##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) [X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Cecelia Jones-Bowlding]{.underline}

Official School Name [Glenarden Woods Elementary School]{.underline}

School Mailing Address [7801Glenarden Parkway]{.underline}

[Lanham, Maryland 20706-1711]{.underline}

County [Prince George's]{.underline} State School Code
Number\*\_\_\_\_\_\_\_\_\_\_\_\_[2010\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [(301) 925-1300]{.underline} Fax [(301) 925-1304]{.underline}

Website/URL [www.pgcps.org/\~gwood]{.underline} [E-mail
ceceliab@pgcps.org]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Howard Burnett]{.underline}

District Name [Prince George's County Public Schools]{.underline} Tel.
[(301) 952-6008]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Dr. Beatrice Tignor]{.underline}

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

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1.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

2.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

3.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

4.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

5.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

6.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

7.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [138]{.underline} Elementary
schools

[28]{.underline} Middle schools

[0]{.underline} Junior high schools

[22]{.underline} High schools

[9]{.underline} Other

[197]{.underline} TOTAL

2\. District Per Pupil Expenditure:
[\_\_\_\$8,756\_\_\_\_\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\_\_\$9,062\_\_\_\_\_\_\_\_\_]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[X \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [.5]{.underline} Number of years the principal has been in her/his
position at this school.

[19]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**    0         0                      **0**        **7**                             

  **K**       15        17                     **32**       **8**                             

  **1**       15        22                     **37**       **9**                             

  **2**       20        43                     **63**       **10**                            

  **3**       48        37                     **85**       **11**                            

  **4**       40        46                     **86**       **12**                            

  **5**       41        50                     **91**       **Other**                         

  **6**       40        38                     78                                             

                                    **TOTAL                                                   472
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [10]{.underline} % White

the students in the school: [80]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

[6]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[\_\_2\_\_\_\_\_]{.underline}%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      7
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    11
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 472
                            the school as of October 1  

  **(5)**                   Total transferred students  .0233
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [0%]{.underline}

[2]{.underline} Total Number Limited English Proficient

Number of languages represented: [N/A\_]{.underline}\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\*[\_\_35\_\_\_\_%]{.underline}

Total number students who qualify: [\_\_\_163\_\_\_\_\_]{.underline}

\*Glenarden Woods would have 40% or more students eligible for
F.A.R.M.S. but numerous students are being raised by grandparents who do
not wish to participate in the F.A.R.M.S. program

10\. Students receiving special education services:
[\_1\_\_]{.underline}\_%

[\_\_\_\_30\_\_\_\_]{.underline}Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_[1]{.underline} Autism \_[\_0\_]{.underline} Orthopedic Impairment

\_[\_0\_]{.underline} Deafness \_\_[2]{.underline} Other Health Impaired

\_[\_0]{.underline} Deaf-Blindness \_\_[14]{.underline} Specific
Learning Disability

\_[\_2]{.underline}\_ Emotional Disturbance \_[\_10]{.underline} Speech
or Language Impairment

\_[\_0]{.underline}\_ Hearing Impairment \_[\_0\_]{.underline} Traumatic
Brain Injury

> \_[\_0]{.underline} Mental Retardation \_\_[0]{.underline} Visual
> Impairment Including Blindness
>
> \_\_[1]{.underline} Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_23\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_8\_\_\_\_]{.underline}
[\_\_\_\_4\_\_\_]{.underline}

Paraprofessionals [\_\_\_\_1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff [\_\_\_\_7\_\_\_]{.underline}
> [\_\_\_\_1\_\_\_]{.underline}
>
> Total number [\_\_\_41\_\_\_]{.underline}
> [\_\_\_\_5\_\_\_]{.underline}

11. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[21:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  95%         96%         95%         95.4%       96.3%

  Daily teacher attendance  96%         94%         94%         93%         90%

  Teacher turnover rate     4%          13%         13%         14%         14%

  Student dropout rate      **N/A**     **N/A**     **N/A**     **N/A**     **N/A**
  (middle/high)                                                             

  Student drop-off rate     **N/A**     **N/A**     **N/A**     **N/A**     **N/A**
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Glenarden Woods Elementary School is located in one of the oldest
African-American townships in Prince George's County, Maryland. The
Glenarden community continually attracts families who value maintaining
the integrity and reputation of their neighborhoods and schools.

