PRINCESS ANNE ELEMENTARY SCHOOL

 

TITLE ONE SCHOOLWIDE SCHOOL

Coalition of Essential Schools Fully Affirmed School

Exemplary PBIS School

MCCE School of the Year

MCAN01231_0000[1]MCAN01231_0000[1]

2017-2018

School Improvement Plan

2017-2018

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

School Climate…………………………………………………………………………………………Section 2

Reading………………………………………………………………………………………………...Section 3

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 2017-2018

Subgroups

2013-3014

2014-2015

2015-2016

2016-2017

2017-2018

Males

223

247

202

220

200

Females

206

233

191

198

175

American Indian

0

0

4

4

0

Asian/Pacific Islander

12

7

8

9

0

African American

245

283

238

255

247

White (not Hispanic)

109

111

87

78

79

Hispanic

37

39

22

34

20

Multi-Racial

26

37

31

33

23

Total Number of Students

429

480

393

418

375

Attendance

Grade Level

Sept. 2017

Oct. 2017

Nov. 2017

Dec.

 2017

Jan. 2018

Feb.

2018

 Mar.  2018

Apr. 2018

May 2018

June 2018

Pre-K

96.2%

94.4%

K

94.8%

94.3%

1st Grade

97.5%

95.9%

Total All grades

96.2%

94.9%

Master Schedule

2017-2018

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

Specials Schedule

Revisions to School Improvement Plan

Description

Date

Updated Professional Development

Nov. 2017

Updated schedule, staff members, SIT committee groups for 2017-2018 school year

Sept. 2017

Updated Reading Strategies

Nov. 2017

Updated Reading Data

Nov. 2017

Updated Math Strategies

Nov. 2017

Updated Math/Science Benchmark Data

Nov. 2017

Updated Parent Involvement Strategies

Nov. 2017

Updated School Climate Data

Nov. 2017

Updated Attendance

Nov. 2017

Updated Transition Plan

Nov. 2017

Updated Professional Development Plan

Nov. 2017

Update of Highly Qualified Teachers

Nov. 2017

Update Additional Assistance

Nov. 2017

Updated Budget

Nov. 2017

Update of Parent Involvement Policy

Nov. 2017

Update of SCPS Parent Involvement Policy 800-11

Sept. 2017

Update of SCPS Parent Involvement Complaint Policy 800-12

Sept. 2017

Partners in Learning Compact

Sept. 2017

SIT Committees 2017-2018

Session 1 (4:45-5:20)

SIT Committees

 

Reading

Science

Technology

Parent Involvement

*Annette Waggoner

Kelly McLaughlin

Courtney Dryden

Jessica Dryden

Taylar Mowery

Linda Viens

Michelle Bradford

Barbara Hicks

Joan  Hill Dashiell

Nicole Andrews

Robin McColligan

Bonnic Bishop

Malika James

 

*Nan Harrison

*Debbie Whitney

Kelly Taylor

Mary Kate Moore

Cam Davis

Mary Ellen Willey

Paula Tucker

 

 

*Kristen Davis

Beth Mayson

Cody Rausch

John Nelson

Kelly Crockett

Christina Truitt

Shannon Holland

Lisa Collins

Jen Bennett

Julie Dykes

 

 

*Christa Taylor

Stephanie Tawes

George Klein

Marc Sevigny

Jennifer Hoffman

Sarah Mason

Jill Klaverweiden

Megan Miller

Leigh Widdowson

Vick McLeod

Thelma Douglas

 Sarah Perdue

 

 

*Chair

Session 2 (5:25-6:00)

 

Math

PBIS

Wellness

*Annette Waggoner

Christina Truitt

Leigh Widdowson

Sarah Mason

Kristen Davis

Megan Miller

Jill Klaverweiden

Shannon Holland

Kelly Taylor

Mary Kate Moore

Kelly Crockett

Marc Sevigny

Mary Ellen Willey

Paula Tucker

Jennifer Hoffman

 

*George Klein

Vicki McLeod

Michelle Bradford

Taylar Mowery

Jen Bennett

Thelma Douglas

Cody Rausch

Debbie Whitney

Nan Harrison

Barbara Hicks

Nicole Andrews

Beth Mayson

Lisa Collins

Bonnie Bishop

 

 

 

*John Nelson

*Sarah Perdue

Christa Taylor

Kelly McLaughlin

Jessica Dryden

Courtney Dryden

Joan Hill-Dashiell

Linda Viens

Malika James

Robin McColligan

Julie Dykes

Cam Davis

 Joan Hill- Dashiell

 

 

 

 

 

 

Parents

SCHOOL CLIMATE

Area

Findings

Identified Needs

Factors contributing to Root Causes

Root Causes

Discipline Data

Attendance Data:

*The top reasons for referrals are highlighted in red

*   ____ Students have generated the ___ Referrals for the 2017-2018 school year

Infractions/ Number of Referrals

018

Class cutting

Alcohol

Other Weapons

Phy Att-Teacher

6

Phy Att-Student

2

Verbal Threat-Teacher

Verbal Threat-Student

Fighting

8

Bullying

Disrespect

1

Insubordination

Harassment

Classroom Disruption

8

Inciting disturbance

Theft

Vandalism

1

Refusal to obey

TOTAL

Q1

Q2

Q3

Q4

Pk

K

1

*The totals represent the total number of absences per grade level

*The total accounts for less than 1% of the student population per grade level

-The priority needs groups were

 

-Parent participation in SIT, PTO and volunteers involved in activities

-Mentors and positive role models

-Continue tracking

-Our overall student attendance for 2017-2018 so far is %.

Overall PAE meets the requirement under NCLB for student attendance.

-Lack of knowledge and skills on how to express negative feelings

-Single parent homes, no parent supervision, support and guidance

-Lack of parental involvement

-Not academically challenged

-Students’ young age

-Increased incidence of illness

-Parents lack grade level content, expectations, and strategies to help their children.

-Students lack the ways to cope with negative situations.

-Lack of social skills

-Lack of engaging lessons

-Motivation to come to school

Total Number of Referrals by Infraction Monthly 2017-2018

Infraction Type

August

September

October

November

December

January

February

March

April

May

June

YTD

Refusal to Obey

Theft

Insubordination

Physical Attack/Teacher

Physical Attack/Student

Disturbance

Class Disruption

Disrespect

Bullying & Harassment

Threat Teacher

Threat Students

Fighting

Vandalism

Other Weapons

Total

# of Students Generating Referrals

Teacher Attendance 2017-2018 PAES

Grade Level- Pre-K

Teachers:

Viens

Crockett

Sevigny

Hill-Dashiell

Willey

Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

March

April

May

June

Sick

 

 

 

 

 

 

 

 

 

 

 

Personal

 

 

 

 

 

 

 

 

 

 

 

Prof out of County

 

 

 

 

 

 

 

 

 

 

 

Family Illness

 

 

 

 

 

 

 

 

 

 

 

Sick-FMLA

 

 

 

 

 

 

 

 

Dock

 

 

 

 

 

 

 

 

Totals

 

 

 

 

 

 

 

 

Grade Level- K

Teachers:

Holland

K. Taylor

Mowery

Klaverweiden

Moore

Hicks

 

Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

March

April

May

June

Sick

 

 

 

 

 

 

 

 

Personal

 

 

 

 

 

 

 

 

Prof out of County

 

 

 

 

 

 

 

 

Family Illness

 

 

 

 

 

 

 

 

Sick-FMLA

 

 

 

 

 

 

 

 

Dock

 

 

 

 

 

 

 

 

Totals

 

 

 

 

 

 

 

 

 

Grade Level 1st

Teachers:

Harrison

McLaughlin

Linamen

J. Dryden

C. Dryden

Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

March

April

May

Sick

 

 

 

 

 

 

Personal

 

 

 

 

 

 

Prof out of County

 

 

 

 

 

 

Family Illness

 

 

 

 

 

 

Sick-FMLA

 

 

 

 

 

 

Dock

 

 

 

 

 

 

Totals

 

 

 

 

 

 

Grade Level: Other/SPED

Teachers

Widdowson

Jen Bennett

Bradford (int.)

Waggoner (IF)

 

Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

March

April

May

June

Sick

 

 

 

 

 

 

 

Personal

 

 

 

 

 

 

 

Prof out of County

 

 

 

 

 

 

 

Illness Family

 

 

 

 

 

 

 

Sick-FMLA

 

 

 

 

 

 

 

Dock

 

 

 

 

 

 

 

Totals

 

 

 

 

 

 

 

NEEDS ASSESSMENT

Priority Needs, Goals, Objectives, and Milestones

African Americans

Males

The School Climate Committee:

 1. The Discipline Team will track our red/yellow zone students and meet with grade level teams to present data and assist with these students.

 2. The Leadership team will track African American Males that are high flyers.

 3. Priority needs groups will be assigned mentors.

 4. Class Disruption, Refusal to Obey, Insubordination, and Disrespect will decrease by 20%.

School Climate Goals: 

  • Class Disruption will decrease by 20% as compared to the previous school year.
  • Fighting will decrease by 20% as compared to the previous school year.
  • Physical Attack to students will decrease by 20% as compared to the previous school year.
  • Bullying and harassment issues will decrease by 2 incidents as compared to the previous school year.
  • Increase the number of staff members who miss between 0-5 personal/sick days per year.

Strategies and Activities:  School Climate

School Climate  (Component 2)

Strategies/Activities

Person(s) Responsible

Timeline

Evaluation

Funding

Increase communication of community-based organizations and agencies providing services that deal with parenting, discipline, development, behavioral issues and other character development and conflict resolution skills.

Principal;

LSS;

Family Inv. Comm.;

Sept. 2017-

June 2018

Artifacts:

 Copies of flyers, notices, etc.

 

Partner with local and state organizations and agencies to provide workshops/training/services that deal with parenting, discipline, development, behavioral issues and other character development and conflict resolution skills.

Principal;

LSS;

Family Involvement & PBIS Committees

Sept. 2017-

June 2018

SANE; Artifacts; Pictures/video

Actively and personally invite parent/family members of students to participate in/attend PBIS, Character Development, and other behavior management-related conferences, workshops, etc. offered in and out of county.

Principal;

Teachers;

Fam. Inv. Comm.;

PBIS Comm.

Sept. 2017-

June 2018

SANE; Artifacts; Pictures/video

Offer alternatives to in-school conferences with families of students with behavioral issues, including:

  • Home visits
  • Neutral locations in the community (café, library, church hall, etc.)

Principal;

Assistant Principal;

Guidance Counselor;

LSS;

Sept. 2017-

June 2018

SANE; Artifacts

 Revise make-up and schedule of Discipline Team to:

  • Meet weekly
  • Discuss student behavioral issues – not necessarily upon receipt of referrals, but as minor issues arise in order to prevent more chronic problems
  • Report out to appropriate classroom teachers regarding student behaviors and plans/strategies discussed/devised

Principal;

Assistant Principal;

Learning Support Spec.

Sept. 2017-

June 2018

SANE; Artifacts, student referral data

Teach  students to use Mindfulness strategies to help students become aware of anxious or angry feelings and how to use breathing activities to calm themselves.  

Principal

Assistant Principal

LSS;

Guidance Counselor; Mindfulness

Sept. 2017-

June 2018

SANE; Artifacts; student referral & academic data; participant/leader reflections

Continue to integrate Character Education lessons to every student, focusing on issues of respect, responsibility, safety and preparedness.

