Board of Education of Wicomico County
2424 Northgate Drive
P.O. Box 1538
Salisbury, MD 21802-1538
Success - Every Student, Every Day
Pemberton Elementary School
School Improvement Plan
2016-2017
February 1, 2017
It is the policy of the Wicomico County Board of Education to provide equal educational and employment
opportunities regardless of age, gender, race, color, religion, national origin, disability or sexual orientation.
PEMBERTON ELEMENTARY SCHOOL
SCHOOL IMPROVEMENT PLAN
2016-2017
Table of Contents
Mission and Belief Statements / 3SIP Summary Narrative / 5,6
Academic Data, Analysis, Strategies and Goals
Literacy
Mathematics
Science
College and Career Ready
Advanced Placement
Dual Enrollment / 9-12
21-25
Attendance Data / 31,32,34
Culture and Climate with Parent Involvement / 35-43
Title 1 Components
Ten Components of a Schoolwide Program /Component / Page # /
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. / 9-12,28-30,21-25,31,32,34,35,44-48
2. Schoolwide reform strategies that
A. Provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement
B. Use effective methods and instructional strategies that are based on scientifically based research that
Ø strengthen the core academic program
Ø increase the amount and quality of learning time (before/after-school, summer programs, extended school year)
Ø 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;
C. Address how the school will determine if such needs have been met / 13-19, 25-26,33,34
3. Instruction by Highly Qualified teachers / 47
4. High quality and ongoing professional development for
Ø Teachers
Ø Principals
Ø Paraprofessionals / 44-46
5. Strategies to attract Highly Qualified teachers to “High-Need” schools / 47
6. Strategies to increase parent involvement / 37-41, 46
7. Plans for assisting preschool children in the transition from early childhood programs to elementary school programs / 34, 38, 39
8. Measures to Include teachers in 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 / 13-18, 25, 26, 33
9. Activities to ensure that students having difficulty mastering proficient or advanced levels of academic achievement standards are provided timely additional assistance (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) / 44-45
10. Coordination and integration of Federal, State, and local services and programs / 44
Mission Statement:
Pemberton Elementary School’s mission is to create a positive, safe learning environment where each child will become a lifelong learner.
Belief Statements:
* Quality instruction will be generated through data analysis, grade level team meetings, co-teaching, and professional development.
* Quality instruction provides a variety of opportunities for students to engage in the learning process.
* We will embrace each child’s learning style and equip them to reach their full potential.
* We will continue to foster a connected and caring community focused on building positive, trusting relationships.
* Pemberton Elementary will continue to be active with the Judy Center Partnership, faith-based partners, Salisbury University, and other outside community agencies.
Values:
* Developmentally appropriate practices incorporated within quality instruction
* Parental and community involvement and input
* Student growth driven by data analysis
* Ongoing, consistent student attendance
* Demonstration of citizenship through social, emotional growth and building trusting relationships.
Report Card:
Our school’s official accountability report card may be accessed at www.mdreportcard.org.
School Improvement Team Members:
ILT MembersLast Name / First Name / Position
Marshall / Andrea / ILT Co-Chair and Second Grade Teacher
Hatfield / Lindsay / ILT Co-Chair and First Grade Teacher
Eiler / Melissa / Principal
Hicks / Carla / Assistant Principal
Wright / Melva / WELC Principal
Mitchell / Judylynn / Supervisor
Curtis / Maria / Title I Board Representative
Fisher / Sharrisse / Parent
Malone / Cindy / Kindergarten Teacher
Smith / Pam / First Grade Teacher
Noonan / Sharon / Third Grade Teacher
McDonough / Heather / Fourth Grade Teacher
Thomas / Arnetta / Fifth Grade Teacher
Spicer / Heather / Reading Intervention Teacher
Gebhart / Sue / Math PD Coach
Wheeler / Stacy / Reading PD Coach
Cushman / Kristi / Technology PD Coach
Moloy / Shannon / Paraprofessional
Aydelotte / Stephanie / Special Education Teacher/PBIS Co-Chair
School Improvement Plan Summary Narrative:
Pemberton Elementary Literacy Initiative is to increase the comprehension of grade level text for all students. Pemberton Elementary wants to ensure that all students level K-5 are striving to read at or above grade level expectations across all content areas. Pemberton Elementary will ensure that Pre-Kindergarten students are building their foundation skills of early literacy behaviors.
