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School Improvement Plan for Yough Glades Elementary School 1 of 50 2/6/15

Garrett County School Improvement PlanYough Glades Elementary School

[NCLB Section 1114 (b)(1)(A-J)]

2014-2015School Year

SchoolYough Glades Elementary School

No. of Students360

No. of Teachers26

Special ProgramsAccelerated Reader; STAR 360 (STAR Math, STAR Reading, STAR Early Literacy, STAR Custom); Enrichment Opportunities and Gifted & Talented Program; STAR Discipline Program; Academic Intervention Program; Title I School Wide Program; Overlook Judy Center Partnership; Maryland Green School; Title I "Gator Nights" Parent Involvement Program; Second Step - Schoolwide; Universal Design for Learning

Uniqueness of SchoolYough Glades is located on a wetland area that is conducive to environmental studies. The nature area consists of a wild flower meadow, a pond, and a trail with a boardwalk leading to the wetland habitat where students have the opportunity to engage in plant identification and animal studies. Yough Glades continues to be recognized as a Sustained Green School. Through an environmental grant with the University of Maryland Appalachian Laboratory (PIERS) and The Chesapeake Bay Trust, we have: revitalized our pond area; created an outdoor classroom; planted several native trees; installed benches to our existing trail; planted a wildflower garden and meadow that consists of native plants and grasses; and created a map guide for our nature trail identifying several plants and trees native to Garrett County and a wetland area. All of these resources are used to enhance our classroom instruction. Our Pre-K and Kindergarten are MSDE validated and continue to be a Judy B. Hoyer Partnership School. Yough Glades provides an effective early readiness program to the community. A "Gator of the Month" recognizes students for exhibiting the character trait for that month. We are a Maryland Character Education School. Our staff and students participate in many community charity activities such as Rotary Christmas Tree Project, Warm the children, United Way, American Red Cross Jump Rope Project and a number of local disaster relief drives for families in need.


School Improvement Team MembersName Title

Janet Gregory PrincipalDara McGettigan Intervention TeacherMike Warne Content SpecialistCynthia Shaffer Academic Intervention Teacher

Teacher - Special EducationAmy Harvey Teacher - InterventionDenise Hartman Behavior Support TeacherDeneice Shultz Pupil Personnel WorkerKristi Rhodes ParentMisty SanJulian DSS/ParentMary Ann Friend Teacher - KAmber Macauley Teacher - 5Christie Large Teacher - Special Education


NEEDS ASSESSMENT – COMPONENT 1

Reading/Language Arts

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

Reading/Language ArtsAssessment

UsedAssessment DataProfile by Grade

Identified Needs(include gender and subgroup gaps)

Root CausesWithin Our Control

Factors Contributingto the Root Causes

PreK Checklist PreK -PreK students were given an assessment from the PreK checklist packet to determine knowledge for letter recognition. Letter recognition is a precursor to reading skills. 66% of the PreK children knew fewer than 25% of their uppercase and lower case letters. Of those children not knowing at least 25% of their letters, 67% were girls and 65% were boys.

R.pk.1 Letter knowledge is one of the strongest predictors of school readiness. Children's knowledge of letter names and sounds is the best predictor of their later reading and spelling abilities. PreK students with poor knowledge of letter names are more likely to struggle with learning to read. Our ultimate goal for our students is to be successful in school and become lifelong readers.

Lack of exposure to letters and associated sounds







STAR Early Literacy Assessment

Kindergarten -The STAR Early Literacy Assessment was given to kindergarten students. This assessment measures students' achievement in the following areas relevant to reading:• Alphabetic Principle• Concept of Word• Visual Discrimination• Phonemic Awareness• Phonics• Structural Analysis• Vocabulary• Sentence Level Comprehension• Paragraph Level ComprehensionEach student is given an overall scale score as well as a breakdown of the above area. In addition to the overall scale score, STAR Literacy projects where each individual student could potentially move to on the scale score based on recommendations of the above areas. Each students' needs are individualized and students are placed in the RTI Model as needed.

On the STAR Early Literacy Assessment, 68% of Kindergarten students scored at or below 50% on Phonemic Awareness.

On the STAR Early Literacy Assessment, 68% of Kindergarten students scored at or below 50% on Phonics.

On the STAR Early Literacy Assessment, 81% of Kindergarten students scored at or below 50% on Structural Analysis.

R.k.1 Phonemic AwarenessR.k.2 PhonicsR.k.3 Structural Analysis

Children entering kindergarten arrive with varying levels of readiness. Intervention teachers will focus on aligning readiness levels.








First Grade -The STAR Early Literacy Assessment was given to first grade students. This assessment measures students' achievement in the following areas relevant to reading:• Alphabetic Principle• Concept of Word• Visual Discrimination• Phonemic Awareness• Phonics• Structural Analysis• Vocabulary• Sentence Level Comprehension• Paragraph Level ComprehensionEach student is given an overall scale score as well as a breakdown of the above area. In addition to the overall scale score, STAR Literacy projects where each individual student could potentially move to on the scale score based on recommendations of the above areas. Each students' needs are individualized and students are placed in the RTI Model as needed.

On the STAR Early Literacy Assessment, 88% of First Grade students scored at or below 75% on Phonemic Awareness.

On the STAR Early Literacy Assessment, 88% of First Grade students scored at or below 75% on Phonics.

On the STAR Early Literacy Assessment, 98% of First Grade students scored at or below 75% on Structural Analysis.

R.1.1 Through teacher observations and baseline data from Fry’s Instant Word Criterion Test for words 1-200, we’ve determined that 25% of students know 85% or more of words 1-200. The State Standards Report from the STAR Early Literacy assessment shows 60% (26 of 43 students) were below estimated mastery in the area of knowing and applying grade-level phonics and word analysis skills in decoding words. The STAR assessment also showed 53% (23 of 43 students) were below estimated mastery in the area of reading with sufficient accuracy and fluency to support comprehension. Reading a-z Running Records show 79% (34 of 43 students) were reading below 1st grade level on the Raz-Kids and Fountas & Pinnell Leveling Chart.

R.1.2 Phonemic AwarenessR.1.3 PhonicsR.1.4 Structural Analysis

Intervention process not fully operational due to limited data points for tracking students for specific deficits.








Second Grade -The STAR Early Literacy Assessment was given to second grade students. This assessment measures students' achievement in the following areas relevant to reading:• Alphabetic Principle• Concept of Word• Visual Discrimination• Phonemic Awareness• Phonics• Structural Analysis• Vocabulary• Sentence Level Comprehension• Paragraph Level ComprehensionEach student is given an overall scale score as well as a breakdown of the above area. In addition to the overall scale score, STAR Literacy projects where each individual student could potentially move to on the scale score based on recommendations of the above areas. Each students' needs are individualized and students are placed in the RTI Model as needed.

On the STAR Early Literacy Assessment, 39% of Second Grade students scored at or below 75% on Phonemic Awareness.

On the STAR Early Literacy Assessment, 39% of Second Grade students scored at or below 75% on Phonics.

On the STAR Early Literacy Assessment, 61% of Second Grade students scored at or below 75% on Structural Analysis.

R.2.1 Based on the STAR Early Literacy Assessment, each student has an individualized goal (projected scale score) as well as identified areas of strength and need. Individual student needs are identified through the SELA given in September/October.










