Page 1 Emerick Elementary School Annual School Plan for 2009-2010 440 S. Nursery Ave. Purcellville,...

Emerick Elementary SchoolEmerick Elementary SchoolAnnual School Plan for 2009-2010Annual School Plan for 2009-2010

440 S. Nursery Ave.440 S. Nursery Ave.Purcellville, VA 20132Purcellville, VA 20132

October 2009October 2009

LOUDOUN COUNTY PUBLIC SCHOOLS Emerick Elementary School

LCPS GoalsLCPS Goals

All students will demonstrate grade-level reading proficiency by

the end of the first grade or will have an individualized program

of reading instruction.

English language proficiency and achievement will improve

among non-English speaking students.

Eliminate the disparity in achievement among identified

racial/ethnic and socio-economic groups.

At least 90% of students will pass all required SOL tests.

All graduates will demonstrate readiness for continuing education

and entry level skill for immediate employment.

LCPS will promote programs that enhance students’ health,

safety, and well-being.

- These goals guide improvement at the school level. -


LCPS GoalsLCPS GoalsThese goals guide improvement at the school

level.

School DataSchool DataSchool data from 08-09 that reflects that the school is making progress

toward achieving LCPS School Board Goals

Target DataTarget DataData targets for the 2009-2010 school year that shows continued

progress toward achieving LCPS School Board Goals

1. All students will demonstrate grade-level reading proficiency by the end of the first grade or will have an individualized program of reading instruction.

DRA RESULTS

Percentage of students in first grade who are at or above grade level based on Spring 2008 DRA results. 79% of first-grade students at or above grade level

PALS RESULTS

Percentage of students in kindergarten and first grade whopass PALS test. 92% of kindergarten students at or above grade level 89% of first-grade students at or above grade level

INDIVIDUALIZED PROGRAM OF READING INSTRUCTION 4% of kindergarten students have an individualized program

of reading instruction 14% of first-grade students have an individualized program

of reading instruction

DRA RESULTS

Percentage of students in first grade who are at or above grade level based on Spring 2009 DRA results.81% of first-grade students will be at or above grade level

PALS RESULTS

Percentage of students in kindergarten and first grade who pass PALS test.92% of kindergarten students will be at or above grade level90% of first-grade students will be at or above grade level

INDIVIDUALIZED PROGRAM OF READING INSTRUCTIONMaintain or reduce the % of kindergarten students will have an individualized program of reading instruction13% of first-grade students will have an individualized program of reading instruction

2. English language proficiency and achievement will improve among non-English speaking students.

Historically, Emerick has had few to no LEP students. However, that is changing quickly. For the 2009 – 2010 school year, there are 6 ELL students. The proficiency levels for these students range from monitor status to limited English proficient. Currently, all 6 students receive services at the ELL center at Round Hill Elementary. Many interventions are given to these students to help support their ELL services.

School Data at a Glance – Meeting LCPS GoalsOur school improvement plans need to meet our school’s goals and be aligned to the district’s goals. This

chart provides evidence of alignment to LCPS goals.


LCPS GoalsLCPS GoalsThese goals guide improvement at the school level.

School DataSchool DataSchool data from 08-09 that reflects that the school is making progress toward achieving

LCPS School Board Goals



3. Eliminate the disparity in achievement among identified racial/ethnic and socio-economic groups.

Race/Ethnicity

During the 2008-2009 school year, the percentage of students by Race/Ethnicity, in grades 3-5 combined, passing the SOL reading test were as follows:• 87% of black students (Gr. 3-5) passed the SOL reading test. (7 students)• 91% of Hispanic students (Gr.3-5) passed the SOL reading test. (10 students)• 96% of white students (Gr. 3-5) passed the SOL reading test.

The gap in achievement was decreased.

SES Groups

During the 2008-2009 school year, the percentage of students by SocioeconomicStatus, in grades 3-5 combined, passing the SOL reading test were as follows:• 73% of economically disadvantaged students (Gr. 3-5) passed the SOL reading

test. (11 students)• 97% of non-economically disadvantaged students (Gr.3-5) passed the SOL

reading test.