The school community is comprised of lower to higher middle
socioeconomic levels with many professional and retired professional
families. Having a large retired professional population has provided
the school with an active volunteer program. In 1985, Glenarden Woods
became the site of a talented and gifted magnet program, thus creating a
multiethnic population with a majority of African Americans. The
students are bussed to Glenarden Woods from numerous communities.
Students who are in the comprehensive program live in the community and
walk to school.

For the 2005-2006 school year, the school has an enrollment of 472
students in grades kindergarten to six. There are two full- day
kindergarten classes and twenty homeroom classes. Twenty-one special
education and nine speech students are fully included in the talented
and gifted and comprehensive programs.

Glenarden Woods is committed to ensuring that all students meet high
educational standards. Our vision is best accomplished through providing
the students, parents and staff with the following: a child-centered
learning environment, access to a quality education that includes strong
instructional leadership, a rigorous curriculum, frequent monitoring of
student performance, supplementary learning opportunities for students
failing to meet academic standards, well-trained, certified teachers in
all classrooms, enhanced resources, empowering families who assist in
quality education for every child, a school climate conducive to
building positive relationships, and a safe and orderly school
environment fostering enhanced school pride.

Students are instructed using the Prince George's County Public School's
Curriculum Framework, which is aligned with the Maryland Voluntary State
Curriculum. The rigorous curriculum incorporates all major content
areas: reading, mathematics, social studies, science, health and safety,
spelling, written communication, art, physical education, vocal and
instructional music, media and foreign language. Block scheduling is
used to provide students with small flexible instructional groups using
appropriate materials, instructional strategies and resources to address
their learning needs. Glenarden Woods has set and maintained the
continuum of all students, in that all students will achieve high
standards by offering a challenging academic program provided by a
well-trained, certified, experienced and devoted staff. All teachers
hold standard or advanced certificates. The veteran teachers have
created collaborative teams with novice teachers that promote
outstanding instructional and professional development planning.

Glenarden Woods Elementary Schools is characterized by highly supportive
parents who provide educational support to teachers and children through
enrichment programs and volunteerism. Volunteers contributed well over
10,000 hours last year supporting school programs, activities, and
extended learning opportunities, thereby enhancing academics and
community experiences. Glenarden Woods PTA is actively involved and
supports the curriculum by generously funding cultural arts programs,
additional instructional materials, and community events. The weekly
Advisory Board/School Improvement Team, consisting of parents, teachers
and administrators works together in order to create and implement the
yearly School Improvement Plan, ensuring that all students reach their
maximum potential during their formative years. An active Student
Council coordinates a variety of community outreach and charitable
programs throughout the school year.

Glenarden Woods has established and upheld the tradition of high
expectations and outstanding achievement for forty-six years. Our
vision, mission, goals and objectives have created a desire and
motivation for outstanding teaching and learning for students, parents
and a highly qualified and dedicated staff. Glenarden Woods has
maintained a nurturing environment, allowing for generations of students
to successfully meet the challenges of the 21^st^ century.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Assessment Results in Reading and Math**

In March 2003, in response to requirements from the federal Elementary
and Secondary Education Act of 2001, known as the No Child Left Behind
Act, Maryland introduced the Maryland State Assessment (MSA). The MSA
was administered to students in grades 3, 5 and 8 but is now given to
students in grades 3-8 in reading and mathematics. Student, school,
district and state achievement is assessed on three levels: Basic,
Proficient, and Advanced. A large number of educators with subject
matter and grade level expertise, along with various educational
organizations, set the standards for the MSA. Performance standards
determine where the cut score is for students considered to be
performing at the proficient and advanced levels. All other students are
considered to be performing at the basic level.

The MSA generates a score that describes how well a student has mastered
the reading and mathematics standards as specified in the Maryland
Content Standards and the Voluntary State Curriculum (VSC). MSA scores
are criterion-referenced and describe student performance in reference
to the VSC as well as in comparison to students across the nation. A
student performing at the Advanced level in reading can read above grade
level texts and demonstrate the ability to comprehend complex literature
and informational passages. In math, a student receiving an advanced
score can solve problems requiring higher-level thinking skills and
demonstrate superior ability in reasoning mathematically. Results for
the Maryland School Assessment can be found at
[www.mdk12.org](http://www.mdk12.org/).