Third Grade -The STAR Early Literacy Assessment was given to third grade students. This assessment measures students' achievement in the following areas relevant to reading:• Alphabetic Principle• Concept of Word• Visual Discrimination• Phonemic Awareness• Phonics• Structural Analysis• Vocabulary• Sentence Level Comprehension• Paragraph Level ComprehensionEach student is given an overall scale score as well as a breakdown of the above area. In addition to the overall scale score, STAR Literacy projects where each individual student could potentially move to on the scale score based on recommendations of the above areas. Each students' needs are individualized and students are placed in the RTI Model as needed.


Intervention process not fully operational due to limited data points for tracking students for specific deficits







MSA Third Grade

2013-2014 -(Prior year 3rd graders)Overall PerformanceBasic – 22.7%Proficient – 68.2%Advanced – 9.1%

% of Students at/above Prof.

Male – 80.0% (8 out of 10 boys)Female – 75.0% (9 out of 12 girls)

Free/Reduced – 69.2% (9 out of 13)Non FARMs – 88.9% (8 out of 9)

Special Ed – 100.0% (2 students)

Total – 77.3%

R.3.2 Non-FARM students out performed FARM students by nearly 20 percentage points. However because part of the third grade took PARCC there was a greater overall impact on the percentage for each individual student. There does appear to be a discrepancy none the less.

Additionally, there also is a decrease over the past two years in the percentage of students who scored at or above proficient in the "Overall Performance".

Transition from State Curriculum to Common Core State Standards creating a gap in learning based on tested areas of State Curriculum.







Fountas & Pinnell - Reading A-Z Leveled Reading Assessment

STAR Reading Assessment

Third Grade

There is a significant gap in the essential skills required of third grade students to comprehend on-level material due to deficiencies in the area of reading foundational skills.

On the Leveled Reading Assessment through the Reading A-Z System, 16 of the 47 (34%) third graders scored at a first grade reading level.

On the STAR Reading Assessment - On 16 of the 47 third grade students were able to complete the STAR Reading Assessment due to the level of skills. This assessment will be used at mid year to establish further data on foundational skills for reading.

R.3.3 Reading Foundational Skills: Phonics and Word Recognition

Intervention process not fully operational due to limited data points for tracking students for specific deficits








Fourth Grade -The STAR Assessment was given to fourth grade students. This assessment measures students' achievement in the following areas relevant to reading:• Instructional Reading Level• Key Ideas & Details• Craft & Structure• Range of Reading/Level of Text

Complexity• Vocabulary AcquisitionEach student is given an overall scale score as well as a breakdown of the above area. In addition to the overall scale score, STAR Literacy projects where each individual student could potentially move to on the scale score based on recommendations of the above areas. Each students' needs are individualized and students are placed in the RTI Model as needed.

On the STAR Reading Assessment, 22 out of 45 (49%) fourth graders scored below the Grade Equivilent (GE) for beginning fourth grade.

Of those fourth graders scoring below grade equivalent (22 students) 36% were females and 64% were boys.

R.4.1 Based on the STAR Reading Assessment, each student has an individualized goal (projected scale score) as well as identified areas of strength and need. Individual student needs are identified through the SELA given in September/October.

R.4.1 A disproportionate number of male students are scoring below grade equivalent in reading compared to their female grade level peers.


Teaching CCSS, testing SC.







MSA Fourth Grade

2013-2014 -(Prior year 4th graders)Overall PerformanceBasic – 18.3%Proficient – 65.0%Advanced – 16.7%


Male – 73.3% (22 out of 30 boys)Female – 90.0% (27 out of 30 girls)

Free/Reduced – 80.0 (32 out of 40)Non FARMs – 85.0 (17 out of 20)

Special Ed – 57.1% (4 out of 7 students)

Total – 81.7%

(Current 4th graders)Overall PerformanceBasic – 22.7%Proficient – 68.2%Advanced – 9.1%

% of Students at/above Prof.Male – 80.0% (8 out of 10 boys)Female – 75.0% (9 out of 12 girls)

Free/Reduced – 69.2% (9 out of 13)Non FARMs – 88.9% (8 out of 9)

Special Ed – 100.0%

Total – 77.3%

R.4.2 Non-FARM students out performed FARM students.

Female students out performed male students by over 15 percentage points.

Lack of sufficient individualized support for particular subgroups falling behind in their progress.









Fifth Grade -The STAR Assessment was given to fourth grade students. This assessment measures students' achievement in the following areas relevant to reading:• Instructional Reading Level• Key Ideas & Details• Craft & Structure• Range of Reading/Level of Text

Complexity• Vocabulary AcquisitionEach student is given an overall scale score as well as a breakdown of the above area. In addition to the overall scale score, STAR Literacy projects where each individual student could potentially move to on the scale score based on recommendations of the above areas. Each students' needs are individualized and students are placed in the RTI Model as needed.

On the STAR Reading Assessment, 41 out of 58 (70%) fourth graders scored below the Grade Equivilent (GE) for beginning fourth grade.

Of those fourth graders scoring below grade equivalent (41 students) 37% were females and 63% were boys.




Teaching CCSS, testing SC.







MSA Fifth Grade

2013-2014 (Prior year 5th grades)Overall PerformanceBasic – 12.2%Proficient – 34.7%Advanced – 53.1%


Male – 88.9%Female – 87.1%

Free/Reduced – 87.1% (27 out of 31)Non FARMs – 88.9% (16 out of 18)Special Ed – 100.0%

Total –

(Current 5th graders)Overall PerformanceBasic – 18.3%Proficient – 65.0%Advanced – 16.7%

% of Students at/above Prof.Male – 73.3% (22 out of 30 boys)Female – 90.0% (27 out of 30 girls)

Free/Reduced – 80.0 (32 out of 40)Non FARMs – 85.0 (17 out of 20)

Special Ed – 57.1%

Total – 81.7%

R.5.2 For the current fifth grade group, Non-FARM students out performed FARM students and female students out performed male students by over 15 percentage points.




STRATEGIES – COMPONENT 2

Reading/Language ArtsPriority Needs, Goals, Objectives, and Milestones

Priority Need(s):The needs should align with the needs assessmentR.pk.1 Letter knowledge is one of the strongest predictors of school readiness. Children's knowledge of letter names and sounds is the best predictor of their later reading and spelling abilities. PreK students with poor knowledge of letter names are more likely to struggle with learning to read. Our ultimate goal for our students is to be successful in school and become lifelong readers.

R.k.1 Phonemic AwarenessR.k.2 PhonicsR.k.3 Structural Analysis

R.1.1 Through teacher observations and baseline data from Fry’s Instant Word Criterion Test for words 1-200, we’ve determined that 25% of students know 85% or more of words 1-200. The State Standards Report from the STAR Early Literacy assessment shows 60% (26 of 43 students) were below estimated mastery in the area of knowing and applying grade-level phonics and word analysis skills in decoding words. The STAR assessment also showed 53% (23 of 43 students) were below estimated mastery in the area of reading with sufficient accuracy and fluency to support comprehension. Reading a-z Running Records show 79% (34 of 43 students) were reading below 1st grade level on the Raz-Kids and Fountas & Pinnell Leveling Chart.