There is a gap in achievement of 18% points between these two groups of students.

Race/Ethnicity

During the 2009-2010 school year, the following are goals for students in grades 3-5 combined, passing the SOL reading test:• 95% of black students (Gr. 3-5) passing the SOL reading test.• Maintain or increase the % of Hispanic students (Gr. 3-5) passing the SOL reading test. • Maintain or increase the % of white students (Gr. 3-5) passing the SOL reading test.

SES Groups

During the 2009-2010 school year, the following are goals for students in grades 3-5 combined, passing the SOL reading test:• 80% of economically disadvantaged students (Gr. 3-5) passing the SOL reading test. • Maintain or increase the % of non-economically disadvantaged students (Gr.3-5) passing the SOL reading test.

The gap in achievement would then be 17% points.




LCPS GoalsLCPS GoalsThese goals guide improvement at the school

level.

School DataSchool DataSchool data from 08-09 that reflects that the school is making progress

toward achieving LCPS School Board Goals



4. At least 90% of students will pass all required SOL tests.

ALL STUDENTS

Percentage of Students in Grades 3-5 passing all required SOL tests.95% of students passed all SOL tests they took during the 2008-2009 school year.

In addition, the following were combined averages for the following tests:Reading SOL test (Grades 3-5) – 96%Math SOL test (Grades 3-5) - 95%Science SOL test (Grades 3 & 5) – 94%History SOL test (Grades 3 & 4) – 95%Writing SOL test (Grade 5) – 91%

ALL STUDENTS

Percentage of Students in Grades 3-5 passing all required SOL tests.Maintain or increase % of students passing all SOL tests they will take during the 2009-2010 school year.

6. LCPS will promote programs that enhance students’ health, safety, and well-being.

Emerick continues to do an excellent job in this area. The following are a few examples: Full-time clinic assistant Running club (gr. 4-5) Girls on the Run club (gr. 3-5) PTO DARE classes (gr.5) Guidance classes, small group sessions and individual sessions Practice of Safety Drills Participation in Presidential Physical Fitness tests. (gr. 3-5) Emergency Response Plan Arrival/Dismissal Procedures established and followed strictly Yearly safety audits Excellent student attendance (individuals monitored if necessary) Positive results on Parent Surveys Character Education initiatives have been in place




Our MissionOur Mission

The Emerick Elementary School staff believes that all students should be given opportunities and encouragement to develop the skills necessary to succeed in our changing world. These include basic academics, technology, and appreciation for the arts, a positive attitude and a healthy self-concept.We recognize that every student has different talents and abilities. Together with their families and our community, we seek to provide the instruction, resources and support necessary to meet the individual needs of our students.

Our VisionOur VisionSo that no child is left behind, we aim to maintain a climate in which all students:

*demonstrate competence in academics, technology, fine arts, and life skills that will allow them to succeed to the best of their abilities. *demonstrate pride in self, community, and country. *demonstrate positive and realistic self- concepts. *demonstrate appropriate social skills and considerate behavior.

- why we exist -

- what we hope to become -


Our Steering Committee Team MembersWe strive each year to include representation from the diverse community representing our school. We

value and appreciate the time, energy, and talent of each of our steering committee members.

Deborah Cookus Principal

Jeff Joseph Assistant Principal

Karen Whitaker-Ficher Parent Representative

Sandra KinCannon Parent Representative

Jen Boner Parent Representative

Sarah Hoyt Weller Parent Representative

Erika Romack Parent Representative

Maria Palese Parent Representative

Emerick Staff Teacher Representatives


Thanks to These Thanks to These Team MembersTeam Members

Karen Whitaker-FicherKaren Whitaker-FicherShirley MastriaShirley Mastria

Leslie KashLeslie KashKristi SandersKristi SandersKara ParkerKara Parker

Mary AndersonMary AndersonStephanie FidlerStephanie FidlerDeborah SaenzDeborah Saenz

This portion of the school improvement plan is for the area of Reading. Members of this team analyzed data for reading, conducted an audit in the areas of curriculum, instruction, and assessment for the reading program, and identified and prioritized critical tasks that will likely lead to improvement in reading.