Glenarden Woods has demonstrated an upward trend in MSA scores from
2003-2005. MSA data from the past 3 years indicates that the percentage
of students scoring at the proficient or advanced levels increased from
84% to 88% in third grade reading, and from 74% to 84 % in fifth grade
reading. This upward trend is equally evident in our mathematics scores.
The percentage of students scoring at the proficient or advanced levels
increased from 80% to 87% in third grade math, and from 77% to 89% in
fifth grade mathematics.

Data from 5 subgroups is shown in the assessment results for Glenarden
Woods. The 5 subgroups are Free and Reduced Lunch, African American,
Caucasian, Asian, and Special Education. The last 3 subgroups are
comprised of less than fifteen students. Students performed at or above
the county and state levels of proficiency in all subgroups over the
past 3 years in reading and math with the exception of special
education. All subgroups have made AYP for the past 3 years. The year
2004-2005 was our first year for third grade data for special education
due to not having enough students to constitute a subgroup in previous
years. This baseline information serves as comparative data for future
instructional endeavors. In both third and fifth grade math and reading,
there is little discrepancy between the 2 major subgroups, F.A.R.M.S and
African American, over the 3 year period. Scores from the 2004-2005
school year showed a decrease in the gap between these 2 subgroups in
third and fifth grade reading and in fifth grade math compared to data
from 2003-2004. There was no change between the subgroup performances in
third grade math.

Glenarden Woods Elementary School, based on our mission statement as
implemented by the School Improvement Plan, is committed to the high
achievement of all students. We are very proud that Glenarden Woods
Elementary is the highest performing school in Prince George's County, a
diverse county with over 100 elementary schools. Using the MSA data and
quarterly benchmark test data, teachers and administrators constantly
analyze formative and summative data to adjust instruction in order to
improve student achievement. The scores earned by the students at
Glenarden directly result from the unwavering dedication of the staff to
meet the needs of all students.

**1.** **Using Assessment**

The staff at Glenarden Woods frequently monitors student performance by
analyzing data to adjust instruction to meet students' variable academic
needs. Utilizing Edusoft software, administrators and teachers have
access to data from the math and reading quarterly benchmark tests,
which measure student mastery of indicators from the Maryland Voluntary
State Curriculum. Benchmark scores are available the same day that they
are administered. Edusoft provides staff members with both whole class
and individual data for math and reading. Overall performance in math
and reading is given, as well as proficiency on each indicator. Item
Analysis reports show information about the validity of the assessment
and allow the teacher to analyze incorrect answers to identify why
students struggled with concepts or misunderstood them. Test item
analysis enables teachers to form intervention groups based on strengths
and weaknesses. Item Response Reports show teachers individual students'
responses to assessment items as well as the most commonly selected test
distracters for each class. They also show how each assessment item
aligns to specific standards. In addition, data from multiple tests can
be compared and analyzed.

Ongoing data analysis drives instruction. For both math and reading,
student mastery of quarterly MD VSC indicators is reviewed, and
instruction is adjusted and augmented for groups or individuals
performing below a level of proficiency. Using "Weekly Data Utilization"
forms as a means of record keeping, teachers identify students who would
benefit from whole class reteaching, small group or individual
instruction and enrichment. In order to determine this, teachers analyze
individual data for each indicator from the quarterly benchmark tests.
Content area teachers and administrators collaborate to provide
additional instruction through science and social studies.

When teachers have used all resources to help students succeed,
struggling students are referred to the School Instructional Team (SIT)
for intervention strategies. These strategies include after- school
tutoring, peer tutoring, counseling, mentoring and referral to
community-based agencies or the Instructional Education Team (IEP).
Glenarden Woods Elementary School strives to utilize resources in the
school and community to meet students' needs.

2.  **Communicating Assessment Results**

Glenarden Woods maintains its commitment to the students, family and
community by communicating student progress in a variety of ways.
Parents, teachers and community members are invited monthly to PTA
meetings. Data from the MSA is available on the Prince George's County
and state websites. Attendees are taught how to interpret such data.
Additionally, ways in which parents might assist their children are
reviewed.

