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St. Mary’s County Public Schools2018 - 2019

Title I Schoolwide Program Plan (One Year) [Four Components of a Schoolwide Program – ESSA Section 1003

School: Lexington Park Elementary

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Schoolwide Program Plan Components Checklist[Schoolwide Components ESSA Section 1114 (b)(1)(A-J)]

All schoolwide program plans must be developed with the involvement of parents, and other members of the community to be served and individuals who will carry out the plan, including teachers, principals and administrators. Each school operating a schoolwide program must include all four components in their plan. After completion of the School Improvement Plan, please reference the page numbers of the ten required schoolwide components on this page.

1. Comprehensive Needs Assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of children who are failing, or at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; [1114(b)(6)]

2. Schoolwide Reform Strategies that address school needs including a description of how strategies will:a. Provide opportunities for all children, including each of the subgroups of students as defined in Section 1111(c) (2) to meet the challenging State academic standards; (1114(b)(7)(A)(i);b. Use methods and instructional strategies that strengthen the academic program, in the school, increase the amount and quality of learning time and help provide an enriched and accelerated curriculum, which may include programs, activities and courses necessary to provide well rounded education; (1114(b)(7)(A)(ii)c. Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards that may include (1114(b)(7)(A)(iii)

3. Parent, Family and Stakeholder Involvement - developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals, the LEA, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school. 1114(b)(2)3B. Parent and Family Engagement - Based on the results of the needs assessment, schools must implement evidence-based parent and family engagement strategies. (Section 1116)

4. Coordination and Integration of Federal, State, and local services and programs - If appropriate and applicable, is developed in coordination and integration with other Federal, State, and local services, resources and programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under Section 1111(d). 1114(b) (5)

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Four Components of a Schoolwide Program PlanPages

1. Comprehensive Needs Assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of children who are failing, or at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency; [1114(b)(6)]

Rdg: 4-11

Math: 14-16

2. Schoolwide Reform Strategies that address school needs including a description of how strategies will:

a. Provide opportunities for all children, including each of the subgroups of students as defined in Section 1111(c) (2) to meet the challenging State academic standards; (1114(b)(7)(A)(i);

b. Use methods and instructional strategies that strengthen the academic program, in the school, increase the amount and quality of learning time and help provide an enriched and accelerated curriculum, which may include programs, activities and courses necessary to provide well rounded education; (1114(b)(7)(A)(ii)

c. Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards that may include (1114(b)(7)(A)(iii)

Rdg.: 12 – 15

Math: 16-19

Rdg: 12 -15Math: 16-19

3. Parent, Family and Stakeholder Involvement - developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals, the LEA, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school. 1114(b)(2)

3B. Parent and Family Engagement - Based on the results of the needs assessment, schools must implement evidence-based parent and family engagement strategies. (Section 1116)

Pgs. 22 - 27

4. Coordination and Integration of Federal, State, and local services and programs - If appropriate and applicable, is developed in coordination and integration with other Federal, State, and local services, resources and programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under Section 1111(d). 1114(b) (5)

Pgs. 27-29

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COMPREHENSIVE NEEDS ASSESSMENT: READING

A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards. (Component 1)

Core Subject

Assessment Used

Assessment Data Profile

by Grade

Identified Needs(include gender and

subgroup gaps)

Factors Contributing to Root CausesRoot Causes

Reading DIBELS Kindergarten 81 Students

I 57%

S 25%

C 18%

Oral Reading Fluency

Intensive:46 students

12/46(29%) AA

25/42(59%) ED

Factors:*Lack of preschool experience*Students lack general and literacy concepts and vocabulary*Poor school attendance – requiring intense intervention*Students do not spend adequate time reading at their independent and instructional levels in school and/or at home*Many of these students lack modeling and encouragement for reading at home*Teachers need additional training in the use of supplemental instructional materials that are currently available

Root Causes:*Students come to this grade level unprepared to successfully interact with Kindergarten content standards, including: high frequency words, decoding skills and reading process strategies.*Limited options of print materials at home as a result of socio-economic factors*Need for better communication regarding the curricular expectations between home/school*Interventions, including Fundations, need to selected based on need, implemented consistently, and monitored carefully

Reading DIBELS 1st grade:82 Students

I 55%

S 10%



18/45 (40%) AA

Factors:*Students do not spend adequate time reading at their independent and instructional levels in school and/or at home*Modeling of reading strategies is inconsistent*Additional professional development in differentiated instruction is needed*Need for teachers to learn &use strategies to enhance student engagement

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C 35% 24/45 (53%) ED2/45 (4%) Sp Ed

Root Causes:*Teachers need additional professional development in literacy best practices and accurate determination of students’ independent reading level*Limited options of print materials at home as a result of socio-economic factors*Need for better communication regarding the curricular expectations between home/school*Interventions, including Fundations, need to selected based on need, implemented consistently, and monitored carefully*High mobility creates learning gaps for students

Reading DIBELS 2nd grade:79 Students

I 60%

S 21%

C 19%



22/48(46%) AA

28/48 (65%) ED

2/34(4%)Sp Ed

Factors:*Need for student differentiation in independent work* Word work and decoding instruction is inconsistently based on IRLA practices and not sufficiently differentiated*Need for student discussion to build meaning and teachers to use questions that target higher levels of cognitive demand*Teachers need to use strategies to enhance student engagement*Insufficient time spent reading at independent reading level*Interventions, including Fundations, need to selected based on need, implemented consistently, and monitored carefully

Root Causes:*Need for additional professional development for teachers to accurately level students and identify and target weaknesses and determine appropriate interventions*Insufficient time spent reading independently and collaboratively discussing what they’ve read with peers & the teacher*Limited stamina & resiliency in completing non-preferred and/or difficult tasks*Need for better communication regarding the curricular expectations between home/school*High mobility creates learning gaps forstudents