Character Education

Christa Taylor

 Classroom Teacher

Sept. 2017-

June 2018

Lesson Plans; Pre & Post Year School Climate Surveys; student referral data; artifacts

Develop individualized behavior/discipline plans for students with chronic behavior problems.

Principal;

Assistant Principal;

Guidance Counselor;

LSS;

Classroom Teachers

Parents

Sept. 2017-

June 2018

SANE; Artifacts, student referral data

Learning Support Team or representative to meet with staff in small groups to review LST referral process for students who exhibit chronic behavior, academic or other problems/issues

LSS

Sept. 2017-

June 2018

SANE

Identification members of a behavior support team for swift response to address students who exhibit chronic behavior problems

Assistant Principal;

LSS; guidance counselor; principal

Sept. 2017-

June 2018

SANE

Increase ratio of positive to negative behavioral communications between school and families to at least 3:1

Principal;

Assistant Principal;

Classroom & Specials teachers;

Other Staff

Artifacts:

  • Parent contact log (PowerSchool Log Entries)
  • Carbon copy of notes/comm.
  • Photocopy of student. agenda pages

Plan weekly PBIS incentives to give students more motivation to improve behavior.

Classroom Teachers with approval from Principal /Assistant Principal

SANE; Artifacts

In an effort to recognize and reward good student behavior  students will be given coins to use in the prize machines.

Staff

SANE

IEP Clerk/School Counselor sends home attendance letters for students missing more than 3 unexcused days.

IEP Clerk

Counselor

Principal

Copies of Letters

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

 

KRA

ELA

Data begins on pg.

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.

1C. Language Barrier

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

3D.Teachers not using effective all-pupil-response techniques to engage all students

3E. Not participating in activities due to low self- esteem because reading materials are challenging.

4A. Few incentives to promote good student attendance.  

1. Lack of Parent Involvement

2. Teachers un able to provide effective foundational activities due to time restrictions.

3. Low Student Engagement

4. Tardiness and poor attendance

Unit Assessments

Kindergarten

Unit 1

Subgroups

% Met

All

87%        101/116

African-American

88%            60/68

Caucasian

88%           30/34

Hispanic

50%              2/4

Multi-Race

 88%             7/8  

Asian

100%            2/2

American Indian

NA

Hawaiian Pacific-Islander

NA

SWD

88%            7/8

LEP

88%           7/8

ED

87%        78/90

FIT

NA

Kindergarten

Unit 2

Subgroups

% Met

All

95%        114/120

African-American

98%            70/71

Caucasian

91%           32/35

Hispanic

75%              3/4

Multi-Race

 88%             7/8  

Asian

100%            2/2

American Indian

NA

Hawaiian Pacific-Islander

NA

SWD

88%            7/8

LEP

88%           7/8

ED

94%        88/94

FIT

NA

First Grade

Unit 1

Subgroups

% Met

All

99%        122/125

African-American

98%            86/87

Caucasian

100%           18/18

Hispanic

100%              9/9

Multi-Race

 100%             7/7

Asian

100%            2/2

American Indian

NA

Hawaiian Pacific-Islander

NA

SWD

100%             6/6

LEP

100%           14/14

ED

99%        103/104

FIT

100%                1/1

Priority Needs, Goals, Objectives, and Milestones

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,

K- every 3 weeks

1st- every 6 weeks

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. 2017-June 2018

Lesson Plans

Intervention Schedule

Remediation from CFIP

Walk-Throughs

     

 

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

Sept. 2017-June 2018

Lesson Plans

Walk-Throughs

Provide at least one author/novel study per grade level per year. Factor 2A, 2B

Media Specialist

Sept. 2017-June 2018

Lesson Plans, , Pictures, Portfolios,

Teacher Reflection

Walk-Throughs

Copy paper

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

Sept. 2017-June 2018

SANE,

Pictures

Walk-Throughs

Funding available upon request for materials to

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

Sept. 2017-June 2018

Pictures,

Library Inventory

Walk-Throughs

TFK (First Grade)

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

Sept. 2017-June 2018

Lesson Plans

Formal/Informal Observations

Walk-Throughs

Copy paper

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

Sept. 2017-June 2018

School/Class Artifacts

Assess. Results

Walk-Throughs

Copy Paper

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

Sept. 2017-June 2018

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

Sept. 2017-June 2018

SANE

Technology

Copy Paper

Field trips to build background and provide experiences Factor 2A, 3A

Teachers

Sept. 2017-June 2018

Program  

 Lesson Plans

Use of Special Education staff members to provide additional support for identified students. Factor 2A,2B, 2C

SPED staff

Sept. 2017-June 2018

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

Sept. 2017-June 2018

         

SANE

Cost for paper

Reading Incentives Factor 2A, 2B, 2C,  2D, 3A

Hit the Books (K-1)

Scholastic Book Clubs

Teachers

Reading Coach

Sept. 2017-June 2018

Participation log sheets

Copy paper

Family Reading Night  Factor 1A, 1B, 2A, 2B, 2C, 3A

Reading Coach, Teachers, Principal

 TBA

SANE

Teachers will incorporate various websites and technology tools during instruction to promote student engagement and higher leveled thinking.  Factor: 2A, 2C, 3A, 3B

Teachers

Sept. 2017-June 2018

Lesson Plans   Newsletters

Parents will receive information on helpful/useful websites to help their students with various reading on newsletters and at 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

MATH

NEEDS ASSESSMENT for Math

Component 1 – Student Data

NEEDS ASSESSMENT

Core subject

Assessment Used

 

Assessment data Profile by Grade

Identified needs

(include gender and subgroup gaps)

Factors Contributing to the Root Causes

Root Causes

MATH

Pre

diagnostic test

Post

diagnostic test

Math Modules

 

 

 LOCAL ASSESSMENTS

Kindergarten

% Met

All

AA

C

H

Multi-Race

Asian

PI

SWD

ED

LEP

FIT

Pre

-

Post

-

Mod 1

 -

Mod 2

-

Mod 3

0

Mod 4

100

Mod 5

-

Mod 6

-

Mod 7

-

Mod 8

-

Mod 9

-

Mod 10

-

Mod 11

-

Mod 12

-

 

 1st Grade

% Met

All

AA

C

H

Multi-Race

Asian

PI

SWD

ED

LEP

FIT

Pre

0

Mid

-

Post

-

Mod 1

 100

Mod 2

-

Mod 3

100

Mod 4

100

Mod 5

100

Mod 6

100

Mod

7

-

Mod

8

-

Mod 9

-

Mod 10

 -

Mod 11

-

Mod 12

-

Sub Group Key:

AA- African American

C- Caucasian

H- Hispanic

PI- Pacific Islander/Hawaiian

SWD- Student With Disability

ED- Economically Disadvantaged

LEP- Limited English Proficiency

FIT- Family In Transition

Grades 3-5 (all students) need to make improvements on the PARCC assessment.  Level 4 and 5 are considered meeting and exceeding the test expectations.

 

 

-Only one student (K) in the entire school passed the Pre-diagnostic assessment.

1A.  The curriculum (CCSS) is more rigorous and fast pace and expects students to have mastery of previous skills.

 

1B.Parents lack understanding of the curriculum because it’s not taught the algorithmic way.

 

 

2. Students are lacking number sense.

 

 

3A. Students’ inability to problem-solve, solve multi-step problems and identifying which operation to use.

 

3B. Students have poor reading skills that makes it difficult to solve multi-step problems.

 

 

4. Students miss out on instruction delivered by classroom teachers.

 

 

5.Early childhood students are not prepared for Kindergarten.

1. Parent participation at academic events such as parent conferences, Reading,  and Math nights are low.

 

 

 

 

 

 

 

 

 

 

2.   Low student engagement, students lack motivation.

 

3.  No formal math intervention provided to struggling math students

 

 

 

 

 

 

 

 

 

4.  Tardiness and poor student  attendance

 

 

 

 

5. PreK is not a requirement and more than half the students in Kindergarten did not attend a full day PreK or a structured academic program at all.

 

 

NEEDS ASSESSMENT

Priority Needs, Goals, Objectives, and Milestones

List the Math Priority Need(s): 

K-1st

  1. Based on pre-test data, students in all grade levels will need to increase to minimal 35% by mid-year and 70% or better by their post-test assessment given in May.
  2. Students are able to apply skills and concepts to real-world application.
  3. Daily activities will be implemented to develop and enhance number sense.

Math Goals: 

  • 80% of all students will be benchmark or above on the Common Core Post-test.
  • 80% of students will score 70% or better on modules.
  • ELA- 80% of PK students will attain level 3 by the end of the school year.

Strategies and Activities:  Math

Math Strategies/Activities  (Component 2)

Strategies/Activities

Person(s) Responsible

Timeline

Evaluation

Funding

Provide students with 90 minutes of math instruction in 1st grade and 60 minutes of instruction in Kindergarten.   Highly qualified Teachers and paraprofessionals  will be assigned to math classes to provide additional support to the students and teachers during instruction.  

Root Cause 2

Classroom Teachers

Daily

Master Schedule

No funding needed

Pre-K is all day and is scheduled for 60 minutes of math instruction each day.

Root Causes 2, 5

Classroom Teachers

Daily

Master Schedule

No funding needed

Instructional Facilitator will collect CFIP data from check-up assessments (modules) every three weeks:  plan responses to identified patterns of student performance through regularly scheduled team meetings.  Factors 3A, 3B

Teachers

Instructional Facilitator

Sept. 2017-June 2018

CFIP Binders

No funding needed

Address the needs of struggling students through flex groups, designed to meet their individual needs.

Factor 3A

Teachers,

Sp.Ed. Teachers

Sept. 2017-June 2018

Lesson Plans

Walk Through Data Observations

No funding needed

Address the needs of all students, grades PK-1st, with a self-paced, independent, math instruction through the use of Exact Math and other math related centers.

 Factor 3B

Teachers

Sept. 2017-June 2018

Study Island Reports/info. From math meetings

Purchase math manipulatives to develop conceptual understanding of common core concepts for classroom instruction.  Utilize graphic organizers to reinforce math concepts. Factor 3B

Paraprofessionals, Teachers

Sept. 2017-June 2018

Observation

Lesson Plans

Walk-Through Data

Integrate the Common Core Curriculum, real-life applications; implement the eight math practices in addition to STEM related projects to integrate math and science concepts.

Factors 2, 3A, 3B

Teachers

Sept. 2017-June 2018

Observation

Lesson Plans

Walk-Through Data

Utilize math journals and Quick Writes to increase students’ ability to communicate mathematically using math terminology and justification of solutions.

Factor 3B

Teachers

Sept. 2017-June 2018

Artifact from journal

Lesson Plan reflecting use

Choose both formal and informal assessments to measure student achievement

Examples:  quizzes, module tests, homework, hands-on activities, unit tests, and other products. Factor 3B

Classroom Teachers

Sept. 2017-June 2018

School/Class Artifacts

Funds for copy paper

($348.58)

Each classroom teacher is provided with student's’ IEP goals, objectives and accommodations to be implemented in classroom instruction.  Factor 3B

SPED Staff

Classroom Teachers

Sept. 2017-June 2018

Artifacts

No funds needed

SPED Teachers attend team meetings to provide strategies for special education students.  