· Pre-Kindergarten students will be monitored using the Fountas and Pinnell Early Literacy Behaviors Assessment via pre and post assessments to determine readiness.
· Pre-Kindergarten and Kindergarten students will have various experiences with a variety of fiction texts as read alouds, participate in theme based centers, and respond to text and theme based instruction during Kid Writing activities including journal writing. Students will be provided opportunities to practice their listening and speaking skills.
· Kindergarten will be exposed to Alpha-Level texts A-D by the end of the year. Students will meet in differentiated guided reading groups to read and comprehend text at their instructional levels.
· Kindergarten, Grades 1 and 2 will use running records and BAS data to monitor growth. Sixty-five percent of the students will be reading at instructional level D by year’s end. Grades 1 and 2 will use data collected from interim assessment to guide instruction. All students in Grades 1 and 2 will gain 6 months growth.
· Grades 3, 4 and 5 will be exposed to a variety of genre’ in reading as well as other content areas. Student progress will be monitored via interim test(s), RI, PARCC, and running records. All teachers will utilize effective reading strategies in content areas, as well as provide a variety of daily writing opportunities. Small group instruction will be based on needs and differentiated as activity dictates.
· Teachers will participate in on-going professional development and implement the reading comprehension strategies as part of their instructional practice.
Pemberton’s Math Initiative is to increase critical thinking and problem solving skills for all students. Pemberton wants to ensure that all students in all grade levels are striving to comprehend and respond to higher level mathematical questions.
· Pre-Kindergarten and Kindergarten will lay the foundation for problem solving by implementing the strategies of the Dr. Nikki and Math Professional Development Coaches.
· Pre-Kindergarten and Kindergarten teachers will create common formative assessments and rubrics to inform instruction.
· Kindergarten, Grade 1, and Grade 2 students will increase proficiency in problem solving through the implementation of Every Day Mathematics 4, Math Meeting at a minimum of 3 times per week, and Number Talks at a minimum 2 times per week.
· Grades 1 through 5 teachers will use data from Interim Assessments to increase students’ proficiency with comprehending and solving word problems.
· Grades 3 through 5 teachers will use data from PARCC to drive instruction and focus on areas of weakness to improve students’ proficiency in mathematics.
· Teachers will participate in on-going professional development on various strategies for teaching word problems and structures based on the grade level.
Academic Data w/ Action Steps and Strategies
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.
Literacy Data Charts:
Reading Inventory (RI) 2016 Final Data
Grade Level / % of Students Advanced / % of Students Proficient / % of Students Basic / % of Students Below Basic2nd / 18% / 23% / 24% / 35%
3rd / 11% / 35% / 30% / 24%
4th / 14% / 34% / 22% / 30%
5th / 11% / 40% / 34% / 15%
More than 50% of our 2nd, 3rd, and 4th grade students are Basic and Below Basic on the Reading Inventory. All teachers, including Pre-K, Kindergarten, and 1st grade will implement the reading comprehension strategies outlined in the Implementation Steps/Strategies/Professional Development in the School Improvement plan.
BAS (Benchmark Assessment System) 2016 Final Data:
Grade Level / % of Students Above Grade Level (Exceeds Expectations) / % of Students At Grade Level(Meets Expectations)
Scores based on student performance at level expected at time of testing
K=D 1=H/I 2=L/M / % of Students Below Grade Level (Does Not Meet Expectations plus Approaching Expectations)
Kindergarten / 61% / 19% / 20%
1st / 48% / 27% / 24%
2nd / 37% / 24% / 38%
At the end of the 2015-2016 school year, 80% of Kindergarten students were at or above grade level. First grade had 75% of students at or above level, and 2nd grade was 61% at or above level. There was a decrease in the number of students meeting expectations as the grade level increased. We will continue to utilize intervention teachers to improve reading scores as well as RTI. The Student Success Team will review student growth and make referrals for Tier 2 and 3 interventions. All teachers, including Pre-K, Kindergarten, and 1st grade will implement the reading comprehension strategies outlined in the Implementation Steps/Strategies/Professional Development in the School Improvement plan.
