BOARD OF EDUCATION OF WICOMICO COUNTY
101 Long Avenue
P.O. Box 1538
Salisbury, MD 21802-1538
410 -67 7- 44 00
FA X 4 10 -67 7- 44 44
w w w .w c boe. or g
John E. Fredericksen, Ph.D.
Success - Every Student, Every Day
Superintendent of Schools
Pemberton Elementary School
School Improvement Plan
2013 – 2014
Revised February 18, 2014
It is the policy of the Wicomico County Board of Education to provide equal educational and employment
opportunities regardless of age, gender, race, color, religion, national origin, disability or sexual orientation.
Ronald O. Willey
President
Donald L. Fitzgerald
Vice President
Marvin L. J. Blye
Tyrone A. Chase, Ph.D.
Larry W. Dodd
Carolyn J. Elmore, Ed.D.
Kimberly S. Hudson
Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Introduction:
Pemberton Elementary School was built in 1941 to serve students in 10 classrooms. In 2001 the building was renovated and expanded to 28
classrooms and serves four programs; Traditional grades Pre K – 5, Judy Center Pre-K/K, High Performing Learners (Magnet grades 3 – 5), and one
modified self-contained special education classroom. Pemberton serves a diverse population with varying socioeconomic status. In school year
2012-2013, 61% of the student population received free or reduced lunch and all students received the Maryland Meals for Readiness breakfast
program. The instructional program is guided by the Maryland Common Core State Curriculum for full implementation in grades PreK – 5 during
the 2013-2014 school year.
Membership
Andrea Marshall, Terri Seward, Sherree West, Megan Franco, Sharon Noonan, Bathsheba Burks, Tara Parsons, Shannon Moloy, Otto Jester, Sue
Gebhart, Kristi Cushman, Kathy Nottingham, Maria Marshall, Judylynn Mitchell, Maria Curtis, Carla Hicks, Curt Twilley, Kristen Devies (Parent)
Mission Statement:
The staff and community of Pemberton Elementary School are dedicated to creating a positive, safe environment where student learning is the
priority. We challenge each student to reach his or her full potential by providing a variety of instructional strategies. These approaches address
each student’s unique social, emotional, physical, and intellectual needs while emphasis is placed on our school united as one community of
learners.
Belief Statements:
 Students learn in different ways and should be provided with a variety of instructional approaches to support their learning through
differentiated instruction.
 A student’s self-esteem is enhanced by positive relationships and mutual respect among and between students and staff.
 Students need not only demonstrate their understanding of essential knowledge and skills, but also need to be actively engaged in solving
problems and producing quality work.
 Cultural diversity can increase students’ understanding of different peoples and cultures.
Vision Statement:
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014

One school, One Community
Report Card:
Our school’s official accountability report card may be accessed at www.mdreportcard.org.
Pemberton’s Resources and Programs
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
TITLE I INFORMATION:
Pemberton Elementary continues to implement a Title I school wide program for the 2013-2014 school year. Title I is a federally funded program
designed to address the needs of economically disadvantaged students. Pemberton serves students in grades Pre-K through 5. The school qualifies
for this status because 61% of our students receive free and reduced lunch. As a school-wide program, all students are entitled to the services.
Pemberton's school population is diverse, reflecting 45% white, 43% African-American, 8% Asian, and 4% students of other ethnicities. Our school's
mission statement includes offering strategies to meet the needs of all learners (regardless of ethnicity and learning style or level). Assistance is
offered in grades Pre-K through 5 to students thought to benefit from either enrichment or remediation through small group instruction or in-class
support. Priority is given to students in kindergarten through grade 3. Title I funding provides two highly qualified, certificated teachers and one
qualified paraprofessional. Additionally, Title I funding is used to provide supplemental technology and materials of instruction.
Pemberton utilizes a newly revised School Partners and Learning Compact. This document defines the roles of the student, parent, and staff who
contribute to student learning at Pemberton Elementary School. The compact was designed with the input from staff and parents and approved by
our Parent Advisory Board. All stakeholders sign the compact to show understanding of the expectations that are asked of them. The Learning
Compacts will be printed on an 8x11 sticker which will be fastened to the Tuesday folders. Learning Compacts, PAC Meetings, and the Parent
Involvement Policy/Guidance Document will be shared at Pemberton’s Meet and Greet, held in August and at the Pemberton’s Back to School PTA,
held in September. Learning Compacts will be used by teachers, when necessary, as a reference during parent conferences to evaluate student
progress.
Pemberton Elementary School fully supports Section 721 of the Elementary and Secondary Education Act (ESEA) which asserts that each child of a
homeless individual and each homeless youth shall have equal access to the same free, appropriate public education, including a public preschool
education, as provided to other children and youth. The school works to ensure that homeless children and youth have access to educational and
other services that they need to meet the same state academic achievement standards and assessments to which all students are held as well as
that there are no barriers to their enrollment, attendance, or success in school.