District Goal Area Student Achievement/CTAG (Closing the Achievement Gap)

School Objective Improve Reading Skills

Evidences of NeedEvidences of NeedMultiple data points that show a need to spend time, energy, and resources on this

particular objective. Include disaggregated data.

Evidences of SuccessEvidences of SuccessData that show end-of-year achievement targets and success as related to identified areas

of need..

• 92% of the (2008-2009) kindergarten students are reading on-grade level based on the PALS testing.

• 89% of the (2008-2009) first-grade students are reading on grade level based on the PALS testing.

• 88% of the (2008-2009) second-grade students are reading on grade level based on the PALS testing.

• During the 2008-2009 school year, 73% of economically disadvantaged students passed the SOL reading test. (CTAG)

• 92% of the (2008-2009) third-grade students passed the SOL reading test.

• 80% of the (2008-2009) first-grade students met the spring DRA benchmark.

• More students will achieve scores in the advance proficient scores on the Reading SOL test.

• Maintain or increase the percentage of kindergarten students reading on grade level based on the PALS testing.

• Maintain or increase the percentage of first-grade students reading on grade level based on the PALS testing.

• Maintain or increase the percentage of second-grade students reading on grade level based on the PALS testing.

• Increase the percentage of economically disadvantaged students passing the SOL reading test from 73% to 78%.

• Maintain or increase the percentage of the third-grade students passing the SOL reading test.

• Increase the percentage of first-grade students meeting grade level spring DRA benchmark from 80% to 82%.

• 3% of students currently scoring in the proficient range on the Reading SOL test will achieve scores in the advanced proficient range.


Action Strategies/TasksAction Strategies/Tasks(Use action strategies from the School

Strategy Cards here. Use 1 page for each action strategy.) Person(s) Person(s)

ResponsibleResponsible

Resources Needed to Resources Needed to Complete TaskComplete Task

(Building Level Resources)(Building Level Resources)

Budget Budget ImplicationsImplications

(Building Level (Building Level Resources)Resources)

Dates of Dates of ActivityActivity

(start-to-end)Monitoring Monitoring

DatesDates

Monitoring IndicatorsMonitoring Indicators(Indicators point to success during

and upon completion of the strategy)

Curriculum1.1 Provide teachers with training for Pathways (K-2) and Literacy Framework (3-4).

Pathways facilitatorsFramework facilitators

Provided by county and school No additional funding needed

Aug..2009 (begin)Oct. 2010 (end)

As scheduled by Pathways and Framework facilitators

Agendas and coaching sheets completed by facilitators

Instruction1.2 Using the PALS test identify all at-risk readers and provide remediation activities.

Reading SpecialistTeachersAdministrationPALS tutor

PALS tutor PALS money Nov. 2009 (begin)Oct. 2010 (end)

May 2010 End of year report prepared by reading specialist

1.3 Offer equitable reading incentive programs with clear rewards for all students.

Reading Incentive CommitteeFaculty

Potential resources needed for reading incentives.

PTO and School funds

Nov. 2009 (begin)Oct. 2010 (end)

Per incentive Tabulate percentage of students participating from each class

1.4 Inform all parents of reading strategies in an equitable manner.

Classroom teachersResource teachersReading SpecialistAdministration

Grade level reading strategiesTeachersParent Liaison

No additional funding needed

Sept. 2009 (begin)Oct. 2010 (end)

Ongoing Homework NightConferencesAEW Lessons

1.5 Instruct K-2 students in reading with the Steps to Literacy or Pathways program and instruct 3-4 the Literacy Framework program daily.