Pre-Kindergarten Report Card Elements Fourth Term Results:
Key Indicator / % of StudentsProficient / % of Students
In Progress / % of Students
Needs Development
Demonstrates decoding of words through phonics and word / 46 / 44 / 9
Demonstrates understanding of basic features of print / 72 / 22 / 6
Demonstrates understanding of spoken words and sounds / 50 / 44 / 6
Reading Informational Skills
Actively engages in group reading activities with purpose / 81 / 17 / 2
Through listening, answers questions about key ideas / 56 / 43 / 2
Reading Literature
Actively engages in group reading activities with purpose / 81 / 17 / 2
Through listening, answers questions about key ideas / 72 / 26 / 2
By the end of the 2015-2016 school year, 90% of the Pre-Kindergarten students were at or above the in progress or proficient level. Only 10% of the students remained at the needs development level. For the 2016-2017 school year, Pre-Kindergarten teachers will implement and use the data from Fountas and Pinnell Early Literacy Behaviors Assessment as pre- and post-assessments to determine readiness. Teachers will continue to utilize the Morning Message (CLI) and Kid Writing/Journals to increase knowledge of letter, word, and sentence structure. All teachers, including Pre-K, Kindergarten, and 1st grade will implement the reading comprehension strategies outlined in the Implementation Steps/Strategies/Professional Development in the School Improvement plan.
Kindergarten Report Card Elements Fourth Term Results:
Key Indicator / % of StudentsProficient / % of Students
In Progress / % of Students
Needs Development
Reading Foundational Skills
Grade-Level Phonics / 78 / 20 / 2
Reads Emergent / 74 / 24 / 2
Understanding Print / 84 / 16 / 0
Understanding Spoken Words / 76 / 22 / 2
Reading Informational Text
Activity Engage / 87 / 13 / 0
Listening Informational Text / 90 / 10 / 0
Reading Literature
Activity Engage / 92 / 8 / 0
Listening / 89 / 11 / 0
By the end of the 2015-2016 school year, 98% of the Kindergarten students were at or above the in progress or proficient levels in all but three areas. Only 2% of the students remain in the needs development area in three categories; Grade-Level Phonics, Reads Emergent, and Understanding Spoken Words. Teachers will continue to use data running records, interim assessments, and BAS to guide instruction. Students will be given opportunities to practice their listening and speaking skills, as well as participate in Kid Writing and journal activities. All teachers, including Kindergarten, will implement the reading comprehension strategies outlined in the Implementation Steps/Strategies/Professional Development in the School Improvement plan.
Interim Assessments: 1-5
Grade / Interim 1 / Interim 2 / Interim 3 / Interim 4Above / At / Below / Above / At / Below / Above / At / Below / Above / At / Below
1st / 25% / 38% / 37% / 29% / 22% / 49% / 8% / 36% / 56% / 10% / 38% / 52%
2nd / 5% / 5% / 90% / 3% / 16% / 81% / 8% / 17% / 76% / 4% / 34% / 62%
3rd / 1% / 9% / 90% / 1% / 12% / 87% / 3% / 13% / 84% / NA / NA / NA
4th / 13% / 30% / 57% / 0% / 20% / 80% / 5% / 26% / 69% / NA / NA / NA
5th / 6% / 32% / 62% / 4% / 6% / 90% / 0% / 6% / 94% / NA / NA / NA
At the end of 2015-16 school year, the trend of decreasing above level scores by the years end continues. However, with each of the interims focusing on different standards, it is difficult to show over the year. It was also noted that as spring test sessions begin, scores on interim assessments at all levels also decline. Daily practice of reading strategies outlined in the domains given in Maryland College and Career Ready Standards (MCCRS) will still be our focus to help students handle any type of reading assessment they are given. . All teachers, including Pre-K, Kindergarten, and 1st grade will implement the reading comprehension strategies outlined in the Implementation Steps/Strategies/Professional Development in the School Improvement plan.