Staff members conference with each parent at least once a year.
Conferences are held with all students, not just those who score below
proficiency. In these conferences, teachers may communicate individual
student progress by reviewing Edusoft individual benchmark data as well
as data gained from daily classroom performance. Parents are also
updated on students progress via interim progress reports, weekly
newsletters, work folders, team websites and agenda books. The school
hosts a website that provides updated information and links to teachers'
emails as well as the School Improvement Plan which outlines the
school's plan for improving student achievement.

The ideas expressed in [Principles of Assessment for
Learning]{.underline} (Stiggins) are espoused by Glenarden Woods'
administrators and staff. Students must not only know their scores on
assessments, but they must be aware of the errors they have made and how
to improve in those skills. Therefore, students receive feedback in a
timely manner from assessments and classroom tests. Individual
conferences are held with students performing below proficiency on
standardized or on teacher-generated assessments. Recommendations for
improvement are discussed with students and action plans are developed
and monitored. We believe that all students can improve their academic
performance, including those performing above level. Glenarden Woods
promotes student ownership of learning by making students aware of their
strengths and weaknesses and their ability to control their learning.

3.  **Sharing Successes**

The staff of Glenarden Woods is committed to sharing the successes of
our students as well as the professional expertise of the staff.
Teachers are involved in writing, evaluating and revising county
curriculum in language arts, mathematics, and foreign language. Teachers
frequently present at county- wide staff development workshops and many
have taught college level courses. The school continually supports other
county schools by inviting administrators and staff for professional
development. Glenarden Woods is staffed by many master teachers who
mentor novice teachers throughout the county. This mentoring includes
after school conferences, shadowing, clarifying curriculum and other
best practices. Many teachers have remained at Glenarden Woods for
years, providing consistency and indicating that great successes are
occurring here.

Glenarden Woods hosts students in the Education Department from Bowie
State University and the University of Maryland. Students have
opportunities to observe master teachers as well as demonstrate the
skills they have acquired during their experiences at the school.

Glenarden Woods' teachers have shared expertise on numerous occasions at
the state level. Workshops have been conducted at the Maryland State
Gifted Conference and at the Social Emotional Needs of Gifted Children
Conference. Staff members regularly attend state and national
conferences where they attend sessions offered by highly qualified
educators having access to the latest trends and research in field of
education.

Staff members strive to enhance their professionalism by taking
advantage of opportunities to broaden their knowledge in the field of
education. Our foreign language teacher was chosen as a Fulbright
Fellowship Scholar and recently traveled to Japan. Other staff members
visited the Republic of Ghana and China for professional growth.

Glenarden Woods takes pride in the fact that our students have
maintained high academic achievement and have received recognition in
local newspapers, broadcasts, at PTA meetings and at county school board
meetings. The variety of academic and extra curricular opportunities at
Glenarden Woods encourages the media, parents, and the community to take
advantage of our open door policy. The commitment to excellent
instruction creates a model learning environment for schools in our
county, state, and nation.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Describe the school's curriculum**

The Glenarden Woods Elementary School administration and staff work
together to provide a quality instructional program for all students.
Students are engaged in a learning environment that promotes the success
of each child. Instruction is consistently aligned with the Maryland
Voluntary State Curriculum (VSC) to ensure that standards are being met.
Reading/language arts, mathematics, social studies, and science
instruction are taught in such a way that students meet the requirements
as set forth in the Voluntary State Curriculum.

Glenarden Woods' multi-sensory instructional program, gives attention to
specific learning styles and modalities of students. Academic
instruction is delivered through two programs, the talented and gifted
curriculum, and the comprehensive classroom curriculum. Within these
programs, further differentiation is provided for students at both ends
of the spectrum who require special interventions. In this way,
differentiation is provided for students who require a rigorous and
challenging program and for those receiving instruction from the
standard curriculum

