Washington County Public Schools
School-Wide Improvement Plan 2013-2014
Page (s)
Section I
Foundation
Section II
Current Reality
Section III
Action Plans (including Common Core
Transition Plan)
Section IV
Professional Development Budget
4 11
12
Winter Street Elementary School
Lura A. Hanks, Principal
Ryan Raley, SIT Facilitator
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Section I
Foundation
School-Wide Achievement Plan
Washington County Public Schools
Winter Street Elementary School
All children can learn.
Children learn in different ways.
Parents and community are a vital part of
the learning process.
We need to implement technology for the
21st Century.
VISION
MISSION
B
E
L
I
E
F
S
Assessment is vital to help teachers
differentiate instruction.
Instruction should be rigorous with high
expectations for every student.
Instruction should focus on authentic
learning.
We need to produce independent problem
solvers.
The goal of Winter Street Elementary School is to produce independent, complex thinkers
and problem solvers who are prepared for educational and career environments. We
encourage learners to be responsible citizens of the educational community by setting
goals, collaborating and communicating with others. Teachers will be accountable for
providing a rigorous environment with high expectations that is also nurturing and safe.
Winter Street will rely on the community to support student learning through focus on
attendance, homework and behavioral expectations. This vision will be achieved by clear
and open communication and partnership between all stakeholders.
The Winter Street Elementary School community will provide students with necessary
skills to successfully engage in rapidly changing educational and career environments.
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Section II
Current Reality
Supporting Data for Area of Focus/Goals
Winter Street Elementary
MSA Goal: The data below represents subgroups with proficiency percentages below Maryland State Annual Measurable Objectives
(AMOs) and not meeting AYP. The groups listed below will need to make substantial gains to obtain AMO Targets for 2014.
Subgroup
2013 MSA Proficiency
2013 AMO
2014 AMO Targets
Math (All)
72.10%
84.10%
85.5%
White (Math)
75.8%
91.6%
92.5%
African American (Math)
35.3%
57.2%
61.10%
FARMS (Math)
69.10%
83.2%
84.8%
Reading (All)
70.2%
83.10%
84.6%
White (Reading)
80.3%
90.7%
91.5%
African American (Reading)
35.3%
69.4%
72.2%
FARMS (Reading)
67%
82.10%
83.7%
ATTENDANCE
94.5%
94.0%
94.0%
Students new to WSE and scoring basic in both reading and math: Grade 3 18%
Grade 4 13%
Grade 5 17%
MAP Assessment: The MAP Assessment was an assessment tool used to measure individual growth of students from the beginning
to the end of the school year. To meet Highly Effective standards through the TIF program, the school needed to be above 65% of
students meeting their individual goals in both reading and math, which will increase to 75% for 2013-2014. As a school goal for the
2013-3014 school year, we would like to increase to 80% or above of students PreK 5 th Grade reaching target goals based on
the MAP Assessment.
2012 2013 Data (the percentages below represent the number of students that met goals without using standard err.)
Reading = 53.8% met or exceeded targeted growth goals
HOWEVER, only 27.5% were at or above 50th percentile.
Math = 67.9% met or exceeded targeted growth goals
County Reading Data across K-5: Achieve reading goals based on the Superintendents Reading Goal Every WCPS student will
read at or above grade level OR improve by an expected years growth or more Additionally, a whole school goal of 57.4% of all
students will be reading on or above grade level by June 2014 will be set. Below are reading levels based off of June 2013 data:
1st Grade 39.8% 3rd Grade 39.2% 5th Grade 44.6%
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2nd Grade 37.3%
4th Grade -
Section III
Action Plan
Priority Actions for Improvement
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Area
School-Wide Strategies for Improvement: Peak Performance for Students and Staff
Instructional Practices that
Support Student Achievement
Collaborative teacher teams will identify research-based instructional and assessment strategies to
increase student achievement.
