Schoolwide Program Plan Template - smcps.orgschools.smcps.org/gwces/images/Latest SIP.docx · Web viewAfter completion of the School Improvement Plan, please reference the page

St. Mary’s County Public Schools2014-2015

Title I Schoolwide Program Plan (One Year) [Ten Components of a Schoolwide Program - NCLB Section 1114 (b)(1)(A-J)]

School: George Washington Carver Elementary School(draft)

Schoolwide Program Plan Components Checklist [Schoolwide Components NCLB Section 1114 (b)(1)(A-J)]

All schoolwide program plans must be developed with the involvement of parents, and other members of the community to be served and individuals who will carry out the plan, including teachers, principals and administrators. Each school operating a schoolwide program must include all ten components in their plan. After completion of the School Improvement Plan, please reference the page numbers of the ten required schoolwide components on this page.

Ten Components of a Schoolwide Program

PlanPages

Ten Components of a Schoolwide Program

PlanPages

1. A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards

4-18 6. Strategies to Increase Parent Involvement Such as family literacy services.

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2. Schoolwide Reform Strategies that - Provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement;Use effective methods and instructional strategies that are based on scientifically based research that… strengthen the core academic program increases the amount and quality of learning

time (before/after-school, summer programs, extended school year)

include strategies to address the needs of all children, but particularly the needs of low-achieving students and those at risk of not meeting state standards;

Address how the school will determine if such needs have been met.

9,16 7. Plans for Assisting Preschool Children in the Transition from Early Childhood Programs to Elementary School Programs.(Such as Head Start, Early Reading First, Even Start, or a State-run preschool program)

*May also include assistance in the transition from elementary to middle school.

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3. Instruction by Highly Qualified Teachers(Instruction by highly qualified teachers could feature a section of the plan that outlines the school’s strategies/timelines to ensure that all teachers and paraprofessionals are highly qualified. This could cross-reference the section on professional development, assuming that teachers were involved in course work and other activities that improved their knowledge in respective content areas—Ruth Grimes-Crump, USDE)

18-19 8. Measures to Include Teachers in Decisions Regarding the Use of Academic AssessmentsIn order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

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4. High Quality and Ongoing Professional Development for…

Teachers Principals Paraprofessionals

(High quality and ongoing professional development could be something as simple as the school’s calendar year training activities and additional information that links professional development to the findings of the needs assessment and teacher quality efforts mentioned in schoolwide component #3—Ruth Grimes-Crump, USDE)

18-19, IRLA PD Plan

9. Activities to Ensure that Students Having Difficulty Mastering Proficient or Advanced Levels of Academic Achievement Standards Are Provided Timely Additional AssistanceShall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

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5. Strategies to Attract High-Quality Highly Qualified Teachers to “High-Need” Schools(The plan could include how Title I dollars are used as incentives for teachers and how the school and/or district recruits and seeks to retain HQT and Paraprofessionals—Ruth Grimes-Crump, USDE)

19 10. Coordination and Integration of Federal, State, and local services and programs.*New Guidance as of May 2006 pp. 47-55www.ed.gov/programs/titleiparta/fiscalguid.pdf

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NEEDS ASSESSMENT

A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards. (Component 1)

Core

SubjectAssessment

Used Assessment Data Profile by

GradeIdentified Needs

(include gender and subgroup gaps)

Factors Contributing to Root Causes

Root Causes

Reading

DIBELS Kindergarten

Intensive: 12Strategic: 10Core: 69

All students Students do not spend adequate time reading at their independent and instructional levels in school or at home

Students lack general and literacy concepts and vocabulary

Many students in subgroups lack motivation, modeling and encouragement for reading at home

Attendance for some individuals in need of intense intervention is a problem

Teachers are not trained in the use of supplemental instructional materials that are currently available

Students come to this grade level unprepared for MSC content standards. Specifically, high frequency words, decoding skills, concepts about print, and reading process strategies.

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First Grade







Students need to have entered first grade having mastered Kindergarten content standards.

Interventions: (Fundations, Road to the Code and Phonological Awareness in Young Children) need to be taught with fidelity.

Second




Many students in

Students need to have entered second grade having mastered first grade content standards.

The

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subgroups lack motivation, modeling and encouragement for reading at home



intervention (classroom Fundations instruction) needs to be taught with fidelity.

Third

MSA:Basic: 38.2Proficient/Advanced: 61.8






Teachers are not trained in the use of supplemental instructional materials that are currently

Students need to have entered third grade having mastered second grade content standards.

The intervention (classroom Fundations instruction) needs to be taught with fidelity.

