Focus Area (e.g., instructional practices, assessment, professional development) Activities (learning designs, implementation) Target Staff (learning communities) & Responsible Person(s) (leadership) Required Resources Timeline Progress Monitoring and Measurement (data) Professional Development (PD) -Visualizing and Verbalizing for Language Comprehension and Thinking program -Professional Develop on Seeing Stars/Visualizing/Verbalizing Strategies Target Staff: All Staff Responsible Persons: Special Education Staff; Andrea Atlas, SLP GWCES; Teachers Visualizing and Verbalizing for Language Comprehension and Thinking by Nanci Bell August 2014-June 2015 PD September 19, 2014 at GWCES PM Use of visualizing and verbalizing strategies during instruction PD -Provide professional development on administration/interpretation of Reading Inventory, GATES or other reading inventory to establish/monitor students’ reading level and progress Target Staff: All Teachers Responsible Persons: IRT Rigby Reading Inventory or materials provided by SMCPS August 2014- June 2015 Use of Rigby Reading Inventory to provide differentiated instruction PD -Provide professional development to transfer intervention instruction into the general education curriculum Target Staff: All Teachers Responsible Persons: IRT/CLT Interventions being utilized (See list of available interventions below) August 2014- June 2015 Staff using intervention strategies and students applying strategies in the general education setting Application: Response to Intervention (RTI) -Intervention usage (appropriateness) -Maintenance and generalization of skills into the general education curriculum Target Staff: All Teachers Responsible Persons: Teachers/PST/IEP Team/IRT Interventions: Tier 1 Houghton-Mifflin Reading Program Grades K-6; Comprehension Tool Kit; Fundations; August 2014-June 2015 Classroom progress
Fully implement instruction aligned to the Maryland College and Career Readiness Standards for Mathematics. Focus Area (e.g., instructional practices, assessment, professional development) Activities (learning designs, implementation) Target Staff (learning communities) & Responsible Person(s) (leadership) Required Resources Timeline Progress Monitoring and Measurement (data) Instructional Practices -Integrate Math Practices vocabulary into lessons; CGI/Practice Forward tasks with math practices Target Staff: Teachers Responsible Persons: Grade Level Teams Math Practices posters/handouts August 2014-June 2015 Students applying mathematics practices Instructional Practices -Continue to focus on teaching fact fluency working towards computational fluency (K-5); -Understanding and teaching fraction progressions (1-5); Target Staff: Teachers Responsible Persons: Grade Level Teams Mastering the Basic Math Facts in Addition and Subtraction by O’Connell and SanGiovanni; Mastering the Basic Math Facts in Multiplication and Division by SanGiovanni; Maryland College and Career Readiness Standards for Mathematics August 2014- June 2015 Students’ increased computational fluency and understanding of fractions Application: Response to Intervention (RTI) -Intervention usage (appropriateness) -Maintenance and generalization of skills into the general education curriculum Target Staff: All Teachers Responsible Persons: Teachers/PST/IEP Team/IRT Interventions: Tier 1 Math Investigations; Math Connects; Math; August 2014-June 2015 Classroom progress
Fully implement instruction aligned to the Maryland College and Career Readiness Standards for cross-disciplinary literacy. Focus Area (e.g., instructional practices, assessment, professional development) Activities (learning designs, implementation) Target Staff (learning communities) & Responsible Person(s) (leadership) Required Resources Timeline Progress Monitoring and Measurement (data) PD -Examine resources from MDK12.org Target Staff: All Teachers Responsible Persons: A. Kile/CLT Blackboard: MDK12.org August 2014 and at Monthly Meetings Lesson plans using resources from MDK12.org Outcome 4: STEM Education Incorporate the Maryland STEM Standards of Practice through interdisciplinary STEM for All instructional tasks. Focus Area (e.g., instructional practices, assessment, professional development) Activities (learning designs, implementation) Target Staff (learning communities) & Responsible Person(s) (leadership) Required Resources Timeline Progress Monitoring and Measurement (data) Enhance and implement STEM for All performance tasks that are and aligned to appropriate -Implement cross-disciplinary performance tasks that incorporate the use of the iPads and Moodle Target Staff: All Teachers Responsible Persons: STEM CLT Member/IRT iPads; Moodle; Internet Access; CCSS instructional support documents: units, model lessons/units August 2014- June 2015 Lesson plans reflecting integration of technology Evidence of cross-disciplinary initiatives in daily classroom instruction; Student performance on cross-disciplinary tasks disciplinary