R.3.1 Based on the STAR Early Literacy Assessment, each student has an individualized goal (projected scale score) as well as identified areas of strength and need. Individual student needs are identified through the SELA given in September/October.R.3.2 Non-FARM students out performed FARM students by nearly 20 percentage points. However because part of the third grade took PARCC there was a greater overall impact on the percentage for each individual student. There does appear to be a discrepancy none the less.

Additionally, there also is a decrease over the past two years in the percentage of students who scored at or above proficient in the "Overall Performance".


R.3.3 Reading Foundational Skills: Phonics and Word RecognitionR.4.1 Based on the STAR Reading Assessment, each student has an individualized goal (projected scale score) as well as identified areas of strength and need. Individual student needs are identified through the SELA given in September/October.


R.4.2 Non-FARM students out performed FARM students.

Female students out performed male students by over 15 percentage points.



R.5.2 For the current fifth grade group, Non-FARM students out performed FARM students and female students out performed male students by over 15 percentage points.

Goal:(Include each subgroup identified in the needs assessment)

School SLO: Students will increase their scale score on the Early Literacy/STAR Reading Assessment as identified at each individual grade level.

By the end of the 2014-2015 school year, 80% of K through fifth grade students will score 70% or better on Journeys Unit 5 Benchmark.

Reference District’s Master Plan & Reading First:(if applicable)

Response to Intervention (RTI) 1.1.26 J (09) is developed at grade level meetings in conjunction with the intervention teachers. Support is provided both in and out of the classroom.Data Driven Leadership 1.1.43e (09)

Strategies and Activities

School wide reform strategies:School Wide Reform Strategies for All Students:1. Incorporate critical vocabulary words identified in CCSS and Science/Social Studies programs.2. Implement strategies from the Instructional Consultation Framework such as: Word Search, Rainbow Words, Pocket Words, etc.3. Incorporate daily activities in which students will become familiar with the use and application of the rules of phonics in spelling.4. Use County Benchmark Assessment Results, STAR 360 Assessment Results and SchoolNet to analyze data to make instructional decisions.5. Continue to include a variety of high quality writing samples including; writing process; brief writing; published writing.6. Use Universal Design for Learning (UDL) strategies for meeting the needs of all students.


7. Continue to use strategies such as leveled texts, literacy centers, flexible groups, fluency assessments, etc, in the framework of Bloom’s Taxonomy for differentiated instruction.8. Provide test preparation activities for PARCC Assessment.9. Include a balance of literary/informational text selections into daily reading instruction.10. Use Accelerated Reader to increase comprehension and promote interest in reading.11. Use RAZ Kids/Reading A-Z to support the identification of student reading levels and guide student independent reading selection.12. Full Implementation of Common Core State Standards along with strategies throughout the school year such as close analytic reading.

Academic Interventions for “At Risk” Students:1. Differentiate instruction with Special Education support and use of inclusion.2. Incorporate strategies from the Instructional Consultation Framework. We will follow the Garrett Count RTI model for intervention.3. Use research based reading intervention programs such as: Early Reading Intervention, Read Naturally, and Fountas & Pinnell with K-5 students to improve literacy skills and obtain grade level performance.4. Provide an intervention program for students who showed a need in specific areas on content screenings.5. Two weeks prior to the PARCC, review test - taking strategies.

Behavior and Social Reform Strategies for All Students:1. Incorporate “Second Step” lessons on social interactions.2. Use de-escalation strategies from CPI in an effort to prevent crisis situations.3. Implement mini lessons on a variety of social issues as needed.4. Incorporate motivational activities to model positive behavior such as: Undercover Teacher, Character Ed. Assemblies, etc.5. Use the Behavior Support Teacher to assist with the behavior management of students.6. Continue having bi-monthly pupil service team meetings for targeted students.

Evaluations of Strategies:

Formative• PreK:1. According to the Concepts About Print Inventory, did 90% of the students score at the “emerging understanding” performance level by January 2015?2. According to the second term report card, did 85% of the students receive a “doing well” mark in Language and Literacy Development?

• Kindergarten1. According to the Concepts About Print Inventory, did 90% of the students score at the Developing Understanding performance level by January 2015?2. According to the second term report card, did 90% of the students receive a composite score of 26 points in Language and Literacy Development?3. Based on STAR Early Literacy,~did 50% of the Kindergarten students meet 50% of their individual scale score projected goal?~did 30% of the Kindergarten students meet 25% of their individual scale score projected goal?~did 20% of the Kindergarten students meet 12.5% of their individual scale score projected goal?

• First Grade


1. Did 75% of the students score 80% or better on county developed/approved benchmark assessments?2. Based on STAR Early Literacy,~did 50% of the first grade students meet 50% of their individual scale score projected goal?~did 50% of the first grade students meet 25% of their individual scale score projected goal?(Note: Currently there are no students showing urgent intervention)

• Second Grade1. Did 75% of the students score 80% or better on county developed/approved benchmark assessments?2. Based on STAR Early Literacy,~did 50% of the second grade students meet 50% of their individual scale score projected goal?~did 30% of the second grade students meet 25% of their individual scale score projected goal?~did 20% of the second grade students meet 12.5% of their individual scale score projected goal?

• Third Grade1. Did 75% of the students score 80% or better on county developed/approved benchmark assessments?2. According to the Fountas & Pinnell Instructional Levels of Expectations for Reading, did 80% of the students increase by at least one level from 1st interval to 2nd interval?3. Based on STAR Early Literacy,~did 50% of the third grade students meet 50% of their individual scale score projected goal?~did 30% of the third grade students meet 25% of their individual scale score projected goal?~did 20% of the third grade students meet 12.5% of their individual scale score projected goal?

• Fourth Grade1. Did 75% of the students score 80% or better on county developed/approved benchmark assessments?2. Based on STAR Reading,~did 50% of the fourth grade students meet 50% of their individual scale score projected goal?~did 30% of the fourth grade students meet 25% of their individual scale score projected goal?~did 20% of the fourth grade students meet 12.5% of their individual scale score projected goal?

• Fifth Grade1. Did 75% of the students score 80% or better on county developed/approved benchmark assessments?2. Based on STAR Reading,~did 50% of the fifth grade students meet 50% of their individual scale score projected goal?~did 30% of the fifth grade students meet 25% of their individual scale score projected goal?~did 20% of the fifth grade students meet 12.5% of their individual scale score projected goal?

Summative• PreK1. According to the Concepts About Print Inventory, did 90% of the students score at the “developed understanding” performance level?2. According to the fourth term report card, did 90% of the students receive a “doing well” mark in Language and Literacy Development?

• Kindergarten1. According to the Concepts About Print Inventory, did 100% of the students score at the “developed understanding” performance level?


2. According to the fourth term report card, did 95% of the students receive a composite score of 26 points in Language and Literacy Development?3. Based on STAR Early Literacy,~did 50% of the Kindergarten students meet 100% of their individual scale score projected goal?~did 30% of the Kindergarten students meet 50% of their individual scale score projected goal?~did 20% of the Kindergarten students meet 25% of their individual scale score projected goal?

• First Grade1. Did 75% of the students score 80% or better on county developed summative assessments?2. Based on STAR Early Literacy,~did 50% of the first grade students meet 100% of their individual scale score projected goal?~did 50% of the first grade students meet 50% of their individual scale score projected goal?(Note: Currently there are no students showing urgent intervention)

• Second Grade1. Did 75% of the students score 80% or better on county developed summative assessments?2. Based on STAR Early Literacy,~did 50% of the second grade students meet 50% of their individual scale score projected goal?~did 30% of the second grade students meet 25% of their individual scale score projected goal?~did 20% of the second grade students meet 12.5% of their individual scale score projected goal?