Factors 1, 2, 3

SPED Staff

Sept. 2017-June 2018

SANE

No funds needed

Use data from IEP Quarterly Progress notes to monitor Special Education students in IEP meetings. Factors 2, 3A

SPED Staff

Sept. 2017-June 2018

SANE

No funding needed

Utilize spiral reviews/warm ups to review earlier concepts taught.  Factors 3A, 3B

Classroom Teachers

Sept. 2017-June 2018

Artifacts

Plan and implement at least one Family Math Night for all grade levels. Parents will be given the opportunity to learn new skills and strategies to help their child with the new math curriculum. Apply math to real world application by holding Math Night at McDonalds. Factors 4A, 4B, Root Cause 1

Teachers, Instructional Facilitator, Principal

TBA

SANE

Pictures

Handouts

Funding upon request

Increase use of place value models in the younger grades. Factor 2

Classroom Teachers

Sept. 2017-June 2018

Lesson plans

No funding needed

Students needing extra help in math will be placed in flex groups, use Exact Math, and receive math remediation/intervention..   Factors 2, 3A, 3B

Intervention teacher

Classroom teacher

Sept. 2017-June 2018

Intervention Schedule

Funding for Math Seeds

Teachers will use the CFIP process during math instructional meetings to monitor all students in the classroom and provide them with enrichment or remediation. Factors 3A, 3B, Root Cause 3

Instructional Facilitator

Classroom teacher

Sept. 2017-June 2018

Math Minutes

No funding needed

Consistent use of problem solving strategies across all grade levels.  Factors 2, 3A, 3B

Classroom Teachers

Sept. 2017-June 2018

Student Work CFIP meetings

No funding needed

Provide opportunities for parents to come to school and interact academically with their children.  

Root Cause 1

Principal

Support staff

Sept. 2017-June 2018

SANE

No funding needed

Create anchor charts to display in classrooms that reinforce skills and concepts being taught during math instruction.

Factors 3A, 3B

Teachers

Sept. 2017-June 2018

Artifacts

Funding to purchase paper, lamination ($289.50), and ink ($428.34) for Poster Maker

Recognize students quarterly for perfect and excellent attendance.  Root Cause 1

Principal, Assistant Principal, LSS

Sept. 2017-June 2018

SANE

No funding needed

Use math picture books to help teach real world concepts.

Factors 2, 3B, Root Cause 2

Teachers

Sept. 2017-June 2018

Lesson plans

Funding for purchase of math picture books

Provide intervention for kindergarten students.

Factors 1A, 2, 5, Root Cause 3, 5

Intervention Teacher

Instructional Facilitator

Special Ed Teacher

Sept. 2017-June 2018

Attendance Sheets

No funding needed

http://www.worddraw.com/images/science-class-clipart.jpg

STUDENT DATA:  Science

Assessment Used

Assessment Data Profile by Grade

Identified Needs

(include gender and subgroup gaps)

Root Causes

Factors Contributing to the Root Causes

Data shows the percent of students who scored above 70% for each Science Benchmark per grade level.

1st

2nd

Earth

Physical

Life

Data shows the class average for each Science Benchmark per grade level.

1st

2nd

3rd

4th

5th

Earth

84%

55%

69%

59%

75%

Physical

58%

75%

84%

73%

86%

Life

88%

78%

63%

80%

82%

*This is the first year we have given these Benchmark Assessments.

None

1A. Parents’ apprehension due to personal past negative experiences.

1B. Few opportunities for real-life applications at home.

2A. Less importance placed on science education.

2B. Science instruction is only 50 minutes.  Some teachers alternate teaching science/Social Studies.  

2C. Few opportunities for real-life applications at school.

3. Few incentives to motivate students.

4. Lack of student-led discovery.

1. Lack of Parent Involvement

 

2. Lack of background knowledge

 

3. Low student engagement

 

4. Inability to problem-solve

2015 MSA Data

Advanced- 7.5% (4/53 students)

Proficient- 54.7% (29/53 students)

Basic- 37.7% (20/53 students)

-% of students Scoring proficient or advanced by subgroup:

African Am.- 53.5%

White- 77.8%

All females- 60.8%

All males- 63.7%

Same as above

Same as above

NEEDS ASSESSMENT

Priority Needs, Goals, Objectives, and Milestones

List the Science Priority Need(s): 

  1. Create a Stem-centric school environment by teaching at least 2 STEM lessons, implementing problem and project based learning, adapting lessons to show STEM pedagogy and engineering practices, and focus on STEM careers to bring real-world relevance to science topics.

Strategies and Activities:  Science

Science Strategies/Activities  (Component 2)

Strategies/Activities

Person(s) Responsible

Timeline

Evaluation

Funding

Provide Kindergarten with a minimum of 30 minutes of science instruction . Students in first through fifth get 50 minutes of Science instruction.

Factors 2A, 2B

Classroom Teachers

Daily

Master Schedule

No funding needed

Fully implement the Next Generation Science Standards in grades K-5. Factors 2A, 4

Teachers

Principal

Facilitator

August 29, 2016 – June 14, 2017

Observation

Lesson Plans

Funding for copies

Integrate STEM-centric school environmental teaching & real-life applications   Implement STEM projects in all grades including Engineering is Elementary Units and two Project Lead the Way Units.

Implement a STEM Night and participate in the County Wide STEM Night..

Factors 1A, 2A, 2C, 3, 4

Classroom Teachers

August 29, 2016 – June 14, 2017

Observation

Lesson Plans

STEM Grant

Choose both formal and informal assessments to measure student achievement

Focus on performance-based assessments

Examples:  quizzes, chapter test, homework, hands-on activities, unit tests, other products.

Each grade level will also be giving three Unit test through Unify.

Factor 2A, 3B

Classroom Teachers

August 29, 2016 – June 14, 2017

School/Class Artifacts

Funding for copy paper

All teachers are provided with student's IEP goals and objectives as well as accommodations.

Root Cause 4

SPED Staff

August 29, 2016 – June 14, 2017

Teacher copies of IEP goals, objectives and accommodations.

No Funding Needed

Incorporate reading and math strategies into science curriculum to prepare students for the science MSA in grade 5.

Factors 2A, 3, 4

Teachers

August 29, 2016 – June 14, 2017

Observations

Lesson Plans

No funding needed

Utilize hands-on science activities incorporating the scientific process as well as STEM related projects.

Factors 3, 4, Root Causes 3, 4

Teachers

August 29, 2016 – June 14, 2017

Google Doc

Upon teacher request for materials

(Quill- $213.98)

Use Discovery Education Science  into lessons,  in order to build background knowledge. Factors 2C, 4

Teachers

August 29, 2016 – June 14, 2017

Observations

Lesson Plans

No funding needed

Teaching and implementing the Engineering and Design Process into Science.

Factors 2C, 4

Teachers

August 29, 2016 – June 14, 2017

Observations

Lesson Plans

No funding needed

Using and teaching the EIE kits Kindergarten, 3rd, and 5th grade have two each and 1st, 2nd, and 4th honal ave one. Factors 2C, 4, Root Causes 2, 3, 4

Teachers

August 29, 2016 – June 14, 2017

Observations

Lesson Plans

No funding needed

All pre-kindergarten and kindergarten students have a science center to explore. Factors 2A, 4 Root Causes 2, 3, 4

PreK /K teachers

August 29, 2016 – June 14, 2017

Observations

Lesson Plans

Judy Center

All grade levels will have access to a shared laptop cart and a school set of 22 iPads.

Factors 3, 4, Root Cause 3

Teachers

August 29, 2016 – June 14, 2017

Observations

Lesson Plans

none

Address the needs of all students, grades K-5, with a self-paced, independent, science instruction through the use of Study Island and other science online programs.

Factors 3, 4 Root Causes 2, 3, 4

Teachers

August 29, 2016 – June 14, 2017

Study Island Reports

none

Student created Fun Fact Friday science facts on the morning announcements.

Factor 4

5th Grade Teacher

August 29, 2016 – June 14, 2017

Announcements

none

Maryland’s Traveling Science program is visiting for grades 3-5.

Factor 2C, Root Cause 2

Cortney Monar

November 15, 2016

$60.00

(STEM Grant)

Participate in informational field trips relating to specific content in their curriculum.

Factors 2C, 3, & 4, Root Cause 2 & 3

Teachers

May 25. 2017 & June 2, 2017

Funding for buses

ADDITIONAL ASSISTANCE

ADDITIONAL ASSISTANCE TO STUDENTS AND EXTENDED LEARNING ACTIVITIES

Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely ADDITIONAL ASSISTANCE which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. (Component 9) 

 Note:  THIS SECTION DOES NOT PERTAIN TO EXTENDED LEARNING TIME (before/after-school, summer school)

Grade level/subgroups

(As indicated in Component 1 –

Needs Assessment)

Activities to ensure

proficient or advanced levels

 are met

Measures of Effectiveness

Timeline

1st-5th grade students- Students will qualify intervention based on Wonders Diagnostic

Small group Reading Intervention

Flexible grouping

LST/SPED services

LST services

Read Live Naturally

Smarty Ants

Progress Monitoring

Report card/midterm grades

Pre/Post diagnostic assessment

Read Live Naturally reports

CFIP for unit tests

September-May 2016-2017

ELL Students

Pull out groups with ELL Teacher

Summer programs

Leap Pads to take home

Accommodations in classrooms

County Tests

Leap Pad Program Assessment

Report Cards and Mid-terms

August 29, 2016- June 15,  2017

K-5 students who experience difficulty mastering math skills

Small group re-teaching

Math Intervention

Flexible grouping

SPED services

LST servic

Checkups

End of unit tests

Report card/midterm grades

Pre/Post CC assessment

August 29, 2016- June 15,  2017

All K-2 students are included in Primary Talent Development

Complete module units

Maintain portfolios

PTD Portfolio

August 29, 2016- June 15,  2017

Students with “at risk” behaviors

School based staff  mentors

Pull out groups with guidance counselor and LST personnel

Character Education

Mentors with UMES students

Ladies/Gentleman’s Clubs

Report Cards

Teacher Input

Behavior logs

August 24, 2015- June 14,  2016

All K-2 students – Reading  

Study Island

Reading  software/website-  

 student progress reports

August 2016-June 2017

SPED students

All staff members will have a copy of student IEP/snapshots for which they will provide or assist with instruction.

Administration will be an active member of IEP meetings

SPEC quarterly monitoring of goals and objectives

IEP sign-ins

August 2016-June 2017

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?

  • SANE
  • Increase assessment scores (Unit Assessments, Benchmarks, KRA
  • IEPs/LST/504 Plans

TECHNOLOGY

TECHNOLOGY

Needs Assessment:

Survey Data

Identified Needs

Factors Contributing to Root Causes

Root Causes

Staff at PAES will complete a survey in October 2017  to determine Technology usage/needs within the school.  

Staff Results:  14 total responses

1. Did you find the Techxpo afternoon helpful?

a. Yes:  57%

b. No: 43%

2. What websites do you use regularly in your classroom?

www.youtube.com www.pbskids.com www.factcite.com www.starfall.com www.abcya.com

Jack Hartman videos on YouTube www.google.com  www.pinterest.com Wonders   Origo

www.discoveryeducation.com   www.hoodamath.com   www.abcmouse.com  www.gonoodle.com

www.education.com www.flocabulary.com www.readworks.org www.edmentum.com  www.mathseeds.com  www.readingeggs.com

3. What needs do you have in your classroom with regards to technology?

a.       Tablets/iPads

b.      Better passwords so the kids can log themselves on (for testing purposes)

c.       Mice that are user friendly for early childhood

d.      A brighter promethean bulb

e.       A promethean board that doesn’t freeze and shut down after 5 minutes

4. What technology training would you be interested in receiving?

a.       More with promethean board

b.      Google Docs

c.       iPad for portfolios

d.      trends in technology

 A parent survey will be conducted in  October 2017 to find out wants/needs of parents in our school.