Reading, writing, mathematics, science, and social studies are
instructed on a daily basis. Through a school-wide collaborative effort,
each core content area allows students to connect learning with
real-life experiences. In this way, students make associations and
understand the purpose of learning. In reading, students exhibit their
comprehension of text using a variety of skills and strategies including
decoding, monitoring and clarifying, predicting, making inferences,
summarizing, and evaluating the author's craft. In written language,
students are engaged in meaningful, integrated writing processes that
require them to produce written compositions with organized thoughts and
clear descriptions. In the mathematics program, students first learn
concepts in a concrete format using a variety of manipulatives. Next,
they move on to a more abstract level, associating these concepts with
words and numbers. Finally, students describe their problem solving
methods and strategies, using appropriate mathematics vocabulary. The
hands-on science program allows students to calculate hypotheses,
perform purposeful investigations, work in cooperative groups, and
communicate results. Embedded in the primary and intermediate science
curriculum are learning opportunities at Owens Science Center, a county
facility. Outdoor education for fifth and 6^th^ graders is provided at
Camp Schmidt. Sixth graders participate in a 5-day, 4-night camping
experience at NorthBay Environmental Learning Center in North East,
Maryland. Social Studies is experienced in such a way that students
learn the fundamentals for becoming responsible citizens through the
examination of history, geography, economics, civics, and multicultural
education. Additional resources such as Hands-on-Geography provide
practical learning opportunities and generate excitement. Field trips
integrated into core curricular areas are designed to enrich and
reinforce classroom instruction. Glenarden Woods Elementary School's
high standards support academic growth of all students.

Art, vocal music, instrumental music, and cultural arts assemblies
encourage students to excel in the arts. Participation by students in
physical education enhances student health and well-being. As we look
toward the future, the technology and library media programs teach the
skills children will need to become technologically literate. Foreign
language and International Culture and Language classes enable students
to widen their perspective and appreciate the cultures and people of the
world. Students in grades 2-4 are exposed to French, Spanish, Italian,
German, Chinese, Russian and Japanese while fifth and 6^th^ grades
receive instruction in mainly French, Spanish, and Japanese.

Glenarden Woods Elementary School's success is a result of a combination
of the collaborative planning, implementation, and higher-level learning
that takes place each and every day. Our volunteers, an active PTA,
dedicated administration and staff, students, and parents ensure the
continued high achievement of our students

> **2.** **Describe the school's reading curriculum**.

 The Prince George\'s County *Reading /Language Arts Curriculum
Framework Progress Guide* is the primary document Glenarden Woods
Elementary School uses for the instruction of our reading program for
both the comprehensive and the Talented and Gifted population. This
document is aligned with the Reading/English Language Arts Voluntary
State Curriculum, VSC, and Core Learning Goals. *Houghton Mifflin
Reading*, used in grades K-5 and *McDougal Littell* *Language of
Literature* in our sixth grade, provide the core text and supplementary
materials used to instruct our emergent and extending readers.
Technology is a vital component of the reading program and provides
opportunities for advanced research, reinforcement and language
development. *Early Success, Soar to Success, and Wildcats*, along with
*Reading Recovery* are reading intervention programs used to assist our
struggling and special education students make significant literacy
gains.

Provisions for rigorous interdisciplinary enrichment are incorporated in
the Talented and Gifted program. The William and Mary Language Arts
program for the Gifted and Highly Able is built into the TAG
Reading/Language Arts curriculum for grades 2-6 during the second
semester. *Junior Great* *Books* enable students to analyze and evaluate
rich, classic pieces of literature. Students in the intermediate TAG
classes participate in an integrated language arts unit, centered on 1
of 3 ancient cultures, which incorporates fiction and non-fiction
reading, writing for all purposes, higher-level thinking skills, problem
solving and advanced research. The school wide culminating activity of
this unit is an historical re-enactment of a feast. A museum created
from student artifacts and research provides visual models of the
ancient culture. The curriculum is unique to Glenarden Woods and was
developed according to the renowned Renzulli enrichment model.

The Prince George's County Reading Curriculum provides flexible pacing
to assess phonemic awareness, phonics, fluency, vocabulary and
comprehension. The reading program allows instructional leaders to
acquire the data needed to drive instruction, impacting student
achievement. Weaving these components together, our teachers are able to
ensure not only the successful mastery of the VSC for all Glenarden
Woods students, but achievements above and beyond as well.