Action Steps
Person
Responsible
Project
Completion Date
Resources
Needed
June 2014
Instructional
Materials and
Staff
June 2014
Instructional
Materials and
Staff
June 2014
Instructional
Materials and
Staff
Goal: Achieve AYP in both Reading and Math in all subgroups as
measured by the 2014 MSA (see above for AMO % Targets).
-Utilize staff to support intervention strategies both in the classroom and through pull-out
services.
-Implement instructional programs to support below/on/above grade level learners.
-Use various forms of data to drive instruction (MAPs, classroom assessments, IRIs,
student assessments, and etc.).
Goal: 75% (or above) of all students will meet their targeted goals on
MAP Assessments in both Reading and Math. This is the targeted %
of growth needed to reflect Highly Effective status.
-Use student MAP data and instructional resources to support instruction and to ensure
student growth.
-Analyze MAP data to support student grouping for differentiated instruction and to
determine students to receive remediation and enrichment support.
All instructional
staff
All instructional
staff
Goal: 85% of all students in Kindergarten 5th Grade will be reading
fluently on grade level.
-Utilize the MAP data to support struggling readers and provide interventions and
supports to get below grade level readers reading on grade level.
-Continue to use F&P Assessments to obtain student reading levels and to provide
focused instruction based on their abilities.
-Explicitly model and instruct students in reading fluency and utilize Rasinskis leveled
assessments to monitor progress.
All instructional
staff
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Additional School-wide Strategies to Student
Achievement
Goal: Continue full Implementation of Common Core State Standards
in Reading and Mathematics Instruction and the development of
common assessments to monitor student progress toward mastery
of the CCSS.
-Grade level teams will plan collaboratively to develop lessons and units to support the
Common Core Curriculum
-Develop common assessments for each marking period using the PARCC resources
and additional means to secure accurate data regarding student performance.
-Refer to Common Core Transition Plan for more detailed information.
All instructional
staff
Monthly sessions
for assessment
and lesson
development.
Instruction is ongoing.
Common Core
Curriculum
Materials and
resources
Admin. and TIF
Participants
On-going
throughout the
school year
TIF Funding
Administration and
Extended Learning
Staff
Two Sessions:
Oct. Dec.,
Jan. Mar.
SUMMER
Title I Funding
Ongoing
Teachscape
Focus and
Learn
Resources
Goal: Continue implementation of the Teacher Incentive Fund Grant
Program.
-Support TIF Grant initiatives and continue to provide professional development based
on TIF goals.
-POWER II School Based Team will meet with TIF Staff to discuss updates and relay
information regarding the TIF grant.
Extended Learning Opportunities
-Focus on the mathematics in 3rd and 4th grade to target lower achieving students and
students with disabilities.
-Offer two different 8-10 week sessions for Extended Learning (October December,
January March)
-Summer School Program offer a four week summer school program designed to target
students in grades K 5. Approximately 60 students will be invited to attend the program.
Students are selected based on academic needs.
Charlotte Danielson Evaluation Process Implementation
-Offer professional development opportunities to Non-TIF and new TIF staff to
deepen the understanding of the Charlotte Danielson Framework.
-Support the county-wide initiative of utilizing the Framework for evaluation of NonTIF Staff
-Utilize Teachscape resources to provide regular and timely feedback to staff.
Administration and
Lead Teachers
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Student Services Action Team
-Align students in grades 3 5 new to Winter Street Elementary or high risk students with
staff mentors to ease their transition to the WSE family.
SSAT Staff
(Intervention,
Encore, Guidance,
GATE, ESPs)
Ongoing
PBIS resources
to assist with
mentor goals.
Section III
Action Plan
Priority Actions for Improvement
Area
School-Wide Strategies for Improvement: Peak Performance for Students and Staff
Customer and Stakeholder Satisfaction
Parent/Community
Involvement
Increase parent and community involvement through strategies outlined in the National Network for
Partnership Schools Action Plan.
Action Steps
Family Curriculum Nights Provide various opportunities to
encourage parents/families to be involved in their childs
educational program. Incorporate Common Core State
Standards transition information in the curriculum nights.