 Parent Results:  155 total responses

Question 1:  Do you have Internet access at home?

Yes - 92%, No - 8%

Question 2:  Do you access any of the following sites at home?

a.    PowerSchool:  25% (39 responses)

b.    Class Dojo:  33% (51 responses) 

c.    Wonders:  6% (10 responses)

d.    ABC Mouse: 23% (35 responses)

e.    Starfall:  3% (5 responses)

f.    ABCYA:  5% (7 responses)

g. PAES/Somerset County Website: 36% (56 responses)

h. Other education sites:  3% (5 responses)

Question 3:  What method of communication do you prefer from your child’s teacher(s)?
a. Written Note:  69% (107 responses)  
b.  Phone Call:  56% (87 responses)

c. Email:  37% (58 responses)

d. Text Message: 64% (99 responses)

 1a. Professional development on new and trending technology.

2a. Help parents learn about available school based internet resources (ex. Wonders, Edlio, Study Island, Power School)

2b. Parents will receive a packet of online resources for them to use with their child/children at home.

1.County Professional Development does not always allow for teachers to choose topics of interest (sometimes other trainings are scheduled that are deemed to take priority over technology.

2.Parents lack the knowledge about free resources that are available to help students outside of the school day.

1.Teachers feel like they do not have enough time to learn about new and trending technology.

2.Parents would like resources to help with homework online.

Priority Needs (Technology Integration)

Teachers would like to have the following materials:

iPads/Tablets
Digital Cameras and Memory Cards
Digital Teacher Resources
Website Subscriptions

Teachers would also like..

Time to create activities using current technology resources (ConnectEd, Promethean)

Training on use of Google Classroom

Digital Portfolios

GOALS: 1)

                 2) Increase the percent of technology being integrated into daily lessons.

                 

Strategies and Activities:  Technology

Strategies to increase technology integration:

Person(s) Responsible

Timeline

Evidence

Students in K-1, attend computer lab for 60 minutes per six day cycle and taught the Maryland Technology Standards.

Beth Mayson

Kristen Davis

Administration

September 2017-June 2018

Schedule

Students K-1 have access to laptop carts daily. A laptop carts is assigned to each grade level and two other carts are available for sign out.

Beth Mayson

Kristen Davis

Administration

August 2017-June 2018

Sign Out Sheets

Create and distribute technology survey to parents of all children in our school.

Kristen Davis

October 2017

Survey

Create and distribute technology survey to teachers in our school.

Kristen Davis

October 2017

A survey will be sent out through Google Forms  

Analyze the results of parent and teacher surveys in order to assist with planning of Professional Development opportunities for teachers and paraprofessionals.

Use parent surveys to determine parent training needed.

Technology Team

October 2017

Survey results

Technology resource list sent home with students for parents. The resource list included a variety of educational websites that students can use over the summer to practice skills and next year with homework.  Resource list will be created based on results /requests from parent technology survey.

Technology Team

November 2017

Technology Resource List

Parent Portal information sent home to parents at the beginning of the year. Christa Taylor is available to assist parents with the parent portal questions during Parent Teacher Conferences.

Administration

Christa Taylor

September 2017-June 2018

Parent Portal Information Sheet

Students from grades K-1 will use as a math intervention to increase math skills, reinforce basic technology skills, and provide math enrichment.  

Classroom teacher

Annette Waggoner

October 2017-June 2018

Teachers use a variety of databases such as Performance Matters, Wonders, Reading Eggs (PK-2), KRA (K) and ELA (PK) and Powerschool to analyze student performance.

Teachers will use data independently and at collaborative team meetings.  Administration will use this data to drive instruction.

Classroom Teachers     Administrators

Facilitator

September 2017-June 2018

Team Meetings (weekly)

Performance Matters Reports, DRA reports, Powerschool Reports,

Teachers and students have access to and use of county databases, Discovery Education, PebbleGo, FactCite123 and Reading Eggs(PK-2), to increase performance.

Teachers

Computer Lab Teacher

Tech. Leaders

August 2017-June 2018

Discovery Education Reports,  Reading Eggs Reports,

One professional day will be completely dedicated to Technology.

Administration

September 2017

SANE

New County/School/Teacher websites will be used as a communication tool for parents and the community.

Classroom teachers

Administration

September 2017-June 2018

Website

Teachers will be able to access reading materials such as: online teacher’s edition, blackline masters of workbooks, student editions, at home activities, etc.

Reading teachers

Reading Coach

Intervention Teacher

September 2017-June 2018

Lesson Plans

Math program called Origo is a technology based program.  Module lesson plans and demonstrations are available for teachers.   All math teachers are using Origo as a resource to teach the Common Core Standards.

Math teachers

Facilitator

Intervention teacher

August 2017 - June 2018

Lesson Plans

Staff  and parents will take part in an online survey MDS3 – to provide feedback about the school’s climate and culture

Lab teacher

ILT team

May 2018

Survey results

   

 

Parent Involvement

Image result for parents and students clipart

PARENTAL INVOLVEMENT

Federal law defines parent involvement as regular, two-way and meaningful communication about student learning and other school activities.

Strategies to increase parental involvement such as family literacy services. (Component 6 of the Title I Checklist)

Needs Assessment:

Data

Identified Needs

Root Causes/Contributing Factors

Solutions

Data was obtained by tracking all of the parent involvement activities from the 2015-2016 school year.  The data shows the students who were not represented at a school event.

Grade Level                % Involved                  % Not Involved

Pre-K                                    80%                                20%

Kindergarten                         94%                                 6%

1st                                          85%                                15%

2nd                                       74%                                 26%

3rd                                         70%                                 30%

4th                                         74%                                 26%

5th                                          86%                                  14%

Overall Total                      81%                                  19 %

A total of 62 students were not represented. Of these students:

  • 18 were African American females
  • 23 were African American males
  • 1 was Alaskan Native/American Indian female
  • 1 was Alaskan Native/American Indian male
  • 5 were Caucasian males
  • 7 were Caucasian females
  • 7 was Other male  (Caucasian & African American)

 Possibilities Include:

  • Attitudes toward school

  • Time of the event and Distance from  school

  • Lack of childcare

  • Lack of incentives for attending

  • Personal Outreach (verbal or direct contact)

  • Off campus activities
  • Coordinate with the Judy Center
  • Offer events at varied times/days

  • Welcome family members and thank them for coming
  • Connect them to transportation resources  

  • Provide childcare during school-sponsored events.
  • Offering various incentives to encourage parent participation in events.

Parents of African American students

Goals:

1.  100% of the students will have at least one family member participate and/or support 1 or more events throughout the year.

Strategies to increase effective parental involvement based on Epstein’s Six Types of Involvement

Person(s) Responsible

Timeline

Reflection

Funding

Strategy:  Decision Making

Meet with parents to develop/revise Parent Involvement Policy

At Title 1 Night parents were invited to give suggestions regarding the Home School Compact.  Student input was provided through class discussions.  The Parent Involvement Policy and the Home School Compact are sent home at the beginning of the school year for suggestions and revisions.  It is then brought before the SIT and PTO to be amended and subsequently approved for the upcoming school year.  In the spring parents are given the opportunity to revise these documents for the coming year.

SIT

Parents

Christy Scott

November 1, 2016

  11:00 AM-6:00 PM

Parents met and revised policy and compact.  Both documents were sent home to parents.

Funding for refreshments - $182 (pizza)

PTO

The Parent Teacher Organization meets monthly and is open for all to attend.  In addition, the principal and grade level teacher representatives also attend the meetings to offer input and make suggestions for upcoming events such as a school dance and helping with sports day.

PTO members

Grade level rep.

Administration

Last Monday of each month (Sept. 2016-May 2017)

See PTO minutes in SIT binder.

None

Parent Advisory Council (PAC)

Parents meet about any topics that are relevant Princess Anne Elementary School regarding their children’s education.

Principal

January 31, 2017

8:30-9:30

SANE documentation

TBD

County Parent Advisory Council (CPAC)

Parents meet county-wide to discuss topics that are relevant to their children’s school system.

Principal

TBA

SANE Documentation

None

SPED CPAC- Parents of Special Education students are invited to attend the SPED CPAC. This is an opportunity for parents to share concerns and/or obtain information about the Special Education services their children are receiving.

SPED Supervisor

TBA

SANE Documentation

None

Parents as Decision Makers

Parents will be asked for their input frequently to strengthen our school as a family academically, psychologically and socially.

Principal

August 29, 2015- June 14,  2017

Ongoing informal meetings

Spring Parent Survey

Other school surveys (i.e. climate)

Evaluation of events/functions

PAC SANE documentation

None

Strategy:  Communication

Parent Orientation

Parents met administration, received school information and were able to address their questions and concerns.

Administration

August 25, 2016

3:00-6:00                      

SANE Documentation

None

Welcoming Letter/Invitation to Open House

 Prior to the start of the school year parents are sent notification of who their child’s teacher will be as well as what supplies are necessary for the parent to purchase for the child.  Parents are also invited to attend one of several Open Houses before the official start of the school year to become familiar with the teacher’s procedures and expectations.

Principal

August 2016

Open House was a success with many parents and students visiting the school.

SANE Documentation

None

Title I Night — Title I Night

Parents are invited to the school to learn about our Title I status and what it means for our students and staff.

Principal

Staff

Christy Scott

November 1, 2016

5:30 PM

SANE Documentation

Funding for Refreshments -

see above

Parent Conferences

Offered to parents to discuss their child’s progress reports and work with educators on ways to improve the educational achievement of their child.  Conferences are scheduled toward midterm of each quarter.

Staff

October 3, 2016

4:30-6:30 PM

SANE Documentation

None

Agendas:

Each student is given an agenda for teachers and parents to communicate through.  Students are also expected to record their homework or any other assignment in.

Principal

Teachers

August 29, 2016 - June16, 2017

$1,545.50 (F6$)

 Title 1 funding

$1,545.50 (F6$)

Edlio Website

Our school will begin transitioning from Edline to Edlio website. Edlio will go live for our county beginning on November 17th. Parents will be able to receive information online about our school with this website.

Teachers

Website is online

None

Connect Ed

Connect Ed is an phone system that allows the administration and central office to send out outreach  messages, conduct surveys, and/or send out emergency messages to parents.  

Administration

August 29, 2016 - June16, 2017

Copies of Connect Ed messages and survey results.

None

Step-Up Program

Students are guided into their next year of school with the Step-Up program.  They are offered the chance to find out about the next grade level, visit classrooms and hear from other classmates about what to expect in their next year.  Parents are invited to attend to watch as their child “steps up” to the next grade.

Principal

Staff

TBA

SANE Documentation

TBD

Transition Night

Parents were invited to meet with the next grade level teachers of their child/children in order to prepare them for the expectations/requirements of that grade.

Staff

June 1, 2017

4:30-6:00

SANE Documentation

None

Parent Contact (Newsletters; agendas; e-mails; phone calls; notes; home visits etc.)

Parents are kept apprised of any upcoming events through grade level newsletters as well as other correspondence (listed above).  They are invited, through these contacts, to participate in SIT meetings, PTO meetings, PBIS meetings, etc.

Staff

August 29, 2016 - June16, 2017

See newsletters and other artifacts in SIP binder.

