Dundalk+Elementary+School

__**Dundalk Elementary School - School Improvement Plan 2008-2009 **__

Critiqued by: Ashley Serio Alfeo and Jessica Myers

@http://schools.bcps.org/schools/ces/dundalk/pdf/sip.pdf

Number of years plan has been and will be in effect: It states that this particular plan will be in effect for one school year from 08/08 until 06-09. || 1. Administration a. Principal b. Assistant Principal(s) c. Support Staff 2. Classroom Teachers a. Mathematics b. Language Arts c. Reading d. Science e. Social Studies 3. Parents 4. Students a. African American Males b. At Risk groups c. Improvished children 5. Pride Committee 6. Community Leaders 7. Local Businesses 8. Special Educators 9. Reading Specialists 10. Media Specialist
 * **Plan reviewed: **
 * **Stakeholder groups involved in developing the plan: **
 * <span style="color: #709999; font-family: Georgia,serif;">Those mentioned throughout the plan: **


 * <span style="color: #709999; font-family: Georgia,serif;">Those mentioned specifically in the plan in the attachments: **
 * <span style="color: #709999; font-family: Georgia,serif;">School Improvement Team Membership: **

<span style="color: #709999; font-family: Georgia,serif;">Barbara McLennan - **Principal** ||
 * <span style="color: #709999; font-family: Georgia,serif;">Meghan Nelson-Tracey - **Assistant Principal** ||
 * <span style="color: #709999; font-family: Georgia,serif;">Douglas Elmendorf - **Assistant Principal** ||
 * <span style="color: #709999; font-family: Georgia,serif;">Sandra Grasmick - **Reading Specialist** ||
 * <span style="color: #709999; font-family: Georgia,serif;">Dave Shauck - **Classroom Teacher** ||
 * <span style="color: #709999; font-family: Georgia,serif;">Alice DiLaura - **Teacher Mentor** ||
 * <span style="color: #709999; font-family: Georgia,serif;">Lindsay Burda - **Classroom Teacher** ||
 * <span style="color: #709999; font-family: Georgia,serif;">Audrey Van Camp - **Classroom Teacher** ||
 * <span style="color: #709999; font-family: Georgia,serif;">Anna Floeck - **Classroom Teacher** ||
 * <span style="color: #709999; font-family: Georgia,serif;">Katie Karpus - **Classroom Teacher** ||