Reading DIBELS 3rd grade: 79 Students

I 54%


Intensive: 43 students

Factors:*Need for student differentiation in independent work* Word work and decoding instruction is inconsistently based on IRLA practices and not sufficiently differentiated*Need for student discussion to build meaning and teachers to use questions that

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S 25%

C 21%

30/43 (63%) AA

39/43 (85%) ED

4/43 (8%) SWD

target higher levels of cognitive demand*Need for implementation of strategies to enhance student engagement*Insufficient time spent reading at independent reading level*Need to increase cognitive demand of instruction & assignments

Root Causes:*Need for additional professional development for teachers to accurately level students and identify and target strengths & weaknesses to determine appropriate interventions*Insufficient time spent reading independently and collaboratively discussing what they’ve read with peers & the teacher*Need for better communication regarding the curricular expectations between home/school*Limited stamina & resiliency in completing non-preferred and/or difficult tasks*High mobility creates learning gaps forstudents

Reading DIBELS 4th grade: 128 Students

I 37%

S 10 %

C 53%


Intensive: 47 students

26/47(55%) AA

38/47(80%) ED

3/47(7%) SWD

Factors:*Need to employ differentiated instruction & independent work*Need to foster student motivation, stamina, accountability, &recognition in independent reading & seatwork*Need to use standards-based questions& learning activities that target higher levels of cognitive demand and engage students in discussion protocols that build meeting*Need to employ strategies to enhance student engagement*Classroom reading conferences need to focus on power goals*Insufficient time spent reading independently and collaboratively discussing what’s been read with peers & teacher

Root Causes:*High mobility creates learning gaps for students*Limited stamina & resiliency in completing non-preferred and/or difficult tasks*Limited print materials at home*Limited desire to choose either reading or and writing as a preferred activity*Need for better communication between home & school to increase understanding of school expectations*Interventions, including IRLA Toolkit, Wilson, Imagine Learning, Targeted Skills groups need to selected based on need, implemented consistently, and

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monitored continuously*Students also lack proficiency in responding to higher order questions with support and evidence from the text

Reading DIBELS 5th grade: 129 Students

I 50%

S 14%

C 36%



31/6448% AA

52/6481% ED

4/645% SWD

Factors:*Need to employ differentiated instruction & independent work*Need to foster student motivation, stamina, accountability, &recognition in independent reading & seatwork*Need to use standards-based questions& learning activities that target higher levels of cognitive demand and engage students in discussion protocols that build meeting*Need to employ strategies to enhance student engagement*Classroom reading conferences need to focus on power goals*Insufficient time spent reading independently and collaboratively discussing what they’ve read with peers & the teacher

Root Causes:*Student mobility rate is high-by 4th grade 22% of the students have spent less than 2 years at LPES*Limited stamina & resiliency in completing non-preferred and/or difficult tasks*Need for better communication between home & school to increase understanding of school expectations*Interventions, including IRLA Toolkit, Wilson, Imagine Learning, Targeted Skills groups need to selected based on need, implemented consistently, and monitored continuously*Students also lack proficiency in responding to higher order questions with support and evidence from the text.

*Additionally, the data in the chart on the next page provides additional corroborating information about our students’ needs, contributing factors & root causes from the 2016-2017 SMCPS Reading Benchmark Assessments & PARCC ELA.

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LEXINGTON PARK ELEMENTARYADDITIONAL ELA STUDENT DATA FROM SMCPS BENCHMARK ASSESSMENTS & PARCC ELA

SMCPS Reading Benchmark Assessment

PARCC ELA≥4 Met or Exceeds Expectations

Contributing Factors & Root Causes

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Aggregate: 97.1%- AA: 96.8%- H: 91.7%- ED: 96.2%

SWD: 100.0%

*Significant improvement compared to 2017-2018 scores in aggregate and all student groups

N/A

Factors:*Inconsistent implementation of IRLA framework & guided reading practices*Need for differentiated instruction & intervention*Need for interventions to be chosen to meet the needs of the students, implemented with fidelity, monitored and adjusted as needed*Need for class work and formative assessments that more closely mirror the demands & format of the benchmark & PARCC assessments

Root Causes:*Insufficient professional development for literacy program best practices for instructional staff*Lack of reading stamina & resiliency in completing non-preferred and/or difficult tasks*Need for better communication between home & school to increase understanding of school expectations

2 Aggregate: 74.6%- AA: 72.5%- H: 75.0%- ED: 70.0%- SWD: 25.0%

*Improvement compared to 2017-2018 scores in aggregate and all student groups except in SWD

N/A Factors:*Inconsistent implementation of IRLA framework & guided reading practices*Need for differentiated & tiered instruction & closely monitored intervention*Need for interventions to be chosen to meet the needs of the students, implemented with fidelity, monitored and adjusted as needed*Need for class work and formative assessments that more closely mirror the demands & format of the benchmark & PARCC assessments

Root Causes:*Insufficient professional development for literacy program best

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practices for instructional staff*Lack of reading stamina & resiliency in completing non-preferred and/or difficult tasks*Need for better communication between home & school to increase understanding of school expectations

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Aggregate: 53.3%- AA: 56.7%- H: 50%- ED: 52%- SWD: 16.7%

*Improvement compared to 2017-2018 scores in aggregate and all student groups

Aggregate: 16.7%- AA: 12.5%- White: 11.1%- H: 75%- ED: 13.5%- SWD: 0%

*Improvement in aggregate and other student groups, but did not make required AMO target of 17.4%

Factors:*Need for differentiated direct instruction & independent work to scaffold levels of difficulty*Need for class work and formative assessments to more closely mirror the demands & format of the benchmark & PARCC assessments, including organizing curriculum content into interdisciplinary tasks & units of study

Root Causes:*Insufficient professional development for literacy best practices for instructional staff*Lack of reading stamina & resiliency in completing non-preferred &difficult tasks*Need for better communication between home & school to increase understanding of school expectations

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Aggregate: 85.71% (Includes STEM students)- AA: 64.86%- H: 100%- ED: 68.09%- SWD: 14.29%

Aggregate: 54.6% (Includes STEM students)- AA: 9.7%- White: 76.1%- H: 46.2%- ED: 21.2%- SWD: 12.5%

*Improvement in aggregate and all student groups except AA. Surpassed AMO target of 52.3%.