None

Parents Access to PIRC Website

Parents have access to the valuable resource via our school website.

Staff

August 29, 2016 - June16, 2017

See SANE Documentation from October  26 SIT meeting

None

Parent Portal for Grades

Parents have access, via the internet and a secure password, to view their child’s scores online.  This allows them to have immediate feedback on how well their child is doing in the classroom.

Teachers

August 29, 2016 - June16, 2017

Ongoing

None

Grandparents Breakfast

Grandparents are invited to have breakfast and spend time with their students in their classroom.

Administration

Staff

November 22, 2016

8:30

SANE

PTO funded

Strategy:  Parenting

Book Fair

The Book Fair is open to students and parents as a way to build a child’s home library and foster a love for reading.  On October 1st the book fair will have extended hours for a “family night.”

Media

Specialist

September 27--October 4, 2016

Sept. 27-30, 2016

None

Strategy:  Student Learning

Family Reading Night-

All families will be invited to come out and participate in reading activities to further improve their skills in Reading.

Family Math Night

All families will be invited to come out and participate in math activities to improve their skills in Math.  Held in conjunction with McTeacher Night so that student could complete math activities related to McDonalds.

Reading Coach

Math Facilitator

February  2017

TBA

February 13,

2017

SANE Documentation

Reading Night Funding upon request

SANE Documentation

TBD

None

Winter Concert Pre-K – 5th

Each student will be given the opportunity to perform in the Holiday program.  PrK/ K-1st/ 2nd-3rd/ 4th -5th.

Fine Arts Teachers

December 5-7, 2016

Sign-In Documentation

None

Exhibitions

Students were given an opportunity to share knowledge they have learned with other peers, their parents and staff.

Grade Level Teams

TBA

SANE Documentation

TBD

American Education Week

Families are encouraged to visit their children in the classroom.  

     

All Staff

November 14-18 2016

SANE Information-Parent Involvement Binder

None

Strategy:  Volunteering

4th Grade Wetland and Wildlife Field Day

    Students visited a local wetland to learn about the importance of wetlands on the environment and people.

4th Grade Teachers

Parent Volunteers

September 21, 2016

9:00 AM- 2:00 PM

None

Art & Wellness Night

Families were invited to attend an event related to the arts and physical well-being. Parents could preview their student’s artwork that was on display. Families also participated in various stations related to art and health.  

Art and

Physical Education Teachers

March 7, 2017

SANE Documentation

TBD

Sports Day

This annual event provides an opportunity for students to participate in field activities to promote good sportsmanship and cooperation.  Parents participate in the day by volunteering and even participating in some of the activities with their children.

Staff

Coordinator:  PE Instructor

May 26, 2017

SANE Documentation

Volunteer documentation

None

Participation in Volunteer Program

Parents are encouraged to come to school and volunteer time to classroom teachers.  This includes but is not limited to chaperoning field trips, assisting in special events or performing clerical duties to help the staff.  Volunteer coordinator will document the hours.

Volunteer Coordinator

August 29, 2016- June 16,  2017

See volunteer records.

None

Strategy:  Collaborating With the Community

Somerset County Judy Center Partnership

     Provides services to families with children aged birth to Kindergarten who needs programs and supports.

Judy Center Staff

August 29, 2016- June 16,  2017

None

Garland Hayward Youth Center

     Academic records are often requested by the center for students who attend their afterschool program to better meet their needs.

School Counselor

August 29, 2016- June 16,  2017

None

PDS with Salisbury University, UMES, Drexel and Wor-Wic Tech

PDS Coordinator

August 29, 2016- June 16,  2017

None

PAES Family/ Back to School Carnival

Students’ families were invited to attend a carnival at the school where games could be played and concessions were sold.

Irma Stromberger

Staff

PTO Officers

September 8, 2016

5:00-7:00 pm

SANE Documentation

PBIS funded

Water Safety Program at YMCA

     PAES partners with the YMCA to offer a free course on water safety to 4th grade students.

PE Teacher

Sept. 2016

11:30 AM-2:30 PM

Lesson plan

BOE funded

Maryland Food Bank Kids Helping Kids Food Drive

     Students at Princess Anne Elementary School donated nonperishable food to support our local food bank

LSS

November 2016

None

Unity Way Kids Campaign

     Students helped to raise money for the United Way by participating in various activities in October. Activities included paying for casual days on Wednesday, a penny war and paying to duct tape the Principal to a wall.

 

Community  Walk/Scavenger Hunt

     Those students who raised money in the community participated in the community walk/scavenger hunt. Using various clues students searched the community to find the answers and learned more about their community.

October 2016

October 31, 2016

None

Maryland Science Center’s Traveling Science Program

     Program presented to the students at various times throughout the day to teach them more about science using interesting experiments and student participation.

Math Facilitator

November 15, 2016

STEM funded

PTO Holiday Bazaar

 A day for students, staff and parents to prepare for the holiday season.  Venders sold baked goods and various items for gifts. Craft making tables were also set up.

PTO

TBA

PBIS funded

McTeacher Night

    Staff at Princess Anne Elementary partner with McDonald’s employees to work various stations in order to raise money for the school. Families come out to support the school’s fundraising efforts. Held in conjunction with Math Night.

Staff

TBA

SANE Documentation

None

STEM Night

Staff

TBA

SANE documentation

Career Week at UMES

     Fifth grade students visit a local campus to learn about various career choices.

School Counselor

TBA

D.A.R.E. Program

       All fifth grade students will complete the Drug Abuse Resistance Education (D.A.R.E) with certified D.A.R.E. instructors to learn strategies to deal with drugs, alcohol, peer pressure, and bullying.

School Counselor

PAPD

February - April 2017

None

Fire Prevention Week

      Volunteers from the Princess Anne Fire Department visit to teach students about fire and emergency safety. Students were able to look at fire trucks, an ambulance, and an emergency vehicle

Administration

PAVFD

October 2016

None

Red Cross Pillowcase Project

        The American Red Cross will teach students in grades 3-5 about disaster preparedness during a 60 minute presentation. They will also teach them how to create an emergency bag using a pillowcase. Each of the students will receive a Disney pillowcase.

Administration

November 16, 2016

None

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?

  • Survey parents about the effectiveness of the activities provided.
  • SANE

*Princess Anne Elementary School accepts and follows the Somerset County Parent Involvement Policy.

SOMERSET COUNTY PARENTAL INVOLVEMENT POLICY

Section 1118 (b)(1)

  1. Each Title I school shall JOINTLY DEVELOP WITH PARENTS, a written PARENTAL INVOLVEMENT POLICY, agreed on by parents that shall describe the means for carrying out (1) parent involvement, (2) shared responsibilities for high student academic achievement, (3) building capacity for involvement, and (4) accessibility.  Parents shall be notified of the policy in an understandable and uniform format and in a language parents can understand.  Such policy shall be updated periodically to meet the changing needs of parents and the school.
  2. Documentation should be made available upon request:

The final approved school parental involvement policy is as follows:

PAES Parent Involvement Policy

2016-2017

        The staff at Princess Anne Elementary School believes that family involvement is a vital component of a successful school experience for our students.  We seek to involve parents, guardians and other family members in positive ways to provide the best possible educational experience for our students.  The various components of our policy are outlined below.

  1.  Communication

Home and school communication is an important component of a positive relationship with parents and guardians.  We will communicate with parents in a variety of ways including (but not limited to) and

*If parents need special accommodations for participation in any school activity, contact Mrs. Monar at 410-651-0481.

  1.   Parent Training

The staff at P.A.E. feels that parents need to be informed not only about the curriculum, but about the opportunities that exist for them to help their children meet their fullest academic potential.   Therefore, several opportunities throughout the year will enable parents to learn about ways they can specifically help their students achieve the most in school.  These include:

  1.  Student Learning

Students learn and achieve more when loved ones are actively involved in their academic life.  Some suggestions for helping with student learning and overall academic success are as follows:

  1.  Volunteering Opportunities

P.A.E. has a volunteer coordinator who is ready and willing to set up and facilitate volunteers within our school setting.  Parents and community members who are interested in volunteering are encouraged to contact the school to find out ways that they can make a difference.   Examples of volunteer opportunities include:

  1.  School Decision Making and Advocacy

P.A.E.  will provide a high quality education to all of its’ students.  Strategies for this include the following:

  1.  Collaborating with Community

Princess Anne Elementary recognizes that a strong tie with the community is important and can be fostered through positive communication and partnerships with various businesses and nonprofit organizations.  We collaborate with the following partners on a regular basis to provide resources and increase parent involvement.

For a complete copy of the school’s improvement plan or if you have comments about the plan, contact Mrs. Annette Waggoner.

awaggoner@somerset.k12.md.us

The School Improvement Plan, Parent Involvement Policy, and Home School Compact can also be viewed from our school website.        

     

 Princess Anne Elementary School

PARTNERS IN LEARNING COMPACT

2016-2017

PAES Vision:  Princess Anne Elementary School will provide a safe, positive learning environment that enables individualized, stimulating instructions. Princess Anne Elementary School will be a supportive and respectful community that encourages academic risk taking.

School-Family-Student Agreement for Improving Student Achievement

This agreement is a pledge to work together to share responsibility to promote student learning, high achievement, and success in school.  This compact is aligned with our school’s improvement plan priorities to promote student learning, student attendance and a positive school climate.

As a school, we will

As a family, we will

As a student, I will

Improve  Communication, Parent I Involvement and School Climate

Provide communication through announcements at school and via phone, and in writing (weekly & monthly newsletters) to keep parents and students informed of upcoming events.

Check student’s folders and agendas daily for information from school and teachers and listen to Connect Ed messages in their entirety.

Make sure I share my folder and agenda each night with my family.  I will ask encourage my family members to listen to the Connect Ed messages in order to discover the “secret word”.

Communicate regularly with family and students regarding students’ academic progress and behavior through midterms, report cards, conferences notes, e-mail, phone calls, agendas and the PBIS brochure.

Be prompt in responding to school when requested and talk to your child about the school day.

Talk with family members about what I learned in school; complete all homework.

Create a positive school climate that ensures a safe, drug-free environment conducive to learning.

Monitor my child’s progress and let the teacher know right away if I notice any problems.

Ask questions at school if I don’t understand what is being taught.

Involve parents in making decisions about school policies and academic priorities through PAC and SIT.

Attend parent/teacher conferences, parent workshops, parent/teacher collaborations, and as many PTA/PTO meetings as possible during the school year.

I bring home all invitations from school and remind my parents about activities and events being held at school.

Provide Parent/Teacher Collaborations opportunities for parents to enhance their skills at helping students with Reading and Math.

Use what I learn from parent workshops and collaborations to help my child at home.

Ask my parents to check over my homework each night, and help me if I don’t understand.

As a school, we will

As a family, we will

As a student, I will

Accelerate Student Learning

Use data to group students for Reading and Math instruction in order to deliver a rigorous, relevant curriculum.

Have high expectations and encourage our child to do his/her best every day.

Set a goal to become a good citizen each day by giving my best effort.

 Set high standards for student learning.                                          

Assign homework daily that is relevant review of the material taught.

Check that all homework is complete. Provide a time and quiet place for homework.

Do ALL my homework each night.

Provide opportunities for additional instruction to meet the needs of diverse learners.

Limit T.V. time and spend time talking to my child about school.

Talk with family members about what I learned in school.

Improve Math Problem Solving and Basic Facts

Provide class time and hands on materials to practice problem solving.