Examples of these opportunities include: Math/Reading Nights,
STEM Night, Student Writing Exhibition and Showcase, Art
Exhibition and various grade-level music performances and
presentations.
Business and Local Organization Partnerships Continue to
foster relationships with local businesses and community
organizations to provide materials and support to Winter Street
students and families. Some of the programs include: Micahs
Backpack, school supply donations, sponsoring families during
holidays, volunteering opportunities, and other projects and
activities.
Person
Responsible
Project
Completion Date
Resources
Needed
Various Committee
Representatives
Dates throughout
school-year
Various
Resources to
support different
curriculum
focuses
Principal and Title I
School Family
Liaison
On-going
throughout school
year
N/A
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Judy Center Partnership Work with the Judy Center to
provide additional support and extracurricular opportunities for
the students and families in pre-k and kindergarten.
Parent Input and Decision Making- Encourage input and
feedback by inviting parents to be involved with various school
committees and on the School Improvement Team. Use surveys
to gather parent input regarding school programs both
instructional and extracurricular.
Parent Workshops and Instructional Information Meetings
organize and facilitate opportunities for parents to learn about
Common Core State Curriculum, school-wide instructional
practices and goals, and county level initiatives and goals.
Principal, PreK and K
Teachers and SFL
On-going
throughout school
year
School and Judy
Center Resources
SIT Team, Principal,
SFL
On-going
throughout school
year
N/A
SFL
On-going
throughout school
year
Title I and SFL
Funding
Section III
Action Plan
Priority Actions for Improvement
Area
School-Wide Strategies for Improvement: Customer and Stakeholder Satisfaction
School Climate
Implement research based school-wide programs and strategies to address student discipline, increase
student attendance, reduce suspensions and student drop-outs.
Action Steps
PBIS Continue to use the school-wide PBIS program as a way
to support positive student behaviors. Offer special events and
activities to students that excel in exhibiting Safe, Responsible,
Respectful, and Prepared behaviors. Implement the new
Positive Parent Referral initiative as part of the PBIS program to
recognize parents that go above and beyond to support their
students in the school setting (See attached Discipline
Procedures).
Person
Responsible
Project
Completion Date
Resources
Needed
PBIS Coordinator
and all staff
On-going
throughout school
year
Various to support
program needs
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Olweus Bullying Prevention Program Continue
implementation of school-wide program. The school-based
Olweus committee will plan and coordinate training, professional
development, and activities/events for the program and to
promote the message of anti-bullying.
Student Support Action Team Implement a team of mentors
available from 8:05-9:10 each day to serve as mentors to
students new to the school, or at risk for academic or behavioral
concerns.
OLWEUS Program
Coodinator and all
staff
On-going
throughout school
year
Various to support
program needs
SSAT Team (Encore,
Intervention, Lead
Teachers, Guidance,
GATE, ESPs)
June 2014
Staff support
Attendance Committee Continue to have an Attendance
Committee that focuses on addressing various issues related to
student attendance and recognizes students that have good and
consistent school attendance (See school-wide attendance plan).
Committee
Chairperson and
Representatives
On-going
throughout school
year
Various to support
program needs
Section III
Action Plan
Priority Actions for Improvement
Area
School-Wide Strategies for Improvement: Customer and Stakeholder Satisfaction
Student Transitions
Plan for the smooth transition of students from one school to the next and for individual students who
transition within a school year into your school.
Action Steps
5th Grade Transition to Middle School Work with Western Heights Middle
School staff to arrange a 5th grade visit to the middle school. This will also
provide an opportunity for the students to meet the middle school teachers
and to discuss the academic and behavioral expectations.
Person
Responsible
Project
Completion Date
Resources
Needed
5th Grade Team and
Guidance Counselor
May 2014
Bus
Transportation
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Bump-Up Day Plan and organize a day when students bump up to their
next grade level. This will be an opportunity for students to learn about what
they will be doing in the next school year. Students can see classrooms and
learn about the curriculum at that grade level.