Factors:*Need for differentiated direct instruction & independent work to scaffold levels of difficulty*Need for class work and formative assessments that more closely mirror the demands & format of the benchmark & PARCC assessments, including organizing curriculum content into interdisciplinary tasks and units of study*Need for increased focus on writing to source

Root Causes:*Insufficient professional development for literacy & writing best practices for instructional staff*Lack of reading stamina & resiliency in completing non-preferred and/or difficult tasks*Need for better communication between home & school to increase understanding of school expectations

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5

Aggregate: 60%(Includes STEM students)

- AA: 49%- H: 48%- ED: 45%- SWD: 36%

Aggregate: 54.8%(Includes STEM students)- AA: 22.7%- White:79.7%- H: 36.4%- ED: 19.6%- SWD: 0%

*Improvement in Aggregate, Hispanic & AA. Decline in White, SWD & ED. Did not meet AMO target of 54.9%.

Factors:*Need for differentiated direct instruction & independent work to scaffold levels of difficulty*Need for class work and formative assessments that more closely mirror the demands & format of the benchmark & PARCC assessments, including organizing curriculum content into interdisciplinary tasks and units of study

Root Causes:*Insufficient professional development for literacy best practices for instructional staff*Lack of reading stamina & resiliency in completing difficult tasks*Lack of parent understanding of school expectations & better communication between home & school

Literacy Priority Needs● Actively engage students with best practices in literacy instruction through utilizing the IRLA Framework, Goalbook/Pathways , Units of

Study, 100 Book Challenge, and interdisciplinary tasks/units that mirror the demands of the county assessments & PARCC.

● Provide consistent and differentiated small group instruction and independent work during balanced literacy block

● Utilize best practices in guided reading instruction, with students responding to higher order questions and engaging in discussion protocols with each other.

● Provide appropriate interventions for students reading below benchmark, as determined through individual assessments including the Independent Reading Level Assessments (IRLA), monitor progress using UNIFY’s RTI system& adjust intervention as needed.

● Ensure accuracy of independent reading level of students based on the Independent Reading Level Assessment

Increase student time spent reading at independent reading level to 30 minutes during the school day and support an additional 30 minutes of home reading

Recognize & celebrate students’ independent reading progress & increase in reading levels through incentives & quarterly Celebrations of Reading

Administer collaboratively developed formative assessments regularly to monitor student learning Provide frequent authentic writing experiences that lead students to write to source and make meaningful use of content knowledge

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Reading/Language Arts Goal/s: (Include each subgroup identified in the needs assessment): The goals should align with the priority needs.

1. All students will show more than one year’s growth above baseline independent reading level (as determined by IRLA)

2. LPES will meet the established ELA AMOs on the 2019 PARCC as described below 3rd: 20.7% 4th: 54.2% 5th: 56.7%

Reference district’s Master Plan & Reading First, if applicable: Goal 1, Objective 1, Strategy 1:

Implement a comprehensive, scientifically based and aligned literacy program, preK-8, that includes all of the components of Reading Firsts: phonemic awareness, phonics, comprehension, vocabulary, and fluency

Goal 1, Objective 1, Strategy 4: Implement, monitor, and evaluate a revised instructional support model to strengthen literacy instruction

Goal 1, Objective 2, Strategy 1: Implement, monitor, and evaluate a system of regularly administered formative assessments for reading and writing, PreK-8

Goal 1, Objective 3, Strategy 1: Supplement literacy program with resource materials

Goal 1, Objective 4, Strategy 1: Provide academic intervention to all students who are not yet proficient in reading and/or writing

Reading/Language Arts Objective/s:1. Scores on the SMCPS benchmark assessments in grades K -5 will improve as outlined below.

2nd: Aggregate: 74.6%, AA: 72.5%, H: 75.0%, ED: 70.0%, Sp Ed: 25.0% 3rd: Aggregate: 68.6%, AA: 67.4 %, H: 75%, ED: 70%, Sp Ed: 28% 4th: Aggregate: 88%, AA: 80%, H: 78%, ED: 80%, Sp Ed: 54% 5th: Aggregate: 87%, AA: 75%, H: 62%, ED: 70%, Sp Ed: 30%

2. Students in grades K-5 will improve their performance on DIBELS by 10%.3. All students who are demonstrating deficits in reading will receive the appropriate small group intervention which will be administered with true fidelity will be assessed every two weeks to review progress and determine the appropriateness of the intervention.

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School-wide Reform Strategies for Literacy (Component 2)

Strategies/Activities Person(s) Responsible Timeline*Provide 135 minutes of Language Arts instruction (at least 90 uninterrupted minutes) for gr. K-5 & STEM

Classroom teachersSpecial Education Teachers

IRTs

August 2018-June 2019

*Implement Houghton-Mifflin Core Reading Series in grades 4-5, Harcourt Brace in Grades K-3, supplemented with expository text

*Implement integrated Fundations, and Harcourt Brace phonics instruction, revised to align with K-3 Common Core Foundation Skills, IRLA guidelines, and Language Skills for phonemic awareness, phonics and word work skills.

