and comprehension toolkit strategies within the science block or during transdisciplinary units.

• Green Schools Initiative will increase environmentally literacy through curriculum and instruction, student driven sustainable practices, and community partnerships, awards and special recognition.

Ongoing Teachers

A17 Provide professional development during faculty meetings on topics related to the Maryland College and Career Readiness Standards.

• The Reading and Math Professional Development coach will review and discuss the effective use strategies in the classroom.

• Teachers will collaborate during faculty meetings designated by administration to review and expand upon existing transdisciplinary units.

September, October, November, January,

February

Administrators, Teachers, Professional Development

Coaches



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

Student Group: 2015-16 2016-2017

All Students 95.39 94.86

American Indian/Alaskan Native 96.47 97.22

Asian 97.18 98.04

Black or African American 95.66 94.43

Hispanic/Latino of any race 94.85 95.36

Native Hawaiian/Other Pacific Islander 99.12 96.94

White 95.59 94.98

Two or more races 92.11 93.46

FARMS 94.17 93.39

Special Education 92.30 93.37

Limited English Proficient 96.84 95.34

Strengths: Attendance among students increased in American Indian/Alaskan Native, Asian, Hispanic/Latino of any race, Two or more races and Special Education subgroups.

Areas of Need: All student’s attendance decreased, as well as, Black or African American, Native Hawaiian, White, FARMS, Limited English Proficient. Students in two or more races, Special Education and FARMS is below the 94% expected goal. Significant decrease in attendance with Native Hawaiian/Other Pacific Islander students.



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Priority B: Improve Student Attendance



B1 Review and analyze student attendance data. • The Instructional Leadership Team will identify areas of need using student attendance data as provided by administration.

Ongoing ILT

B2 Promote student attendance.

• The Home Liaison will make home visits as necessary to promote positive attendance.

• Paraprofessional will operate “In School Intervention” (ISI) room during the school day to provide students with behavioral concerns an alternative to an out of school suspension. Classroom teachers will provide daily plans for each student in ISI.

• One class per grade level will be recognized weekly for best attendance. Attendance winners will be announced weekly.

• Administrators will schedule Student Services Team meetings to discuss student progress, attendance, and behavioral patterns of students identified with concerns. (on-going as needed)

• 5th Grade students will participate in an end of the year “Career Fair” to promote college and career readiness.

Ongoing

May

Home School Liaison ISI Paraprofessional

Teachers Administrators

Guidance Counselor



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

Strengths: Looking at historical data, referrals for our Asian subgroup decreased from 2015 to present.

Opportunities for Improvement: Total number of referrals increased significantly from 2014 to present. Our African American, White, Hispanic, FARMS, and Special Education sub groups have all increased from 2014 to present. We will focus on decreasing discipline referrals in these subgroups.

2014-2015 2015-2016 2016-2017

Total Number of Referrals 115 130 180

Tardies 0 0 0

Class Cutting 0 0 0

Classroom Disruptions 5 6 13

Subgroup Data

African American 70 73 115

White 39 37 45

Asian 0 2 0

Hispanic 1 2 6

FARMS 94 96 151

Special Education 21 23 71



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Priority C: Improve school climate to ensure a safe, drug-free environment conducive to learning



C1 Maintain and implement the school’s Crisis Management Plan.

• Administrators will review and revise the Crisis Management Plan to ensure compliance with MSDE and local requirements.

• Administrators and staff will conduct safety drills per the crisis plan. (school evacuation, student lock down drill).

• Administrators and staff will conduct a tabletop Crisis Drill annually.

Per Crisis Plan Administrators

C2 Promote, implements, and evaluates employee wellness strategies throughout the school year.

• Designate one staff member to serve as a school Wellness Coordinator who will act as a liaison between the school and the county Wellness Coach and attend district level training activities.

• Promote, implement, and evaluate the wellness activities throughout the school year.

• Incorporate staff and student wellness activities in order to help facilitate a healthy school environment.

• Promote new wellness initiatives from the county Wellness Program to school employees.

As Needed

Spring Spring

Designated Staff

Designated Staff Designated Staff

C3 Review and analyze student behavior data. • Assistant Principal will maintain a listing of student behavior data.

• Instructional Leadership Team and PBIS Team will identify areas of need using student behavior data as provided by the Assistant Principal.

Ongoing Assistant Principal

C4 Engage stakeholders in the recognition, promotion, and enhancement of student’s strengths using the Developmental Assets.