3.  **Describe another curriculum area of the school's choice.**

The school's mission of creating a learning environment characterized by
rigor and challenge is clearly evident in the foreign language program
at Glenarden Woods. Glenarden Woods is one of 8 elementary schools in
Prince George's county offering foreign language. Students in grades 5
and 6 who participate in the Talented and Gifted Program receive foreign
language instruction every day for one-half hour. Fifth grade students
are enrolled in the Foreign Language Exploratory course (FLEX), designed
to introduce students to various languages and cultures, especially
Spanish, French, and Japanese. In addition, the history of these
languages is also studied. Sixth grade students learn Spanish the entire
school year in preparation for continued foreign language instruction in
middle school. Students successfully completing these courses receive
high school credit.

All TAG students in grades 2-4, as well as comprehensive students in
grades 3-6, participate in the International Culture and Languages
program (ICAL). Students explore French, Spanish, Italian, German,
Chinese, Russian, and Japanese. They are exposed to both the culture and
language, and gain an appreciation for the diversity of the cultures
studied. A hallmark of the foreign language program is the study of
Latin roots by 4^th^ graders in the Talented and Gifted Language Arts
classes. Students learn the complexity of the English language while
using knowledge of Latin roots to decipher the meaning of new words.
This is further augmented by the use of the William and Mary curriculum
in intermediate TAG classes.

Foreign language instruction fosters enthusiasm for exploring the
languages of the world, creates appreciation for differences among
cultures, and applies learning outcomes to the real world of the student
learner. Through the rigor of learning a foreign language, our students
can prepare themselves for the changing world of the 21st century.

**4.** **Describe the instructional methods the school uses to improve
student learning**.

Glenarden Woods' teachers weekly assess students' levels of knowledge
and development, analyze assessment data, prescribe specific instruction
based on the data, provide targeted support and assistance, and reassess
student achievement to determine mastery. Instructional methods used
embrace the diversity of the learning styles of students. A
multi-sensory learning environment provides differentiated instruction
that encompasses flexible grouping and scheduling. The scaffolding of
instruction allows teachers to compact curriculum and accelerates highly
able students as well as remediates at-risk students and provides the
documentation needed to employ special education services.
"Instructional walkthroughs" provide administrators and specialists with
the data needed to provide feedback to teachers to improve and support
the delivery of instruction.

Special education resource teachers are trained to modify the county
reading and mathematics programs to meet the goals of students outlined
in Individual Educational Plans. Our program at Glenarden Woods is two
tiered, utilizing both the pull-out and inclusion models. Based on
student assessments, the reading and math specialists provide
supplemental in-services that support academic progress. In addition,
the TAG Coordinator, Special Education resource teacher and the
counselor work with the Gifted Special Learning Needs (GSLN) students,
TAG students with learning needs, to enable them to meet with academic
success.

The classroom teachers use cooperative learning, centers, reciprocal
teaching, hands-on experiences, and technology across all disciplines.
Interdisciplinary thematic units are encouraged and widely used to
further student understanding. Specialists provide content links to
complement core curricular activities via art, vocal and instrumental
music, physical education, and library studies. Students are provided
extended learning opportunities in the before and after-school tutoring
programs. Extracurricular activities including Chess Club, Philosophy
Club, Destination Imagination, Book Club, Girl Scouts, and Student
Survivor Skills Group, enhance and extend students' real world
explorations. The extensive range of instructional methods used at
Glenarden Woods has maintained a high level of student achievement.

**5. Describe the school's professional development program**.

Glenarden Woods Elementary School's professional development program is
a vital part of our School Improvement Plan. Staff members are acutely
aware of the research- based trends in education and realize that
continued professional growth impacts their effectiveness and student
achievement. The plan is monitored by the school administrator and the
School Based Management Team and is revised based on the results of
students' assessments. Training for all mathematics and reading teachers
is held on a monthly basis to review assessments, disperse pertinent
information, provide instructional strategies and review curriculum
goals.

Our professional development program addresses a variety of needs of our
staff members. An extensive survey is completed by the staff to identify
topics and skills requiring further training. Teachers also use student
achievement data to determine areas in which they need to grow
professionally in order to more effectively instruct the students.
Workshops, courses, and conferences at the school, county, state and
national level are highly encouraged. The learning continues as those
attending these professional development opportunities train and
co-teach one another.