K-5 Classroom Teachers,Mrs. Sweeney

K-3 Classroom Teachers,SpEd TeachersPara-educatorsMrs. Sweeney

August 2018-June 2019

August 2018- June 2019

Administer Independent Reading Level Assessment to all 1st-5th grade students to determine accurate Independent Reading levels

Implement appropriate interventions schedule to address identified need – Fundations, Read Naturally, Leveled Literacy Intervention, and Wilson

Deliver strategic, explicit, research-based vocabulary instruction in grades K-5

Administer collaboratively developed formative assessments

Implement SMCPS Elementary ELA Curriculum enhanced with STEM/STEAM activities & integrated

K-5 Classroom TeachersIRTs

Sp Ed TeachersMrs. Moreland

K-5 Classroom TeachersSp Ed Teachers

IRTsPara-educators




2018-2019 IRLA Timeline09/17: Begin in-school Steps

10/05: ALL student leveled & in School Pace10/09 begins at-home steps

August 2018 – June 2019




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units

Engage students in the full writing process at least one time per quarter, with each writing piece related to text experience and/or interdisciplinary task/unit.

Implement a school-wide reading incentive program (100 Book Challenge)

Implement tutoring in the 21st Century After School Program for identified students in gr. 2-5 using the IRLA framework &

Administration

K-5 Classroom TeachersSpEd Teachers

IRTsAdministration

K-5 Classroom TeachersEvelyn SweeneyAdministration

Mrs. QuadeDr. Shearin

Director/ 21st Century After School

August 2018 –June 2019



What evaluation method/s will be used to determine the effectiveness of each strategy/ activity listed above?

Formative & classroom assessment data will be reviewed at monthly at team data meetings to determine effectiveness & discern student progress. Interventions will be adjusted as needed to ensure the success. Ongoing IRLA assessment for students in grades 1-5 uploaded and displayed in data dashboard used to drive instruction and determination of interventions. Additionally, data from county assessments will be reviewed and used to measure the effectiveness of these strategies and the interventions being used.

COMPREHENSIVE NEEDS ASSESSMENT: MATH

A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards. (Component 1)

Core SubjectAnd

Grade Level

SMCPS AssessmentOAT/NBT

PARCC Assessment

≥4 Met or Exceeds Expectations

Factors Contributing to the Factors & Root Causes

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K

Aggregate: 93.7%- AA: 97.4%- H: 83.4%- ED: 91.7%- SWD: 100.0%

Improvement over 2017-2018 scores in Aggregate and each student group

N/A

Factors:*Lack of preschool experience*Lack of mathematical experiences*Lack of learning materials at home

Root Causes:*Lack of school readiness*Lack of mathematical materials& manipulative at home*Low Socio-Economic status*Need for better communication regarding the curricular expectations between home/school

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OAT Dec. 2017Aggregate: 61.6%- AA: 60.7%- H: 63.7%- ED: 55.1%- SWD: 50.0%

No improvement in scores except in the SWD student group

NBT May 2018Aggregate: 74.2%- AA: 75.0%- H: 83.3%- ED: 75.9%- SWD: 71.5%

No improvement in scores except in the SWD student group

N/A

Factors:*Inconsistent implementation of math curriculum & mathematical practices

*Need for greater differentiated instruction & intervention

*Need for class work and formative assessments that more closely mirror the demands & format of the benchmark & PARCC assessments

Root Causes:*Insufficient professional development for math instructional best practices for instructional staff

*Lack of reading stamina & resiliency in completing difficult tasks

*Lack of parent understanding of school expectations & better communication between home & school

2 Aggregate: 65.5%- AA: 58.4%- H: 50.0%- ED: 60.0%- SWD: 33.4%

*Improvement in scores in Aggregate, AA, & ED, but not in H & SWD

N/A Factors:*Inconsistent implementation of math curriculum & mathematical practices*Need for differentiated instruction & intervention*Need for class work and formative assessments that more closely mirror the demands & format of the benchmark & PARCC assessments

Root Causes:*Insufficient professional development for math instructional best practices for instructional staff

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*Lack of reading stamina & resiliency in completing difficult tasks*Lack of parent understanding of school expectations & better communication between home & school

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*Significant improvement over 2017-2018 scores in the Aggregate & all student groups

Aggregate: 12.1%- AA: 6.3%- White: 11.1%- H: 20.1%- ED: 9.1%- SWD: 0%

*Slight improvement in Aggregate & AA. Did not meet AMO Target.

Factors:*Inconsistent implementation of math curriculum & mathematical practices*Need for differentiated instruction & intervention*Need for class work and formative assessments that more closely mirror the demands & format of the benchmark & PARCC assessments

Root Causes:*Insufficient professional development for math instructional best practices for instructional staff*Lack of reading stamina & resiliency in completing difficult tasks*Lack of parent understanding of school expectations & better communication between home & school

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*Significant improvement over 2017-2018 scores in the Aggregate & all student groups

Aggregate: 54.2%- AA: 33.3%- White: 73.9%- H: 46.2%- ED: 21.6%- SWD: 12.5%

*Improvement in all student groups. Surpassed the AMO target of 48.6%


Root Causes:*Insufficient professional development for math instructional best practices for instructional staff*Lack of reading stamina & resiliency in completing difficult tasks*Lack of parent understanding of school expectations & better communication between home & school

5Aggregate: 77.1%- AA: 58.7%- H: 90.9%- ED: 58.9%- SWD: 8.3%

Aggregate: 44.4%- AA: 9.1%- White: 71.2%- H: 8.3%- ED: 8.9%- SWD: 0%

*Slight improvement


Root Causes:

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*Improvement over 2017-2018 scores in the Aggregate & all student groups except SWD.

in Aggregate, but no other student groups. Did not meet AMO target of 45.2%

*Insufficient professional development for math instructional best practices for instructional staff*Lack of reading stamina & resiliency in completing difficult tasks*Lack of parent understanding of school expectations & better communication between home & school

School-wide Math Priority Needs:Mathematics Priority Need(s):The needs should align with the needs assessment.

*Implement each component of Bridges Math, embedding Standards of Mathematical Practice.

*Ensure daily opportunities for math games/activities to build computational fluency and discussion to enhance student engagement.

*Implement story problems& CGIs with strategy sharing in all classrooms (Gr. K-5), at least once per week.

*Utilize the unit assessment indicator results to establish flexible re-teaching/enrichment groups.