• Opportunity for all staff members to be involved in In-House Mentoring.

• Video Announcements

• Information for the parents will be infused in the monthly newsletter as well as posted on our school website.

• Utilize X2, wikispaces, agendas, e-mail and phone calls to communicate with parents.

• PBIS will promote positive values and reinforce boundaries and expectations. • Teachers will be actively engaged with the students during morning arrival, transitions, and

dismissal times in order to promote positive climate and personal relationships.

• Elementary National Honor Society (NEHS) opportunities will be available to qualifying 4th and 5th graders.

Ongoing Guidance Counselor Teachers

Administration All staff

NEHS Chairpersons

C5 Improve school climate.

• Video Announcements

Ongoing All Staff



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Priority C: Improve school climate to ensure a safe, drug-free environment conducive to learning



• Students will recite the school pledge every morning.

• Paraprofessional will operate “In School Intervention” (ISI) room during the school day to provide students with behavioral concerns an alternative to an out of school suspension. Classroom teachers will provide daily plans for each student in ISI.

• ISI Paraprofessional will run the program as outlined in the ISI guidelines.

• Student Advisor will be utilized to work with students proactively to minimize negative behavior and assist students in setting behavioral and educational goals.

• Guidance Counselor will conduct regular meetings with students whose behavior is an obstacle for success, recording data to indicate any correlation between counseling sessions and referrals.

• Guidance Counselor will conduct in-class guidance lessons throughout the school year. • Each teacher will submit the name of 1-2 students to the guidance counselor for recognition of

Good Citizen of the Month. • Positive behavioral and educational incentives will be available for students and parents on the

school website.

Fruitland Police Department

C6 Promote positive values and behaviors through the PBIS program.

• All faculty and staff will continue with the implementation of the PBIS program. • During the first week of school, there will be a school-wide focus on the PBIS values and

behavior expectations. This will be revisited throughout the year on a regular basis. • During Back to School night Parents receive PBIS information.

First week of school Teachers



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Parent Involvement: The research is clear: family involvement, more than financial well-being, is a better predictor of a student’s academic and social success. Children whose families are involved in their learning display more positive attitudes toward school, behave better in and out of class, earn better grades, and are more apt to pursue higher learning. Fruitland Intermediate School is committed to working with all parents to ensure they have information about their child’s classes and have information about how they can support their child’s academic learning. Administrators and teachers are committed to nurturing and supporting family involvement in a variety of ways.

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

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



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Fruitland Intermediate School prides ourselves in involving parents and the community in multiple events that promote parent communication and family involvement. Our Family Involvement chart reflects these many opportunities as well as suggestions for new ways to involve our families for our upcoming 2017-2018 school year.

D1 Enhance parent communication and family involvement in the educational process. Family Involvement Activity (Data driven)

Person(s) Responsible

Date (proposed)

Budget Source Academic Links (i.e., reading,

math, STEM, social studies)

Time Line for Implementation

Reflection/ Beyond Single Event

School Bus Community Visit

Administration, leadership team & classroom teachers

August 29th 2017

Principal’s Funds Welcome letter, mailed newsletter, ParentLink message

This event allows our teachers and staff to begin to develop a positive rapport with our families while out in the community. It also promotes a welcoming atmosphere for future parent involvement activities.

Back to School PTA Event: Evening “Meet & Eat!”, Classroom Visitation. Information on instructional centers (reading & mathematics strategies, STEM connections, Common Core, science) PBIS, SRI, homework, classroom letters,


August 31st 2017

School Improvement/PTA

All Welcome letter, mailed newsletter, ParentLink message

Our Back to School Meet & Eat PTA event is a positive first interaction with our FIS students and families. This event allows our teachers and staff to begin to develop a positive rapport with our families. It also promotes a welcoming atmosphere for future parent involvement activities. This event is an informational session for families entering grade 3-5. FIS Administration welcomes families during this PTA meeting and teachers are



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arts integration, website

given the opportunity to share classroom, behavior and curriculum expectations. (STEM night may be combined with this event to promote more family involvement)

Family Reading Night


Fall, 2017 Nov. 9th

School Improvement/Principal’s Funds

Reading Newsletter, ParentLink message

Our Family Reading Night allows our families to receive information on ways to develop positive reading habits and encourages reading for enjoyment together as a family. This event promotes lifelong reading beyond this single event and also supports our goal to increase reading proficiency among our students.

