Title One Schoolwide School

PRINCESS ANNE ELEMENTARY SCHO0l

TITLE ONE SCHOOLWIDE SCHOOL

Coalition of Essential Schools Fully Affirmed School

Exemplary PBIS School

MCCE School of the Year

2016-2017

School Improvement Plan

2016-2017

SCHOOL VISION

Princess Anne Elementary will provide a safe, positive learning environment that enables individualized, stimulating instruction.

Princess Anne Elementary School will be a supportive and respectful community that encourages academic risk taking.

Table of Contents

School Improvement Plan Checklist…………………………………………………………………. Section 1

Demographics………………………………………………………………………………………… Section 1

Master School Schedule……………………………………………………………………………… Section 1

Revision Updates ……………………………………………………………………………………. Section 1

School Improvement Team Committees………………………………………………………………Section I

Reading………………………………………………………………………………………………...Section 2

Math……………………………………………………………………………………………………Section 3

Science…………………………………………………………………………………………………Section 4

School Climate…………………………………………………………………………………………Section 5

Parental Involvement…………………………………………………………………………………..Section 6

PAES Parent Involvement Plan…………………………………………………………………………………

Partners in Learning Compact………………………………………………………………………………….

Policy 800-11…………………………………………………………………………………………………..

Policy 800-12…………………………………………………………………………………………………..

Additional assistance to students and extended learning activities……………………………………Section 7

Technology…………………………………………………………………………………………….Section 8

Transition………………………………………………………………………………………………..Section 9

Highly Qualified Teachers………………………………………………………………………………Section 10

Teachers as Decision Makers……………………………………………………………………………Section 11

Professional Development………………………………………………………………………………Section 12

Budget …………………………………………………………………………………………………..Section 13

Verification of Compliance……………………………………………………………………………...Section 14

11576 Lankford Street

Princess Anne, Maryland 21853

Cortney Monar, Principal

School Improvement Plan Checklist

Ten Components of a School-Wide Program / Verification
1. A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State student academic achievement standards. / ✓
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. / ✓
3. Instruction by High Qualified Teachers / ✓
4. High Quality and Ongoing Professional Development for…
●Teachers
●Principals
●Paraprofessionals / ✓
5. Strategies to Attract High-Quality Highly Qualified Teachers to “High-Need” Schools / ✓
6. Strategies to Increase Parent Involvement-
Such as family literacy services / ✓
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. / ✓
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. / ✓
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. / ✓
10. Coordination and Integration of Federal, State, and local services and programs. / ✓

Other: School Demographics: Page

Master Schedule: Page

Revisions: Page

*The School Improvement Plan mirrors the Master Plan action steps and the data collected is used during the revision process of the Master Plan.

Princess Anne Elementary Demographics 2016-2017

Subgroups / 2013-3014 / 2014-2015 / 2015-2016 / 2016-2017
Males / 223 / 247 / 202 / 220
Females / 206 / 233 / 191 / 198
American Indian / 0 / 0 / 4 / 4
Asian/Pacific Islander / 12 / 7 / 8 / 9
African American / 245 / 283 / 238 / 255
White (not Hispanic) / 109 / 111 / 87 / 78
Hispanic / 37 / 39 / 22 / 34
Multi-Racial / 26 / 37 / 31 / 33
Total Number of Students / 429 / 480 / 393 / 418

Attendance

Grade Level / Aug. 2016 / Sept. 2016 / Oct. 2016 / Nov. 2016 / Dec.
2016 / Jan. 2017 / Feb.
2017 / Mar. 2017 / Apr. 2017 / May 2017 / June 2017
Pre-K / 99.32% / 95.69% / 94.58
K / 97.30% / 95.19% / 94.64
1st Grade / 97.65% / 96.60% / 94.43
2nd Grade / 95.85% / 96.17% / 94.32
3rd Grade / 94.87% / 95.72% / 94.86
4th Grade / 95.95% / 93.78% / 94.20
5th Grade / 98.46% / 95.72% / 95.24
Total All grades / 96.98% / 95.57% / 94.61

Master Schedule

2016-2017

* All individual paraprofessional schedules and specials schedules can be found in the main office.

