St. Mary’s County Public Schools Title I - School Wide Components
G.W. Carver Elementary School - Final
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 Used / Assessment data Profile by Grade / Identified needs
(include gender and subgroup gaps) / Root Causes / School Action
Reading / IRLA / Students on Grade level:
K – 27%
1 – 10%
2 – 17%
3- 9%
4 – 6%
5 – 20% / All Students /
- Teachers are not trained in the use of supplemental instructional materials that are currently available
- Students do not spend adequate time reading at their independent and instructional levels in school or at home
- Students lack general phonics 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
- Lack of background knowledge and experiences limits students when it comes to reading certain text
- Provide teacher training during PLC’s and inservice days on supplemental instructional materials such as IRLA toolkit, LIPS, Rode to the Code
- Provide attendance incentives and communicate with families through school outreach
- Schedule school wide reading days, breakfast clubs, vacation incentives, and opportunities to earn steps in unified arts to make up for reading not happening at home
- Schedule family reading nights, curriculum nights, back to school carnival for families to allow students more opportunities to read and give parents experiences in helping students read
- Schedule assemblies and field trips on a variety of topics to broaden the background knowledge of students
DIBELS / K - NWF / Goal: 44
Students Tested / 94
23% core support
11% strategic support
66% intensive support
1st DORF / Goal: 69
Students Tested / 95
26% core support
20% strategic support
54% intensive support
2nd DORF / Goal: 111
Students Tested / 90
31% core support
22% strategic support
47% intensive support
3rd
DORF / Goal: 123
Students Tested / 104
24% core support
25% strategic support
51% intensive support
4th
DORF / Goal: 144
Students Tested / 89
20% core support
22% strategic support
58% intensive support
5th
DORF / Goal: 155
Students Tested / 83
16% core support
24% strategic support
60% intensive support
PARCC
3rd grade
4th grade
5th grade / % of students scoring 4 or 5:
3– 13%
4– 25%
5– 17%
PARCC Results Percent Per Rating Level
1 / 2 / 3 / 4 / 5
GWCES / 36.9 / 22.3 / 28.2 / 11.7 / 1
SMCPS / 18.7 / 17.1 / 23.6 / 37.2 / 3.5
MD / 21 / 17 / 22 / 36 / 4
PARCC Results Percent Per Rating Level
1 / 2 / 3 / 4 / 5
GWCES / 34.8 / 14.6 / 25.8 / 21.3 / 3.4
SMCPS / 13.7 / 14.5 / 28.7 / 34.1 / 9.1
MD / 14 / 19 / 25 / 33 / 9
PARCC Results Percent Per Rating Level
1 / 2 / 3 / 4 / 5
GWCES / 14.3 / 33.3 / 35.7 / 16.7 / 0
SMCPS / 11.1 / 18 / 28 / 38.1 / 4.8
MD / 14 / 20 / 25 / 37 / 4
/ All Students /
- Students cannot read and/or comprehend the text
- Students cannot express in writing answers to the PARCC questions
- Provide interventions and enrichment opportunities based on data
- Provide students opportunities to read and listen to text from different genres and verbally answer PARCC type questions related to the text
- Provide students opportunities to read and listen to text from different genres and answer PARCC type questions related to the text in writing
- Create rigorous lessons aligned to the standards and provide students with the scaffolding they need to complete the lessons
Math / Counting Profile / K
Limited 0/81 – 0%
Emerging 49/81 – 60%
Proficient 27/81 – 33%
Exemplary 5/81 -6% / All Students /
- Lack of practice and experience in counting,tracking and comparing numbers prior to school
- Provide maultiple opportunities to practice coundting in the classroom
- Train teachers Iin counting strategies.