Collaborative team meetings initiate the appraisal process for teachers'
professional goals. At instructional team meetings, teachers are
encouraged to focus on the following questions: What is it that I want
my student to know? How can I assist the team with knowing what my
student has learned? How can I assist my student with responding and
taking ownership in his/her learning? What strategies are available to
me to challenge the divergent thinker? The plan provides teachers with
the knowledge to better understand student learning styles, to
differentiate instruction, and to utilize instructional strategies to
meet the needs of all students. The result is an instructional program
that is effective, creative, rigorous, and focused on student
achievement.

**PART VII -- ASSESSMENT RESULTS**

> **STATE CRITERION-REFERENCED TESTS**

Maryland School Assessment (MSA)

**Reading Test:** Maryland School Assessment (MSA)

**Grade: 3 Publisher: Harcourt**

+----------------------------------+------------+----------+----------+
| School year                      | 2004-2005  | 2        | 2        |
|                                  |            | 003-2004 | 002-2003 |
+----------------------------------+------------+----------+----------+
| Testing month                    | March      | February | February |
+----------------------------------+------------+----------+----------+
| **SCHOOL SCORES**                |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 88         | 75       | 76       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 25         | 12       | 10       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 84         | 83       | 72       |
+----------------------------------+------------+----------+----------+
| Percent of total students tested | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| Number of students alternatively | 0          | 0        | 0        |
| assessed                         |            |          |          |
+----------------------------------+------------+----------+----------+
| Percent of students              | 0          | 0        | 0        |
| alternatively assessed           |            |          |          |
+----------------------------------+------------+----------+----------+
| **SUBGROUP SCORES**              |            |          |          |
+----------------------------------+------------+----------+----------+
| 1\. Free and Reduced Lunch       |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 86         | 59       | 74       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 8          | 3        | 3        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 36         | 29       | 34       |
+----------------------------------+------------+----------+----------+
| 2\. Special Education            |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | \*       | \*       |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 71         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| 3\. Caucasian                    |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 33         | 20       | 44       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| 4\. Asian                        |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | \*       |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 100        | 100      | \*       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 64         | 40       | \*       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 11         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| 5\. African American             |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 85         | 73       | 70       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 17         | 10       | 4        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 60         | 69       | 56       |
+----------------------------------+------------+----------+----------+
| **STATE SCORES**                 |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 76         | 71       | 58       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 18         | 13       | 9        |
+----------------------------------+------------+----------+----------+

\*Too few students to constitute a group

**STATE CRITERION-REFERENCED TESTS**

Maryland School Assessment (MSA)

**Mathematics Test:** Maryland School Assessment (MSA)

**Grade: 3 Publisher:** CTB McGraw Hill

+----------------------------------+------------+----------+----------+
| School year                      | 2004-2005  | 2        | 2        |
|                                  |            | 003-2004 | 002-2003 |
+----------------------------------+------------+----------+----------+
| Testing month                    | March      | February | February |
+----------------------------------+------------+----------+----------+
| **SCHOOL SCORES**                |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 87         | 82       | 81       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 54         | 29       | 25       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 85         | 83       | 72       |
+----------------------------------+------------+----------+----------+
| Percent of total students tested | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| Number of students alternatively | 0          | 0        | 0        |
| assessed                         |            |          |          |
+----------------------------------+------------+----------+----------+
| Percent of students              | 0          | 0        | 0        |
| alternatively assessed           |            |          |          |
+----------------------------------+------------+----------+----------+
| SUBGROUP SCORES                  |            |          |          |
+----------------------------------+------------+----------+----------+
| 1\. Free and Reduced Lunch       |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 78         | 76       | 74       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 36         | 14       | 21       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 36         | 29       | 34       |
+----------------------------------+------------+----------+----------+
| 2\. Special Education            |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | \*       | \*       |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 57         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 14         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         |          |          |
+----------------------------------+------------+----------+----------+
| 3.Caucasian                      |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 56         | 60       | 44       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| 4\. Asian                        |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 100        | 100      | \*       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 91         | 80       | \*       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 11         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| 5.African American               |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 82         | 80       | 75       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 45         | 23       | 4        |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 60         | 69       | 56       |
+----------------------------------+------------+----------+----------+
| **STATE SCORES**                 |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 77         | 72       | 65       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 26         | 20       | 15       |
+----------------------------------+------------+----------+----------+