• Third Grade1. Did 75% of the students score 80% or better on county developed summative assessments?2. According to the Fountas & Pinnell Instructional Levels of Expectations for Reading, did 80% of the students increase by at least two levels from 1st interval to 3rd interval?3. Based on STAR Early Literacy,~did 50% of the third grade students meet 100% of their individual scale score projected goal?~did 30% of the third grade students meet 50% of their individual scale score projected goal?~did 20% of the third grade students meet 25% of their individual scale score projected goal?

• Fourth Grade1. Did 75% of the students score 80% or better on county developed summative assessments?2. Based on STAR Reading,~did 50% of the fourth grade students meet 100% of their individual scale score projected goal?~did 30% of the fourth grade students meet 50% of their individual scale score projected goal?~did 20% of the fourth grade students meet 25% of their individual scale score projected goal?

• Fifth Grade1. Did 75% of the students score 80% or better on county developed summative assessments?2. Based on STAR Reading,~did 50% of the fifth grade students meet 50% of their individual scale score projected goal?~did 30% of the fifth grade students meet 25% of their individual scale score projected goal?~did 20% of the fifth grade students meet 12.5% of their individual scale score projected goal?


PROFESSIONAL DEVELOPMENT – COMPONENT 4

Needs AssessmentAddressed

High Quality Professional Development Activities

AudienceTeachers, Paraprofessionals

and Principals

Person(s) Responsible Timeline Evaluation

R.pk.1 TEDDY BEARS Workshop PreK & Kindergarten Teachers Mrs.Wildesen, Director of Elementary/MIddle School Ed.

August 2014 KRA & MMSR Data

R.pk.1 Kindergarten Conference PreK & Kindergarten Teachers Overlook Judy Center February 2015 KRA Data

R.pk.1; R.k.1; R.1.1; R.2.1; R.3.1; R.3.2; R.4.1; R.4.2; R.5.1; R.5.2

Professional Learning CommunitiesA professional learning community (PLC) is an extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize teachers into working groups.

Grade-level teachers, Special Education Teachers, Intervention Teachers, Resource teachers & Content Specialist

Mrs. Gregory, Principal; County

Ongoing throughout school year

Specific Eval at end of year

R.pk.1; R.k.1 KRA Training Kindergarten Teachers; Special Education Teacher

Mrs.Wildesen, Director of Elementary/MIddle School Ed.

Summer/Fall 2014 KRA Data

R.pk.1; R.k.1; R.1.1; R.2.1; R.3.1; R.3.2; R.4.1; R.4.2; R.5.1; R.5.2

Professional Collaboration Classroom Teachers Mrs. Gregory, Principal Winter/Spring 2014-2015

SLO Data

R.pk.1; R.k.1; R.1.1; R.2.1; R.3.1; R.3.2; R.4.1; R.4.2; R.5.1; R.5.2

Training on using technology to enhance student achievement

All Classroom Teachers, Special Education, Teachers & Intervention Teachers

Mrs. Gregory Fall/Winter 2014/2015 SLO Data



Mathematics

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

MathematicsAssessment





PreK Checklist PreK M.pk.1 Number recognition is one of the strongest predictors of school readiness. Children's knowledge of numbers and their ability to count rotely to twenty and objects 15 - 20 can give children a solid foundation upon which kindergarten can begin. PreK students with poor knowledge of number literacy are more likely to struggle with mathematics. Our ultimate goal is for our students to be successful throughout their school career and become lifelong problem solvers.

Lack of exposure to mathematical concepts.

• limited real world application

• too abstract for very young children







Classroom AssessmentTeacher Observation

Kindergarten M.k.1 "Subitizing is a fundamental skill in the development of students' understanding of number" (Baroody 1987, 115). Students can use pattern recognition to discover essential properties of number, such as conservation and compensation. They can develop such capabilities as unitizing, counting on, and composing and decomposing numbers, as well as their understanding of arithmetic and place value-all valuable components of number sense.

• Limited understanding and use of terminology on the part of the students

Lack of application of previously learned skills







STAR Math Assessment

FirstThe STAR Math Assessment was given to first grade students. STAR Math includes new skills-based test items and new in-depth reports for screening, instructional planning, progress monitoring, and standards benchmarking. There is immediate access to skill-specific, actionable data to target instruction and practice, select students for intervention, and predict test performance. STAR is also the first to report Student Growth Percentile, a widely accepted growth measurement. Each student is given an overall scale score as well as a projected score. Each students' needs are reported individually and students are placed in the RTI Model as needed.

Based on the STAR Math Test, 30 out of 42 first graders scored below 30% accuracy on the Number and Operations in Base 10 portion of the test. Further, Number and Operations in Base 10 was the lowest score on this assessment for 93% of the entire first grade group.

M.1.1 Based on STAR Math Assessment, each student has an individualized goal (projected scale score) as well as identified areas of strength and need. Individual student needs are identified through the STAR Math Assessment given in September.

M.1.2 Number and Operations in Base 10

Not enough experiences given to students with word problems, activities focusing on number relationships, or instruction in the language of math.

Lack of timeTeacher experience in still developing








SecondThe STAR Math Assessment was given to second grade students. STAR Math includes new skills-based test items and new in-depth reports for screening, instructional planning, progress monitoring, and standards benchmarking. There is immediate access to skill-specific, actionable data to target instruction and practice, select students for intervention, and predict test performance. STAR is also the first to report Student Growth Percentile, a widely accepted growth measurement. Each student is given an overall scale score as well as a projected score. Each students' needs are reported individually and students are placed in the RTI Model as needed.

Based on the STAR Math Test, 49 out of 55 second graders scored below 50% accuracy on the Number and Operations in Base 10 portion of the test.

Based on the STAR Math Test, 51 out of 55 second graders scored below 40% accuracy on the Measurement and Data portion of the test.



M.2.3. Measurement and Data









MSA Third

2013-2014 (Prior Year 3rd graders)Overall PerformanceBasic – 45.2%Proficient – 35.7%Advanced - 19.0%

% of Students at/above Prof.Male – 42.8%Female – 66.7%Free/Reduced – 46.5%Non-Free/Reduced - 71.4%Special Ed – 75.0%

Total – 54.7%

M.3.1 Female students out performed male studentsNon Free/Reduced out performed Free/Reduced students

Lack of sufficient ind-specific strategies for math

Lack of timeTeacher experience is still developing









ThirdThe STAR Math Assessment was given to third grade students. STAR Math includes new skills-based test items and new in-depth reports for screening, instructional planning, progress monitoring, and standards benchmarking. There is immediate access to skill-specific, actionable data to target instruction and practice, select students for intervention, and predict test performance. STAR is also the first to report Student Growth Percentile, a widely accepted growth measurement. Each student is given an overall scale score as well as a projected score. Each students' needs are reported individually and students are placed in the RTI Model as needed.

Based on the STAR Math Test, 50/54 (93%) of third grade students scored below 50% accuracy on the Number and Operations in Base 10 portion of the assessment.

Based on the STAR Math Test 100% of the third grade students scored at or below 50% on the Measurement and Data portion of the assessment.