- Provide additional iintervention as needed
County Math Assessment / 1st
Intensive 22/76 (28%)
Strategic 34/76
(44%)
Core 20/76 (26%)
2nd
Intensive 25/72 (35%)
Strategic 34/72
(34%)
Core 13/72
(17%)
3rd
Intensive 41/71 (58%)
Strategic 28/71 (39%)
Core 2/71(3%)
4th
Intensive 55/81 (68%)
Strategic 17/81 (21%)
Core 9/81(11%)
5th
Intensive 30/83 (36%)
Strategic 43/83 (52%)
Core 10/83 (12%) / All Students /
- Lack of computation and strategy explanation
- Train teachers on CGI strategies
- Flex Groups
PARCC
3rd grade
4th grade
5th grade / % of students scoring 4 or 5:
3– 18%
4– 12%
5– 12%
PARCC Results Percent Per Rating Level
1 / 2 / 3 / 4 / 5
GWCES / 32.7 / 30.8 / 19.2 / 16.3 / 1
SMCPS / 13.7 / 14.5 / 28.7 / 34.1 / 9.1
MD / 14 / 19 / 25 / 33 / 9
PARCC Results Percent Per Rating Level
1 / 2 / 3 / 4 / 5
GWCES / 47.2 / 21.3 / 19.1 / 12.4 / 0
SMCPS / 12.5 / 16.7 / 27.2 / 38.2 / 5.4
MD / 15 / 22 / 26 / 33 / 5
PARCC Results Percent Per Rating Level
1 / 2 / 3 / 4 / 5
GWCES / 22.4 / 43.5 / 22.4 / 11.8 / 0
SMCPS / 10.8 / 20.7 / 29.8 / 30.4 / 8.3
MD / 14 / 24 / 27 / 29 / 6
/ All Students /
- Students cannot read and/or comprehend the math questions
- Students cannot solve the math questions
- Students cannot explain their thinking
- Provide interventions and enrichment opportunities based on data
- Provide students opportunities to unpack and verbally answer PARCC type math questions
- Provide students opportunities to unpack and answer PARCC type math questions in writing
- Provide students lessons aligned to the standards and provide students with the scaffolding they need to complete the lessons
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)
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)
Strategies/Activities / Person(s) Responsible / Timeline / Success Criteria
- 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
- Emphasis and use of materials such as LIPS, Seeing Stars, Verbalizing and Visualizing, and Wilson
- Consistent use of Fundations
- Mastery of key vocabulary
- Students will read 30 minutes at school daily
- Understanding of the Common Core
Stiefvater
Ryan
Lowery
Shepard
Donmoyer
Ridgell
Weeks
Eichel
Mingo / September – June /
- % of students reading on Grade level at EOY will increase by10%
- % of students scoring 4 or 5 on PARCC will increase by:
- 3 – 3.3%
- 4 – 2.9%
- 5 – 3.2%
FASTT MATH- Students will be assigned to this program to build fact fluency.
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.
Counting Groups
Redbird Math / All homeroom, special education, and unified arts teachers in grades pre-k through grade 5
Stiefvater
Ryan
Lowery
Shepard
Donmoyer
Ridgell
Weeks
Eichel
Mingo / September - June /
- % of students scoring Emergent on Counting Profile will increase by 10%
- % of students performing proficiently on Fact Fluency tests will increase by 10%
- % of students performing proficiently on EOY assessment will increase by 10%
- % of students scoring 4 or 5 on PARCC will increase by:
- 3 – 3.2%
- 4 – 3.4%
- 5 – 3.4%
Implement MTSS approach to engage students in learning and keep them in school including:
- Positive Recognitions
- Second Step
- Restorative Justice
- Conscious Discipline
- SAFE Team (Data Review Team)
Stiefvater
Ryan
Lowery
Shepard
Donmoyer
Ridgell
Weeks
Eichel
Mingo /
- Number of student office referrals will decrease by 10%
- Number of students suspended will decrease by 10%
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)
Goal 1: COMMUNICATION – Carver and our families together will communicate frequently and clearly about academic opportunities, school performance, student progress, and school-family partnerships, as an on-going open conversation.
Opportunities may include:
- Parental Involvement Plan. In collaboration with the Carver Elementary parents and staff, we reviewed and revised GWCES Title I Parent Involvement Plan, Parent Involvement budget, and the School-Parent Compact at our “School Improvement Team” meeting in May, 2017. The ideas and activities in this plan reflect input by parents. We will discuss and distribute the plan and ask for suggestions at our Open House (August 21, 2017) and our Title One/Carnival Night (September 21, 2017). This plan will also be posted on the Carver Elementary school website. Parents are always welcome to provide input and offer suggestions about this plan with Ms. Denise Eichel, principal.
- Home/School Compact – Outlines how families, Carver and the students will share the responsibility for improved student academic achievement. Teachers will distribute these on the first day of school,
- Feedback about our Parent Involvement Plan and School-wide Program plan will be collected formally by the principal during quarterly school improvement team meetings; additional feedback will be gathered through other forms of communication. If you would like a copy of GWCES’ school-wide program plan and/or have any comments about the plan, you can submit them to Denise Eichel, GWCES principal. Your comments will be submitted to our Title I supervisor for review.
- Communication Methods – Carver parents will be informed of statewide, local, and school events through School Messenger, GWCES website, and local media. We will work with the county, our ESOL teacher and various websites to ensure that the information is provided in a language the parents will understand. School staff will respond promptly to parents’ phone calls, letters, and visits. Carver’s Parent Liaison will provide parent and family resources.
- School Report Card/Individual Student Report – Each GWCES parent will be provided with information detailing state academic content standards and assessments as well as the progress of the school and the level of achievement of the parent’s child in each of the state academic assessments required under the law. Individual student report cards and interim reports will be distributed to student’s families eight times during each school year. Carver will follow the county calendar for interim and report card distribution. Those dates include: Interims: Oct. 17, Jan. 10, Mar. 13, May 22. Report Cards: Nov. 21, Feb. 6, Apr. 24, June 15. Parents may also log onto the Home Access Center to review student grades and progress at anytime (NCLB Requirement).
- School staff training (Oct. 3, 2017) – School staff will participate in training to support effective communication and collaboration with parents. Training will involve parent feedback in determining training needs.
- Open House (August 31, 2017) – Inform parents of their school’s participation in the Title I program, a description of the goals and support provided by Title I, and the right of parents to be involved. Families will have the opportunity to meet their child’s classroom teacher(s).