Revisions to School Improvement Plan

Description / Date
Updated Professional Development / October 2016
Updated schedule, staff members, SIT committee groups for 2016-2017 school year / October 2016
Updated Reading Strategies / October 2016
Updated Reading Data / October 2016
Updated Math Strategies / October 2016
Updated Math/Science Benchmark Data / October 2016
Updated Parent Involvement Strategies / October 2016
Updated School Climate Data / October 2016
Updated Attendance / October 2016
Updated Transition Plan / October 2016
Updated Professional Development Plan / October 2016
Update of Highly Qualified Teachers / October 2016
Update Additional Assistance / October 2016
Updated Budget / October 2016
Update of Parent Involvement Policy / October 2016
Update of SCPS Parent Involvement Policy 800-11 / October 2016
Update of SCPS Parent Involvement Complaint Policy 800-12 / October 2016
Partners in Learning Compact / Aug. 2016

We approve our 2016-2017 School Improvement Plan and have participated in the School Improvement decision making process. Signed copy is in documentation binder.

SIT Committees-2016-2017

Reading Committee,
Annette Waggoner Chairperson/Reading Coach / Math Committee,
Maria Williams
Chairperson / Science Committee
Taylor Estes
Chairperson/3rd Grade Teacher / Transition/Validation
Kelly McLaughin, 1st / Karen Linamen 1st / Nan Harrison, 1st Grade Teacher / Kelly Crockett, Pre-K Teacher
Raleigh Meddings, 2nd / Julie Sandrock, 2nd / Debbie Whitney, 2nd Grade Teacher / Linda Viens, Pre-K Teacher
Kayla Maschuck, 3rd / Kelley Holland-Crockett, 3rd / Toni Stewart-Brown, 4th Grade Teacher / Shannon Holland, K Teacher
Brittany Price, 4th / Mariya Flores, 4th / Christina South, 5th Grade Teacher / Taylar Mowery, K Teacher
Teresa Adkins, 5th / Christa Taylor, 5th / George Klein, Assistant Principal / Kelly Taylor, K Teacher
Ashley Daniels, SPED Teacher / Jennifer Bennett, SPED / Rachel Laird, Computer Teacher / Robin McColligan, Paraprofessional
Salmonia Schoolfield, Paraprofessional / Michelle Bradford, Intervention Teacher / Jess Chaplin, Paraprofessional / Cam Taylor,
Paraprofessional
Robin Henderson, Paraprofessional / Leigh Ann Widdowson, SPED / Cassie Neilson, Paraprofessional / Thelma Douglas, Paraprofessional
Kristen Davis, Media Specialist / Sara Perdue, Art Teacher / Vicki McLeod, Administrative Assistant / Amie Palenchar, Learning Support Specialist
Beth Holmes-Mayson, Paraprofessional / John Nelson, Physical Education Teacher / Megan Miller, ELL Teacher
Lisa Collins, Paraprofessional / Cody Rausch, Music Teacher / Kimberley Bozman,
Guidance Counselor
Kristen Davis, Media Specialist / Tara Thomas, Paraprofessional
Heather Travis, SPED
Irma Stromberger, Paraprofessional

Parents

Richard Hankerson / Kristen Davis / Delinah Bogush
Janie Johnson / Cortney Monar / Megan Miller
Karen Corbin / Teresa Adkins
Amber Baker / Sarah Perdue
Nan Harrison / Toni Stewart-Brown