* Identify students in need of math intervention (FASTT Math, Do the Math& Red Bird) and provide daily intervention.

*Administer collaboratively developed formative assessments regularly to monitor student learning.

*Imbed math standards and practices into interdisciplinary STEM/STEAM units in all grade levelsMathematics Goal: (Include each subgroup identified in the needs assessment): The goals should align with the priority needs.

LPES will meet the 2019 PARCC AMOs established by MSDE & SMCPS as described below

Math:16

3rd:17.0 4th: 50.6% 5th: 47.4%

Mathematics Objective:

May 2019 – OA/NBT at or above

Grade 2: Aggregate: 68%. AA: 62.4%, ED: 62%, SWD: 35%

Grade 3: Aggregate: 52%, AA: 50%. ED: 58%, Sp. Ed 40%.

Grade 4 Aggregate: 80%, AA: 69% ED: 74%, Sp. Ed: 60%.

Grade 5 Aggregate: 71% AA: 62%, ED: 60%, Sp. Ed: 25%.

● 68% of grade 1-5 students will score at or above the benchmark cut-off of the SMCPS pre/post math assessments and unit assessments.

● 100% of STEM students will score above benchmark on unit assessments.Mathematics Milestones:

● Use of half sheets, common formative assessments and unit assessment item analysis to identify students for re-teaching groups.

● Use of student data to identify students for math intervention and enrichment.● Math data shared once monthly during PLC meetings and after unit

assessments.● Data reviewed for all students quarterly● Implementation of math strategies that reflect best practices, monitored

through classroom walk-throughs & student performance

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Schoolwide Reform Strategies for Mathematics (Component 2)Strategies/Activities Person(s)

ResponsibleTimeline

*Implement Bridges & Cognitively Guided Instruction in gr. K-5, with attention to explicitly integrating the 8 mathematical practices & provide teachers with ongoing support including PMPD courses specifically designed for primary & intermediate teachers

*Implement ”Math Talk” & PCR writing to build students’ stamina in supporting their choice of strategies and answers & cooperative groupings to support student engagement, discussion and problem solving

*Develop and implement interdisciplinary, project-based units of study to provide students with the opportunity to engage in tasks that mirror the demands of PARCC

*Implement Bridges fluency component to build computational fluency, gr. K-5

*Use Do the Math with identified students to build fluency with whole numbers & fractions

*Use daily formative assessment in gr. 2-5 to guide instructional decisions

Classroom teachersSpEd TeachersIRTs



Classroom teachersSpEd teachersIRTsPara-educators

Classroom teachersSpEd TeachersIRTsPara-educators


Mr. McBride

September 2018 – June 2019


September 2018 - June 2019

September 2018- June 2019




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*Implement math intervention in 21st Century After School Program for identified students to increase mathematics skills

Dr. ShearinDirector of 21st Century After School Program

What evaluation method will be used to determine the effectiveness of each strategy/ activity listed above?

Formative & classroom assessment data will be reviewed at monthly team meetings to determine effectiveness & discern student progress. Interventions will be adjusted as needed to ensure the success. Additionally, each quarter data from county assessments will be reviewed and used to measure the effectiveness of these strategies and the interventions being used.

SCHOOL CLIMATE & CULTURE NEEDS ASSESSMENT (COMPONENT 3)Area Finding Identified Needs Factors Contributing to

Root CausesRoot Causes

School Climate & Safety

2017-2018 Family Survey Results Reveal the following data:

94% feel welcome

92.4% feel encouraged to participate in school activities

90.4% feel we provide information on how they can be involved in their child’s education

90.5% feel that our school holds high expectations for their child

90.9% feel that parent involvement activities are planned to inform and assist them with the success of their child

87.9% feel encouraged to attend

*Communication with families through HAC, grade level and office monthly newsletters, automated phone calls, Twitter, school website & community outreach

*Increased communication regarding family involvement activities and events, through automated calls

Factors:*Students from all SMCPS schools attend LPES

*Lack of professional development in cultural diversity, learning styles and gender differences

*Much communication is print materials

*Many families live a distance from the school

Root Causes:*Manner in which visitation/volunteer policies are communicated

*Disconnect between family culture and school culture

* Many families do not check backpacks and read flyers/letters

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SIT/PTA meetingsStudent Attendance & Safety Concerns

2018 Attendance Rate:

All students – 93.95%

Missed more than 20 UL days:

1/633 = 0.15%

AA (1/25) – 0.04%

*Childhood illnesses

*Lack of family support

*After the tragedy at our feeder high school, families kept students home for extended period of time

*Illness

*Parents not getting child to school*Fear for the safety of their children

Student Mobility & Homelessness

Since August 24th we have registered 63 students and transferred out 41 students. Additionally, we now have 34 families who are homeless. Our mobility and homeless rates continue to grow

*Additional support for families to manage increased mobility/homelessness

*Need for individualized attention & guidance

*Effects of poverty, resulting in evictions and displacements

*Effects of tragedy in feeder high school on family stability

*Poverty

*Homelessness

*Violence in the community

Parent Involvement 184 Parents are members of the PTA

200 parents volunteered

Parents & Partners – 1900 hours of volunteer service

An average of 5 parents attended each quarterly SIT meetings

*Parents have little access to day care after school hours

*Parents work jobs where there is little opportunity to take leave

*Poverty

School Reform Strategies for Climate/Culture Identified Needs (Component 3)

Strategies/Activities Person(s) Responsible

Timeline

*Utilize the nine-member Responsive Classroom Leadership Team & provide 17 more staff members with the four-day immersive training

PrincipalIdentified staff members


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*Provide staff with ongoing support and coaching in the implementation of the Responsive Classroom Framework & trauma-informed practices to support our students experiencing acute & chronic trauma

*Establish student 5th grade student Leadership Academy to develop prosocial behavior & support transition to middle school

*Imbed Growth Mindset principles & practices into daily instruction

*Implement Responsive Classroom framework in 21st Century After School Program to support full engagement and participation

*Engage teachers in a Power of Our Words PMPD book study

All staff members

PrincipalAssistant PrincipalResponsive Classroom Leadership Team, Mental Health Leadership Team

Mr. McBrideDr. ShearinLead TeachersDirector of 21st Century After School Program

Principal, Assistant Principal & identified staff


September 2018 - June 2019



What evaluation method will be used to determine the effectiveness of each strategy/ activity listed above?