- Title I Information/Carnival Night (Sept. 21, 2017) – Inform parents of their school’s participation in the Title I program, a description of the goals and support provided by Title I, and the right of parents to be involved. Families will have the opportunity to meet their child’s classroom teacher(s). Families will have the opportunity to meet their child’s classroom teacher(s), learn about the grade level curriculum, understand homework expectations and routines, procedures and behavior expectations of the classroom.
- Student, Family and Staff Engagement Supervisor – Carver will offer a Student, Family and Staff Engagement Supervisor (Ms. Charlottis Woodley) to the school. The supervisor will follow the National Parent Engagement Framework, while working with students who may need additional support, mentoring and family engagement services. The supervisor will also serve as the Title I liaison with the school’s local faith based communities.
- Teacher/Paraprofessional Qualifications – All staff at Carver are highly qualified. Families have the right to request information concerning the professional qualifications of their child’s teacher and classroom para-educators.
- Parent Conferences – Carver will offer families the opportunity to participate in a parent-teacher conference, at least annually, during which the Carver-Family Compact shall be discussed as it relates to the child’s achievement on October 9, 2017.
- Assessment Information Meeting for Parents (TBA) – Information regarding the Partnership for Assessment of Readiness for College and Careers (PARCC) will be shared with families.
- Community Organizations: Representatives of community agencies are invited to school to speak with families so that they are aware of supports in the community. The Center for Children, Walden-Sierra and Tri-County Youth Services Bureau all provide mental health services to Carver families. We have established partnerships with several local businesses. We have a formal partnership with the Patuxent River Naval Air Station, and we have many Navy volunteers who mentor our students. A variety of community organizations are solicited to participate in our Career Day.
Opportunities may include:
- Parent Workshops – Carver will be holding 6literacy events (9/21; 10/19; 11/16; 1/17; 2/15; 3/29) where families will engage in literacy activities with their children and learn about literacy curriculum expectations. We will use “parent-friendly” language to review strategies that parents can use while working with their children at home. Each child who attends will receive a book to take home. Carver will also hold a family fitness night. We may hold workshops and sponsor speakers that address parenting and child-rearing skills, behavior management, gang and drug awareness, bullying, internet safety, nutrition and health, and child and adolescent development during the day or during our Literacy and Math Evenings. We will be inviting community organizations to these activities to enhance communication between the community, school and families.
- Conveying Title I Information – Throughout the year at music concerts and “Literacy and Math” evenings we will inform parents of their school’s participation in the Title I program, a description of the goals and support provided by Title I, and the right of parents to be involved.
- Parent Liaison, Pupil Personnel Worker and School Counselor will work collaboratively with parents to facilitate attendance to parent events to include assistance with coordinated childcare and/or transportation. Meeting times for parent events will occur using a varying schedule to accommodate work hours and parent schedules.
- Student, Family and Staff Engagement Supervisor – Carver will offer a Student, Family and Staff Engagement Supervisor (Ms. Charlottis Woodley) to the school. The supervisor will follow the National Parent Engagement Framework, while working with students who may need additional support, mentoring and family engagement services. The supervisor will also serve as the Title I liaison with the school’s local faith based communities.
- Home Visits – Home visits will be scheduled when there is a significant concern about absenteeism. When behavioral and/or academic concerns are evident, and parents cannot be engaged through other means, a home visit will be conducted.
- Family Satisfaction Survey – Carver conducts an annual evaluation of the content and effectiveness of the Parental Involvement Program in an effort to improve the quality of the academic experiences we provide at Carver. Specifically by identifying any perceived barriers to be removed and all suggestions to increase participation by families. (NCLB Requirement)
- Puberty Programs – Mother/Daughter and Father/Son programs are offered to fifth grade families in the spring, to provide accurate information regarding puberty and physical changes.
Opportunities may include:
- Home-School Compact – Carver will develop, in collaboration with parents, a school-parent compact that outlines how parents, the school staff, and students will share the responsibility for improved student academic achievement. (NCLB Requirement).
- Family Workshops – Carver will be holding 6 literacy events (9/21; 10/19; 11/16; 1/7; 2/15; 3/29) where families will engage in literacy activities with their children and learn about literacy curriculum expectations. We will use “parent-friendly” language to review strategies that parents can use while working with their children at home. Each child who attends will receive a book to take home. Carver will also hold a family fitness night. We may hold workshops and sponsor speakers that address parenting and child-rearing skills, behavior management, gang and drug awareness, bullying, internet safety, nutrition and health, and child and adolescent development during the day or during our Literacy and Math Evenings. We will be inviting community organizations to these activities to enhance communication between the community, school and families. Carver also utilizes the “Partner’s In Print Program.” Carver will also host educational activities that can be continued at home with families pertaining to the Maryland State Curriculum.
- Parent Conference - Carver will offer families the opportunity to participate in a parent-teacher conference, at least annually, during which the Carver-Family Compact shall be discussed as it relates to the child’s achievement on October 9, 2017.