Resources and Programs:
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Reading Classroom Support
Intervention teachers and paraprofessionals are integrated into primary and intermediate grades for co-teaching as well as flex group instruction
which implements the Maryland Common Core State Curriculum for English Language Arts (ELA), utilizing the Houghton-Mifflin reading series.
Enrichment activities for highly able students at every grade level have been added. Students work in small groups for 30 to 45 minutes daily.
Supplemental services are aligned with Common Core. Technology such as mini lap tops, interactive white boards, Document Cameras, Turning
Point, Digital Media (You Tube, Teacher Tube, School Tube, etc.), Web 2.0 Tools (Wikis, Blogs, Search Engines, etc.), and Palms are utilized regularly
to promote the skills being reinforced.
Math Classroom Support
Intervention teachers and paraprofessionals assist in the implementation of the Maryland Common Core State Curriculum for mathematics.
Emphasis is on use of manipulatives in small group settings. Technology such as mini lap tops, interactive whiteboards, Document Cameras, Turning
Point, Digital Media (You Tube, Teacher Tube, School Tube, etc.), Web 2.0 Tools (Wikis, Blogs, Search Engines, etc.), and Palms are utilized regularly
to promote the skills being reinforced. Enrichment activities for highly able students at every grade level have been added. Students are in small
group instruction for 30 to 45 minutes daily. Intervention teachers and paraprofessionals are also integrated into primary and intermediate grades
for flex group instruction.
Leveled Literacy Intervention
Leveled Literacy Intervention is a reading intervention program developed by Fountas and Pinnell. This program reinforces reading behaviors that
allows a student to be a strategic reader. The program is designed so that the reader has the opportunity to read independent and instructional
level books. Phonics, word work, and writing are also incorporated into the program. LLI is a 45 minute daily program for K and 30 min for grades 1
and 2. The amount of time a student is in the program will be related to the entry level and distance to grade level performance (typically 18-22
weeks). A home connection is another component of the program where students take home a new book to read nightly.
Compass Learning
Compass Learning is a technology program used in grades K-5 at Pemberton to reinforce and enrich skills in reading, language, and math. After a
pre-assessment, an individualized animated lesson can be implemented or students can be assessed on lessons chosen by the teacher. Data is
readily available for teachers and may be shared with parents.
Read Naturally
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Read Naturally is a scientific based program that promotes fluency and comprehension. Students work independently to read small passages and
chart their progress. The program is used with Special Education students and students who need extra support.
Wilson Reading System
The Wilson Reading System is a highly-structured remedial program that directly teaches the structure of the language to students and adults who
have been unable to learn with other teaching strategies, or who may require multisensory language instruction. It is used for students in grades 212 who are not making sufficient progress in another intervention or who may require more intensive instruction due to a specific learning
disability.
Fundations
Fundations is a research-based approach with an extensive program and materials allowing K-3 teachers to confidently present a carefully
structured reading and spelling curriculum using engaging, multisensory techniques to students have not made progress using other interventions.
This program emphasizes a systematic approach to phonics and study of word structure. Skills are taught explicitly, sequentially, and systematically.
Instruction is cumulative and scaffolds presented skills.
Accelerated Reader
Accelerated Reader is a technology based reading program that motivates and monitors students’ comprehension on self-selected reading
material. Individual student goals are set at the beginning of the year using SRI and BAS. Incentives are earned as the goal is reached.
Family Nights/Parent Workshops
Twice annually our staff plans a night of Reading and Math for primary students and parents. Furthermore, a strategy workshop is planned for
intermediate students and parents. Invitations will be sent home 2 weeks prior and phone reminders will go out 1 week in advance. There will also
be reminders on the website and in the monthly newsletter. The activities, strategies, games, and materials are explicitly aligned with the Common
Core. Each activity is explained in detail. At the end of the session, every student takes home a packet of activities related to skills and strategies
shown during the workshop. Family reading and math night activities are based on parent surveys, teacher recommendations and county-wide
Benchmark assessments.
In conjunction with some PTA meetings and American Education Week, parent workshops are offered based upon parent feedback gathered
through the annual parent interest survey and during PAC meetings. Examples of topics include: maintaining a checking account, how to purchase
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
a home within the city of Salisbury, and how to set up a homework station at home. Funds from several sources including Title I, Judy Center, and
the local budget are used for transportation, refreshments, and purchasing materials.
PAC Meetings
Parent Advisory Committee meetings are held twice a year. The purpose of the PAC meetings is to review and revise student learning compacts
and the parent involvement policy. Twice per year, parents are invited to join the intervention teachers to review the implementation of the
school-wide program. Parents are encouraged to ask questions, offer suggestions for use of funds and staff development, and express concerns.