\* Too few students to constitute a group

> **STATE CRITERION-REFERENCED TESTS**

Maryland School Assessment (MSA)

**Reading Test:** Maryland School Assessment (MSA)

**Grade: 5 Publisher: Harcourt**

+----------------------------------+------------+----------+----------+
| School year                      | 2004-2005  | 2        | 2        |
|                                  |            | 003-2004 | 002-2003 |
+----------------------------------+------------+----------+----------+
| Testing month                    | March      | February | February |
+----------------------------------+------------+----------+----------+
| **SCHOOL SCORES**                |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 85         | 82       | 75       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 52         | 44       | 45       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 82         | 106      | 97       |
+----------------------------------+------------+----------+----------+
| Percent of total students tested | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| Number of students alternatively | 0          | 0        | 0        |
| assessed                         |            |          |          |
+----------------------------------+------------+----------+----------+
| Percent of students              | 0          | 0        | 0        |
| alternatively assessed           |            |          |          |
+----------------------------------+------------+----------+----------+
| **SUBGROUP SCORES**              |            |          |          |
+----------------------------------+------------+----------+----------+
| 1\. Free and Reduced Lunch       |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 72         | 67       | 61       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 36         | 33       | 29       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 25         | 33       | 31       |
+----------------------------------+------------+----------+----------+
| 2\. Special Education            |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 56         | 50       | 100      |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 44         | 0        | 40       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| 3\. Caucasian                    |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 79         | 60       | 82       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 14         | 10       | 11       |
+----------------------------------+------------+----------+----------+
| 4\. Asian                        |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 80         | 80       | 86       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| 5\. African American             |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 81         | 79       | 70       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 47         | 43       | 37       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 58         | 86       | 76       |
+----------------------------------+------------+----------+----------+
| **STATE SCORES**                 |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 74         | 68       | 66       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 30         | 29       | 26       |
+----------------------------------+------------+----------+----------+

**STATE CRITERION-REFERENCED TESTS**

Maryland School Assessment (MSA)

**Mathematics Test:** Maryland School Assessment (MSA)

**Grade: 5 Publisher:** CTB McGraw Hill

+----------------------------------+------------+----------+----------+
| School year                      | 2004-2005  | 2        | 2        |
|                                  |            | 003-2004 | 002-2003 |
+----------------------------------+------------+----------+----------+
| Testing month                    | March      | February | February |
+----------------------------------+------------+----------+----------+
| **SCHOOL SCORES**                |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 79         | 82       | 78       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 28         | 14       | 23       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 82         | 106      | 97       |
+----------------------------------+------------+----------+----------+
| Percent of total students tested | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| Number of students alternatively | 0          | 0        | 0        |
| assessed                         |            |          |          |
+----------------------------------+------------+----------+----------+
| Percent of students              | 0          | 0        | 0        |
| alternatively assessed           |            |          |          |
+----------------------------------+------------+----------+----------+
| **SUBGROUP SCORES**              |            |          |          |
+----------------------------------+------------+----------+----------+
| 1\. Free and Reduced Lunch       |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 68         | 70       | 74       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 12         | 9        | 16       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 25         | 33       | 31       |
+----------------------------------+------------+----------+----------+
| 2\. Special Education            |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 44         | 63       | 100      |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 22         | 0        | 40       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| 3\. Caucasian                    |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 64         | 30       | 73       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 14         | 10       | 11       |
+----------------------------------+------------+----------+----------+
| 4\. Asian                        |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 100        | 80       | 100      |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 80         | 40       | 57       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | \*         | \*       | \*       |
+----------------------------------+------------+----------+----------+
| 5\. African American             |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 71         | 80       | 71       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 16         | 12       | 13       |
+----------------------------------+------------+----------+----------+
| Number of students tested        | 58         | 86       | 76       |
+----------------------------------+------------+----------+----------+
| **STATE SCORES**                 |            |          |          |
+----------------------------------+------------+----------+----------+
| > \% at or above Basic           | 100        | 100      | 100      |
+----------------------------------+------------+----------+----------+
| > \% at or above Proficient      | 69         | 55       | 40       |
+----------------------------------+------------+----------+----------+
| > \% at Advanced                 | 17         | 10       | 10       |
+----------------------------------+------------+----------+----------+