Classroom teachersReading SpecialistAdministration

Leveled BooksReading A to Z BooksWriting JournalsSteps to Literacy resource materialsFramework materials



Ongoing Students’ DRA resultsPALS DataLesson PlansRunning Records

1.6 Provide enrichment activities for successful readers.

Teachers Search/Futura TeachersTechnology Teacher

Computer programsSearch/Futura materialsClassroom resources



Ongoing Search classroom evaluation sheetAssessment scores from computer programs.

Assessment1.7 Administer DRA Fall testing to grades 1 through 5 and analyze results for instructional implications.

All teachers DRA kit for every classroom and special education teacher.

If available: Funding for additional DRA kits & sub. teachers.

Fall 2009 As dictated by county DRA window

Focus for instruction for each student (individualized plan found in each classroom)


Thanks to These Thanks to These Team MembersTeam MembersSarah Hoyt WellerSarah Hoyt Weller

Tara BallengerTara BallengerJudy HarringtonJudy HarringtonElizabeth EvansElizabeth Evans

Rachel RenningerRachel RenningerLinda RobinsonLinda RobinsonJocelyn ShafferJocelyn Shaffer

This portion of the school improvement plan is for the area of writing. Members of this team analyzed data for writing, conducted an audit in the areas of curriculum, instruction, and assessment for the writing program, and identified and prioritized critical tasks that will likely lead to improvement in writing.

Writing


District Goal Area Student Achievement/CTAG

School Objective Improve Writing Skills




of need..

• In 2008-2009, 43% of students with disabilities in fifth-grade did pass the writing portion of the English SOL test. (CTAG)

• In 2008-2009, 32% of fifth-grade students did pass the writing portion of the English SOL test at the advanced proficiency level.

• In 2009-2010,75% or more of the students with disabilities will pass the writing portion of the fifth-grade SOL Writing test .

• In 2009-2010, 45% or more of our fifth-grade students will pass the writing portion of the English SOL test at the advanced proficiency level.

Writing





Resources Needed Resources Needed to Complete Taskto Complete Task(Building Level Resources)(Building Level Resources)





DatesDates



Curriculum1.1 Assess writing prompts by a rubric developed to follow the SOL reporting categories. (CTAG)

Writing CommitteeAdministrationClassroom teachers

Writing rubric that aligns with state’s writing standardsYellow literacy folders

Funding topurchase yellow folders for kindergarten and new students to the school

Sept. 2009June 2010

Sept 30, 2009Jan.20, 2010May 5, 2010

End of year rubric is placed in child’s writing folder in the cumulative file.

1.2 Plan and implement survey to evaluate grade level performance using the writing rubrics.

Classroom TeachersAdministrationWriting Committee

Grade level survey folders No additional funding needed

Sept. 2009June 2010

Nov. 10, 2009Feb. 9, 2010April 27, 2010June 8, 2010

Data from team survey to be collected and reviewed by the writing committee. (Results will be discussed at faculty meetings.)

Instruction1.3 Plan and implement writing incentive activities to enhance theschool writing program.( Ex: Instructional strategies, school wide literary magazine that address various genres, writing boards.)

Writing Committee •Binding materials•Ink cartridges•Paper•Manpower

Funds to purchase binding materials, ink cartridges and paper

Sept. 2009June 2010

Monthly Monthly hall bulletin boards dedicated to writing activity .Published literary magazine.

1.4 Use writing rubricsthat align with state’s writingstandards.

Assessment1.5 Provide staff training on proper use of rubrics

1.6 Special needs children will be evaluated on their instructional level

Writing Committee

Classroom teachers

Writing committee

Special Education and

Classroom teachers

Writing rubrics

Sample rubrics and scoring sheets

IEPInstructional level rubric


No additional Funding needed


Sept. 2009June 2010

Sept. 2009June 2010

Sept. 2009June 2010

Sept 30, 2009Jan. 20, 2010May 5, 2010

Sept 2009

Sept 30, 2009Jan.20, 2010May 5, 2010

Scored writing rubrics are used to indicate student needs and drive classroom instruction.