Those suggestions and concerns are shared with administration and staff and the local LEA if necessary. In addition, attending parents are given the
opportunity to provide input on Title I services and approval for the use of funds for parent engagement. Minutes from the PAC meetings, which
will include Learning Compacts and Parent Involvement Policy/Guidance Document, will be posted on the school website at
www.wcboe.org/schools/pes. Copies of the minutes will also be available in the front lobby and upon parent request. Members of the committee
will receive copies of the minutes within one week after the scheduled meeting. Sign in sheets and the minutes will be included.
Orientation
During the first PTA meeting a portion of time will be dedicated to the orientation for Title I. The focus of the orientation is to provide families
assistance in understanding the state and federal requirements of Title I funding along with how our program operates at Pemberton Elementary.
Parent Involvement Policy/Brochure
Pemberton Elementary School accepts the Wicomico County Board of Education’s family involvement policy and has aligned its school-level parent
involvement plan accordingly. The Parent Involvement Policy is a document that encourages Pemberton families to become active participants in
the school-wide Title I program planning, decision making, and school activities. A written copy of the Parent Involvement Policy will be distributed
through the Pemberton’s Panda Press in the beginning of the school year in a language families understand. Other languages can be translated if
needed. It will also be posted on the school’s website. The policy will be reviewed and revised at the PAC meetings. It is also accessible on the
county’s website in English as well as in Spanish. http://www.wcboe.org/resources/documents/TitleIParentInvolvementPlan.pdf
Leadership Conference
A Leadership Conference is held annually at Salisbury University. The conference is offered to up to 15 students who demonstrate leadership
qualities or leadership potential. Students participate in leadership training through fun-filled physical activities culminating in attendance at a
Varsity Club luncheon.
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Foster Grandparent Program
Pemberton utilizes the Foster Grandparent program, funded through a grant and coordinated by SHORE UP, Inc. to strengthen our early childhood
program. “Grandparents” provide an extra set of hands for small group instruction in all classrooms Pre K – 1. Research shows that early
intervention can reduce the number of special education evaluations. This program is included as a Tier II Response to Intervention (RTI).
Guidance
The school counselor will collaborate with administration, teachers, students, and parents. Various services will be provided to meet the diverse
personal and developmental challenges that impact academic achievement. These services may include: study skills, anger management, bullying,
coping strategies, social skills, school safety, character education, individual and small group counseling, respect for self and others, grief and loss,
divorce, and hygiene.
WhyTry
WhyTry is a program used to improve student retention, academic performance, and school climate. WhyTry provides tools to help students
change patterns of failure and indifference and develop motivation to reach goals. At the elementary level, WhyTry helps students deal with
increasing challenges at home, at school, or with peers.
MAST
An afterschool program that focuses on STEM (science, technology, engineering, & math) using 21st Century Community funding targets the
intermediate grades. The program serves low achieving, low income students and operates Monday through Thursday for 2 hours per day. The
program provides snacks, reading curriculum, homework assistance, enrichment activities with community partners, and transportation home. The
curriculum is aligned with the Common Core.
PBIS (Positive Behavior Intervention and Supports)
This school-wide program helps to improve school climate and positive behavioral support for all students. Students have the opportunity to earn
incentives for following school-wide rules and exhibiting positive behavior.
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
MMFR (Maryland Meal for Achievement) and Team Nutrition
This program is a Maryland State program available to school districts based on their total numbers free and reduced meals. Pemberton was
chosen as a recipient school because of our large number of FARM students. Our cafeteria staff currently prepares 625 breakfasts per day.
Mobile Dentist Program/Village Dental
These programs are components of the larger state programs which currently provide students with dental cleaning and preventive care.
Wicomico Mentoring Project
The Wicomico Mentoring Project is a collaborative, community wide effort to encourage our children to become happy, productive citizens. Local
businesses, agencies, civic and faith groups and individuals are mentors in Wicomico public schools. One hour per week for the school year,
mentors bond one-on-one with their students, teaming together with parents to improve academics, attendance and behaviors. Currently there
are 15 staff members at Pemberton who are mentors for students.
Destination Imagination
Destination Imagination participants develop life skills while solving challenges through their unique hands-on experiences in the sciences,
technology, mechanics, engineering, theater, improvisation, goal setting, time and budget management, team building, and leadership. Our
ultimate goal is to teach participants that through their creativity, teamwork, and perseverance, they can develop creative solutions to complex
problems completely on their own!
Junior Achievement
JA is a community sponsored program that brings business owners and employees into schools to teach a financial responsibility curriculum for
grades 1 – 5.
Judy Center Partnership
The Judy Center Partnership with Pemberton is a collaboration of many public and non-profit agencies dedicated to providing a comprehensive,
community based, early learning program for pre-school children and their families. Services include: dental, behavioral/mental health,
home/school connections, wraparound care, and reading activities through the library. We believe that all children should enter school ready to
learn, and that families are the foundation for their children's early success.