School Improvement Team

Content Area Committees

School Improvement Team

Content Area Committees

Reading Committee

Annette Waggoner (Chair/Instructional Facilitator) ______

Kelly McLaughlin (1st Grade Teacher) ______

Raleigh Meddings (2nd Grade Teacher) ______

Kayla Maschuck (3rd Grade Teacher) ______

Brittany Price (4th Grade Teacher) ______

Teresa Adkins (5th Grade Teacher) ______

Ashley Daniels (SPED Teacher) ______

Kristen Davis (Media Specialist) ______

Beth Holmes-Mayson (Paraprofessional) ______

Lisa Collins (Paraprofessional) ______

Robin Henderson (Paraprofessional ______

Salmonia Schoolfield (Paraprofessional) ______

Math Committee

Maria Williams (Chair/Instructional Facilitator) ______

Karen Linamen (1stGrade Teacher) ______

Julie Sandrock (2nd Grade Teacher) ______

Kelley Holland-Crockett (3rd Grade Teacher) ______

Mariya Flores (4th Grade Teacher) ______

Christa Taylor (5th Grade Teacher) ______

Leigh Widdowson (SPED Teacher) ______

Michelle Bradford (Intervention Teacher) ______

Heather Travis (SPED Teacher) ______

Tara Thomas (Paraprofessional) ______

Sarah Perdue (Art Teacher) ______

Cody Rausch (Music Teacher) ______

John Nelson (Physical Education Teacher) ______

Irma Stromberger (Paraprofessional) ______

Jennifer Bennett (SPED Teacher) ______

Science Committee

Taylor Estes (Chair/3rd Grade Teacher) ______

George Klein (Assistant Principal) ______

Nan Harrison (1st Grade Teacher) ______

Debbie Whitney (2nd Grade Teacher) ______

Toni Stewart (4th Grade Teacher) ______

Christina South (5th Grade Teacher) ______

Rachel Laird (Computer Teacher) ______

Vicki McLeod (Administrative Assistant) ______

Cassie Neilson (Paraprofessional)______

Jess Chaplin (Paraprofessional)______

Transition/Validation Committee

Kelly Crockett (Pre-K Teacher) ______

Linda Viens (Pre-K Teacher) ______

Taylar Mowery (K Teacher) ______

Kelly Taylor (K Teacher) ______

Shannon Holland (Chair/K Teacher) ______

Ashley Daniels (SPED Teacher) ______

Robin McColligan (Paraprofessional) ______

Thelma Douglas (Paraprofessional) ______

Cam Taylor (Paraprofessional) ______

Amie Palenchar (Learning Support Specialist) ______

Megan Miller (ELL Teacher) ______

Kimberly Bozman (Guidance Counselor) ______

School Improvement Team

Sub-Committees

PBIS/Climate
Amie Palenchar(Chair)
Irma Stromberger (Chair)

Debbie Whitney
Brittany Price
Teresa Adkins
Vicki McLeod
Robin Henderson
Lisa Collins
Leigh Widdowson
Michelle Bradford
Cody Rausch

/ Wellness
John Nelson (Chair)
Sarah Perdue (Chair)

Karen Linamen
Taylor Estes
Julie Sandrock
Mariya Flores
Ashley Daniels
Cassie Neilson
Kelly McLaughlin
Jess Chaplin

/ Parent Involvement
Kim Bozman (Chair)

George Klein
Kayla Maschuck
Toni Stewart-Brown
Nan Harrison
Christa Taylor
Raleigh Meddings
Salmonia Schoolfield
Heather Travis

READING

NEEDS ASSESSMENT

STUDENT DATA

Core
Subject / Assessment Used / Assessment Data Profile by Grade / Identified Needs / Factors Contributing to Root Causes / Root Causes
Reading / Identify the assessment:
Unit Assessments
Benchmarks
PARCC / Data begins on pg. 19 / Parent/caregivers unaware of the rigorous curriculum in PreK and Kindergarten
Do not attend Head Start or PreK / Preschool
Parents unable to help at home / Lack of foundational skills
Language
1A. Parents unable to provide help at home because they lack the materials, resources, and teaching strategies to do so.
1B. Parents unaware of rigorous curriculum.
2A. Lack of background knowledge hinders comprehension
2B. Minimal understanding of academic vocabulary
2C. Lack of comprehension strategies
2D. Not reading text at their level
3A. Minimal background knowledge
3B. Few technological resources available to support our reading program & to promote engagement.
3C.Teachers not using effective all-pupil-response techniques to engage all students
3D. Not participating in activities due to low self- esteem because reading materials are too difficult
4A. Few incentives to promote good student attendance. / 1. Lack of Parent Involvement
2. Teachers not providing effective remediation activities
3. Low Student Engagement
4. Tardiness and poor attendance

2016 PARCC Data

PARCC Results 2016

Diagnostic

Pre Kindergarten Diagnostic
Subgroups / % Met Pre / % Met Post
All / 0%
African-American / 0%
Caucasian / 0%
Hispanic / 0%
Multi-Race / 0%
Asian / 0%
American Indian / 0%
Hawaiian Pacific-Islander / 0%
SWD / 0%
LEP / 0%
ED / 0%
FIT / --