Be actively involved in practicing basic facts with my child by providing flashcards or assist him/her in making flashcards.

Be actively involved in problem solving, listen carefully to instructions, and use hands on materials to solve problems when needed.

Provide activities to help students make mathematical connections to real life situations.

Involve students in real world situations where math problem solving would apply (simple budget, trips, and recipes).

Practice basic facts at home on a regular basis (several times a week).

As a school, we will

As a family, we will

As a student, I will

Improve Reading Comprehension

Provide opportunities for students to have access to a variety of texts: student periodicals, classroom libraries, required readings, anthologies, reference materials, and trade books.

Read together with our child at or beyond his/her instructional level each day discuss what is read and sign the reading log.

Read for fun during my free time at my level.               

Provide opportunities for students to receive direct instruction of comprehension strategies for before, during and after reading.

Provide time to practice vocabulary and spelling words.

Practice my vocabulary and spelling words.

Signatures

Administrator: ________________________                 Date:_________

Teacher: ____________________________                Date:_________

Parent: _____________________________                Date:_________

Student: ____________________________                Date:_________                           

Princess Anne Elementary School accepts the Somerset County Public Schools’ Parent Involvement Policy.

PARENT INVOLVEMENT

Section 1118 (c)(1-5)

  1. Each Title I school shall convene an annual meeting inviting all parents of participating children, informing parents of their school’s participation in Title I and to explain the requirements of Title I and the rights of the parents to be involved;
  2. Offer a flexible number of meetings (a.m., p.m.) and may provide with Title I funds, transportation, child care, or home visits related to parent involvement;
  3. Involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan-includes adequate representation of parents of participating children;
  4. Provide parents of participating children timely information about Title I; a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress; and the proficiency levels students are expected to meet; and regular meetings to comment, make suggestions and participate in decisions relating to the education of their children if requested; and
  5. If the schoolwide program plan is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the LEA.
  6. Documentation should be made available upon request:

County Board of Education

Policy # 800-11

               Title I Parent Involvement Policy

Date Submitted:

November 18, 2003

Date Reviewed:

October 17, 2006

November 18, 2008

December 14, 2010

December 2, 2011

Date Approved:

December 16, 2003

November 21, 2006

December 16, 2008

January 25, 2011

January 17, 2012

Date Effective:

November 21, 2006

December 16, 2008

January 25, 2011

January 17, 2012

1. PURPOSE

To establish a Title I Parent Involvement Policy that adheres to regulations stated in section 1118(a)(2) of the No Child Left Behind Act of 2001. The policy shall provide the framework for organized, systematic, ongoing, informed and timely parental involvement in relation to decisions about Title I services provided.

2. POLICY

A. The Superintendent of Schools will assure that Somerset County Public Schools will involve parents in the joint development of this plan by:

1) inviting Title I parents to be part of each school improvement committee with the task of developing parent involvement procedures.

2) convening annual meetings to inform parents of their school’s participation in the development of the Parent Involvement Plan and their right to be involved.

B. Somerset County Public Schools will provide coordination, technical assistance and other support necessary to assist participating schools in planning and implementing effective parent involvement programs by:

1) providing materials and training not otherwise available to help parents with their child’s achievement.

2) educating school staff on how to reach out to, communicate with, and work with parents as equal partners.

3) ensuring to the extent possible, that information is sent home in language and form parents can understand.

4) ensuring school-parent contacts are being used to outline responsibilities of the school staff, parents and students in striving to raise student achievement and explain how an effective home-school partnership will be developed.

C. Somerset County Board of Education will build the schools’ capacity for strong parental involvement by:

1) providing assistance to participating parents in such areas as understanding federal and state education goals, state content standards, student performance standards, and assessments

2) encouraging the formation of partnerships between schools and local businesses that include a role for parents

3) providing resources for parents to learn about child development and child rearing issues that are designed to help parents become full partners in the education of their children

4) encouraging meetings at a variety of times, such as morning and evenings, in order to maximize the opportunities for parents to participate in school-related activities

5) coordinating and integrating parental involvement activities with Head Start, as appropriate

6) approving reasonable and necessary expenses associated with parental involvement activities to enable parents to participate in school-related meetings and training sessions

7) providing other reasonable supports for parental involvement as requested by parents

8) providing opportunities for parent training through multiple formats on new resources as they become available in the county. Example: PowerSchool, EdLine

9) providing materials and opportunities for training to help parents work with their children to improve achievement, such as math, literacy, and technology training.

D. Somerset County Board of Education will coordinate and integrate parental involvement strategies with programs such as Head Start and other federal and state programs by:

1) adopting and implementing model approaches to improving parental involvement

2) reviewing school level meeting minutes for the integration and coordination of parent involvement  activities

E. The Superintendent of Schools or her designee will conduct with the involvement of parents, an annual evaluation of the content and effectiveness of the parent involvement policy as it relates to increased academic quality by:

1) distributing an annual survey to solicit such information of all participating Title I parents, administrators, teachers, guidance counselors, and instructional assistants

2) inviting participating Title I parents to an annual county level meeting to review and discuss parental involvement effectiveness and identify barriers to greater parent participation

F. Somerset County Board of Education will involve parents in the activities of the schools served under Title I by building parent capacity (Section C).

3. MONITORING OF POLICY IMPLEMENTATION

A. The findings of the evaluation along with the combined data from the surveys and the minutes from the county level meetings will yield:

1) recommendations to each participating school for parent involvement plan revisions

2) suggestions for revising school improvement plans, as they relate to parent involvement

4. MASTER PLAN COORDINATION

Title I parent involvement activities will be included in the STUDENT ACHIEVEMENT: Family and Community Involvement Strategy with specific representation and recognition.

5. PARENT INVOLVEMENT FUNDING

Somerset County Board of Education will ensure that a minimum of one percent of the total Title I allocation will be used for parent involvement activities and these funds will be spent at the school level.

Somerset County Board of Education

Policy # 800-12

Federal/State Statute-Regulation-Complaint Policy

Date Submitted:

May 16, 2006

Date Reviewed

October 17, 2006

November 18, 2008

Date Approved:

June 20, 2006

November 21, 2006

December 16, 2008

Date Revised:

May 16, 2006

October 17, 2006

October 21, 2008

Date Effective:

June 20, 2006

November 21, 2006

December 16, 2008

1. PURPOSE

To establish a policy and procedure which provides a mechanism for the acceptance, review, investigation, and resolution of written complaints about State or Federal programs received by Somerset County Public Schools (SCPS).

2. BELIEFS

It is the policy of Somerset County Public Schools that: These procedures shall be implemented whenever Somerset County Public Schools receives a written complaint alleging that Somerset County Public Schools has violated a State or

Federal statute or regulation.

3. PROCEDURE

In order to implement this policy in a consistent manner, the procedures describing herein shall be followed:

A. Filing of Complaint

(1) An organization or an individual may file a complaint with Somerset County Public Schools.

(2) The complaint shall be in writing and signed by the individual complainant or by an official of the complaining organization.

(3) Each complaint shall contain:

(a) A statement alleging that Somerset County Public Schools has violated a specific requirement of a Federal or State statute or regulation that apply to a program and

(b) The facts upon which the statement is based.

(4) The complaint may include a request to review a decision of Somerset County Public Schools if the decision is alleged to be a violation.

(5) Complainants whose allegations fail to meet the requirements are to be notified that they must comply with the requirements in order for the complaint to receive full investigation.

        

B. Receipt of Complaint by Somerset County Public Schools

(1) Complaints against Somerset County Public Schools shall be received by the Assistant Superintendent.

(2) Initial Processing by the Assistant Superintendent

(a) All complaints shall be logged in, in writing, with information: Identifying the complaint and supply the date upon which the complaint was filed.

(b) Within ten (10) days of a receipt of a complaint, the Assistant Superintendent or designee shall notify the complainant in writing of:

(1) The date of receipt of the complaint;

(2) The complainant will be notified of the resolution within 60 calendar days from the date of receipt of the complaint;

(3) The name of staff assigned to the complaint; and

(4) Somerset County Public Schools’ intent to fully investigate the complaint.

C. Investigation of Complaints

(1) The designated staff shall review and investigate the complaint.

(a) Where necessary, an independent on-site investigation shall be conducted.

(b) If the Assistant Superintendent determines that exceptional circumstances warrant an extension of time in excess of 60 days to investigate and resolve the complaint, the complainant shall be so informed in writing with inclusion of the extended deadline date. Exceptional circumstances may include but are not limited to the complexity of the issues raised in the complaint or the unavailability of key personnel.

(2) Upon completion of the investigation, the designated staff shall report the findings to the Assistant  Superintendent.

D. Resolution of Complaint

(1) The Assistant Superintendent shall inform the parties in writing of Somerset County Public School’s resolution of the complaint and include:

(a) Somerset County Public Schools’ final decision as to the action which will be taken, if any, in response to the  complaint; and

(b) Notice of the right to appeal and the appeal process.

 (2) After the resolution letter is sent, the Assistant Superintendent or designee shall note on the complaint log the date of  the letter, and whether or not any further action is required.

E. Appeals Process – Appeals will be handled in accordance with the 4-205 Appeals process.

F. Personnel Issues – Complaints involving personnel issues will be handled in accordance with Somerset County Public School’s personnel policies.

TRANSITION

TRANSITION

NEEDS ASSESSMENT

PRINCESS ANNE ELEMENTARY  

Area

Finding

Identified Needs

Factors Contributing to Root Causes

Root Causes

Transition

 KRA Kindergarten Data

2015-2016 (see table below)

Awaiting 2016-2017 KRA Data

- Mathematical thinking experience for toddlers and preschool children.

-Language and Literacy experiences for toddlers and preschool children.

-Lack of licensed child care providers

-Lack of accredited child care providers

-Children do not attend the licensed or accredited child care centers available in the county

-Somerset County was at 57% “Ready for Kindergarten” (third in the entire state); potentially resulting from participation in Pre-Kindergarten programs

-Parents do not realize the importance of early childhood education from birth to age 5

-The effects of poverty and lack of resources can greatly impact “readiness” for school

Strategies/Activities

Person(s) Responsible

Timeline

Evaluation

Funding

  • Pre Kindergarten is provided at PAES for all students who reside within the LEA and meet the state mandated age/family requirements.

Principal

Parents

Early Childhood Supervisor

Early childhood Coordinator

August 29, 2016- June 16,  2017

Registration forms

Enrollment

Local Funding

  • Full Day Pre Kindergarten is provided to families who demonstrated the greatest need based on state mandated age/family requirements.

Principal

Parents

Early Childhood Supervisor

Early childhood coordinator

August 29, 2016- June 16,  2017

Registration forms Enrollment

Local Funding

  • Students who are enrolled in Head Start may concurrently attend Pre-Kindergarten.  Head Start students visit PAES to tour and meet the staff in the spring prior to their Pre Kindergarten entry.  

PK Teachers

Principal

Parents

August 29, 2016- June 16,  2017

SANE

Newsletters

None needed

  • Any child who did not attend Pre-Kindergarten is to be given a school tour and introduction to PAES staff members by the Head Start staff.

Early Learning Staff

Principal

Head Start Personnel

May 2017

SANE

Paper

  • Early registration will be announced in the newspaper, weekly newsletters, connect ed messages,  and the school website.

County Public Relations

Principal

Teachers

April 2017

Registrations

Advertisements

Paper for registration forms

Folders

  • A monthly email will be sent to local daycares and agencies to inform them of monthly events at PAES.