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
School Partnerships
Pemberton works with other community agencies and businesses such as The Community Foundation, Rite Aid, Cross Pointe Church, Shore Up,
Target, Choptank Electric, Wal-Mart, Giant Food, Lowes, Gordy Tiger Mart, and Perdue to make improvements and to support the instructional
program.
Opportunities for Professional Development
Additional development is provided by county Professional Development coaches.
To ensure students are taught by highly qualified teachers and qualified paraprofessionals we will work with the Central Office staff to recruit and
retain highly qualified staff by:
•
Maintaining strong communication with the Department of Human Resources regarding the “highly qualified” status of
individual teachers and the “qualified” status of paraprofessionals (Master Plan Action Steps 11.18 and 12.8)
•
Reviewing assignments of teachers and working with the Department of Human Resources to make necessary personnel
changes to ensure classes are taught by “highly qualified” teachers (Master Plan Action Step 11.22)
•
Providing on-going systematic training for paraprofessionals related to their assignment (Master Plan Action Step 12.9)
•
Facilitating the continuous improvement of teacher and administrator skills and content knowledge to support student
learning and close achievement gaps (Master Plan Action Step 13.7)
•
Providing coaching, instructional support, and training as needed for teachers utilizing County Reading and Math
Coordinators and County Professional Development Coaches (Master Plan Action Step 13.9)
All of the high poverty elementary schools in Wicomico County are also Title I schools. Therefore, in addition to the efforts directed at all schools in
the district, the Title I Supervisor works closely with building administrators to monitor the highly qualified status of teachers in these schools.
Ensuring teachers in high poverty schools are highly qualified is a top priority when staffing changes are requested or required in both elementary
and secondary schools. All content supervisors work collaboratively with the Directors of Elementary Education, Secondary Education, and Human
resources to determine the best placement for teachers.
Pemberton works in conjunction with Salisbury University. This relationship allows Pemberton to receive extra professional development and
resources. Pemberton also participates with the Mentoring Teacher project. First, second, and third year teachers receive a mentor teacher to
guide, pull resources, and answer questions on academic and administrative duties.
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
School Progress Index (Use mdreportcard.org for data)
2012 AMO
2012 Actual
1.0181
2
2013 AMO
2013 Actual
0.8353
5
2014 AMO
Achievement
Reading Measure Scale Progress Value
Math Measure Scale Progress Value
Science Measure Scale Progress Value
88.25%
89.55%
76.68%
92.92%
89.90%
80.19%
89.31%
90.50%
78.80%
98.51
94.10
87.06
90.38%
91.45%
80.92%
Gap
Reading Measure Scale Progress Value
Math Measure Scale Progress Value
Science Measure Scale Progress Value
81.47%
74.65%
54.57%
72.22%
75.00%
73.96%
83.16%
76.95%
58.70%
79.36
71.86
71.93
84.84%
79.26%
62.83%
Growth
Reading Measure Scale Progress Value
Math Measure Scale Progress Value
90.35%
75.67%
68.25%
84.13%
91.23%
77.88%
95.00
77.04
92.11%
80.09%
Overall SPI
Strand
2014 Actual
The fall from a Strand 2 to Strand 5 fell in the area of Gap Reduction. The sub groups needing further investigation were Special Education and
Black/African American. Further data has been requested from MIS to enable staff to develop a concise plan.
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Pre-Kindergarten 2013-2014:
Reading – Student Performance Results for Pre-Kindergarten
Term 1
Student Group:
Below
At
Expectation
Expectation
All Students
Exceeding
Expectation
17
22
12
N/A
N/A
N/A
Asian
2
2
0
Black or African American
10
16
9
Hispanic/Latino of any race
N/A
N/A
N/A
Native Hawaiian/Other Pacific
Islander
N/A
N/A
N/A
White
3
2
2
Two or more races
1
2
1
FARMS
16
22
11
Special Education
4
0
0
American Indian/Alaskan Native
Below
Expectation
Term 2
At
Expectation
Exceeding
Expectation
Below
Expectation
Term 3
At
Expectation
Exceeding
Expectation
Limited English Proficient
Provide an analysis of the results, including strengths and areas in need of improvement. Be sure to address both the performance of All Students
and that of the Student Groups.
•
•
Strengths: About half of the students are at or exceeding expectation. Out of 51 students, 34 are above or at expectation in Reading.
FARMS and All students are almost equal.
Weakness: Currently, a weakness cannot be truly identified with these subgroups.