Pre-Kindergarten and Kindergarten Orientations Provide a separate
opportunity for pre-kindergarten and kindergarten students to visit Winter
Street Elementary school and meet the teachers. Conduct screenings to
assist with programs and services for pre-k and K students. Coordinate with
Head Start a visit to Winter Street school to meet the teachers and assist with
student transitions.
School Supplies Through Title I funding, all students will receive the
necessary school supplies for the 2012-2013 school year. These supplies will
also be available for new students enrolling after the beginning of the school
year.
Admin. and
classroom teachers
May 2014
N/A
PreK and K
Teachers, SFL, and
Admin.
August 2013 and
August 2014
N/A
SFL
June August
2013 and 2014
Title I Funding
2013 2014 Common Core Transition Plan
Transition Plan Outcomes:
1. Implement high quality professional learning that is aligned with the Learning Forward Standards for Professional Learning
to help teachers develop the new knowledge, skills, and practices necessary for full implementation of the Maryland
Common Core State Curriculum (MD CCSC), STEM Education, and the Teacher and Principal Evaluation (TPE) system. Key
data to guide the design of professional learning include:
Student performance data;
Teaching, Empowering, Leading and Learning (TELL) Maryland Survey results;
Classroom-Focused Improvement Process (CFIP) information; and
State, LEA, and appropriate school-based data;
2. Facilitate regular opportunities for school staff to access and navigate electronic resources (RTTT portal and LEA-provided
resources) to support:
Full of implementation of MD CCSC, STEM Education and TPE
Ongoing information on PARCC assessment, design, and timeline to support transition from MSA/HSA to PARCC
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Learning Forwards Standards for Professional Learning:
Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within
learning communities committed to continuous improvement, collective responsibility, and goal alignment.
Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders
who develop capacity, advocate, and create support systems for professional learning.
Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing,
monitoring, and coordinating resources for educator learning.
Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and
types of student, educator, and system data to plan, assess, and evaluate professional learning.
Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates
theories, research, and models of human learning to achieve its intended outcomes.
Implementation: Professional learning that increases educator effectiveness and results for all students applies research on
change and sustains support for implementation of professional learning for long term change.
Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with
educator performance and student curriculum standards.
Transiti
on Plan
Outcom
e#
Aligned
Standards
1&2
Activities
Target
Staf
Responsib
le
Person(s)
Required
Resources
Timelin
e
Outcomes
Progress
Monitoring
Learning Designs
Implementation
Learning
Communities
Leadership
Resources
Implemen
tation
Outcomes
Data
Common Core
Aligned
Assessments
and Model
Lessons
Monthly
Review and
Revisions
&
Quarterly
Benchmarki
ng
Common Core Lesson
Development and
Common Assessments
All
Instruction
al Staff
(including
Encore
Staff)
Christy
Sears &
Vicki Follett
Benchmarking for Literacy
and Math
PK-5
Teachers
Admin,
Lead
PARCC online
Teacher exemplars
Commoncore.org
STEM resources
Library of Congress
MSDE Model
Lessons
Quarterl
y
Data from Literacy
and Math Common
Quarterl
y
Identify trends
and
Quarterly
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Studying a variety of LA
Resources that embed and
integrate multiple curricular
connections such as:
Curricular Plans for Reading
and Writing, The Teachers
College for Reading and
Writing
PK-5
Teachers
1&2
In-depth Study of Lucy
Calkins Writing
PK-5
Teachers
Review the specific
learning needs of children
in poverty
All staff
Every Day Editing and
Mechanically Inclined
Book Studies
PK 5
Teachers
Co-plan and Co-teach a
variety of Integrated
Language Arts and STEM
Lessons with all staff
members
All
instruction
al staff
Study of Text Complexity
All
instruction
al staff
1&2
instructional
implications;
align
appropriate
intervention
and
enrichment
Teachers
and
Interventio
n
Assessments; MAP
data
Christy
Sears &
Vicki Follett
Texts
Computers
Access to the
internet
Christy
Sears &
Vicki Follett
Tara Burger
Christy
Sears &
Vicki Follett
Lucy Calkins Writing
Kits and Texts
associated
Eric Jensens
Teaching with
Poverty in Mind
My Big Campus
Christy
Sears &
Vicki Follett
Texts
My Big Campus
Discussion Board
Oct. &
Nov.