Based on the STAR Math Test 52/54 (96%) of third grade students scored at or below 50% accuracy on the Number and Operations - Fractions portion of the assessment.


M.3.3 Number and Operations Base 10M.3.4 Measurement and DataM.3.5 Number and Operations - Fractions


Lack of gender specific strategies for math

Lack of training for teaching math for general classroom teachers







MSA Fourth

2013-2014 (Prior year 4th graders)Overall PerformanceBasic – 30%Proficient – 66.7%Advanced - 3.3%


Total – 70.0%

(Current year 4th graders)Overall PerformanceBasic – 45.2%Proficient – 35.7%Advanced - 19.0%


Total – 54.7%

M.4.1 Non Free/Reduced out performed Free/Reduced students

Lack of sufficient individualized support for particular subgroups falling behind in their progress

Lack of gender specific strategies for math








FourthThe STAR Math Assessment was given to fourth grade students. STAR Math includes new skills-based test items and new in-depth reports for screening, instructional planning, progress monitoring, and standards benchmarking. There is immediate access to skill-specific, actionable data to target instruction and practice, select students for intervention, and predict test performance. STAR is also the first to report Student Growth Percentile, a widely accepted growth measurement. Each student is given an overall scale score as well as a projected score. Each students' needs are reported individually and students are placed in the RTI Model as needed.

Based on the STAR Math Test, 38/46 (83%) of fourth grade students scored below 50% accuracy on the Number and Operations in Base 10 portion of the assessment.

Based on the STAR Math Test 100% of the fourth grade students scored at or below 50% on the Measurement and Data portion of the assessment.

Based on the STAR Math Test 100% of fourth grade students scored at or below 50% accuracy on the Number and Operations - Fractions portion of the assessment.











MSA Fifth

2013-2014 (Prior Year 5th graders)Overall PerformanceBasic – 42.9%Proficient – 55.1%Advanced - 2.0%

% of Students at/above Prof.Male – 88.9%Female – 87.1%Free/Reduced – 87.1%Non-Free/Reduced - 87.1%Special Ed – *

Total – 87.8%

(Current Year 5th graders)Overall PerformanceBasic – 30%Proficient – 66.7%Advanced - 3.3%


Total – 70.0%

M.5.1 (Current) Non Free/Reduced out performed Free/Reduced students

Lack of sufficient individualized support for particular subgroups falling behind in their progress

Lack of real world application for students with limited background knowledge








FifthThe STAR Math Assessment was given to fifth grade students. STAR Math includes new skills-based test items and new in-depth reports for screening, instructional planning, progress monitoring, and standards benchmarking. There is immediate access to skill-specific, actionable data to target instruction and practice, select students for intervention, and predict test performance. STAR is also the first to report Student Growth Percentile, a widely accepted growth measurement. Each student is given an overall scale score as well as a projected score. Each students' needs are reported individually and students are placed in the RTI Model as needed.

Based on the STAR Math Test, 56/57 (98%) of fifth grade students scored below 50% accuracy on the Measurement and Data portion of the assessment.

Based on the STAR Math Test 51/57 (89%) of the fifth grade students scored at or below 50% on the Geometry portion of the assessment.

Based on the STAR Math Test 56/57 (98%) of fifth grade students scored at or below 50% accuracy on the Number and Operations - Fractions portion of the assessment.


M.5.3 Measurement and DataM.5.4 GeometryM.5.5 Number and Operations - Fractions





MathematicsPriority Needs, Goals, Objectives, and Milestones

Priority Need(s):The needs should align with the needs assessmentM.pk.1 Number recognition is one of the strongest predictors of school readiness. Children's knowledge of numbers and their ability to count rotely to twenty and objects 15 - 20 can give children a solid foundation upon which kindergarten can begin. PreK students with poor knowledge of number literacy are more likely to struggle with mathematics. Our ultimate goal is for our students to be successful throughout their school career and become lifelong problem solvers.M.k.1 "Subitizing is a fundamental skill in the development of students' understanding of number" (Baroody 1987, 115). Students can use pattern recognition to discover essential properties of number, such as conservation and compensation. They can develop such capabilities as unitizing, counting on, and composing and decomposing numbers, as well as their understanding of arithmetic and place value-all valuable components of number sense.M.1.1 Based on STAR Math Assessment, each student has an individualized goal (projected scale score) as well as identified areas of strength and need. Individual student needs are identified through the STAR Math Assessment given in September.




M.2.3. Measurement and Data

M.3.1 Female students out performed male studentsNon Free/Reduced out performed Free/Reduced students



M.4.1 Non Free/Reduced out performed Free/Reduced students




M.5.1 (Current) Non Free/Reduced out performed Free/Reduced studentsM.5.2 Based on STAR Math Assessment, each student has an individualized goal (projected scale score) as well as identified areas of strength and need. Individual student needs are identified through the STAR Math Assessment given in September.

M.5.3 Measurement and DataM.5.4 GeometryM.5.5 Number and Operations - Fractions


School SLO:

100 Fact Test - 4% score between 90-100%,

7% scored between 80-90%,21% scored 70-80%,12% scored 60-70%,17% scored 50-60%,19% scored 40-50%,13% scored 30-40%,7% score scored less than 30%.Therefore, 56% of our students scored less than a 60% or 68% scored less than 70%

Goal:*Students who scored a 0-70% in September will score at least a 80% by January

and 100% by June.

*Students who scored a 70-89% in September will score at least a 90% by January

and 100% by June.


Institutionalize Vocabulary Instruction 1.1.44b (09)Inquiry Based Math Instruction 1.1.45a (09)Data Driven Leadership 1.1.43e (09)


*Students who scored a 90-99% in September will score a 100% by January andreduce time by 30 seconds and 1 minute by June.

SIT Goal:85% of students in grades 1 - 5 will score 70% or higher on the county developed/approved end of year benchmark assessment


School wide reform strategies:1. Sustain the implementation of CCSS with emphasis on the 8 Mathematical Practices2. Use County Approved Benchmark Assessment Results and SchoolNet to analyze data to make instructional decisions.3. Incorporate critical vocabulary in daily activities.4. Maintain previously learned skills through centers, projects, daily math chats, and Daily Number Sense Activity.5. Use math computation activities for memorization of number facts such as mad minutes, math fact of the day, masters bulletin board, etc.6. Use differentiated instructional strategies to meet student needs such as graphic organizers, centers, manipulatives, etc.7. Utilize the work sampling results of the KRA to enhance and individualize instruction in Kindergarten.8. Provide test preparation activities for PARCC with emphasis on the 8 Mathematical Practices9. Implement the 8 Mathematical Practices into daily lessons.10. Create and implement higher-level questioning in daily activities and assessments that are aligned with MD Common Core Framework.


Formative• PreK:1. According to the second term report card, did 85% of the students receive a “doing well” mark in Mathematical Development?2. Did 90% of the students score 70% or higher on a teacher developed math assessment in January?

• Kindergarten1. According to the second term report card, did 90% of the students receive a composite score of 20 points in Mathematical Development? (30 possible points when receiving all 3’s)2. Did 90% of the students score 70% or higher on the Growing With Math Initial Assessment Interview given by the end of November?