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Kindergarten 2013-2014:
Language and Literacy (Reading) – Student Performance Results for Kindergarten
Term 1
Student Group:
Term 2
Below
Expectation
At
Expectation
Exceeding
Expectation
All Students
66
24
8
American Indian/Alaskan Native
N/A
N/A
N/A
Asian
2
2
3
Black or African American
47
8
1
Hispanic/Latino of any race
N/A
N/A
N/A
Native Hawaiian/Other Pacific
Islander
N/A
N/A
N/A
White
14
11
4
Two or more races
2
3
1
FARMS
56
10
1
Special Education
6
3
1
Limited English Proficient
9
1
1
Below
Expectation
At
Expectation
Term 3
Exceeding
Expectation
Below
Expectation
At
Expectation
Exceeding
Expectation
Provide an analysis of the results, including strengths and areas in need of improvement. Be sure to address both the performance of All Students
and that of the Student Groups.
•
Strengths: In the White, Asian, and Two or more races category, 50% or more scored at or exceeding expectation
•
Weakness: Less than 20% of the FARMS students scored at or exceeding expectation. Less than 35% of all students scored at or exceeding expectation.
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Pre-Kindergarten 2013-2014:
Mathematics – Student Performance Results for Pre-Kindergarten
Term 1
Student Group:
Below
At
Expectation
Expectation
All Students
Exceeding
Expectation
17
24
11
N/A
N/A
N/A
Asian
1
3
0
Black or African American
14
13
9
Hispanic/Latino of any race
N/A
N/A
N/A
Native Hawaiian/Other Pacific
Islander
N/A
N/A
N/A
White
1
5
1
Two or more races
1
2
1
FARMS
16
23
11
Special Education
3
1
0
American Indian/Alaskan Native
Below
Expectation
Term 2
At
Expectation
Exceeding
Expectation
Below
Expectation
Term 3
At
Expectation
Exceeding
Expectation
Limited English Proficient
Provide an analysis of the results, including strengths and areas in need of improvement. Be sure to address both the performance of All Students
and that of the Student Groups.
•
Strengths: More than half of the students are at or exceeding expectation.
More than half of the FARM students are at or exceeding expectation.
•
Weakness: Black/African American subgroup is about equal as far as below versus at and exceeding expectation.
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Kindergarten:
Mathematics – Student Performance Results for Kindergarten
Term 1
Student Group:
Below
At
Expectation
Expectation
All Students
Exceeding
Expectation
17
24
11
N/A
N/A
N/A
Asian
1
3
0
Black or African American
14
13
9
Hispanic/Latino of any race
N/A
N/A
N/A
Native Hawaiian/Other Pacific
Islander
N/A
N/A
N/A
White
1
5
1
Two or more races
1
2
1
FARMS
16
23
11
Special Education
3
1
0
American Indian/Alaskan Native
Below
Expectation
Term 2
At
Expectation
Exceeding
Expectation
Below
Expectation
Term 3
At
Expectation
Exceeding
Expectation
Limited English Proficient
Provide an analysis of the results, including strengths and areas in need of improvement. Be sure to address both the performance of All Students
and that of the Student Groups.
•
STRENGTHS: THERE IS A SMALL PERCENTAGE OF STUDENTS PERFORMING AT OR EXCEEDING EXPECTATION.
•
WEAKNESS: MOST STUDENTS IN EITHER SUBGROUP ARE PERFORMING BELOW EXPECTATION OVERALL.
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Attendance (Please report data as shown in Aspen at the end of March):
We will increase (maintain) the percentage of student attendance to (at or above) 94%.)
Student Group:
2012-13
All Students
95.5
American Indian/Alaskan Native
99.6
Asian
95.3
Black or African American
94.9
Hispanic/Latino of any race
95.3
Native Hawaiian/Other Pacific Islander
2013-14
---
White
96.3
Two or more races
94.8
FARMS
94.8
Special Education
94.9
Limited English Proficient
95.9
Provide an analysis of the results, including strengths and areas in need of improvement. Be sure to address both the attendance of All Students
and that of the Student Groups.
All groups met or exceeded the 94% attendance standard.
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Staff Wellness:
Wellness Goal
Participation in Walking
Works program
Actual 2010-2011
Actual 2011-2012
Actual 2012-2013
# of Staff
% of Staff
# of Staff
% of Staff
# of Staff
% of Staff
29/127
22.8
34/126
27.0
53/105
50.5
Actual 2013-2014
# of Staff
% of Staff
Note: WCBOE Goal is 30%
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Student Behavior:
We will decrease referrals in the areas of physical attack and bullying by 10% as measured from August through March.
2009-2010
Actual
2010-2011
Actual
2011-2012
Actual
2
14
17
2012-2013
Actual
34
African American
1
9
11
21
White
1
4
6
10
Other
0
1
0
3
0
2
3
2
African American
0
1
3
1
White
0
1
0
1
Other
0
0
0
0
Physical Attack on Student
Bullying
2013-2014
Actual
2014-2015
Actual
Provide an analysis of the results, including strengths and areas in need of improvement.
From deeper investigation of the increase of physical attacks on students, it was found that bus referrals were included in the total number this
year. The PBIS team will discuss implementing the use of Panda Bucks with bus drivers.