<span style="color: #709999; font-family: Georgia,serif;">The format of this plan is in chart form. Above the chart they reconginize the Performance Goal and then states the Performance Indicator it aligns to. It then places targets for Grades 3, 4, 5 in regards to the particular performance goal. <span style="color: #709999; font-family: Georgia,serif;">The chart itself in split into five topic columns across the chart. These topics are: <span style="color: #709999; font-family: Georgia,serif;">1. Key Actions <span style="color: #709999; font-family: Georgia,serif;">2. Person(s) Responsible <span style="color: #709999; font-family: Georgia,serif;">3. Timeline <span style="color: #709999; font-family: Georgia,serif;">4. Measures: Formative and Summartive: To ensure desired results have been met. <span style="color: #709999; font-family: Georgia,serif;">5. Implimentation Status. __**<span style="color: #709999; font-family: Georgia,serif;">One example is **__ <span style="color: #709999; font-family: Georgia,serif;">Provide Human Resources to Teach At Risk Students <span style="color: #709999; font-family: Georgia,serif;">Administration <span style="color: #709999; font-family: Georgia,serif;">08/08-06-09 <span style="color: #709999; font-family: Georgia,serif;">Lower Student to Teacher Ratios. <span style="color: #709999; font-family: Georgia,serif;">1. Reading <span style="color: #709999; font-family: Georgia,serif;">2. Mathematics <span style="color: #709999; font-family: Georgia,serif;">3. Social Studies <span style="color: #709999; font-family: Georgia,serif;">4. Science <span style="color: #709999; font-family: Georgia,serif;">5. Pre-Kindergarten <span style="color: #709999; font-family: Georgia,serif;">6. MSA Reading and Math Assessment <span style="color: #709999; font-family: Georgia,serif;">7. Technology implementation <span style="color: #709999; font-family: Georgia,serif;">8. English as a second language students <span style="color: #709999; font-family: Georgia,serif;">9. MSA Reading and Math Assessments for ESOL students <span style="color: #709999; font-family: Georgia,serif;">10. Highly Qualfied Teacher certifications <span style="color: #709999; font-family: Georgia,serif;">11. Differentated professional development activities <span style="color: #709999; font-family: Georgia,serif;">12. New hires <span style="color: #709999; font-family: Georgia,serif;">13. Teacher qualifications being availible to parents and guardians <span style="color: #709999; font-family: Georgia,serif;">14. Suspension Rate <span style="color: #709999; font-family: Georgia,serif;">15. Learning Environment <span style="color: #709999; font-family: Georgia,serif;">16. School Facilities <span style="color: #709999; font-family: Georgia,serif;">17. School Climate <span style="color: #709999; font-family: Georgia,serif;">18. Attendance Rates || <span style="color: #709999; font-family: Georgia,serif;">Reading - By 2012, all students will reach high standards, as established by the Baltimore County Public Schools and state performance levels, in English/Reading/Writing, Matehmatics, Social Studies, and Science. <span style="color: #709999; font-family: Georgia,serif;">All dipolma bound students grades 3-8 and students enrolled in English 10 and Algebra 1 will meet or exceed MSA standards, and students enrolled in English 10 and Algebra 1 will pass the HSA.
 * **<span style="color: #709999; font-family: Georgia,serif;">Format for this plan: **
 * **<span style="color: #709999; font-family: Georgia,serif;">Format for this plan: **
 * <span style="color: #709999; font-family: Georgia,serif;">Key Action: **
 * <span style="color: #709999; font-family: Georgia,serif;">Person(s) Responsible: **
 * <span style="color: #709999; font-family: Georgia,serif;">Timeline: **
 * <span style="color: #709999; font-family: Georgia,serif;">Measures: **
 * <span style="color: #709999; font-family: Georgia,serif;">Implimentation Status: ** ||
 * **<span style="color: #709999; font-family: Georgia,serif;">Sections (e.g. curricular areas, professional development) included in this plan: **
 * **<span style="color: #709999; font-family: Georgia,serif;">Goals and sample indicators included in this plan: **
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Goal 1: **
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 1.1: **

<span style="color: #709999; font-family: Georgia,serif;">All participating special education students will meet or exceed state standards for the ALT-MSA.
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 1.5: **

<span style="color: #709999; font-family: Georgia,serif;">All eligible pre-kindergarten students will have access to a pre-kindergarten program by the 2007-2008 school year.
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 1.6: **

<span style="color: #709999; font-family: Georgia,serif;">All students in grades 2-6 will achieve grade level standards on reading assessments.
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 1.8: **

<span style="color: #709999; font-family: Georgia,serif;">All schools will achieve an attendence rate of at least 94%
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 1.21: **

<span style="color: #709999; font-family: Georgia,serif;">By 2012, all English Language Learners will become proficient in English and reach high academic standards in English/Reading/Writing, Matehmatics, Social Studies, and Science.
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Goal 2: **

<span style="color: #709999; font-family: Georgia,serif;">All English Language Learners receiving English for Speakers of Other Languages (ESOL) services will attain English proficiency by the end of their fouth school year. <span style="color: #709999; font-family: Georgia,serif;">All dipolma bound English Language Learners will meet or exceed MSA standards.
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 2.1: **
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 2.2: **

<span style="color: #709999; font-family: Georgia,serif;">In 2008-2009, all students will continue to be taught by highly qualified teachers. <span style="color: #709999; font-family: Georgia,serif;">All teachers and paraprofessionals will meet the requirements for highly qualified, as defined by No Child Left Behind and the Bridge to Excellence in Public Schools Education Act. <span style="color: #709999; font-family: Georgia,serif;">All teachers and paraprofessionals will participate in high quality differentiated professional development, as defined by No Child Left Behind.
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Goal 3: **
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 3.1: **
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 3.2: **