Discussion
Blogs
STEM CCSS
framework
Dec.
Feb.
Model Lessons
Implementati
on of Lessons
Text Complexity
CCSS Appendix B
Nov. &
Dec.
Text
Selections
Benchmarki
ng
Christy
Sears &
Vicki Follett
Brian
Orndorff
Admin,
Sears &
Vicki Follett
Ongoing
CFIP
meeting
s
Student Work
and
Exemplars
Benchmarki
ng & Survey
Data
Ongoing
Student Work
Samples
Common
Assessments
Aug.;
Sept. &
Oct.
Discussion
Blogs
Staff
utilization of
strategies
discussed
Increased
use of
instructional
practices
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Developing instructional
strategies to promote the
implementation of CCSS
and appropriate means to
assess progress
Developing strategies to
implement Standards of
Math Practices
PK 5
Teachers
Admin,
Christy
Sears &
Vicki Follett
Daily 5
Cafe
PK 5
Teachers
Christy
Sears &
Vicki Follett
Math Work Stations
My Big Campus
Discussion Board
Instructional
Delivery and
classroom
procedures
Utilization
by staff of
strategies
discussed.
Feb.
Mar.
Discussion
Blogs
Utilization
by staff of
strategies
discussed.
Nov.
Develop a
Plan for
identifying
text structure
for each
grade, every
text at WSE
Common
Assessments
and Use of
Organizers
developed
Jan.
Feb.
Understanding the
College and Career
Readiness Standards
Focus: Text Structure
All
instruction
al Staff
Lura Hanks
Tara Burger
Common Core
Literacy Standards
College and Career
Readiness
Standards
Text: Balloons Over
Broadway
1&2
Common Core
Professional Development
through the Master
Teacher Online PD
Courses
All
instruction
al Staff
Mandi
Raley
The Master Teacher
Ongoing
Module
Completion
Utilization
by staff
Substitute and
Schedule
Fall
Semest
er &
Spring
Semest
er
Increase
capacity and
access
additional
feedback
Discussions
Peer Observations
All
instruction
al Staff
Christy
Sears &
Vicki Follett
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PROFESSIONAL DEVELOPMENT BUDGET 2013-2014
***Professional Development Budget should reflect identified PD activities and needs referenced in School-Wide SLO and Common Core Transition
Plan.
Column 1
Column 2
Column 3
Column 4
Column 5
Professional Development Activity
Worksho
p
Pay
Additional
Pay
Substitutes
Use the number in this column and enter
PDF #__ on the timesheet, requisition, etc.)
____hours x
$25 =
(other than
workshop)
Column 6
Column 7
Column 8
Professional
Travel
(Registration,
Lodging,
Transportation, &
Consultan
t
(requires a
contract- )
Total
Development
Materials
($108.00/day)
(books, journals,
etc. for adult
learners)
Subscription
s
or Dues
TIF Professional Development
(TIF PD Budget)
*Monthly TIF Professional Development
Refer to separate TIF Professional
Development Plan and Schedule.
*Differentiated TIF PD based on participant needs and
goals including an in-depth study of grade-specific units
of study for Lucy Calkins and team scoring of student
work.
*Technology Training using Google Docs and Weebly
Common Core Professional Development
(Use Title I and County PD Budgets)
*Book Studies: Teaching with Poverty in Mind, The
Daily 5, Math Work Stations, Everyday Editing and
Mechanically Inclined.
*Lesson Development /Planning and Implementation of
Common Core State Standards
*Monthly Common Core PD CCSS updates, lesson
development, teacher exemplars and evidence
Title I Professional Development
(Use Title I PD Budget)
*Master Teacher On-Line PLC
*Technology PD Building assessments using Google
Docs
*Charlotte Danielson Training for non-TIF and non-
80
hours/month
x 3 months x
$25 = $6000
200 total
hours x $25 =
$5000
200 total
hours x $25 =
$5000
50 hours
/month x 7
months x $25
= $8750
40 hours
x$25/hour =
$1000
40 hours x
40 books X
$25/book =
$1000
$7000
$5000
$5000
$500
$9250
$1000
$1000
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tenured teachers.