Students also lack proficiency in communicating ideas in

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available BCRs.Fourth MSA:Basic: 26Proficient/Advanced:74







Students need to have entered fourth grade having mastered third grade content standards or previous grade level standards.

Students also lack proficiency in communicating ideas in BCRs.

Limited interventions for literacy support for identified students.

FifthMSA:Basic: 9.4Proficient/Advanced: 90.6




Many students in

Students need to have entered fifth grade having mastered fourth Grade content standards or previous

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subgroups lack motivation, modeling and encouragement for reading at home



grade level standards.

Students also lack proficiency in communicating ideas in BCRs.

Limited interventions for literacy support for identified students.

NEEDS ASSESSMENT (continued)

Priority Needs, Goals, Objectives, and Milestones List the Reading/Language Arts Priority Need(s): The needs should align with the needs assessment.

Comprehension of Text: Increase the comprehension of text through the use of effective reading strategies, construction of BCRs, and emphasis on reading skills (phonics).

Development of language and vocabulary skills Reading of independent text by students Understanding of the Common Core

Reading/Language Arts Goal: (Include each subgroup identified in the needs assessment): The goals should align with the priority needs.

Reference district’s Master Plan & Reading First, if applicable: N/A

Goal 1, Objective 1, Strategy 1: Implement a comprehensive, scientifically based and aligned literacy program, preK-8, that includes all of the components of Reading Firsts: phonemic awareness, phonics, comprehension, vocabulary, and fluency

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Goal 1, Objective 1, Strategy 4: Implement, monitor, and evaluate a revised instructional support model to strengthen literacy instruction

Goal 1, Objective 2, Strategy 1: Implement, monitor, and evaluate a system of regularly administered formative assessments for reading and writing, PreK-8

Goal 1, Objective 3, Strategy 1: Supplement literacy program with resource materials

Goal 1, Objective 4, Strategy 1: Provide academic intervention to all students who are not yet proficient in reading and/or writing

Reading/Language Arts Objective:

All grades will show a 10 % improvement rate on DIBELS Next. This will show a decrease in the number of students who are intensive.All students will show a growth of one year as measured by the IRLA from baseline.

Reading/Language Arts Milestones:County Benchmark Assessments will be given throughout the year. The results of these assessments will be the springboard for further instruction and remediation.In school assessments will be used to measure student growth of independent reading using IRLA.

NEEDS ASSESSMENT (continued)Strategies and Activities

Reading/Language Arts Strategies/Activities (Component 2)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 –

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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 and accelerated curriculum.3. ADDRESS HOW THE SCHOOL WILL DETERMINE IF SUCH NEEDS HAVE BEEN MET .

Strategies/Activities Person(s) Responsible TimelineGoal 1: Increase the comprehension of text

Implement and monitor effective reading strategies during the whole and small group reading blocks

Analyze text responses to guide further instruction

Utilize resources from the comprehension tool kit

Utilize the strategies provided by the consultant, Kathy Bumgardner

All homeroom, special education, and unified arts teachers in grades pre-k through grade 5 StiefvaterWiesmannRaleyShepardBumgardnerMiller

Weekly basis with grade level team and monthly during collaborative planning with administrative team to discuss data and implementation

Goal 2: Development of language and vocabulary skills

Emphasis and use of Linda Mood Bell materials

Consistency in use of Fundations Mastery of key vocabulary Word Work Block

All homeroom, special education, and unified arts teachers in grades pre-k through grade 5 StiefvaterWiesmannRaleyShepardMartin

Weekly basis with grade level team and monthly during collaborative planning with administrative team to discuss data and implementation

Goal 3: Reading of independent text by students

Students will read 30 minutes at school daily

Encouraging of students to read for 30 minutes at home at their independent level

All homeroom teachers in grades k-5.MartinMiller

Daily monitoring of students’ reading habits through School Pace

Goal 4: Understanding of the Common All homeroom, special education, and Monitoring of lesson plans and assessments

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Core unified arts teachers in grades pre-k through grade 5 StiefvaterWiesmannRaleyShepardMartinMiller

What evaluation will determine the effectiveness of each strategy/activity listed above?

The county assessments will be used to evaluate the effectiveness of these strategies. Comprehension of text will be measured using Dibels Next as well IRLA. The School Pace program will be used to monitor the number of minutes a student is reading as well as the independent level they are successful with. Additional data will be collected concerning the mastery of the Common Core using IRLA as well.