<span style="color: #709999; font-family: Georgia,serif;">All new teachers in Title I schools will meet the standard of highly qualified when hired. <span style="color: #709999; font-family: Georgia,serif;">All parents/guardians will be advised of the qualifications of their child's teacher at the beginning of the school year or upon request if there are changes to the teacher's qualifications during the school year
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 3.4: **
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 3.5: **

<span style="color: #709999; font-family: Georgia,serif;">All students will be educated in school environments that are safe and conducive to learning. <span style="color: #709999; font-family: Georgia,serif;">All schools and school committees will maintain safe, orderly, and nurturing environments. <span style="color: #709999; font-family: Georgia,serif;">Staff, students, parents, and community members will express satisfaction with the learning environment, climate, and school facilities.
 * <span style="color: #709999; font-family: Georgia,serif;">Peformance Goal 4: **
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 4.1: **
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 4.3: **

<span style="color: #709999; font-family: Georgia,serif;">Engage parents/guardians, business, and community members in the educational process. <span style="color: #709999; font-family: Georgia,serif;">Increase communication and positive relationships with parents/guardians and community members by dissiminating information about system, school, and student successes. || <span style="color: #709999; font-family: Georgia,serif;">-MSA scores <span style="color: #709999; font-family: Georgia,serif;">-Dibels tests for phonemic awareness and decoding skills <span style="color: #709999; font-family: Georgia,serif;">-Summative and benchmark assessments || <span style="color: #709999; font-family: Georgia,serif;">-Benchmarks <span style="color: #709999; font-family: Georgia,serif;">-Short cycle tests <span style="color: #709999; font-family: Georgia,serif;">-Read, React, Respond tests <span style="color: #709999; font-family: Georgia,serif;">-Dibels small group checklist and data <span style="color: #709999; font-family: Georgia,serif;">-Theme tests <span style="color: #709999; font-family: Georgia,serif;">-Daily formative assessments <span style="color: #709999; font-family: Georgia,serif;">-Formative BCR's <span style="color: #709999; font-family: Georgia,serif;">-Intervention program data <span style="color: #709999; font-family: Georgia,serif;">-Fluency Formula data <span style="color: #709999; font-family: Georgia,serif;">-Reading Research Lab data <span style="color: #709999; font-family: Georgia,serif;">-Composition folders <span style="color: #709999; font-family: Georgia,serif;">-Anecdotal data portfolios || <span style="color: #709999; font-family: Georgia,serif;">- I know that this plan has to be turned in yearly or every other year to the area superintendents and superintendents, however this information was not listed in the plan. <span style="color: #709999; font-family: Georgia,serif;">- Testing scores can also be used as a reporting mechinism in this plan. || <span style="color: #709999; font-family: Georgia,serif;">-There is no evidence of this information listed in the plan. It does, however, mention that this plan is only good for one school year, 2008-2009. We can then assume that it is evaluated and updated yearly. || <span style="color: #709999; font-family: Georgia,serif;">- They do mention Title I support in a majority of the indicators. Title I does offer signifigant funding to schools that qualitfy. <span style="color: #709999; font-family: Georgia,serif;">- They do mention community envolvement and support. This is typically a nice way to state financial contributions (involvement). ||
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Goal 6: **
 * <span style="color: #709999; font-family: Georgia,serif;">Performance Indicator 6.6: **
 * **<span style="color: #709999; font-family: Georgia,serif;">Required supporting documentation (e.g. research data, inventories): **
 * <span style="color: #709999; font-family: Georgia,serif;">To gather data, they used the following: **
 * **<span style="color: #709999; font-family: Georgia,serif;">Evaluation requirements for this plan: **
 * <span style="color: #709999; font-family: Georgia,serif;">Measures (formative and summative) to ensure desired goals have been met: **
 * <span style="color: #709999; font-family: Georgia,serif;">Here are some listed from the reading goals: **
 * **<span style="color: #709999; font-family: Georgia,serif;">Reporting requirements for this plan: **
 * **<span style="color: #709999; font-family: Georgia,serif;">Revision cycle for this plan: **
 * **<span style="color: #709999; font-family: Georgia,serif;">Funding sources to support this plan: **