Faculty meeting discussions

Special Education teacher will determine if the child’s level and rubric will be altered.


Thanks to These Thanks to These Team MembersTeam MembersSandra KinCannonSandra KinCannon

Todd LewisTodd LewisRachel BartanowiczRachel Bartanowicz

Dawn SnyderDawn SnyderRoxanne AyersRoxanne Ayers

Kim BowyerKim BowyerJoe DolanskyJoe Dolansky

This portion of the school improvement plan is for the area of mathematics. Members of this team analyzed data for math, conducted an audit in the areas of curriculum, instruction, and assessment for the math program, and identified and prioritized critical tasks that will likely lead to improvement in math.

Math



School Objective Improve Math Skills




of need..

• 83% of students with disabilities passed the SOL Math test • 57% of third grade students had advanced scores on the third grade

test and 70% of fourth grade students had advanced scores on the fourth grade SOL test

• Maintain or increase the percentage of students with disabilities passing the SOL Math test

• Maintain or increase the percentage of the fourth (57%) and fifth (70%) grade students passing the Math SOL test with advanced proficiency

Math










DatesDates



Curriculum1.1 Grade level teachers and special education teachers will team teach and/or collaborate to design and implement effective math lessons. 1.2 Provide teachers with the opportunity for staff development addressing math SOLs.

Classroom TeachersSpecial Education Teachers

Administration

No special resources needed

Professional to provide in-services

No additionalfunding needed

TBD

Sept. 2009(begin) toJune 2010 (end)

Aug. 2009 (begin)May 2010 (end)

NovemberFebruaryMay

Aug. 2009May 2010

Survey

List of attendance and activitiesTeacher survey

Instruction1.3 Monthly math questions will be provided for each grade level. This will be held in the lab for whole group discussion/instruction by the classroom teacher. (CTAG)

Math Committee- questions providedClassroom Teachers- instruction provided

Benchmark test resultsSOL test results


Oct. 2009 (begin)May 2010 (end)

Monthly October thru May 2009

Monthly Checklist

1.4 Identify at-risk math students with special consideration given to students receiving special education and students with economic disadvantages and provide remedial instruction and test taking strategies during an after school program (Grades 3-5) (CTAG)

Classroom Teachers Test taking strategy materialsSOL reporting category data


??? June 2010

October 2010

Log of assistance provided to students Results of students SOL Assessments










DatesDates



1.5 Provide parents with strategies to assist children with math homework.

TeachersHelp Your Child with Homework Night Committee



TBD June 2010 List of attendance and math activities

1.6 Each teacher in grades 3-5 will identify two students with low math achievement for the Early Bird SME math program.

Classroom TeachersAdministration

No Special Resources needed


Oct. 2009May 2010

June 2010 SME student reports

Assessment1.6 Administer benchmark testing and analyze results for instructional implications in grades 3-5. (CTAG).


County Benchmark Test No additional funding needed

Yearly After each benchmark test

Surveys of how teachers analyzed the results to modify instruction



Jen BonerJen BonerRenee VoceRenee VoceKarin LewisKarin LewisJohn FryeJohn Frye

Brook BlinnBrook BlinnJason HathawayJason Hathaway

This portion of the school improvement plan is for the area of science. Members of this team analyzed data for science, conducted an audit in the areas of curriculum, instruction, and assessment for the science program, and identified and prioritized critical tasks that will likely lead to improvement in science.

Science




Evidences of SuccessEvidences of SuccessData that show end-of-year achievement targets and success as related to identified

areas of need..

• 60% of the economically disadvantaged students passed the SOL science test

• 75% of the students with disabilities passed the SOL science test. (CTAG)

• 77% of minority students passed the SOL science test. (CTAG)

• Increase the percentage of economically disadvantaged students passing the SOL science test at or above 75%.