Analysis of discipline data (ODRs & OSS) as well as informal climate measures including responses on climate survey.

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PARENTAL INVOLVEMENTSCHOOL PARENTAL INVOLVEMENT POLICY

PARENT INVOLVEMENT

Section 1118 (c)(1-5) Strategies to increase parental involvement (Component 3)

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 school-wide 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 school-wide 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:● Meeting dates, agendas, and sign-in sheets● Copies of information given to parents to inform, explain or describe● Any comments submitted by parents

Lexington Park Elementary SchoolTitle I

2018-2019 Parent Involvement Plan2018-2019

ESSA requires that each school establishes requirements for parental notification and involvement in the development and implementation of their child’s educational program to improve student academic achievement and school performance. The St. Mary’s County Public Schools’ Title I Parent Involvement Plan provides for compliance with all federal requirements and mandates, as defined by Public Law 107-110. The St. Mary’s County Public School System Title I Parent Involvement Plan is aligned with the six goals of Maryland’s Plan for Family, School, and Community Involvement as developed by the Division of Student and School Services of the Maryland State Department of Education, March 2003.

LPES Mission: The mission of LPES is to educate and inspire all students to learn in a safe, respectful, school community.

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LPES Vision: The most important priority of the LPES community is to provide an educational learning environment that is nurturing, respectful and safe. LPES will be a place where students are greeted each day by staff that is enthusiastic, caring, creative and passionate about helping children learn in all areas of their development. All staff will model the cooperative team spirit necessary to provide excellent educational programs and services. LPES will be a place where all students will be included in multiple and varied opportunities to learn the essential basic skills necessary for the successful mastery of advanced academic skills and concepts. We will praise and be inspired by a diversity of ideas, promote an understanding of cultural similarities and differences, and teach ways to develop positive social skills and solve problems effectively.

Building upon the positive support of home and community partnerships and the Responsive Schools network, LPES will provide leadership that will instill in our students set of social and emotional competencies—cooperation, assertiveness, responsibility, empathy, and self-control—and a set of academic competencies—academic mindset, perseverance, learning strategies, and academic behaviors.

In our school, children will be first!

Goal 1: COMMUNICATION - Schools and families will communicate frequently and clearly about academic opportunities, school performance, student progress and our school-family partnerships.

School activities will include:

Parental Involvement Plan - In collaboration with the Lexington Park Elementary parents and staff we reviewed and revised the Title One Parent Involvement Policy/Plan and School-Parent Compact on 3/12/18. Now we will discuss and distribute the plan and ask for suggestions at both our Open House, and Back to School Night. The Title I Parent Involvement Policy/Plan will also be posted on the Lexington Park Elementary School website.

Parent Involvement Calendar –The 2018 -2019 Parent Involvement Calendar is attached. Home/School Compact/STEM Contract – Will be distributed to families at Open House (August 30, 2018), reviewed on Back to School

Night (September 20, 2018) and again with parents at parent/teacher conferences. Feedback about our Parent Involvement Plan and School-wide Program Plan will be collected formally during quarterly school improvement

team meetings; additional feedback will be gathered through other forms of communication such as parent surveys. Parent comments will be submitted to our Title I supervisor for review.

Communication Methods-Lexington Park parents will be informed of statewide, local, and school events through Class DoJo, weekly School Messenger updates, LPES website, local media, and monthly school/classroom newsletters. We will work with the county, our ESOL teacher, sign language resources, and various websites to ensure that the information is provided in a language the parents understand. School staff will respond promptly and positively to parents’ phone calls, letters, and visits. Title I funds have been used to purchase and install voice mail for the school. This will allow families to make contact with school staff outside of regular business hours. The Parent Liaison will provide parent and family resources and use the cell phone purchased through the Title I budget to maintain contact with parents.

School Report Card/Individual Student Report - Each LPES parent will be provided with information detailing state academic content standards and assessments as well as the progress of the school and the level of achievement of the parent’s child in each of the state academic assessments required under the law. Individual Student Report Cards and Interim reports will be distributed to student families eight times during each school year. Parents may also log onto the Home Access Center to review student grades and progress at any time.

School staff training (September 18, 2018) – School staff will participate in training to support effective communication and collaboration with parents. Training will involve parent feedback in determining training needs.

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Open House- (August 30, 2018) Inform parents of their school’s participation in the Title I program, a description of the goals and support provided by Title I, and the right of parents to be involved. Families will have the opportunity to meet their child’s classroom teacher(s).

Back to School Night- (Sept. 20, 2018) - Inform parents of their school’s participation in the Title I program, a description of the goals and support provided by Title I, and the right of parents to be involved. Families will have the opportunity to meet their child’s classroom teacher(s), learn about the grade level curriculum, understand homework expectations and routines, procedures and behavior expectations of the classroom.

Teacher/Paraprofessional Qualifications – LPES parents have the right to request information concerning the professional qualifications of their child’s teacher and qualifications of classroom para-educators. (ESSA Requirement)

Parent Conferences – LPES will offer parents the opportunity to participate in a parent-teacher conference, at least annually, during which the school-parent compact shall be reviewed as it relates to the child’s achievement. (ESSA Requirement)

Assessment Information Meeting for Parents (Jan 24, 2019) Information regarding Common Core (College and Career Readiness) will be shared with families and will be directly connected to SMCP reading & math curriculum.