$25/hour =
$1000
Winter Street Elementary - Addendum A
WCPS School-Wide Improvement Plan for Title I Schools
2013-2014
10 Components
Title I School-Wide Program Plan
NCLB Section 1114(b)
# 1 Comprehensive needs assessment
# 2- School-wide reform strategies
# 3 Instruction by highly qualified teachers
# 4 High quality and on-going professional
development
# 5 Strategies to attract high-quality Highly Qualified
teachers in high needs schools
# 6 Strategies to increase parent involvement
Location in
School-Wide Improvement Plan (SIP) of WCPS
Pages 3
Pages 4-5
Part A of Addendum A
Pages 8-10 (specifically the Common Core Transition Plan)
Part B of Addendum A
Page 6
# 7 Plans to assist pre-school children in transition
from
early childhood programs to local elementary
school programs
Page 8
# 8 Measures to include teachers in decisions
regarding
the use of academic assessments
Pages 4
# 9 Activities to ensure that students who experience
difficulty mastering the proficient or advanced
levels
Pages 3-5
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of academic achievement standards
# 10 Coordination and integration of federal, state,
and
local services and programs
Part C of Addendum A
Winter Street Elementary - Addendum A
WCPS School-Wide Improvement Plan for Title I Schools
2013-2014
Part A -Component 3
Instruction by Highly Qualified Teachers
The Human Resources Office of Washington County Public Schools ensures, through a screening of credentials, that a new teacher when assigned
to teach in a Title I school is highly qualified and meets the requirements of the No Child Left Behind Act of 2001 Section 1119 (i)
VERIFICATION OF COMPLIANCE ATTESTATION
In keeping with the requirements of the No Child Left Behind Act of 2001 Section 1119 (i)(1)(2),
1. The principal of each school operating a program under 1114 (SW) or 1115 (TA) is required to attest annually in
writing as to whether such school is in compliance with the requirements of this section.
2. Copies of attestations shall be maintained at each school operating a program under 1114 or 1115 and at the main
office of the LEA.
3. A copy of the attestation shall be available to any member of the general public upon request.
I, Matthew Semler ,as principal of Winter Street Elementary School hereby attest to the following:
Teachers
___
All teachers hired to teach in this school and supported with Title I funds are highly qualified.
Paraprofessionals
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__X_ All paraprofessionals working in a program supported with Title I funds, regardless of the hiring date, have earned a
secondary school diploma or its recognized equivalent.
__X__ All paraprofessionals working in a program supported with Title I funds shall have:
Completed at least 2 years of study at an institution of higher education;
Obtained an associates (or higher) degree; or
Met a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment,
knowledge of, and the ability to assist in instructing reading, writing, mathematics, or writing readiness, and
mathematics readiness.
__X__ Paraprofessionals working in a program supported with Title I funds have been assigned to:
Provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would
not otherwise receive instruction from a teacher;
Assist with classroom management, such as organizing instructional and other materials;
Provide assistance in a computer lab
Conduct parental involvement activities
Provide support in a library or media center;
Act as a translator; or
Provide instructional services to students working under direct supervision of a teacher.
_____________
(Principals signature)
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Winter Street Elementary - Addendum A
WCPS School-Wide Improvement Plan for Title I Schools
2013-2014
Part B - Component 5
Strategies to Attract and Retain High-Quality, Highly Qualified Teachers in High Needs
Schools
at the county level
The Human Resources Department of Washington County Public Schools (WCPS) has the responsibility for recruiting and hiring
teachers, and it follows a recruiting process. Representatives from WCPS attend college job fairs to share information about
Washington County and its school system and to interview prospective employees.