• First Grade1. Did 80% of the students score 70% or higher on the “Growing With Math” mid-year assessment


2. Based on STAR Math Assessment,~did 50% of the First Grade students meet 50% of the individual scale score projected goal?~did 30% of the First Grade students meet 25% of the individual scale score projected goal?~did 20% of the First Grade students meet 12.5% of the individual scale score projected goal?

• Second Grade1. Did 80% of the students score 70% or higher on the “Growing With Math” mid year assessment?2. Based on STAR Math Assessment,~did 50% of the Second Grade students meet 50% of the individual scale score projected goal?~did 30% of the Second Grade students meet 25% of the individual scale score projected goal?~did 20% of the Second Grade students meet 12.5% of the individual scale score projected goal?

• Third Grade1. Did 80% of the students score 70% or higher on the County Developed Mid-Year Assessments?2. Based on STAR Math Assessment,~did 50% of the Third Grade students meet 50% of the individual scale score projected goal?~did 30% of the Third Grade students meet 25% of the individual scale score projected goal?~did 20% of the Third Grade students meet 12.5% of the individual scale score projected goal?

• Fourth Grade1. Did 80% of the students score 70% or higher on the County Developed Mid-Year Assessments?2. Based on STAR Math Assessment,~did 50% of the Fourth Grade students meet 50% of the individual scale score projected goal?~did 30% of the Fourth Grade students meet 25% of the individual scale score projected goal?~did 20% of the Fourth Grade students meet 12.5% of the individual scale score projected goal?

• Fifth Grade1. Did 80% of the students score 70% or higher on the County Developed Mid-Year Assessments?2. Based on STAR Math Assessment,~did 50% of the Fifth Grade students meet 50% of the individual scale score projected goal?~did 30% of the Fifth Grade students meet 25% of the individual scale score projected goal?~did 20% of the Fifth Grade students meet 12.5% of the individual scale score projected goal?

Summative• PreK1. According to the fourth term report card, did 95% of the students receive a “doing well” mark in Mathematical Development?2. Did 90% of the students score 70% or higher on the “growing with Math” Comprehensive Assessment Interview?

• Kindergarten1. According to the fourth term report card, did 95% of the students receive a composite score of 20 points in Mathematical Development2. Did 90% of the students score 70% or higher on the Growing with Math Comprehensive Assessment Interview?


• First Grade1. Did 85% of the students score 70% or higher on the Growing with Math Comprehensive Assessment?2. Based on STAR Math Assessment,~did 50% of the First Grade students meet 100% of the individual scale score projected goal?~did 30% of the First Grade students meet 50% of the individual scale score projected goal?~did 20% of the First Grade students meet 25% of the individual scale score projected goal?

• Second Grade1. Did 85% of the students score 70% or higher on the Growing with Math Comprehensive Assessment?2. Based on STAR Math Assessment,~did 50% of the Second Grade students meet 100% of the individual scale score projected goal?~did 30% of the Second Grade students meet 50% of the individual scale score projected goal?~did 20% of the Second Grade students meet 25% of the individual scale score projected goal?

• Third Grade1. According to the End of Year Benchmark Assessments, did 80% of the students score 70% or higher?2. Based on STAR Math Assessment,~did 50% of the Third Grade students meet 100% of the individual scale score projected goal?~did 30% of the Third Grade students meet 50% of the individual scale score projected goal?~did 20% of the Third Grade students meet 25% of the individual scale score projected goal?

• Fourth Grade1. According to the End of Year Benchmark Assessments, did 80% of the students score 70% or higher?2. Based on STAR Math Assessment,~did 50% of the Fourth Grade students meet 100% of the individual scale score projected goal?~did 30% of the Fourth Grade students meet 50% of the individual scale score projected goal?~did 20% of the Fourth Grade students meet 25% of the individual scale score projected goal?

• Fifth Grade1. According to the End of Year Benchmark Assessments, did 80% of the students score 70% or higher?2. Based on STAR Math Assessment,~did 50% of the Fifth Grade students meet 100% of the individual scale score projected goal?~did 30% of the Fifth Grade students meet 50% of the individual scale score projected goal?~did 20% of the Fifth Grade students meet 25% of the individual scale score projected goal?






and Principals


M.pk.1; M.k.1 Teddy Bears Workshop PreK & Kindergarten Teachers Mrs.Wildesen, Director of Elementary/MIddle School Ed.

August 2014 County Eval

M.pk.1; M.k.1 Kindergarten Conference PreK & Kindergarten Teachers Judy Center February 2015 KRA & MMSR Data

All Professional Collaboration All Classroom Teachers Mrs. Gregory, Mr. Warne, Classroom Teachers

Winter/Spring 2015 STAR Math Data

M.pk.1; M.k.1; M.1.1; M.2.1; M.3.1; M.3.2; M.4.1; M.4.2; M.5.1; M.5.2

Professional Learning CommunitiesA professional learning community (PLC) is an extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize teachers into working groups.

Grade-level teachers & Math teachers

Mrs. Gregory, Principal Ongoing throughout school yearFall 2014

SLO & SIT Goal Data

M.pk.1; M.k.1 KRA Training PreK & Kindergarten Teachers Mrs. Baker, Asst. Superintendent; Mrs.Wildesen, Director of Elementary/MIddle School Ed.

Summer/Fall 2014 KRA Data

M.pk.1; M.k.1; M.1.1; M.2.1; M.3.1; M.3.2; M.4.1; M.4.2; M.5.1; M.5.2

Regular Meetings with Content Specialists

Content Specialists Mrs.Wildesen, Director of Elementary/MIddle School Ed.

Ongoing throughout school year

Benchmarks



Pupil Service

Area Finding Identified Needs Root CausesWithin Our Control


School Climate 1. Office referrals data was not valid due to inconsistent use of Office Referral forms2. Alternative Structure Placement increased from 36 in 2012 to 69 in 2013. (Although we went over our target of 60, we feel that the target is still a reasonable target to work toward.3. The number of suspensions remained the same at 2 in 2012 as in 2013.

PS.1 Continue to decrease office referrals and alternative structure placements.PS.2 Continue to maintain a low number of suspensions.PS.3 Continue to pursue strategies for decreasing male discipline issues.

• Improper social behavior• Behavior concerns in an

unstructured environment• Inconsistent use of Office

Referral forms

- Behavior issues of a few students

Student Attendance

Student AYP attendance maintained at approximately 94% in 2013-2014.

PS.4 Although we are maintaining an excellent standard in attendance, there is still a concern about absences, especially those in the unlawful category.

Habitual absences, both excused and unexcused.

Lack of parent involvement.

Parent Involvement

Data regarding the amount of days the volunteers worked in our school showed an increase from 317 days in 2012-2013 to 364 in 2013-2014.Although the number of days increased, this is attributable primarily to an increase in students/staff. There is still a need for volunteers for specific projects for teachers.

PS.5 Organizing and communicating opportunities for volunteering during the instructional day.PS.6 Documenting volunteer hours during evening/weekend hours

• Lack of communication to parents about volunteer opportunities

• Lack of documentation for evening/weekend volunteer hours

Inconsistent use of volunteer check-in booklet.Lack of time to properly coordinate volunteer



Pupil ServicesPriority Needs, Goals, Objectives, and Milestones

Priority Need(s):The needs should align with the needs assessmentPS.1 Continue to decrease office referrals and alternative structure placements.PS.2 Continue to maintain a low number of suspensions.PS.3 Continue to pursue strategies for decreasing male discipline issues.