Needs Assessment Mathematics

Core Subject

Assessment Used Assessment Data Profile by Grade

Identified Needs(include gender and

subgroup gaps)

Factors Contributing to the Root Causes

Root Causes

Mathematics Fifth Grade

MSA:Basic: 19.5Proficient/Advanced: 81.5

African American/White

Special Education/Regular education

Overall:

Weakness and lack of confidence in written communication causes students to often skip BCRs

Students are not using or defining math terms in BCRs

Overall:

Students experience frustration and lack perseverance in attempting problems they perceive as difficult.

Students lack

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Students lack written communication skills

Lack of base 10 understanding

Fear of large numbers out of context

Special Education/ Processes of MathClassroom teachers have not had adequate staff development in attending to needs of Special Education students, especially in organization of information.

proficiency in communicating mathematical ideas for BCRs

Student weakness in written communication

Lack of numeric experiences at home

Lack of confidence in number sense when faced with larger number in more formal context

Special Education/ Processes of Math

Students struggle with ability to organize information

FourthMSA:Basic: 20.Proficient/Advanced:80



Overall:

Weakness and lack of confidence in written communication causes students to often skip BCRs

Overall:

Students experience frustration and lack perseverance in attempting

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problems they perceive as difficult.

Students lack proficiency in communicating mathematical ideas for BCRs





Students struggle with ability to organize information

ThirdMSA:


Overall:

Weakness and lack

Overall:

Students 13

Basic: 39.2Proficient/Advanced: 59.8


of confidence in written communication causes students to often skip BCRs






experience frustration and lack perseverance in attempting problems they perceive as difficult.

Students lack proficiency in communicating mathematical ideas for BCRs





Students struggle with ability to

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organize information

Counting ProfileSubitizing

Fact Fluency

Kindergarten All students Lack of practice of counting prior to school

Lack of number name knowledge prior to school

Lack of keeping track skills

Number names Keeping track

skills Unit name 1 to 1 corr. Cardinality

Counting ProfileSubitizing

Pre-Kindegarten All students Lack of practice of counting prior to school

Lack of number name knowledge prior to school

Lack of keeping track skills

Number names Keeping track

skills Unit name 1 to 1 corr. Cardinality

Priority Needs, Goals, Objectives, and Milestones List the Mathematics Priority Need(s): The needs should align with the needs assessment.Computational fluency in all grades as defined by flexibility, efficiency and accuracy. Students are to attain that computational fluency through constructing own understanding and emphasis on problem solving in context. Students should show perseverance in problem solving.

Mathematics Goal: (Include each subgroup identified in the needs assessment): The goals should align with the priority needs.Have students master computational fluency as outlined in the Common Core.

Mathematics Objective: Perseverance in problem solving Subitizing Fact Fluency

Mathematics Milestones:Beginning, Middle and End of the year assessments (school system assessments):

County Benchmark assessments will be used throughout the year to measure student success.

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Fact fluency Subitizing

NEEDS ASSESSMENT (continued)Strategies and Activities

Mathematics Strategies/Activities (Component 2)Schoolwide reform strategies that:

4. provide opportunities for all children to meet proficient and advanced levels of student achievement;5. 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 and accelerated curriculum.6. ADDRESS HOW THE SCHOOL WILL DETERMINE IF SUCH NEEDS HAVE BEEN MET .

Strategies/Activities Person(s) Responsible TimelineFASTT MATH- Students will be assigned to this program to build fact fluency.

Forgue, Hill, Fisher, Fletcher, Carlson Mitchell, Ballard, Terry, Williams, Harris, Denton, Kessler, Barnes, Wilkerson, Rycraft, Jackson, Estrada

Beginning by September 20 as necessary

Do the Math –Students will be assigned to small group instruction based on need and pre assessment. All second grade students will work through one unit at the beginning of the school year.

Forgue, Hill, Fisher, Fletcher, CarlsonIRTs: Wiesmann, Raley, Shepard, Stiefvater

September 10

What evaluation will determine the effectiveness of each strategy/ activity listed above? Data will be used at team meetings to ensure the success. Further review of data from county assessments will be used to measure the effectiveness of these programs.

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NEEDS ASSESSMENT (continued)

SCHOOL Area Finding Identified Needs Factors Contributing

to Root CausesRoot Causes

School Climate Clear understanding of rules

Student participation in developing school discipline plan

Students tracking and taking responsibility for behavior.