• Increase the percentage of students with disabilities passing the SOL science test at or above 80%.

• Increase the percentage of the minority students passing the SOL science test at or above 80%


School Objective Improve Science SkillsScience










DatesDates



Curriculum1.1 During morning announcements, students will use core vocabulary words while giving daily weather reports.

Classroom Teacher computers No additional funding needed

Daily October 2009-June 2010

4th and 5th grade teachers share and record on the weather reminder template.

1.2 Maintain and update the set of core vocabulary words for each grade level.

SIP Committee Grade level teams

TechnologyGlobal share


Ongoing August 2009June 2010

List of core vocabulary on global share.

Instruction1.3 Provide a variety of ways for students to review science concepts school wide. Ex. Science questions during the morning announcements (Dr. Fryezzel), use of core vocabulary flash cards, school wide assembly, and science fair. (CTAG)

Science SIP CommitteeClassroom TeachersPTO

Global share flash cardsPTO funding for Assembly

PTO funding for Assembly

Oct. 2009(begin)May 2010 (end)

October 2009-May 2010

List of documentation of activities:Science fair certificates and survey of core vocabulary strategies.

1.4 Build academic background knowledge using nonlinguistic representation. Ex. Drawings, graphs, symbols, pictures.

Classroom Teacher Global share No additional funding needed

Ongoing Ongoing: Classroom teachers monitor as vocabulary is presented

Teacher Survey










DatesDates



1.5 Provide a committee of teachers for students who need extra support with their science project.

Staff (volunteers) No special resources needed.


Jan. -March 2010

Jan-March 2010

List of teacher and student teams working together.

1.6 Provide the opportunity for all children to participate in the science fair

All teachers No special resources needed


March 2010 March 2010 Percent of participation compared to whole student population

1.7 Provide students with opportunity to apply science skills during math and science day

Faculty No special resources needed


Nov. 2009American Education Week

Nov. 2009American Education Week

List of lessons being taught through a teacher sign up sheet.

1.8 Continue the use of mentoring from high school students, providing and teaching lessons based on Science SOLs.

Classroom teachers(contact LVHS)

None No additionalfunding needed

Ongoing Quarterly Classroom teacher observations

Assessment1.9 Design and review test questions that reflect the SOL science format. Ex. Teachers will create tests in the format of the SOL science test. Teachers will use released questions from the SOL science test.

Classroom teachersSIP Committee

Example of SOL test questionsTechnology


Fall 2009-Spring 2010

May 2009 Teacher Survey



Erika RomackErika RomackGina DelgadoGina DelgadoKaren HoutzKaren Houtz

Courtney BlessedCourtney BlessedLori DolemanLori Doleman

Yvonne StoltzfusYvonne StoltzfusMichele NowellMichele Nowell

This portion of the school improvement plan is for the area of social sciences. Members of this team analyzed data for social studies, conducted an audit in the areas of curriculum, instruction, and assessment for the social sciences program, and identified and prioritized critical tasks that will likely lead to improvement in social sciences.

Social

Sciences



School Objective Improve Social Science Skills




of need..

• 72% of economically disadvantaged students passed the SOL history and social science test.

• 25% of English Language Learners passed the SOL history and social science test.

• 73% of the third-grade were advanced proficient on the SOL history and social science test.

• 65% of the fourth-grade were advanced proficient on the SOL history and social science test.

• 75% of the Hispanic students passed the SOL history and social science test.

• Maintain or Increase the percentage of economically disadvantaged students passing the SOL history and social science test from 72% to 82%.

• Maintain or Increase the percentage of English Language Learners students passing the SOL history and social science test from 25% to 50%.

• Maintain or Increase the percentage of third-grade grade advanced proficiency students in the SOL history and social science test from 73% to 77%.

• Maintain or Increase the percentage of fourth-grade advanced proficiency students in the SOL history and social science test from 65% to 70%.