Family Movie Night PTA Fall 2017 TBD

PTA Funds

Multicultural Exhibition

Administration & classroom teachers

February 2018

PTA/Principal’s Fund, Donations

All Newsletter, ParentLink message

This amazing combined Fruitland Schools event promotes diversity of other cultures through student created exhibition research projects. By learning about other cultures represented at our schools, we develop a deeper understanding and connection with our families.

STEM Night event

Administration, leadership team &

Fall/Winter, 2017/2018

School Improvement/Principal’s Fund

STEM Newsletter, ParentLink message

This fun and exciting hands on event promotes Science, Technology, Engineering and



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Ideas to involve our families: Family Involvement Punchcard / Pops and Play (Extra Recess) Incentive Grandparents Day Community Careers- Invite into classrooms (Parents/SU/UMES/Local Businesses)

classroom teachers

Mathematics as well as interaction with staff and families. There have been concerns over attendance at this event. In order to involve more of our families we will attempt to move this event to a PTA date in the Fall of 2017.

Rising 3rd Grade Transition event to showcase school

3rd Grade Teachers Administration

May, 2018 School Improvement All Newsletter, ParentLink message

This event is a positive first interaction with our future FIS students and families. This events is an information session that allows our third grade teachers and staff to share classroom, behavior and curriculum expectations. This event also allows us to develop a positive rapport with our future FIS families.

Lunch With the Captain for selected students (by lottery) whose parents read the monthly newsletter

Administration Monthly Principal’s Funds Monthly Newsletter

This monthly incentive enhances parent communication with administration. It also fosters positive relationships with administration and students.



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School: Fruitland Intermediate School Arts Integration Action Plan 2017-2018

Goal 1: We will be able to discuss, plan, create and implement arts integrated lessons containing at least one of the 4 main art areas (fine arts, visual arts, literary

arts and performing arts) by having a teacher in each grade level and special area lead a lesson.

Objectives Strategies Assessment Timeline responsibilities

The Arts Integration Team

with special area teachers

will meet a minimum of

one Monday a month at

8:15am. for planning in

order to inventory supplies

and collaborate lessons for

3rd, 4th, 5th grade and

special area teachers.

The art integrated lessons

will take place at least once

per marking term at each

grade level and in each

special area incorporated

with a transdisciplinary

unit of study previously

established by grade level

teams.

• At the beginning of

the school year, share

a video (Flipagram)

and PowerPoint

(lesson ideas) to the

school staff.

• Enhancements of

staff’s

comprehensive use

of arts integration

through professional

learning community

(PLC).

• Require that special

area teachers (media,

music, art and

physical education

instructors) are

utilized for lesson

collaboration.

• Dedicate one team

planning session per

month to focus upon

• Teacher

feedback during

professional

learning

community

meetings and

faculty

meetings.

• Allow students

to complete a

survey and/or

“exit ticket”

after each Arts

Integration

lesson that

allows student

to share what

they learned

and any

dissatisfactions.

• Review exit

tickets at the

professional

learning

• Meetings will take

place throughout the

school year. Arts

Integrated meetings

will take place monthly

in September 2017,

October 2017,

November 2017,

December 2017,

January 2018, February

2018, March 2018, April

2018 and May 2018.

• Lessons will take place

quarterly in October

2017, January 2018,

April 2018 and May

2018.

• AI team

• Teachers

• Students

• Administration

• Gerrie Weirsberg and

Kevin Hill

o Science

Coaches



2017-2018

Page | 29

implementation of

arts integration

lessons/strategies.

community

meetings and

add additional

planning

meetings as

necessary.

Goal 2: Showcase arts integration instruction and green school strategies with students and staff using video announcements through the presentation of

artifacts and students’ arts integration experiences.

Objectives Strategies Assessment Timeline responsibilities

The Arts Integration Team

will collect artifacts during

professional learning

community meetings for

students to share on the

video announcements.

These artifacts will include

those items related to arts

integration, as well as green

school activities and the

combined effort of both.

Gregorius (5th), Burns (4th),

and Mapp (3rd) will be

responsible for assigning

students and artifacts for

sharing on the video

announcements.

• Video

Announcement

• October - May 2018 • Administration

• AI team

• Classroom Teachers

from Fruitland

Intermediate School

• Students from

Fruitland

Intermediate School

Documents

Fruitland Intermediate School School Improvement Plan · 2018-09-12 · Fruitland Intermediate School saw a need to increase reading proficiency in grades 3,4, and 5 after looking