Unit Assessments

Kindergarten
Unit 1
Subgroups / % Met
All / 64%
African-American / 70%
Caucasian / 44%
Hispanic / --
Multi-Race / 42%
Asian / 100%
American Indian / --
Hawaiian Pacific-Islander / 61%
SWD / 0%
LEP / 0%
ED / 73%
FIT / --
First Grade
Unit 1
Subgroups / % Met
All / 89%
African-American / 92%
Caucasian / 83%
Hispanic / 0%
Multi-Race / 100%
Asian / --
American Indian / --
Hawaiian Pacific-Islander / --
SWD / 0%
LEP / 0%
ED / 89%
FIT
Second Grade
Unit 1
Subgroups / % Met
All
African-American / 61%
Caucasian / 58%
Hispanic / 58%
Multi-Race / 75%
Asian / ---
American Indian / ---
Hawaiian Pacific-Islander / ---
SWD / 43%
LEP / 100%
ED / 61%
FIT / ---
Third Grade
Unit 1
Subgroups / % Met
All
African-American / 25%
Caucasian / 22%
Hispanic / 36%
Multi-Race / 25%
Asian / ---
American Indian / ---
Hawaiian Pacific-Islander / ---
SWD / 14%
LEP / 0%
ED / 24%
FIT / ---
Fourth Grade
Unit 1
Subgroups / % Met
All / 63%
African-American / 54%
Caucasian / 100%
Hispanic
Multi-Race / 75%
Asian / 100%
American Indian / ---
Hawaiian Pacific-Islander / ---
SWD
LEP / 0%
ED / 60%
FIT / 100%
Fifth Grade
Unit 1
Subgroups / % Met
All / 50%
African-American / 54%
Caucasian / 50%
Hispanic / 0%
Multi-Race / 33%
Asian / ---
American Indian / ---
Hawaiian Pacific-Islander / ---
SWD / 50%
LEP / 0%
ED / 39%
FIT / ---
Kindergarten
Unit 2
Subgroups / % Met
All
African-American
Caucasian
Hispanic
Multi-Race
Asian
American Indian
Hawaiian Pacific-Islander
SWD
LEP
ED
FIT
First Grade
Unit 2
Subgroups / % Met
All
African-American
Caucasian
Hispanic
Multi-Race
Asian
American Indian
Hawaiian Pacific-Islander
SWD
LEP
ED
FIT
2nd Grade
Unit 2
Subgroups / % Met
All
African-American
Caucasian
Hispanic
Multi-Race
Asian
American Indian
Hawaiian Pacific-Islander
SWD
LEP
ED
FIT
3rd Grade
Unit 2
Subgroups / % Met
All
African-American
Caucasian
Hispanic
Multi-Race
Asian
American Indian
Hawaiian Pacific-Islander
SWD
LEP
ED
FIT
4th Grade
Unit 2
Subgroups / % Met
All
African-American
Caucasian
Hispanic
Multi-Race
Asian
American Indian
Hawaiian Pacific-Islander
SWD
LEP
ED
FIT
5th Grade
Unit 2
Subgroups / % Met
All
African-American
Caucasian
Hispanic
Multi-Race
Asian
American Indian
Hawaiian Pacific-Islander
SWD
LEP
ED
FIT

Priority Needs, Goals, Objectives, and Milestones

PARCC Goals
Increase the percentage of 3rd, 4th, and 5th graders that meet expectations.
Unit and Benchmark Assessment Goals
80% of all students will score 70% or higher