Parent Involvement:
We will increase parent involvement hours (counts) by 10% as measured from August through March.
Parent Hours
2009-2010 Actual
2010-2011 Actual
2011-2012 Actual
2012-2013 Actual
379
591
576
634
2013-2014 Actual
2014-2015 Actual
Provide an analysis of the results, including strengths and areas in need of improvement.
Parent volunteer hours have increased for 2012-13.
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Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
School Improvement Priorities
Priority A: Accelerate student learning
Action Step
A1 Analyze data collaboratively to develop effective instructional strategies to meet diverse student
needs.
 Teachers will align instruction to the State/Common Core Curriculum and assess and modify
student instruction based on assessment (i.e. MSA, Interim Assessments, County Chapter Tests,
SRI, BAS, Compass Learning, etc.).
 Teachers and paraprofessionals will utilize differentiated instruction and arts integration in order
to accelerate student learning (i.e. Accelerated Reader, Compass Learning, Read Naturally,
Fundations, Wilson Reading System, and Comprehension Toolkit).( Development Asset #17)
 Teachers will work collaboratively during professional learning communities to develop
strategies to drive student achievement based on formative and summative data as aligned to
the Common Core Curriculum as well as written feedback from paraprofessionals.
 Primary teachers (PK-2) will implement Primary Talent Development lessons throughout the year
in order to assess student interests, strengths, weaknesses, and learning styles.
 Teachers will participate in professional development in relation to Common Core Curriculum.
 Co Teaching practices will be utilized
A2 Utilize technology to enhance student learning and increase proficiency with administrative tasks.
 Teachers will utilize Accelerated Reader, Compass Learning, Document Cameras and Interactive
White boards, Turning Point, Digital Media (You Tube, Teacher Tube, School Tube, etc.), Web 2.0
Tools (Wikis, Blogs, Search Engines, etc.), iPads, iPods, Nooks, Laptops, and board approved
software in classroom instruction.
A3 Examine student performance data (e.g. summative and formative assessment data, written work,
portfolios, projects) collaboratively, utilizing the continuous improvement process.
 Administration will schedule weekly GLPLC meetings in addition to the four county scheduled
meetings.
 Teachers will bring quantitative and qualitative data to GLPLC meetings.
 Administration will guide PLC’s with researching, goal setting, and assessing PLC student learning
goals.
 GLPLC’s will analyze data and target objectives to determine measureable goals and
brainstorm/research strategies to achieve goals.
Time Line
Person(s) Responsible
(Use titles, not names.)
August 2013 through
June 2014
All Instructional Staff
August 2013 Through
June 2014
All Instructional Staff
August 2013
Through
June 2014
All Instructional Staff
Page | 18
Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Priority A: Accelerate student learning
Action Step
Time Line
Person(s) Responsible
(Use titles, not names.)
A4 Align all instruction with the rigor of the Common Core State Standards.
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Teachers will align instruction to the State/Common Core Curriculum and assess and modify
student instruction based on assessment (i.e. MSA, Interim Assessments, County Chapter Tests,
SRI, BAS, Compass Learning, etc.).
Increase the number of text dependent questions that require text evident responses to reading.
Include responses in the following forms: oral, written, EBSRs (two part SRs with one part
requiring the identification of text evidence to support response for other part), PCRs (prose
constructed response)
Include time for daily writing with a balance of routine and formal writing opportunities.
Written response can take the form of notes, summaries, learning logs, writing to learn tasks, or
the formal opportunities of opinion, informative/explanatory, or narrative writing. (PARCC
Model Content Frameworks at www.parcconline.org )
Increase the amount of student silent reading during the instructional period.
Note: There is no magic number here. Students should be reading sustained portions of text
during both whole group and small group instruction. “Sustained” varies depending on the
grade level.
This will include both accountable independent reading and instructional level text.
Utilize complex text read-alouds daily to build vocabulary and background knowledge.
Amount of time spent reading aloud is determined by the classroom teacher.
Monitor student progress through monthly running records with retelling for each student.
Adjust student guided reading texts and group placement accordingly.
Include Tier 2 vocabulary instruction daily with words selected from texts used in all subjects.
Include close analytic reading, with text dependent questions through complex text read-alouds
in the primary grades and student reading of complex text in grades 3-5.
Teach with a transdisciplinary approach whenever possible.
Use Comprehension Toolkit strategies to support instruction across all content areas.
Increase the effectiveness and quality of student interactions by providing practice with
protocols for speaking and listening.
August 2013 Through
June 2014
All Instructional Staff
Page | 19
Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Priority A: Accelerate student learning
Action Step
A5 Communicate the name of any homeless child to the Homeless Coordinator in a timely fashion upon
enrollment and/or change in status to ensure records are regularly updated. Request assistance from
the Homeless Coordinator to ensure homeless children are provided needed materials and resources to
ensure attendance and success in school (e.g., field trips, school supplies, consistent attire).