Judy Center

monthly

Emails

None

  • Take part in SELAC/Judy Center Meetings

Principal

Linda Viens

Kelly Crockett

monthly

SANE

Substitute

  • All students entering PAES receive welcoming letters informing them of their teacher’s name, supply list, and invitation to Open House.

Principal

Secretary

July 2017

Welcome letter

Supply List

Paper

Copies

Postage

  • Child Find services are available to pre-school age children who have potential learning difficulties.  

Cheryl O’Neal        

Special Education Department

Throughout the year

IEP meeting minutes and invitations

Paper

Copies

  • PreK teacher will be present at all Child Find referral meetings.

Linda Viens

Kelly Crockett

Mrs. Holmes

Ongoing

IEP sign in sheets

Substitute

  • Kindergarten through fourth grade students will visit the next grade level classes at the end of the school year to familiarize themselves with the next grade levels expectations.

Pk-5th grade teachers

Principal

Vice Principal

May 2017

newsletters

Paper

  • Fifth grade students will visit Somerset Intermediate School, attend an assembly to be welcomed and take a tour.  The band teacher will also give applications to those interested in band.

Kim Bozman

5th Grade teachers

Amie Palenchar

May 2017

Permission Slips

Paper

  • Transition Night will be held in Spring 2017 for all incoming Pre K through 5th Grade students and their families to familiarize themselves with the procedures and curriculum for the upcoming school year.

Pk-5th grade teachers

Principal

Vice Principal

Judy Center Staff

May 2017

Sign in sheets

announcement

Paper

Materials for activities

  • Ready to Learn Packets will be created to distribute to the upcoming PreK and  Kindergarten students.  Included: letter, sound, and word flashcards.  Also included are crayons, scissors, and a number line.

Cortney Monar

Annette Waggoner

Maria Williams

Karen Karten

Linda Viens

Kelly Crockett

June 2017

Sample of Ready to Learn bag

Bags

Materials to be put in bags

paper

  • Career curriculum for all students.

Kim Bozman

Amie Palenchar

Throughout the year

Lesson plans

Paper

  • PK students will be included and participate in the attendance incentives in order to achieve better attendance and reduce tardies.

Irma Stomberger

Teachers

Monthly

Newsletters

Attendance Letters

Paper

Educational Resources

  • The importance and rigor of the current PK and kindergarten curriculum are explained and addressed at Parent teacher Collaboration per quarter.

Linda Viens

Kelly Crockett

Quarterly

Collaboration SANE

Paper

Copies

  • STEM program “Creativity First” will be implemented in early childhood classrooms.

Pre Kindergarten Teachers

Kindergarten Teachers

Traci Schneider

Judy Center

Principal

Spring 2017

Class visitation

Schedule

Photographs

Judy Center

  • Next Generation Science Standards will be implemented in the Kindergarten classrooms.

Taylar Mowery

Traci Schneider

August 29, 2016-June 16 , 2017

Class Schedule

Lesson Plans

  • Kid Writing and Write Steps will be implemented in the Pre Kindergarten and Kindergarten classrooms.

Principals

Kindergarten Teachers

Pre Kindergarten Teachers

Pre Kindergarten and Kindergarten assistants

Early Childhood Supervisor

Early Childhood Coordinator

Ongoing

Class Schedule

Writing Journals

  • Continue the certification process through Maryland Excels

Cortney Monar

Ongoing

Uploaded documents

Binders

Papers

Copies

  • Partner with UMES daycare program to implement Ready at Five’s VIOLETS Learning Parties

Cortney Monar

Pre Kindergarten Teachers

Ongoing

VIOLETS

MSDE

Judy Center

  • Complete MSDE Accreditation

Principals

Pre Kindergarten Teachers

Kindergarten Teachers

Ongoing

School documentation binders

Wellness

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Needs Assessment:

 Findings

Identified Needs

Factors Contributing to Root Causes

Root Causes

High Percentage of our students here at PAES are overweight and obese.

Many of our students do not participate in after school activities nor are they active at home.

Students need to be more active during the school day.

Students need to participate more in after school activities as well as sports.

More time allotted for academics.

Parents are not knowledgeable of the programs and opportunities that are available to them.

Not enough time during the school day for students to be active.

Students don’t have transportation to after school programs.

Parent can’t afford to pay for their child to participate in sports.

Priority Needs: Help the students of PAES become healthier well rounded citizens of Somerset County

Student GOALS:

The students at PAES will increase the time spent on daily physical Activity.

80% of the students at PAES in grades 3-5 that participate will meet the requirements of the GET FIT AWARD!

To increase student participation in after school activities and sports

Student will increase  their fruits and vegetables  intake by one per day and 7 per week

Staff Goals:

The staff at PAES will increase their  time spent daily on physical activity

80% of the staff at PAES that participate will meet the requirements of the GET FIT AWARD challenge.

The staff here at PAES will increase their fruits and vegetables intake by one per day and 7 per week.

Get Fit Award Criteria: 10 perfect push ups, 20 perfect sit ups, 5 levels of pacer, 60 sec. Wall sits, 45 sec. Planks

Strategies and Activities:

Strategies to increase Physical Activity:

Person(s) Responsible

Timeline

Evidence

Funding

Teachers will not give candy and sweet treats as incentives for students

Students will be given more healthier choices for classroom parties

Faculty at PAES

2016-2017 school year

Staff will use healthier choices

N/A

Distribute parks and recs afterschool activity and sports fliers to the students

Mr. Nelson

2016-2017 school year

More students will participate as a result

Somerset County Parks and recs

Distribute county wellness policy to the students and their families of PAES.

Mr. Nelson

2016-2017 school year

Parents and guardians will be aware of our policy

N/A

Make healthy fruits and vegetables choices available to the students s and staff of PAES

Helen Riggin (Fruits and vegetables)

2016-2017 school year

Students and staff will be seen trying new fruits and vegetables

Federally funded

Start a walking works challenge for the staff here at PAES

Board (Paige Paxton)

2016-2017 school year

Sign ups and recording steps and activity

Board of Ed

Start a morning exercise routine for the students and staff to participate in

Mr. Nelson

2016-2017 school year

More students and faculty will be active in the morning

N/A

Have a students and staff competition with the GET FIT AWARD! Who can have the higher percentage meet the requirements

Mr. Nelson

2016-2017 school year

Sign up and recorded success of student and faculty achievement of the Award

N/A

Wellness night

Mr. Nelson

TBA

Agenda/Sign In

Champions for change grant

HIGHLY QUALIFIED TEACHERS

NEEDS ASSESSMENT (continued)

TEACHERS and Instruction by highly qualified teachers (Component 3)

Grade Level

2016-2017

 Classroom Teachers

Number Highly Qualified

Number of Teachers Rated Satisfactory

2016-2017 Years of Experience

0-3

4-10

11-15

16+

Pre-K

Kelly Crockett

Linda Viens

2

2

1

1

Kindergarten

Shannon Holland

Taylar Mowery

Kelly Taylor

3

3

1

1

1

1st

Nan Harrison

Kelly McLaughlin

Karen Linamen

3

3

3

2nd

Julie Sandrock

Raleigh Meddings

Debbie Whitney

3

3

2

1

3rd

Kayla Maschuck

Taylor Estes

Kelly Holland-Crockett

3

3

3

4th

Brittany Price

Mariah Flores

Toni Brown-Stewart

3

3

1

1

1

5th

Teresa Adkins

Christa Taylor

Christy South

3

3

1

2

SPED

Leigh Widdowson

Jennifer Bennett

Heather Travis

Ashley Daniels

4

4

1

1

1

1

Specials

Kristen Davis

Rachel Laird

John Nelson

Cody Rausch

Sarah Perdue

5

5

2

3

Instructional Facilitators

Annette Waggoner

Maria Williams

2

2

1

1

Paraprofessionals

Lisa Collins

Beth Mayson-Holmes

Salmonia Schoolfield

Thelma Douglas

Tara Thomas

Irma Stromberger

Cassie Neilson

Robin Henderson

Robin McColligan

Cam Taylor

Jess Chaplin

11

11

1

3

1

5

Intervention Teacher

Michelle Bradford

1

1

1

ELL

Megan Miller

1

1

1

Principal

Cortney Monar

1

1

1

Assistant Principal

George Klein

1

1

1

Guidance / LST

Kim Bozman

Amie Palenchar

2

2

1

1

*All Classified and Non-classified staff qualifications may be obtained at the Central Office.

HIGHLY QUALIFIED TEACHERS

 Instruction by highly qualified teachers (Component 3)

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

  • Provide a Reading Coach and Instructional Facilitator for assistance in planning and executing high quality instruction.
  • Provide common planning time for team support.
  • Provide opportunities for grade level and cross grade level teams to learn about, practice, and reflect upon methods of instruction.
  • System in place to account that all paraprofessionals are highly qualified.
  • Parents are notified that they have access to teacher qualifications.
  • Parents are notified when their child is not taught by a highly qualified teacher. N/A this year
  • Provide P.D. based on the needs identified by observations, evaluations and data analysis.
  • Provide PD opportunities so staff can meet 6 hours of flex time option
  • Insure that any long term substitute be highly qualified

Strategies to attract high-quality highly qualified teachers to high-need schools (Component 5)

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

  • Recruit highly qualified teachers through on going contact with universities (Salisbury University, UMES, and WorWic) that provide teacher education programs.
  • Continue to participate in the PDS program with Salisbury University and UMES.
  • Joint hiring of new staff:  Teachers, Principals, Human Resources
  • Mentoring program for new teachers—following the county guidelines for assisting non-tenured teachers.
  • Informal mentor provided for staff in new positions
  • Technology is up to date in the school.  Grades 1-5 are equipped with Promethean Board bundles.  Each classroom has network/internet computers.
  • Technology training and certification available for all staff. incentives for staff upon completion
  • CES affirmed school.
  • PBIS Gold Banner school
  • Character Education Program for students.
  • The Eastern Shore offers a variety of recreational activities involving water, beach, golfing, and resort amenities.
  • College tuition reimbursement
  • The Human Resource Office at the county level assumes the responsibility for this task.
  • Character Education School of the Year
  • Salary is competitive to surrounding counties.  

TEACHERS AS DECISION MAKERShttp://t2.gstatic.com/images?q=tbn:ANd9GcQy0BvHGHmP4YkFIb_yxHGW4W0tGuOKB2OLE9OA3tGFXhkZ6nqdMw:allthingsfit.files.wordpress.com/2011/02/question_clipart.gif

TEACHERS AS DECISION MAKERS

Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.  (Component 8)

Discuss what measures are being taken to include teachers in decision-making regarding the academic assessments in order to provide information on and to improve the achievement of students and the instructional program?

  • SIT is composed of all staff members, parent and community representatives.
  • Grade level teams meet weekly with math facilitator to analyze data and make decisions about the instructional program.
  • Grade level teams meet weekly with the reading coach to analyze data and make decisions about the instructional program.
  • Staff members may volunteer to lead or serve on various committees within the school.
  • Teachers use data from formal/informal assessments to make decisions on instruction.
  • Teachers use data to plan for differentiated instruction in classrooms.
  • Teachers have choices/opportunities for professional development.
  • Teachers formally and informally evaluate student behavior and the impact on instructional programs and student achievement (P.B.I.S., Character Education, etc.)
  • Teachers complete a variety of surveys.
  • TELL Survey- Staff members take part in this survey to provide feedback about the school climate, academics, and leadership.  Results are used to make improvements for the next year. Staff will take the survey between Feb. 2017.  
  • MDS3 – is a climate survey that students, staff, and parents are encouraged to complete.
  • Common assessments are created by teachers and coaches to identify students that need intervention/remediation.
  • Teachers along with the Reading Coach and Math facilitator plan Reading and Math family nights.
  • Teachers meeting in vertical collaborative groups in order to discuss and support each other based on content.
  • Teacher planning is in conjunction with another grade level.