<span style="color: #709999; font-family: Georgia,serif;">- We liked how they included a very clear list of the people involved in the School Improvement Team and thier positions so that people can be aware of who helped make this plan in the school. <span style="color: #709999; font-family: Georgia,serif;">-We also liked the Comprehensive Needs Assessment which was at the end of the plan. This was an organized and clear way that showed what the reading and math msa scores were, and what were the prioroty needs in reading and math due to those scores. It also included staffing needs and parent needs. <span style="color: #709999; font-family: Georgia,serif;">- We liked this idea that the plan was ready availible to all members of the community and parents online. It did not require extra steps to access. Access is key to whether or not information is dissiminated properly. The easier it is to access, then the more parental and community participation we can expect. || <span style="color: #709999; font-family: Georgia,serif;">- It was very hard for me to find a lot of information on this plan, especially, <span style="color: #709999; font-family: Georgia,serif;">the required supporting documentation, the evaluation and reporting requirements, the <span style="color: #709999; font-family: Georgia,serif;">revision cycle, and the funding sources. <span style="color: #709999; font-family: Georgia,serif;">-They have a column for implementation statuses, however, it is not filled out for any of the objectives or goals. <span style="color: #709999; font-family: Georgia,serif;">- There was no firm information literacy access or technology plan. It was interwoven throughout, but even then there was no clear evaluation method to it. || <span style="color: #709999; font-family: Georgia,serif;">-It would be helpful to have <span style="color: #709999; font-family: Georgia,serif;">these areas; required supporting documentation, the evaluation and reporting requirements, the <span style="color: #709999; font-family: Georgia,serif;">revision cycle, and the funding sources, listed in the school improvement plan so that the public, including parents, teachers, and other educators can see this information. It is possible that the school has thought about this information, however they did not include it in their written plan. If they did not include this information, I think it is very important for them to consider how frequently they will revise the plan and what funding sources they will have to help implement the plan. <span style="color: #709999; font-family: Georgia,serif;">- It would also be very helpful to see what thier reporting requirements are. Who do they have to share this information with? How frequently must it be revised?, etc. <span style="color: #709999; font-family: Georgia,serif;">-Update the plan monthly or quarterly to fill in the implementation status column so that everyone can be abreast of how the progress is going for each goal. <span style="color: #709999; font-family: Georgia,serif;">- Have a paragraph or two at the beginning of the plan that explains what the plan is all about. This plan jumps right into the first objective and goal, but it might be helpful to have some explanation, especailly for people that are not in the education field. <span style="color: #709999; font-family: Georgia,serif;">- There was not any clear evaluation methods for a majority of the indicatiors beyond what is already included in No Child Left Behind. It would be helpful for them to move the methods of evaluation beyond testing scores and benchmarks. <span style="color: #709999; font-family: Georgia,serif;">- They need a separate section for implementation and evaluation of technology in the curriculum and inside the classroom. <span style="color: #99708c; font-family: 'Comic Sans MS',cursive;">I would think if the revision cycle isn't clearly states that they would follow the revision cycle of Baltimore County.~Lauren Simmet ||
 * **<span style="color: #709999; font-family: Georgia,serif; margin: 0in 0in 0pt;">Strengths ** || **<span style="color: #709999; font-family: Georgia,serif; margin: 0in 0in 0pt;">Weaknesses ** || **<span style="color: #709999; font-family: Georgia,serif; margin: 0in 0in 0pt;">Recommendations ** ||
 * <span style="color: #709999; font-family: Georgia,serif;">- We liked how the plan was set up in a chart form. This made it very easy to read and find certain information such as; key actions, people responsible, timeline, how they will measure if the goal has been met, and the implementation status.