Students being a part of the solution

Increased school/ parent communication

Inconsistent attendance

Environmental Inconsistent

discipline pattern Lack of parental

communication

Environmental Frustration with

academic process Lack of

understanding of school procedures and expectations

New to community

Inconsistent parental support

Student Attendance 93.45 for the entire year Pre-kindergarten and kindergarten

Homelessness Parents not

understanding the importance of school

Basic needs not met such as housing

Environmental

Parent Involvement PTA - < 30 members Increased involvement by parents and/or guardians

Working multiple jobs

Lack of transportation

Conflict with other events

Basic needs not met such as housing

Babysitting Inconsistent

family support systems

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NEEDS ASSESSMENT (continued)TEACHERS and Instruction by highly qualified teachers (Component 3)

Grade Level

2012-2013Classroom Teachers

(Teacher of Record)

Number Highly Qualified & Certified

Number of Teachers Rated

Satisfactory 2010-2012 Years of Experience

0-3 4-10 11-15 16+Pre- K – 3 Cutchin 1 1 1Pre-K- 4 Reed

Ripple2 2 2

Kindergarten DerhammerDennieRowePayneMeyer

5 5 3 2 1

1st CuthbertsonConnollyMabryRumpfRunkles

5 5 3 2

2nd CarlsonFisherFletcherHillForgue

5 5 2 3

3rd MitchellTerryWilliamsBallard

5 5 1 1 2

4th CaldwellRycraftWilkersonEstrada

4 4 3 1

5th DentonKesslerHarris

4 4 2 1 1

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Barnes

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:

The administration at George Washington Carver does not hire teachers who are not highly qualified. This has been the practice since before NCLB. Therefore, the qualifications of all teachers who apply to teach at the school are reviewed both at the school site and in the human resources department. All teachers currently teaching at George Washington Carver, and all teachers hired in the future, will meet the NCLB requirements for being highly qualified.

Strategies to attract high-quality highly qualified teachers to high-need schools (Component 5)Describe the strategies used by the school to attract high-quality highly qualified teachers to high-need schools: Active retention strategies are employed throughout the school year to ensure the greatest likelihood that teachers will remain at the

school. Active recruiting for highly qualified candidates begins during the winter months, thus giving the school a “jump start” on other schools

and districts. In addition to being provided with a mentor, each teacher has the opportunity to work with 4 instructional resource teachers. At other

schools of similar size, the number of resource teachers is two. Teachers are afforded the opportunity to participate in differentiated staff development, and be financially compensated for their additional

time. The number of students in each classroom is significantly below the average of other elementary schools in the district. Teachers are given the opportunity to teach at the extended day program, where they are compensated for their time, and they are

guaranteed 5 or fewer students for an academic hour.

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

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information on and to improve the achievement of students and the instructional program?

Use of Technology: Teachers are able to use the Performance Matters system and the School Pace Program to monitor student achievement. These programs will allow teachers to access the assessment data of individual students at any time to make instructional decisions. The reports generated by these programs form the springboard for discussion at collaborative planning meetings.Collaborative Planning: Collaborative planning time is given so that teams can discuss instructional and assessment plans with support personnel and the administration. Weekly teams will focus on the strengths and weaknesses of students based on the data. During a month’s time, the team will work with the instructional resource teachers for math and reading, the special education teachers, and the administration to collaboratively look at instructional implications. County Assessments: County assessments will be administered in the areas of reading and math. The results of these assessments will be placed in the performance matters system. Teachers will interact with this data to regroup and re teach information that students did not master.Intervention/Enrichment: Teachers provide recommendations for students to receive intervention or enrichment in all instructional areas. Recommendations can also include referral to the Dream Team afterschool program, where teachers provide additional instructional support based on the CCS and the needs of the students.

ADDITIONAL ASSISTANCE TO STUDENTS AND EXTENDED LEARNING ACTIVITIES

Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely ADDITIONAL ASSISTANCE which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. (Component 9) Note: THIS SECTION DOES NOT PERTAIN TO EXTENDED LEARNING TIME (before/after-school, summer school)

Grade level/subgroups (As indicated in Component 1 –

Needs Assessment)

Activities to ensure proficient or advanced levels

are met

Measures of Effectiveness (Evaluation)

Timeline

Grades K-3/ All Subgroups as identified for intervention assistance

Fundations- This structured, daily program will focus on decoding and encoding words, spelling rules, letter sound recognition, and reading fluency. This program

DIBELS Next Progress Monitoring

Assessments complete by 9/16

Intervention begins on

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will be taught by the classroom teacher.

9/22 Mid year

assessment data

Grades 4 -5/All Subgroups as identified for intervention assistance

Rewards- This program will teach students a step-by-step strategy for reading multi-syllabic words. Prefixes and suffixes will be an additional focus. Repeated drill and practice is extensive. This program will supplement the core reading program.