Community Organizations: Representatives of community agencies are invited to school to speak with families so that they are aware of supports in the community. The Center for Children, Walden-Sierra and Tri-County Youth Services Bureau all provide mental health services on site at LPES. We have established partnerships with the Bay District Fire Department and Lexington Park Volunteer Rescue Squad. We have a formal partnership with the Patuxent River Naval Air Station and we have many Navy volunteers who mentor our students. A variety of community organizations are solicited to participate in our Career Day. Through our 21st Century After-School Program, the Kiwanis Club sponsors a student “K Club” to support students in developing leadership skills. We have an excellent partnership with our local United Way organization who supplied snack-sacs for our most disadvantaged families throughout the school year. In addition we received support from many of our community groups who provide groceries each week for 40 families.

Awards Assemblies – Parents are invited to quarterly assemblies where students are recognized for Honor Roll, Academic Improvement, Good Citizenship, and Perfect Attendance

School-wide Reading Incentive Program –As a part of our IRLA framework implementation, students will be required to read at school and home. They will record the number of steps read which are in increments of 15 minutes. Upon completion of a set goal, students will participate monthly, quarterly, and end of year celebrations. Opportunities to earn additional steps in our 21st Century After-School Program. Additionally, Lunch and learn was held Monday – Thursday during the summer. Nutritional lunches were provided as well as a follow up fun activity to support reading.

Goal 2: PARENTING - Schools and communities will work together to support families’ parenting skills and activities that prepare young children for school and promote ongoing achievement.

School activities may include: Parent Workshops/Panda Parent University – As a part of our Panda Parent University framework, LPES will conduct two Literacy Parent

Trainings (Oct. 17 2018, and January 24, 2019), where families will engage in literacy activities with their children and learn about literacy curriculum expectations and how these expectations are reflected in SMCPS assessments and PARCC. We will use “parent-friendly” language to review strategies that parents can use while working with their children at home. Each family who attends will take home a book and their code for the IRLA eLibrary. LPES will also offer two Math Parent trainings (January 24, 2019 and March 6, 2019) where families will learn how to support their child’s math achievement and understand the expectations of SMCPS assessments and PARCC. Each family

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who attends will receive math resources to take home. In April (Date TBD) we will host Family Fun & Fitness Night where families learn about wellness techniques and participate in a variety of fitness activities. LPES will again engage a group of families in the Super Pantry program where families come to school cook and eat a meal together and then take home all of the ingredients for that healthy meal. Additionally, we may hold workshops and sponsor speakers that address parenting and child-rearing skills, behavior management, gang and drug awareness, bullying, internet safety, nutrition and health, and child and adolescent development during the day. We will be inviting community organizations to these activities to enhance communication between the community, school, and families. Pre-K parents are invited to attend monthly meetings focused on nutrition activities paired with literacy. They are able to take home ideas for nutritious snacks and a book for their child.

Conveying Title 1 Information: At Open House, Back to School Night, parent/teacher conferences, music concerts and Literacy and Math events we will inform parents of their school’s participation in the Title I program. We will provide them with a description of the goals and support provided by Title I, and the right of parents to be involved. Additionally, our school pamphlet provides information about our participation in the Title I program.

Parent Liaison and School Counselor will work collaboratively with parents to facilitate attendance to parent events. Meeting times for parent events will occur using a varying schedule to accommodate work hours and parent schedules.

Community Support Liaison will provide additional and personalized support for our families, especially for our transient & homeless population, as required by ESSA. This is especially important given a significant increase in both mobility & homelessness and the recent tragedy at our feeder high school and the resulting fear parents have for the safety of their children.

Home Visits – Home visits will be scheduled when there is a significant concern about absenteeism. Students with absenteeism concerns will be carefully monitored and supported both in our school Attendance Club at home through home visits. When behavioral and/or academic concerns are evident and parents cannot be engaged through other means, a home visit will be conducted.

Parent Satisfaction Survey – LPES shall conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement program in improving the academic quality of the school, including identifying barriers to greater participation by parents. (ESSA Requirement)

Puberty Programs – Mother/Daughter and Father/Son programs are offered to fifth grade families in the spring, to provide accurate information regarding puberty and physical changes.

Goal 3: STUDENT LEARNING - Families will support academic achievement at home by reading with children, helping them with homework, and engaging them in educational activities. School activities may include: Home-School Compact – LPES will develop, in collaboration with parents, a school-parent compact that outlines how parents, the school

staff, and students will share the responsibility for improved student academic achievement. (ESSA Requirement) Parent Workshops –. LPES will be holding two Literacy Parent Trainings (Oct. 17, 2018, and May 15, 2019), where families will engage in

literacy activities with their children and learn about literacy curriculum expectations. We will use “parent-friendly” language to review strategies that parents can use while working with their children at home. Each child who attends will receive a book to take home. Each grade level will also offer two Math Parent Trainings (January 24, 2019, and March 6, 2019) to support families in helping their child learn mathematics. Each child who attends will receive a math manipulative to take home. We may hold workshops and sponsor speakers that address parenting and child-rearing skills, behavior management, gang and drug awareness, internet safety, nutrition and health, and child and adolescent development during our Literacy and Math Evenings. We will be inviting community organizations to these activities to enhance

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communication between the community, school, and families. Pre-K parents are invited to attend monthly meetings focused on nutrition activities paired with literacy. They are able to take home ideas for nutritious snacks and a book for their child. Building upon the positive support of home and community partnerships and the Responsive Schools network, LPES will provide leadership that will instill in our students set of social and emotional competencies—cooperation, assertiveness, responsibility, empathy, and self-control—and a set of academic competencies—academic mindset, perseverance, learning strategies, and academic behaviors.

Parent Conferences – LPES will offer parents the opportunity to participate in a parent-teacher conference, at least annually, during which the school-parent compact shall be reviewed as it relates to the child’s achievement. (ESSA Requirement).

Goal 4: VOLUNTEERISM - Parents and community members will volunteer in support of school improvement and student success. School activities will include:

Volunteer Solicitation – Parents will be notified of the procedures for volunteering at LPES at the beginning of the school year at both Open House & Back to School Night.