PS.4 Although we are maintaining an excellent standard in attendance, there is still a concern about absences, especially those in the unlawful category.PS.5 Organizing and communicating opportunities for volunteering during the instructional day.PS.6 Documenting volunteer hours during evening/weekend hours


• To implement a positive and safe school environment by maintaining fewer than 40 office referrals, fewer than 60 Alternative Structure placements, and fewer than 5 suspensions.

• To maintain or exceed our AYP attendance rating of 94%.• To maintain or exceed parent volunteer days of 300.


Behavior Intervention 2.1.12a (09)On Time Graduation 1.1.46 (09)


School wide reform strategies:1. Develop positive behavior intervention strategies:• continue providing guidance to students who are potential alternative structure placements – this is done with the principal and/or Behavior Intervention

teacher• communicate behavior concerns with parents through the use of planners, phone calls, conferences, etc.• incorporate character ed. traits within our monthly pep assemblies and on morning announcements• character education activities will be implemented by the classroom teachers• conduct Second Step lessons to promote positive social behavior• recognize positive student behaviors daily such as: Gator Can participation, Classroom Helpers• recognize students chosen as Gator of the Month• continue using the STAR program and its surface management strategies such as: antiseptic bounce, proximity control, etc.• develop behavior plans for “at risk” students• use de-escalation strategies from CPI in an effort to prevent crisis situations.


2. Promote Excellent Attendance for All Students:• recognize students with monthly / yearly perfect attendance regularly• Recognize classrooms with highest percentage of attendance• send home a certificate and letter to students who were absent 5 days or less for the school year• display student names on a monthly perfect attendance board• contact parents of students who have 5 or more absences and/or 3 unlawful absences• continue sending official letters home to parents when students have been absent 8 days or more

3. Promote Parent / Community Involvement for All Families:• encourage families to attend PTG meetings by having student programs and forums on harassment, internet safety, Title I Program, etc.• invite parents to attend school activities such as: pep assemblies, plays, etc.• Pre-K and Kindergarten parents will attend a STAR and Second Step training during “Phase In” days at the beginning of the school year. This trainingwill familiarize them with the programs and how to incorporate the strategies at home.• maintain a family / community bulletin board• provide a “Back to School Night” prior to the opening of the school year• encourage parents to attend our first and second term parent conference sessions and book fair• encourage families to visit the school’s web site for information and event listings• distribute Judy Center activity calendars and other resources• update and utilize the parent directory of interests and talents• continue "Gator Night" (formerly Learning Links) ( Title I Parenting Program ) to promote community involvement and conduct topics suggested by parents• continue providing community services to our students through programs such as: Garrett Mentors, Mental Health, Dove Center, Judy Center, Warmthe Children, United Way, etc.• continue conducting PTG fundraisers and class field trips to keep parents involved in their child’s education• continue promoting the use of service learning hours for school activities• encourage parents to assist teachers in and out of the classrooms• participate in the “School to Careers” Program by allowing high school students to work in our classrooms• display “Gator Happenings” sign that relays upcoming events• send home monthly newsletters to communicate information to parents• encourage parents to utilize materials in the parent library


Formative• 1. Pre-K - 5: Was the number of office referrals less than 20, total number of alternative structure referrals less than 30 and 2 suspensions?• Was the average daily attendance at least 94.0% for the first semester?• Did the number of parent volunteer days total at least 150 for the first semester?

Summative• 2. Pre-K - 5: Was the number of office referrals less than 40, alternative structure referrals less than 60 and 5 suspensions?


• Was the average daily attendance at least 94.0% for the school year?• Did the number of parent volunteer days total at least 300 for the school year?






and Principals


PS.1-6 Kindergarten Conference PreK & Kindergarten Teachers Overlook Judy Center February 2015 Behavior/Time-Out Data

PS.1-6 CPI Training Members of CPI Teams Mrs. Gregory, Principal Fall, 2014 ASC Data/Behavior Data

PS.1-6 De-Escalation Strategies for full staff

All staff Mrs. Gregory, Principal January 2015 Behavior Data


HIGHLY QUALIFIED TEACHERS – COMPONENT 3

Teachers and Instruction by Highly Qualified Teachers

Instruction by Highly Qualified TeachersGradeLevel Classroom Teacher Number

Taught by HQTNumber of TeachersRated Satisfactory Years of Experience

PreK Denise HelbigSusan Lear

2 2 >16

Kindergarten

Mary Ann FriendAmy Azzi

2 2 >16

First Debbie PiperPatty Smith

2 2 >16

Second Susan HillenPaula Streets

2 2 >16

Third Patti ShreveBridget Corbin

2 2 >16/4-10/>16

Fourth Robyn NazelrodMelissa Pysell

2 2 >16/11-15

Fifth Dianne Dean-AndersonAmber MacauleyLaura Witt

3 3 >16

Instruction by Highly Qualified Teachers

Years of ExperienceContent Number of

Periods TaughtNumber Taught

By HQTPercent of Periods

Taught by HQT 0-3 4-10 11-15 16+

Mathematics

Social Studies

Foreign Language


Fine Arts

Describe the strategies used by the school to ensure instruction is delivered by highly qualified teachers:

1. The Human Resource Office, School Principal, and Elementary Director assign teachers to areas in which they are certified.2. Teachers are offered the state required reading courses for certification purposes as determined by need.3. Teachers are reimbursed for six hours of college classes per year to meet certification purposes.4. Tenured teachers are formally observed a minimum of once each semester of school year and evaluated yearly.5. Non-tenured teachers are formally observed a minimum of twice each semester and evaluated twice each year.6. Central office staff, principals and teachers from other schools complete an Instructional Walk Through every other year.7. Principal conducts daily "walk abouts" to ensure proper instruction, etc.8. Teachers display a daily "Today we will,..." agenda on their board that indicates the plans for the day.9. The Intranet system is used as a communication tool to inform teachers of upcoming events and instructional issues.


HIGH-QUALITY HIGHLY QUALIFIED TEACHERS TO HIGH-NEED SCHOOLS - COMPONENT 5

Strategies to attract high-quality highly qualified teachers to high-need schools:Describe the strategies used by the school to attract high-quality highly qualified teachers to high-need schools

• Garrett County is within close proximity to several universities, such as Frostburg State University, West Virginia University and Fairmont State University. This gives the county a large pool of applicants who are willing to work here.

• Due to Garrett County’s geographic area and being a four-season resort, we are able to attract experienced employees seeking teaching positions. We start these employees on a scale based on the candidate’s experience.

• The Human Resource Director and principals attend job fairs at nearby universities to attract new employees and share attributes of our school system.• Garrett County is known for being one of the top counties in the State of Maryland for maintaining a high ratio of highly qualified teachers.• Garrett County offers a salary stipend for National Board Certification.• Garrett County provides a mentor/mentee program for newly hired teachers during their tenure period.• Garrett County provides tuition reimbursement for continuing education and graduate level university credit.

Additional Strategies:n/a


PARENTAL INVOLVEMENT – COMPONENT 6

Strategies to increase parental involvement:Include strategies to promote effective parental involvement in the school

Strategies to increase/promote effective parental involvement Person(s) Responsible TimelineMaintain a resource directory to identify the available time and talents of parents and other volunteers to assist teachers and school staff throughout the school year.