Focus Area Activities (learning designs, implementation) Target Staff (learning communities) & Responsible Person(s) (leadership) Required Resources Timeline Progress Monitoring and Measurement (data) Decrease Unlawful Absences -Friendly phone calls from Nurse/Counselor/Teacher after 3 days consecutive absences -Attendance letters sent monthly to appropriate students’ parent/guardian -Phone calls from Guidance Counselor regarding unlawful absences -Home Visits Target Staff: Students/Parents Responsible Persons: PST; PPW; Counselor; Nurse; Classroom Teacher; Principal Monitor attendance bi-weekly at GLPLC meetings; Quarterly/End of Year Perfect Attendance Recognition; Attendance Letter August 2014- June 2015 ADA/ADM Attendance Statistics; Parent/Guardian response to attendance letters; PST referrals; Monitor specific student attendance data pre/post intervention Decrease Late Arrivals and Early pick-ups -Phone link reminders to parents/guardians -Late Pick Up letter sent monthly to appropriate students’ parent/guardian Target Staff: Students/Parents Responsible Persons: PST; PPW; Secretaries; Nurse; Teachers Monitor late arrivals and monthly; Late Arrival/Early Pick up letter September 2015 Parent/Guardian response to Late Arrival/Early pick-up letter; Decrease in number of Late Arrivals/Early pick ups Section 3: School Climate and Discipline Brief narrative of school climate and discipline goals for 2014-2015. Include data or needs assessment information as rationale for goals. School Climate Town Creek Elementary (TCES) has been a Positive Behavioral Interventions and Supports (PBIS) School since 2005, achieving the highest standard (Gold) since 2009. Staff and students embrace PBIS as evidenced by the supportive nature of the environment for students. With a focus on continuous improvement, TCES will seek ways to improve our behavior support systems. Our goal is to establish a School-wide Classroom Behavior Management System (Clip/color system
Implement social skills development and bullying prevention curricula. Focus Area Activities (learning designs, implementation) Target Staff (learning communities) & Responsible Person(s) (leadership) Required Resources Timeline Progress Monitoring and Measurement (data) Healthy Habits -Increased nutrition/physical activity Target Staff: Students Responsible Persons: PE Teacher Monthly calendars; school web site August 2014-June 2015 % of students participating September through March Health and Nutrition -Healthy Habits Terrapin Walk Target Staff: Staff and Students Responsible Persons: D. Settle/Teachers Healthy activity station rotations; Good weather for outside walk November 25, 2014 at 1:30-3:30 p.m. Exit Slips (Gr. 3-5) or Class Discussion (Gr. K-2) “What did you learn today?” “How will you change or continue your healthy habits?” Health and Nutrition -ReFresh Curriculum Target Staff and Students Responsible Persons: L. Mackey/Teachers ReFresh Curriculum September 2014- June 2015 Participation in ReFresh lessons (Gr. 4/5) Increase Cardiovascular Health -Terrapin Recess Running Club Target Staff: Students/Staff Responsible Persons: D. Settle/Teachers Running cards; Mileage record keeping; Program incentives September 2014- June 2015 Participation log PBIS -See Town Creek Elementary School-Wide PBIS: Specific Action Plan 2014-2015 Target Staff: TCES Staff/ Students/TCES Families Responsible Persons: PBIS Team See Town Creek Elementary School-Wide PBIS: Specific Action Plan 2014-2015 August 2014- June 2015 Monthly PBIS Team Meetings; School-wide Evaluation Tool (SET) and Summary Report ; Gold Recognition application;
Decrease Suspensions (Goal 0) Character Education/ Bullying Prevention -My Friends and Me (Gr. K) -Character Counts (Gr. 1-2) -Steps to Respect Program (Gr. 3-5) Target Staff: Students Responsible Persons: Guidance Counselor/ Classroom Teachers Curriculum for each program; PBIS September 2014- June 2015 Observation/Participation (Gr. K-2); Bullying Survey/Steps to Respect Quiz (Gr. 3-5) Social Skills Development -Super Flex , Skillstreaming , The Incredible 5 Point Scale programs -Lunch Bunch Support groups as needed, i.e. divorce, friendship, managing feelings, self-esteem; study skills Target Staff: Students Responsible Persons: Guidance Counselor/ Special Education Teacher Super Flex curriculum; Skillstreaming in the Elementary Classroom; The Incredible 5 Point Scale August 2014-June 2015 Self -Selection; Observation; Participation Cyber Safety On Cyber Use and Safety (F.O.C.U.S) Target Staff: TCES Community/Students Responsible Persons: M. Wyant-Safety & Security/ Principal F.O.C.U.S Program Materials October 15, 2014 6:00-7:30 p.m. in Media Center Community Feedback; Safe School/Learning Environment (Cyber Safety)