Volunteer Log – LPES will maintain a volunteer log that will be updated annually. Volunteer Training – LPES will provide training and support to ensure volunteers participate in a meaningful capacity that supports school

improvement goals. This training is scheduled for Friday, October 8, 2018. Volunteer Recognition – LPES will express volunteer appreciation to recognize school volunteers throughout the year and at an end-of year

breakfast on May 29, 2019. Volunteers for PBIS Activities – Families will be invited to join in the celebration of positive student behavior.

Goal 5: SCHOOL DECISION MAKING - Parents, schools, and community members will collaborate on educational decisions that affect children, families, and school improvement.

School activities may include: School Improvement Team – Parents will be invited to participate in the regularly scheduled school improvement team meetings, including

Title I school budget planning and decision-making (April 30, 2019). (ESSA Requirement) Information Sessions – Will be provided quarterly on various areas of the curriculum, program and resources, (e.g., new math or reading

resources, Maryland Common Core Standards & accountability testing, federal requirements and guidelines under Title I, Title III, and IDEA at times and places accessible to family and community members as described in Goal 3.

School Events – Families will be highly encouraged& supported by all staff members to participate in school events. Parent Involvement Plan – Will be posted on the LPES website and reviewed on Back to School Night (Sept. 21, 2019)

Goal 6: COMMUNITY COLLABORATION - St. Mary’s County Public School System, including all Title I schools, will strive to collaborate effectively with The Maryland State Department of Education and local community organizations, agencies, and businesses to promote the academic achievement of all students and the success of all schools.

School activities may include: Community Organizations: Representatives from our community partners will be invited to school to speak with families so that they are

aware of supports in the community and to offer resources at our Open House (August 30, 2019) and all Panda Parent events. Department of Social Services and Department of Housing will offer assistance about navigating their agencies. The Center for Children, Walden-Sierra and

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Tri-County Youth Services Bureau all provide mental health services on site at LPES. We have also have the FLOW mentoring program and the Optimist Club who sponsor a student “K Club” to support students in developing leadership skills.

Recognition - Our school will recognize publicly and/or privately the support of community/business partners

Career Day - The School Counselor will organize community workers & helpers to present on careers in order to support students in making connections to their daily instruction. Additionally, in the 2018-2019 school year the School Counselor will also work with grade level teams to embed career awareness/opportunities into their interdisciplinary units of instruction.

*See the attached Lexington Park Elementary Parental Involvement Policy, Calendar, and Panda University description.

Lexington Park Elementary Title I Budget & Coordination and Integration of Federal, State & Local Services

Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. (Component 4)

The Title I budget resources are being coordinated and integrated as described below.

● Parent Liaison serves to enhance and coordinate parent/community involvement

● Partners, including the Maryland Cooperative Extension, 4-H, 21st Century grant, Maryland Food Pantry, and St. Mary’s College of Maryland provide services to both our students and their families

● Para-Educators& Instructional Resource Teachers provide interventions & support for targeted students

● Instructional Resource Teachers provide professional development & support for teacher to address reading& math instructional needs, increase student engagement & motivation, differentiation and teacher content knowledge

● Attend regional and national conferences to increase staff knowledge and skills

● Stipends are offered to staff to plan and implement parent training sessions

● Stipends to staff for participating in professional development outside of the school day

● Substitutes to provide class coverage for teachers to participate in professional development

● Meaningful and targeted activities to engage families in the instructional program with their children

● Technology to enhance instructional program

● Student activities & field trips to increase student engagement and achievement

● Student leadership opportunities to increase student investment in school

● Literacy and math materials for students to have and use at home27

VERIFICATION OF COMPLIANCE ESSA Section 1003

1. The principal of each school operating a program under ESSA Section 1003 is required to ATTEST ANNUALLY in writing as to whether such school is in compliance with the qualifications requirements of teachers and paraprofessionals;

2. Copies of attestations shall be maintained at each school operating a program and at the main office of the LEA; and3. Shall be available to any member of the general public on request.

The Verification of Compliance Attestation document (See copy of draft on next page) must be submitted with the School Improvement Plan on school letterhead with the Principal’s original signature. *See attached Verification of Compliance Attestation document.

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August 31, 2018To Whom It May Concern:In keeping with the requirement of ESSA Section 1003,

1. The principal of each school operating a program under 1114 (SW) or 1115 (TA) is required to attest annually in writing as to whether such school is in compliance with the requirements of this section.

2. Copies of attestations shall be maintained at each school operating a program under 1114 or 1115 and at the main office of the LEA. 3. Shall be available to any member of the general public on request.

I hereby attest to the following:Teachers

X All teachers hired to this school since the enactment of ESSA and supported with Title I funds are highly qualified.Paraprofessionals

X All paraprofessionals working in a program supported with Title I funds, regardless of their hiring date, have earned a secondary school diploma or its recognized equivalent.X All paraprofessionals working in a program supported with Title I funds shall have:

● Completed at least 2 years of study at an institution of higher education;● Obtained an associate’s (or higher) degree; or● Met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment, knowledge of, and the ability to

assist in instructing reading, writing, mathematics, or reading readiness, writing readiness and mathematics readiness.● Paraprofessionals working in a program supported with Title I funds may be assigned to:

● Provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher;

● Assist with classroom management, such as organizing instructional and other materials;● Provide assistance in a computer laboratory;● Conduct parental involvement activities;● Provide support in a library or media center;● Act as a translator; or● Provide instructional services to students working under direct supervision of a teacher.

Respectfully,

Rebecca A. SchouRebecca A. SchouPrincipal

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Lexington Park Elementary School

Rebecca Schou Ed.D PrincipalJanine Davis-Smith, Assistant Principal

301-863-4085 phone 301-863-4089 fax

46763 So. Shangri-la DriveLexington Park, Maryland 20653

schools.smcps.org sip 2018-19.docx · web viewschools.smcps.org

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