Needs: Areas that the staff scored low (disagreed with):

  • The school is clean and environmentally healthy.
  • Efforts are made to minimize routine paperwork and classroom disruptions.
  • Our students come to school ready to learn.
  • Professional development is differentiated to meet the needs of individual teachers.

        STRATEGY

PERSON RESPONSIBLE

TIMELINE

EVIDENCE

Administration and the custodial staff have a shared vision about the school environment.  Teachers will assist in maintaining their classrooms appearance especially due to reduction in the custodial staff.

Cortney Monar, Principal

George Klein, VP

Rob McCready, Head Custodian

Classroom Teachers

August 2016- June 2017

2015-2016 TELL Survey Results

The school administration uses the results from the TELL Survey to target areas of concerns for staff and school community.

Cortney Monar, Principal

George Klein, VP

August 2016- June 2017

2014-2015 TELL Survey Results

All assistants are included in faculty and SIT meetings so they know the same information as the teachers.

Cortney Monar, Principal

August 2016- June 2017

Sign ins

Teachers share input about changes that need to be made in unit assessments.

Cortney Monar, Principal

Annette Waggoner, Reading Coach

August 2016- June 2017

Agenda notes

Coach and facilitator assist teachers create and/or edit common assessments after deciding in the order in which the skills are taught.

Cortney Monar, Principal

Annette Waggoner, Reading Coach

August 2016- June 2017

Agenda notes

Administration collaborates on discipline concerns.  

VP is the chairperson of the climate committee to share discipline data.  

Cortney Monar, Principal

George Klein, VP

August 2016- June 2017

SIT committee agenda

Faculty agenda

Professional Development is geared toward individual needs and supportive of the school-wide initiatives.

Cortney Monar, Principal

George Klein, VP

Annette Waggoner, Reading Coach

August 2016- June 2017

SANE

ILT – Instructional Leadership Team – will meet weekly to discuss school personnel, concerns, data, and make decisions.  

Cortney Monar

George Klein

Annette Waggoner

Maria Williams

Amie Palenchar

Kim Bozman

Leigh Widdowson

August 2016-June 2017

(Monday’s)

SANE

PROFESSIONALDEVELOPMENT

http://t2.gstatic.com/images?q=tbn:ANd9GcSQAMk5w8FAtaAkWpF_bZlmOG0ojBLcreXulvGuYXNGsiruySKPpQ:www.wethersfield.k12.ct.us/uploaded/Technology_Dept/images/Clipart_team/TeamWork.jpg

PROFESSIONAL DEVELOPMENT

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

 Professional Development Goals:

  1. resiliency in students
  2. STEM
  3. using data to effectively to make instructional decisions
  4. Incorporating technology into the classroom.
  5. hands-on engaging science lessons/STEM
  6. utilizing paraprofessionals effectively to work with students
  7. Bullying prevention and awareness

High Quality Professional Development Activities 

Audience

Teachers, Paraprofessionals, and Principals

Person(s) Responsible

Timeline

New Teacher Orientation

Mariya Flores

Julie Sandrock

Kayla Maschuck

Christy Scott

August 2016

Elementary Reading

Kelly McLaughlin

Raleigh Meddings

Kayla Maschuck

Brittany Price

Teresa Adkins

Cortney Monar

Annette Waggoner

Michelle Bradford

Jen Bennett

Lilly Welch

August 2016

Social Studies Training

Nan Harrison

Taylor Lecates

Christy South

Debbie Whitney

Annette Waggoner

Jill Holland

August  2016

Pre-K Curriculum  Development

Shannon Holland

Debbie Whitney

Linda Viens

Karen Karten

August 2016

Next Generation Science Standards

Debbie Whitney

Christy South

Nan Harrison

Taylor Estes

Kelly Taylor

Maria Williams

Traci Schneider

June 21, 2016 and August 26, 2016

Math PD

Kelly Holland-Crockett

Maria Williams

Christa Taylor

Karen Linamen

Claudia Burgess

August 2016

Origo Training

Karen Linamen

Kelley Holland-Crockett

Christa Taylor

Maria Williams

Traci Schneider

Rob Nickerson

August 2016

SPED PD

Leigh Anne Widdowson

Jennifer Bennett

Heather Travis

Ashley Davis

Cher;yl O’Neal

August 2016

MD Science and Genetics Academy

Christy South

Salisbury University

July 16, 2016

NASA Elementary GLOBE

Rachel Laird

Kristen Davis

Maria Williams

Traci Schneider

August 2016

Bee Bots

Linda Viens

Kelly Crockett

Karen Karten

August 2016

SLO Training

Annette Waggoner

Maria Williams

Terry Dreschler

August 2016

SLO

Brittany Price

Rachel Laird

MSDE

September 2016

Google Docs

Annette Waggoner

Maria Williams

Cortney Monar

Jill Holland

August 2016

Study Island

All Teachers, Paraprofessionals and Administration

Consultant

September 2016

Tech Expo

All Teachers, Paraprofessionals, and Administration.

Various County Staff

September 2016

PBIS

Amie Palenchar

July 2016

Graduate/Doctoral Classes

Megan Miller

Taylor Estes

Kim Bozman

Amie Palenchar

Teresa Adkins

Christy South

John Nelson

Christa Taylor

Jen Bennett

Raleigh Meddings

SU

UMES

online

Summer 2016

Fall 2016

WIDA training and conference

Megan Miller

various trainers

Summer 2016

Transition Plan Outcomes:

  1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning to help teachers develop the new knowledge, skills, and practices necessary for full implementation of the Maryland Common Core State Curriculum (MD CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key data to guide the design of professional learning include:
  1. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided resources) to support:

Learning Forward’s Standards for Professional Learning:

Transition Plan Outcome #

Activities

Target Staff

Responsible Person(s)

Required Resources

Timeline

Outcomes

Progress Monitoring

Aligned Standards

Learning Designs

Implementation

Learning Communities

Leadership

Resources

Implementation

Outcomes

Data

Reading strategies

Coaching

Modeling

Curriculum and Assessment

Read LIve Naturally

Wonder Works

Reading Coaches

Lilly Welch

Pre and Post Diagnostic Assessment

Unit tests

SLO,

teacher evaluation,

grading guidelines review

EEA model units

Curriculum & assessments

Text dependent questioning

Close reading

Teaching Novels

Literature Circles  

PK-5 Reading teachers

Reading Facilitators

Lilly Welch

Origo Math

K-5 Math teachers

Traci Schneider

30 minutes of mini PD

30 minutes of data analysis

All Staff

Reading and

Math facilitator

During weekly team meetings

Vertical content area  team meetings

All Staff

Reading and

Math facilitator

Monthly

SLO training and opportunity to write SLOs.  

All Staff

PAES Leadership team

BUDGET

Title I BUDGET

     Our School Improvement Team is comprised of the entire staff.  Each staff member was assigned to one of five breakout committees (Reading, Math, School Climate, Transition, and Parent Involvement).  Each breakout committee has members from various grade levels, paraprofessionals, as well as parents.  During our School Improvement Meetings, all members meet as a whole group monthly to review and update the School Improvement Plan (SIP).  After the whole group meeting, the breakout committees relocate to their designated areas to work on, edit, and plan any strategies/activities that are in the committees’ part of the plan.  The meeting minutes from each committee are emailed to the staff and also located on the school network and in our documentation binder.  This facilitates the coordination of school-wide activities aligned with Federal, State and local services. Our SIT plan drives instruction and is the foundation to improving our school.   Our School Improvement Plan is a living and forever changing document.  This plan not only supports our school to the benefit of student growth it also incorporates student services including, violence prevention programs, nutrition programs, housing programs (families in transition), Head Start programs, and parent involvement programs.

     We have various funding sources that are used to implement programs, strategies, and events that appear in our School Improvement Plan.  Title I funds are used for classroom materials that support the Common Core standards, Reading, Math, Science, and Social Studies programs as well as in-house costs for materials, refreshments and student attendance incentives.  Parent Involvement funds are spent on materials for events and activities, staff stipends at events, instructional resources, and refreshments for parent activities throughout the year.  The Judy Center funds are used for Pre-Kindergarten and Kindergarten professional development, equipment, and materials for their classrooms. Local allocations are to support office supplies, material of instruction, fine arts, physical education, and media.  This funding is controlled by the Board of Education and are accessible through efinance . PBIS, which supports the climate initiative, receives funding from school fundraisers.  These monies are used to help defer the cost of transportation, refreshments, incentives and other related fees throughout the year. RIF funding comes from the Federal Government and provides children with a minimum of 3 free books over the school year.

Other community partners include the following:

  • 4th Grade swimming program:  Funded by the Somerset Health Department
  • 4th Grade Wetlands Trip:  Funded by Dept. of Natural Resources
  • Dental Health, Sealants, and flu vaccinations:  Funded by the Somerset County Health Department
  • Community Foundation Grants fund trip to Teackle Mansion
  • Teacher Grants - Debbie Whitney secured a grant through Target to reduce the cost of a field trip.  Kelly McLaughlin secured a grant through the Somerset County Health Department for a wellness project.
  • Judy Center funding – Karen Karten

PAES 2016-2017 Financial Budget

TITLE 1 FUNDING ()

Account Title

 Budget

Budget Code

Account

Field Trips

$0

12 205 239 211 101 7F

499552

Stipends($1000)/Fringe($242)

$1000

12 203 239 211 101 7F

102194

Tutoring

$2000

12 203 239 211 101 7F

102199

   

Equipment

$3880

12 205 239 211 101 7F

554603

Contractual / Assembly

$1000

12 205 239 211 101 7F

209202

Bus Contracted Transportation

$1050

12 209 289 211 101 7F

209206

PD conferences

$200

12 205 276 211 1017F

499506

Materials

$6026

12 204239 211 101 7F

329323

    10/3/16 - School Speciality -

-$40.52

    10/6/16 - Edmentum Reading Eggs Program

-$2100

     10/7/16 - USI   - Laminating Film for teaching materials

$-289.50

     10/7/16 - Presentation System - Poster Paper for instructional charts

$-348.58

     1/2/17 - Really Good Stuff - k. teacher instructional material

$-43.93

      1/2/17- Renewal of website for Kindergarten

$-597.00

TITLE 1 PARENT INVOLVEMENT ($4447)

Refreshments/Instructional Resources

$1000

12 205 239 211 101 7F

499599

   11/4/16 - Title 1 Night - Pizza Hut

-$182.00

Stipend-

$1500

12 204 239 211 101 7F

102194

Fringe -

$145

 

Materials

$1410

12 203 239 211 101 7F

329325

LOCAL BUDGET ALLOCATIONS ($24586)

Office Supplies

$7541

10204239211000

329300

Material of Instruction

$8585

10204239211000

329323

Art Supplies

$1783

10204239211000

329308

Physical Education

$737

10204239211000

329311

Media

$3890

10204274211000

322304

Vocal Music

$790

10204239211000

329373