Each WCPS school has been assigned at least one Lead Teacher who works with the staff in that particular school. The Lead
Teacher is an experienced, successful, and knowledgeable professional who accepts the responsibility of serving as a consultant,
collaborator, and coach. In some cases, specific new teachers are assigned to Lead Teachers for mentoring. The goal is that
every teacher in need of mentoring receives adequate support. Some novice teachers continue to be mentored into and
throughout their second year of teaching. The need for mentoring is assessed on an individual basis, and services are provided to
ensure the success of each novice teacher.
WCPS supervisors, coordinators, principals, Lead Teachers, and Curriculum and Instruction Specialists work together to provide
opportunities for new teachers to continuously increase their understanding of content and process.
WCPS provides an annual New Teacher Academy (NTA), a four day professional growth opportunity for all teachers new to
Washington County. The NTA experience helps to strengthen the foundation necessary for successful teaching. NTA provides an
introduction to WCPS and allows participants the opportunity to enhance their skills in such areas as curriculum planning,
instructional strategies, classroom management and student motivation, and professional responsibilities. NTA participants
receive workshop rate pay for their attendance and may earn three Maryland State Department of Education (MSDE) credits.
19 | P a g e
At the school level
During interviews with prospective teachers, principals of Title I schools share Washington County Public Schools vision, mission,
and strong commitment to ensuring a world-class education for all students. This dedication and commitment to the high
achievement of all students, the development of the highest quality staff through continuous process improvement, and a high
level of involvement of customers and stakeholders makes Washington County an attractive place to work, to live, and to raise a
family. Upon becoming a teacher in a Washington County public school, one is afforded the opportunity to be a member of a
professional learning community in which collaboration and support for professional growth is a priority. Winter Street
Elementary will continue to offer various professional development opportunities on-site in order to continue to encourage our
staff to grow as professionals. Many of these opportunities will be differentiated based on the needs of the teacher and grade
level.
Part C - Component 10
Coordination and integration of federal, state, and local services and programs
Title I funds are made available for the school each year for the purposes of providing teachers and principals high-quality
professional development. This professional development shall focus on areas which will directly impact the academic
achievement problem that caused the school to be identified for improvement.
Multi-funding works by providing opportunities for teachers and students to expand on their educational experiences and
opportunities. For example, Title I funding will be used at Winter Street to provide professional development opportunities to
meet the needs of the teachers. The funding will also be used to purchase instructional materials for use in the classrooms.
These materials will be used to support the students in learning and understanding the curriculum. Many of the materials will
also be used to support opportunities to enrich the students education as well as to provide intervention/remediation when
necessary.
Title I funds are used in various ways to support the school-wide improvement plan. Funds are used to support initiatives
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such as funding the School-Family Liaison positions which play an important role in parent/community involvement within the
school. Title I funding is also used to support professional development opportunities for teachers such as book studies,
conferences, trainings, and the study of research based best practices. The funds also provide supplemental reading materials
for classroom libraries and materials to support other initiatives within the school.
Extended Learning Opportunities will be funded using Title I funds. These opportunities include after school tutoring and
learning based clubs. Summer School will also be an extended learning opportunity that will be offered to students that are in
need of additional support in the areas of Language Arts and Math. Students selected to participate in these extended learning
programs are identified through the use of MSA, Benchmark, MAP, and classroom data. The students will primarily represent the
subgroups that did not met AYP requirements.
In addition, not less than 10% of the funds made available will be used to fund the Title I Achievement Coordinator
position. This position will be filled for the 2012 2013 school year by Tara Burger. She will be involved in the planning and
implementation of professional development to the staff at Winter Street. Through the schools participation in the Teacher
Incentive Fund grant, Winter Street teachers are being evaluated with the Charlotte Danielson Framework for Teaching Model.
The Title I Achievement Coordinator will provide professional development on this framework periodically throughout the year.
Professional conversations around the Danielson framework and evaluation process by the Title I Achievement Coordinator will
also provide authentic opportunities for professional learning throughout the school year. These conversations will take place
during all pre and post conferences in the evaluation process. The Title I Achievement Coordinator will also regularly review online data to determine the need for further professional development.
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