Time Line
Ongoing
Person(s) Responsible
(Use titles, not names.)
Principal
Priority B: Improve Student Attendance
Action Step
Time Line
B1 Review and analyze student attendance data to reduce students with excessive absences in order to
prevent students from dropping out of school.
 Home School Liaison will identify areas of need using student attendance to monitor and track
excessive student absences as correlated with discipline referrals.
 Teachers will recommend students to the Student Service Team members who will discuss and
monitor students with excessive attendance concerns.
August 2013 Through
June 2014
Person(s) Responsible
(Use titles, not names.)
Home School Liaison
Administration
Teachers/Special Educators
Guidance Counselor
School Psychologist
PPW
Special Educators
Page | 20
Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Priority C: Improve school climate to ensure a safe, drug-free environment conducive to learning
Action Step
C1 Maintain and implement the school’s Crisis Management Plan.
 Crisis Management Team and administration will review and revise the Crisis Management Plan
to ensure compliance with MSDE and local requirements.
 Crisis Management Team and administration will conduct safety drills (code yellow, code red,
etc.) as mandated by central office and FEMA, but will include a code red drill involving the
faculty (and if possible students) each year.
 Staff will be trained on how to utilize Pemberton’s Crisis Management Plan during August. Staff
will implement this plan during the school year.
 Administration will conduct a tabletop drill annually.
 Administration will conduct monthly safety drills as mandated.
 Administration will conduct a mock evacuation drill involving the faculty each year
 Teachers will display emergency/crisis color codes in all classrooms.
C2 Promote, implement, and evaluate employee wellness strategies throughout the school year.
 Designate one staff member to serve as a school Wellness Coordinator who will act as a liaison
between the school and the county Wellness Coach and attend district level training activities.
 Promote, implement, and evaluate the Walking Works program from February to May.
 Promote new wellness initiatives from the county Wellness Program to school employees.
C3 Review and analyze data to implement and monitor the PBIS program to improve student behavior
and school climate.
 Administration and PBIS Team will identify areas of need using student behavior data as
provided by Assistant Principal.
 Student Service Team identifies individual concerns to provide guidance and mentoring
opportunities.
 Staff will provide positive recognition, promotion, and enhancement of students’ strengths using
Panda Bucks, Positive Post-cards through our school wide announcements.
 PBIS Team will meet at least seven times during the 2013-2014 school year in order to target
behavioral interventions and alter PBIS school-wide systems as needed.
 PBIS Team will provide training with all teachers for the purpose of setting goals and establishing
new, research-based strategies to further strengthen our school’s positive behavior initiatives.
(Development Asset #12)
 PBIS Team, administration, and guidance will instruct targeted student groups once a cycle in
Time Line
Person(s) Responsible
(Use titles, not names.)
August 2013
Administration
Staff
As Needed
Designated Staff
Spring
Spring
Designated Staff
Designated Staff
August 2013 through
June 2014
Administration
PBIS Team
Staff
Page | 21
Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Priority C: Improve school climate to ensure a safe, drug-free environment conducive to learning
Action Step
character education that will promote behaviors and responses that replace bullying actions.
C4 Improve Service to Community (Development Asset # 9)
 Implementing a contest in terms one, two, and three measuring grade level teams’ success with
integrating service to community into educational practice in order to improve educational
success.
 The school, administration, and PBIS Team will recognize individual teams’ service to the
community in the newsletter, news, on morning announcements, and on the school website.
C5 Promote, implement, and evaluate employee wellness strategies throughout the school year.
 Designate one staff member to serve as a school Wellness Coordinator who will act as a liaison
between the school and the county Wellness Coach and attend district level training activities.
 Promote, implement, and evaluate the Walking Works program from February to May.
 Promote new wellness initiatives from the county Wellness Program to school employees.
Time Line
Person(s) Responsible
(Use titles, not names.)
August 2013 through
June 2014
PBIS Team
Administration
Parents
Staff
February through
May 2014
Wellness Coordinator
Wellness Coach
Page | 22
Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Priority D: Increase parent and community involvement
Action Step
D1 Enhance parent communication and family involvement in the educational process.
 Administration will arrange a Meet and Greet for parents and students prior to the beginning of
school during August 2013.
 Orientation will be held for the entire school at PES’s Back to School Night in September.
 Home School Liaison will maintain a daily log of calls and visits.