Strategies and Activities: Reading/Language Arts

Reading/Language Arts Strategies/Activities (Component 2)
Strategies/Activities / Person(s) Responsible / Timeline / Evaluation / Funding
In regularly scheduled team meetings, analyze reading grade level assessments and selected student work. This is done through the CFIP process. (30 minutes) Root Cause 2, Factor 2C / Teachers, Reading Coach, Principal, / Weekly / SANE (Sign in, Agenda, Notes, Evaluation) Reading Coach’s Binder
Address the needs of low achieving students through:
Implementation of differentiated instruction designed to meet their individual needs. Factor 2A, 2B, 2C, 2D
ELL services, Special Education services, and team-teaching Factor 2D
Small group intervention strategies for all students identified through Wonders Diagnostic Assessment Factor 2A, 2B, 2C
Implementing flexible grouping to meet student’s individual needs. Factor 2A, 2C / Teachers, Principal, Reading Coach, ELL teacher, SPED teachers, Reading intervention teacher
Teachers,
Principal,
Reading Coach,
ELL teacher,
SPED teachers, Reading intervention teacher / Sept.27, 2016-May 31, 2017 / Lesson Plans
Intervention Schedule
Remediation from CFIP
Walk-Throughs / Pencil Grips for 1st grade $44.69
Technology: Study Island
(F6 $)
Technology-Read Live
(Local)
Copy paper
Quill ($213.98)
Continue following Somerset County Public Schools’ Reading Scope and Sequence and Common Core State Standards emphasizing the following strategies: Root Cause 2
●Provide opportunities for students to construct meaning when reading for literary experience, reading to perform a task, and reading to be informed.
●Use Anchor Charts to model comprehension strategies
●Provide direct instruction of comprehension strategies for before, during and after reading.
●Provide direct instruction in phonemic awareness, phonics and related decoding skills during reading and content area lessons.
●Provide frequent opportunities for students to read at their independent level to increase fluency, accuracy, vocabulary, and comprehension.
●Provide students with at least 80 minutes of reading instruction daily. / All Reading Teachers, Reading Coach / August 29, 2016– June 15, 2017 / Lesson Plans
Walk-Throughs / Poster Maker Ink
$228.34
Materials
Laminating Film
(289.50)
Copy Paper
($348.58)
Provide at least one author/novel study per grade level per year. Factor 2A, 2B / Media Specialist / August 29, 2016– June 15, 2017 / Lesson Plans, Exhibition, Pictures, Portfolios,
Teacher Reflection
Walk-Throughs / Copy paper
Plan and implement at least one student exhibition of learning per grade level per year. Special’s teachers support core subject’s content through building background knowledge, expanding vocabulary and practicing skills.
Factor 2B, 2C, 3B, 3C / Teachers, Reading Coach, Principal / August 29, 2016– June 15, 2017 / SANE,
Pictures
Walk-Throughs / Funding available upon request for materials to support exhibitions or to promote parent involvement
Provide daily access to a variety of texts: student periodicals, classroom libraries, required readings, anthologies, reference materials, and trade books. Factor 2A, 2B, 3A, 3B / Teachers, Reading Coach, Principal / August 29, 2016– June 15, 2017 / Pictures,
Library Inventory
Walk-Throughs / Technology
Funding available upon request
Foster student independence and initiative by implementing strategies including student choice of activities, varied assessments, increased opportunities for student dialogue, and greater attention to higher order questions. Factor 2A, 2B, 2C, 3C / Teachers, Reading Coach, Principal / August 29, 2016– June 15, 2017 / Lesson Plans
Formal/Informal Observations
Walk-Throughs / Scripps (spelling bee)
4th and 5th grade
$152.50
Choose both formal and informal assessments to measure student achievement
Examples: progress monitoring, oral responses, homework, writing prompts, anecdotal notes, exit tickets, responding to text Factor 2A, 2B, 2C / Teachers, Reading Coach, Principal / August 29, 2016– June 15, 2017 / School/Class Artifacts
Assess. Results
Walk-Throughs / Copy paper
ESGI
($537.00) F6
Renewal for one year ( $537.00) F7$ Nov. 2016
Display examples of advanced student work. Help students to identify criteria for advanced student products. Provide opportunities for students to revise their products to meet the criteria for a rating of advanced. Factor 2C / Teachers / August 29, 2016– June 15, 2017 / Artifacts
Pictures
Rubrics
Walk-Throughs / Copy paper
Technology
Employ data driven decision making processes using the CFIP protocol to manage and evaluate assessments and curricula including the regrouping of students based on their specific instructional needs. Factor 2C, 2D / Teachers, Reading Coach, Principal / August 29, 2016– June 15, 2017 / SANE / Technology
Copy Paper
Field trips to build background and provide experiences Factor 2A, 3A / Teachers / August 29, 2016– June 15, 2017 / Program Lesson Plans
Use of Special Education staff members to provide additional support for identified students. Factor 2A,2B, 2C / SPED staff / August 29, 2016– June 15, 2017 / Schedules
Lesson Plans
Utilize parent/teacher collaborative opportunities to increase parent support and improve student achievement in reading. Factor 1A, 1B, 2B, 2C / Teachers, Principal, Parents / August 29, 2016– June 15, 2017 / SANE / Cost for paper
Reading Incentives Factor 2A, 2B, 2C, 2D, 3A
Hit the Books (K-5)
Book-It
Scholastic Book Clubs / Teachers
Reading Coach / August 29, 2016– June 15, 2017 / Participation log sheets / Copy paper
Family Reading Night Factor 1A, 1B, 2A, 2B, 2C, 3A / Reading Coach, Teachers, Principal / February 2017 / SANE / Copy paper for handouts
Refreshments $75.00 (possible funds needed)
Materials (possible funds needed)
Instructional resources $150.00 (possible funds needed)
Teachers will incorporate various websites and technology tools during instruction to promote student engagement and higher leveled thinking. Factor: 2A, 2C, 3A, 3B / Teachers / August 29, 2016– June 15, 2017 / Lesson Plans Newsletters / Technology
Study Island: F6$
$6088.80
Parents will receive information on helpful/useful websites to help their students with various reading on newsletters at Parent Collaboration, and Family Reading Night. Factor: 1B, 2B, 3B / Teachers
Reading Coach / August 29, 2016– June 15, 2017 / Newsletters
Parent/teacher collaboration
SANE
Family Reading Night SANE / Copy paper
Teachers will teach at least two ELA units in grades K-5 that are provided through MSDE website. / Reading Teachers
Reading Coach / August 29, 2016– June 15, 2017 / Lesson Plans / Technology
Copy Paper
Materials upon request by teachers

MATH

NEEDS ASSESSMENT for Math

Component 1 – Student Data