Parent Involvement Action Team Fall 2014

Encourage families to attend PTG meetings by conducting student programs and topics such as: harassment/bullying, STAR program, Second Step Program, Title I, etc.

Principal and other staff as needed During specified PTG meeting months

Maintain a family/community bulletin board, school happenings sign, and monthly newsletter to display events.

Principal and Volunteers monthly

Encourage families to visit the school's website Principal Monthly

Distribute Judy Center/Title I activity calendars and other resources. Conduct Judy Center sponsored assemblies such as community walk, multicultural and music appreciation activities

Judy Center Staff, PreK and Kindergarten teachers

Monthly/As appropriate

Continue Gator Nights to promote community involvement and conduct parent suggested topics

School Staff Approximately 4 sessions per year

Continue providing community services to our students through Garrett Mentors, Mental Health, Dove Center, Judy Center, Warm the Children, United Way, etc.

Guidance Counselor and Community Agencies

Yearly

Encourage parents to assist teachers in the classrooms and communicate via student planners

Teachers Ongoing throughout the school year

Encourage parents to attend: an evening parent-teacher conference session for first and second grading terms, Back to School Night prior to the beginning of the school year, monthly PTG meetings with student performances and PTG sponsored fundraisers, jjPreK and Kindergarten registration and transition meetings from Head Start, parent training on STAR and Second Step, book fair, classroom partiess such as Christmas, Valentines Day, Birthday

Teachers & Principal Ongoing throughout the school year

Create kid-friendly flyer/handout for distribution well in advance of any activities and make classroom teachers aware of the event in order to promote and build interest.

Teachers & Principal As needed

NCLB Section 1116(a)(1)(D) The LEA shall review the effectiveness of the actions and activities the schools are carrying out with respect to parental involvement, professional development, and other activities assisted under this part.


What evaluation will determine the effectiveness of these activities?

Documentation of parent attendance at meetings and school events, written comments from parents on activities, volunteer hours within the school. A climate survey is completed periodically for parent feedback on our programs.

Did volunteer hours increase from the previous year?

Documented volunteer hours did not increase from previous. However, volunteer hours for evening and weekend work was not properly documented.


Describe how the school will provide written notice about the identification to parents of each student enrolled.

Written notification to parentsHow was the information

provided to parents?(Specify certified mail, posters, newspaper, etc.)

Timeline

Written notification on school letterhead Sent home with students As needed

Written notification in School Newsletter Sent home with students As needed/Monthly

Written notification publicly School Website As needed

Written notification publicly School Announcement board and bulletin board

As needed

Separate flyer for Parent Involvement events as needed Sent home with students As needed


TRANSITION – COMPONENT 7

Plans for assisting students in the transition from elementary school to middle school programs and from middle school to high school programs:

1. Transition meetings are held at the beginning of the school year. Head Start Staff located at the Judy Center, Oakland Center and other public school centers sharetransition plans on incoming Pre-Kindergarten and Kindergarten students. Head Start students who will be attending our school in the following school yearattend Judy Center sponsored assemblies, have lunch for one day in our cafeteria and attend one of our character education pep assemblies.

2. A modified schedule is developed for incoming Pre-Kindergarten and Kindergarten students over the first 2 –3 days of school. Parents accompany their child on theirfirst day of school. They attend an orientation meeting during the morning hours and have lunch in our cafeteria. During their orientation, the parent and childmeet with the classroom teacher and receive information regarding classroom procedures and instructional expectations for the school year, learn about a STARprogram and services of the Overlook Judy Center. Groups of 7-10 students and their parents attend the orientation sessions.

3. Summer Camps, sponsored by the Judy Center, are held at the school for Pre-Kindergarten and Kindergarten students to acquaint them with the school’senvironment, teachers, their peers and the instructional program. This occurs in early August.

4. Two - three assemblies are held each school year for Pre-Kindergarten and Kindergarten students. These assemblies are sponsored by the Judy Center and includetopics such as community helpers, music appreciation, zoo babies and a multicultural program/activity.

5. Transition meetings are held for each grade at the end of the school year for teachers to share strengths and weakness of students. Pre-Kindergarten meets withKindergarten staff, Kindergarten staff meets with First Grade staff, First Grade staff meets with Second Grade staff, etc.

6. Special Education and 504 transition meetings are held by the school’s IEP team with the parent(s) and the middle school’s PPW to plan student’s academic programfor sixth grade.

7. Our fifth grade teachers complete matriculation / academic cards that assist the middle school staff in placing incoming sixth graders from the elementary schools.

8. Fifth grade students tour the middle school and participate in a summer session that allows them to receive their locker combination and schedule.

9. Teacher Collaboration meeting are held during the school year in conjunction with the Judy Center and Head Start agencies.

10. Hickory Camp for transition to middle school


MEASURES TO INCLUDE TEACHERS IN DECISIONS REGARDING THE USE OF ACADEMIC ASSESSMENTS – COMPONENT 8

In order to provide information on, and to improve, the achievement of individual students and the overall instructional program.:

1. A needs assessment survey is completed at the end of each school year to plan for future staff development sessions.2. Committee meetings are held bi-monthly to implement character education activities/assemblies, habitat lessons and school wide projects, create parent involvementactivities.3. Staff meetings are held regularly to discuss upcoming events and present staff development information from previously attended workshops.4. Grade level team meetings are held as needed to discuss student progress on County Benchmark Assessments, plan instructional modifications, and analyze assessmentdata.5. The School Improvement Team, consisting of teachers and parents, meets at the beginning of the year to evaluate data and develop a working plan to enhanceinstruction. They also meet to determine the upcoming school budget.6. Teachers have an opportunity to provide input on major curricular decisions.7. Teachers are encouraged to participate in a variety of staff development activities during the school year and summer months.8. Teachers are given guidelines for “what to teach” with flexibility in “how to teach” allowing them to apply their professional expertise.9. Professional Learning Communities (PLCs)10. Professional Collaboration and Vertical Team Collaboration


ADDITIONAL ASSISTANCE TO STUDENTS AND EXTENDED LEARNING ACTIVITIES – COMPONENT 9

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.

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 ensureproficient or advanced levels

are metMeasures of Effectiveness Timeline

Grades 2 - 5 Academic Intervention Student Growth Winter/Spring 2014-2015

NCLB Section 1116(a)(1)(D) The LEA shall review the effectiveness of the actions and activities the schools are carrying out with respect to parental involvement, professional development, and other activities assisted under this part.

What evaluation will determine the effectiveness of these activities?

n/a


COORDINATION AND INTEGRATION OF FEDERAL, STATE, AND LOCAL SERVICES AND PROGRAMS – COMPONENT 10

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

Yough Glades Elementary School is allotted $

1. Salary and Fixed Charges for 3.9 teachers: $

2. Community Service - 2013-2014 Parenting Program entitled "Gator Night"Salary - 54 hours @ $25 per hour - $Fixed Charges $1Supplies & Materials $Bus $300.00

Total for Parenting Program $

Gator Night (formerly Learning links) is an after school program that is offered to our students and their families. This program provides an opportunity for families to create their agendas based on their interest. Previous topics include internet safety, homework help, activities involving the currently used math series, making crafts for local agencies, etc. A survey is sent home to families giving them the opportunity to share their requests for topics shared during our Parent Involvement Program.

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