DIBELS Next Progress Monitoring Oral Reading Fluency


Intervention begins on 9/17

Mid year assessment data

Grades 4 -5/All Subgroups as identified for intervention assistance

Read Naturally – This structured, daily program will help students to read grade level texts more fluently. The program will be provided as a supplement to the core reading program. The program directly addresses students who read haltingly, word-by-word, with little or no expression, and students who read at a rate less than 50% of that of their peers.

DIBELS Next Progress Monitoring Oral Reading Fluency Program assessments


Intervention begins on 9/17

Mid year assessment data

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.

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A partnership exists between the school and the Judy Center Program. Activities for families are provided by both the school and the Judy Center. Additional services can be recommended for students by the Judy Center staff. Home visits are also made. An open house is also available to families to give them a chance to meet their child’s teacher as well as to see the school and have questions answered. Transitions meetings are held for students moving from a more restrictive environment in special education to a least restrictive environment here at their home school. Supports are put in place to make the transition smooth and aligned with specialized services as identified.

Discuss the school’s plans for assisting fifth grade children in transition from elementary school to middle school.

Time is dedicated in April to discuss transition plans for the fifth graders going into Middle school. Students are afforded the opportunity to visit the middle school in May as well as have the counselors come to the elementary school to discuss expectations. Further open house events will be in place at the middle school so that students can become familiar with the actual school and ask questions. At the end of the year, students were given the opportunity to practice on combination locks to ease anxiety about the use of lockers in the fall.

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PROFESSIONAL DEVELOPMENT

High-quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards. (Component 4) Please note that professional development activities must be planned for teachers, paraprofessionals, and administrators.

PARENTAL INVOLVEMENT

Strategies to increase parental involvement such as family literacy services. (Component 6) Please note that the school’s Parent Involvement Plan must be submitted with the School Improvement Plan.

Title I BUDGET

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

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

In conjunction with the school operating budget and the Title I budget, we have various partners/grant to aid our endeavors to increase student achievement. Monthly and sometimes bi-monthly parent involvement events are held at the school to encourage parents to be an active participant in their child’s education. Through this process, parents are provided strategies that assist them in working with their children at home. The Title I budget provides food for the families and a book for the children to take home on parental involvement nights. Partnerships with Ms. Jane Kostenko (Maryland Cooperative Extension) to provide monthly healthy snack and nutrition newsletters to each family. Ms. Kostenko also visits the school at evening events and during the summer to help further knowledge on healthy eating. A partnership will the Judy Center, allows families additional support. The program provides resources for families from birth to age 6. Parenting events are also sponsored by the Judy Center. Additional grants from Special Education and the 21st Century Grant are used to provide interventions and enrichment opportunities for our students.

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SCHOOL PARENTAL INVOLVEMENT POLICY

Section 1118 (b)(1)

1. Each Title I school shall JOINTLY DEVELOP WITH PARENTS, a written PARENTAL INVOLVEMENT P OLICY, agreed on by parents that shall describe the means for carrying out (1) parent involvement, (2) shared responsibilities for high student academic achievement, (3) building capacity for involvement, and (4) accessibility. Parents shall be notified of the policy in an understandable and

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uniform format and in a language parents can understand. Such policy shall be updated periodically to meet the changing needs of parents and the school.

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

PARENT INVOLVEMENTSection 1118 (c)(1-5)

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

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

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

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

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

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

VERIFICATION OF COMPLIANCE

Section 1119 (i)(1)(2)

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

2. Copies of attestations shall be maintained at each school operating a program under 1114 or 1115 and at the main office of the LEA; and25

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

The Verification of Compliance Attestation document (See copy of draft on next page) must be submitted with the School Improvement Plan on school letterhead with the Principal’s original signature.

George Washington Carver Elementary School46155 Carver School Boulevard

Lexington Park, MD 20653Phone: (301) 863-4076 Fax: (301) 862-1217

Principal: Annette M. WoodAssistant Principal: Ms. Deanna Mingo

VERIFICATION OF COMPLIANCE ATTESTATION

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To Whom It May Concern:

In keeping with the requirement of the No Child Left Behind Act of 2001 Section 1119 (i)(1)(2),

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

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

I hereby attest to the following:Teachers

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

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

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

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

the ability to assist in instructing reading, writing, mathematics, or reading readiness, writing readiness and mathematics readiness.

Paraprofessionals working in a program supported with Title I funds may be assigned to: Provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive

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

Principal’s Signature: _________________________________________________

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Documents

Schoolwide Program Plan Template - smcps.orgschools.smcps.org/gwces/images/Latest SIP.docx · Web viewAfter completion of the School Improvement Plan, please reference the page