 Staff will implement the following to enhance parent communication and family involvement:
□ Display upcoming events on the marquis in the front of the school
□ (PK-5) Family Reading/Math/Science Nights (Development Asset #6)
□ 2 MAST Family Nights (Developmental Asset #6)
□ Jump Rope for Heart (Developmental Asset #9)
□ Field Day (Developmental Assets # 8 and #33)
□ PK & K Parent Rotation Days (Developmental Asset #6)
□ School Website & Monthly Newsletter (Developmental Asset #6)
□ Pemberton Rangers (Students who encourage other students to follow the 4 R’s)
(Developmental Asset #15)
□ PBIS Night (Developmental Asset #6)
□ Accelerated Reader (Developmental Asset #25)
□ 5th Grade Multicultural Fair (Developmental Asset #34)
□ 3rd Grade Craft Fair (Developmental Asset #9)
□ PK & K Male Involvement Night (Developmental Asset #6)
□ Parent Advisory Committee
□ National Geography Bee
 Spelling Bee
 MATH 24
Time Line
Person(s) Responsible
(Use titles, not names.)
Administration, Teachers
August
September
Fall/Winter
Fall/Winter
Winter
Spring
Winter
Spring
Spring
Fall
Fall/Spring
Spring
Spring
Spring
Page | 23
Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Priority D: Increase parent and community involvement
Action Step
Time Line
D2 Support parents as their children transition into our Pre-Kindergarten and Kindergarten Program.
 Administration and kindergarten teachers will collaborate with pre-kindergarten teachers at
Eden Head Start, Salisbury Head Start, Wicomico Early Learning Center, private daycares, and all
other parents who enrolled their child during the enrollment fair in order to participate in two
transition events for incoming pre-kindergarteners and kindergarteners in the months of June
and August.
 Postcards will be sent out to all incoming Pre-K and Kindergarten parents in our district. This will
serve as our flyer informing parents of prospective students about our summer academy and
summer picnic to increase parent involvement with the academic success of their child during
the school year.
 A summer academy will be offered to incoming Pre-Kindergarten and kindergarten students.
Two meals will be served and transportation will be provided for a half-day age appropriate
program which includes community field trips.
 We will serve a light meal during the summer picnic. Parents will be allowed to rotate
throughout the classrooms providing them with an opportunity to learn information for the
upcoming year in a creative session.
 Parents will have the opportunity to complete a brief survey based on their participation in the
event.
 Paid transportation will be offered for families needing assistance to and from events at night or
off campus.
May 2014
Person(s) Responsible
(Use titles, not names.)
Administration, Teachers
Page | 24
Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
Priority D: Increase parent and community involvement
Action Step
Time Line
D3 Engage parents in the learning process and enhance home-school communication supporting
Development Assets # 5 & # 6. Provide information and activities to assist families with transitions
from grade to grade and for first entry into school, including inviting all families to Open House
activities prior to the opening of school in August.
 Administration and staff will plan and implement a school wide Common Core night and STEM
night to provide parents with specific instructional strategies to use at home.
 MAST teachers and staff will plan and implement 2 MAST Family Nights for students and parents
served by the program.
 Pemberton administration will extend invitations for after school learning activities to all
students who attend Y3 and prekindergarten classes at the Wicomico County Early Learning
Center.
 Provide information and activities to assist families with transition from grade to grade and from
first entry into school, including inviting all families to Meet and Greet activities prior to the
opening of school in August and at the Pemberton’s Back to School PTA, held in September.
 Curriculum and expectations for the school year are shared by teachers at Open House and Back
to School Night.
 Correspondence is sent to all Pemberton families from the principal prior to the beginning of the
school year and to the WELC administration.
 Twice Per year the “Parent Advisory Committee” will be set up by the administration from
Pemberton and WELC.
 WELC articulates with Kindergarten teachers.
 Fifth grade articulates with middle school staff.
 Intervention staff will assist school personnel with how to work with parents as equal
educational partners in the educational process.
D4 Invite participation by homeless parents in family involvement activities at any Title I school.
Provide the Parent Involvement Specialist with information about scheduled family involvement
activities in a timely fashion so as to allow the Specialist and Homeless Coordinator to issue invitations
to homeless parents to participate as desired.
August 2013 through
June 2014
Ongoing
Person(s) Responsible
(Use titles, not names.)
Administration, Teachers
Principal
Professional Development Plan: To be developed during the summer and submitted to Central Office for approval prior to the start of the school
year.
Page | 25
Pemberton Elementary School
SCHOOL IMPROVEMENT PLAN
2013 – 2014
$11,375
Pemberton
Category/ Object
Instruction - Regular Programs
- Salaries & Wages
Fixed Charges - Other Charges
Line Item
Teacher stipends for Tutoring
Calculation
100 hours @ $23.10/hr
Fixed charges for Tutor
Instruction - Regular Programs
- Supplies & Materials
Instruction - Regular Programs
- Supplies & Materials
10 iPad Minis with AppleCare
Fixed costs for Tutor
calculated at 8%
10 iPad Minis @ $448
Materials of Instruction
Materials of Instruction
Total
$2,310
$185
$4,480
$4,400
Total
$11,375
Page | 26