• Maintain or Increase the percentage of Hispanic students passing the SOL history and social science test from 75% to 80%.

Social

Sciences










DatesDates



Curriculum1.1 Continue to incorporate the use of key vocabulary into lessons

Classroom Teachers See Staff Drive for 1-3 Vocabulary Guides 4th Grade use curriculum guides


September 2009 (begin)June 2010 (end)

Benchmark test dates

Results of Benchmark tests

Instruction1.2 Invite identified Economically Disadvantaged, at-risk Minority and English Language Learners students to attend the Soaring Eagles after school program. (CTAG)

Classroom Teachers No special resources needed


Start – depends on grade level

End- SOL test dates

Spring 2010 Attendance record for Soaring Eagles

1.3 Continue to incorporate Marzano’s strategies of non-linguistic representations.

Classroom Teachers No special resources needed


Sept. 2009 (begin)June 2010 (end)

Quarterly SurveyStudent Notebooks and/orPortfolios

Assessment1.4 Administer benchmark tests and analyze the results for instructional implications. (CTAG)


County Benchmark Test No additional funding needed

Dec. 2009 (begin)June 2010 (end)

After each benchmark test

Results of benchmark testing



Maria PaleseMaria PaleseKaren BettencourtKaren BettencourtBryan PecoraroBryan Pecoraro

Jeannine RaymondJeannine RaymondCindy BaileyCindy Bailey

This portion of the school improvement plan is for the area of Climate. Members of this team analyzed data for our character education program and conducted an audit in the areas of our guidance curriculum. In addition, we reviewed our communication practices as well as the monitoring of student attendance.

School

Climate


District Goal Area Climate

School Objective Promote programs that enhance students’ health, safety and well-being.

School

Climate

Evidences of NeedEvidences of NeedMultiple data points that show a need to spend time, energy, and resources on this particular

objective. Include disaggregated data.

Evidences of SuccessEvidences of SuccessData that show end-of-year achievement targets and success as related to identified

areas of need.

Positive character traits and creating a strong sense of family and community are areas of need.

Building on the success of the Caught Being Kind program, further emphasize positive character traits, including fairness, respect, responsibility, cooperation, caring and citizenship, creating a stronger sense of community. (Team Awesome Initiative- T.A.I)

Emerick PTO and afterschool activities are highly attended. There are activities that are available for all students and families throughout the year.

Continue to promote and involve family participation during afternoon and evening school activities.

Subgroups at Emerick Elementary are achieving. (CTAG) continued county wide training for closing the achievement gap.

Emerick Elementary students, faculty, and community need to be aware of our “carbon foot print”.

With on—going efforts to conserve resources, increase students’ participation in school and community projects.

New Initiative – GreenKids










DatesDates



Instruction6.1 Provide a variety of opportunities within the classroom and school-wide for students to develop and demonstrate positive character traits. (Caught Being Kind, Respect,Commitment, Fairness,Compassion, Equality,Caring, Trustworthiness,Responsibility andCitizenship)

Guidance CounselorAdministrationClassroom Teachers

Use of school digital camera and printer


Sept. 2009-June 2010

Last day of each month.

Tally number of students demonstrating traits each month.

6.2 Maintain high attendance rate of 96% or above. Classrooms with highest attendance rate will receive recognition to promote the attendance goal.

PrincipalSecretaryStaff Students and Parents

Make poster set, one per grade level.

Use of poster maker Sept. 2009- June 2010

Last day of each month.

Use Starbase records.

Instruction6.3 Recognizing individual differencesand similaritiesEducation of staff and community

Equity teamStaff

Training resources None Sept. 2009-June 2010

Oct. 15Nov. 5Jan. 14

Staff survey feedback










DatesDates



Instruction

6.4 Reduce student tardies

Staff, students and parents




On-Going Starbase Data

Instruction

6.5 Involve students in activities including but not limited to GreenKids, mentoring…

StaffAdministration

Students

GreenKids materials No additional funding needed


On-Going Student participation

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