A. School Overview
Cool Spring is a comprehensive elementary school that receives 100% Title I funding. Serving an immigrant community, approximately five miles from the boundary of the District of Columbia and one mile from the Montgomery County Maryland line, the school consists of a student body of 464, primarily Spanish speaking students in Head Start and Pre-kindergarten through sixth grade. 57.5 % of the students are Limited English Proficient. 82.5% participate in the FARM program. The attendance rate for 2007-08 was 96.1 %. This percentage places us over the states’ acceptable average of 94%. Our community includes students from 10 countries who speak 8 languages. The ethnic breakdown at Cool Spring Elementary School during the 2007-2008 school years was as follows: 337 students were identified Hispanic, 75 were African American, 8 Pacific Islander, 3 white students and 1 American Indian. Approximately 175 students are under the age of six years old. Currently, there are 4 Pre-Kindergarten classrooms, 3 Head Start classrooms and 2.5 Kindergarten classrooms in which approximately 186 students receive ESOL services and 26 students are identified as special education. The most recent data shows that 16% of the Cool Spring population in school year 2007-08 received special education services. This is a major increase from year 2002 when only 3.9% of students were identified. The student mobility rate in grades l-5 in 2007-08 indicates 19.6% entrants and 27.7% withdraws. This indicates a decrease in the number of withdrawals from previous years.
The school’s vision statement indicates that “Cool Spring is a community of life long learners that envisions an excellent academic education for all students by providing rigorous instruction through the implementation of the County’s Curriculum Framework Progress Guides, incorporating technology and providing community outreach opportunities.” Cool Spring Elementary School met Adequate Yearly Progress (AYP) by Safe Harbor in Reading for LEP and Special Education subgroups. Parents will be notified of our MSA status via a county letter. In addition, the principal’s welcome back letter and an announcement during Back to School Night will give added information about our school’s performance. The county board is made aware of individual schools’ status through state reports.
Our school consists of self-contained classrooms, with the exception of 6th grade which is departmentalized. A master schedule dictates a 120 minute, uninterrupted reading block for kindergarten through second grades and 90 uninterrupted minutes for grades 3-6. Additionally, students in grades K-2 are taught math during a 75 minute uninterrupted block, 90 of which 60 may be uninterrupted minutes for grades 3-5 and 90 minutes for grade 6. This year, students in grades K-2 will receive Science instruction for 45 minutes daily for grades and 60 minutes daily for grades 3-5. Grade 6 students will receive 90 minutes daily with alternating social studies. ESOL students receive support in language acquisition from one of five ESOL teachers. The Special Education Department provides academic support for identified students by reinforcing skills from the Reading/ Language Arts program and small group instruction using the Soar to Success Program. In addition, students receive instruction in music, physical education, computer technology, art, media and guidance. Teachers at each grade level will have daily lesson planning, collaborative planning, training, and/or data analysis time.
There is a total instructional staff of 51 people including classroom teachers, specialists, paraprofessionals and administrators. There are 23 classroom teachers, 8 paraprofessionals, 1 special education teacher and a special education instructional assistant, 2 reading recovery teachers, 1 reading specialist, 1 reading resource/testing coordinator, 1 full time parent liaison, 5 ESOL teachers, 1 Physical Education teacher, 1 music teacher, l guidance counselor and l media center specialist. All classroom teachers are Highly Qualified. This year, 12 classroom teachers hold the Advanced Professional Certificate and 11 hold Standard Certification. There are currently 14 specialists who hold the following certification: 11 with the Advanced Professional Certificate and 3 hold Standard Certification.
- Major initiatives and Schoolwide Reform Strategies for Targeted Subgroups
The identification of reading and mathematics as Cool Spring’s two priority areas is based on MSA data for 2006, 2007 and 2008. This is further supported by the fact that Cool Spring did not meet its overall growth index for the year 2007-08, theme test scores, SRI data, and analysis of quarterly grade distributions. To ensure a school-wide focus on instruction, the following will be in place: departmentalization of instruction for grade 6, differentiated and individualized staff development opportunities, grade level team meetings comprised of regular education teachers, special education teachers, ESOL staff and paraprofessionals, as well as analysis of student work, and using data to adjust student groups and individualize instruction on a consistent basis. Daily and long-range planning will show evidence of the use of Prince George’s County Curriculum Framework Progress Guides, Standards for Excellence in Teaching document, Voluntary State Curriculum (VSC) and other appropriate curriculum documents. In order to increase the number of students scoring at proficient and advanced levels at all grade levels, the following priority actions and next steps will be continued or implemented in reading and mathematics during the 2007-2008 school year:
The Standards for Excellence document is reviewed with staff and implementation is monitored by administration. The delivery of the Curriculum Framework Progress Guide is monitored for use and pacing. Students will continue to be engaged in daily rigorous language arts curriculum aligned with the Maryland Voluntary State Curriculum. All Reading/Language Arts teachers will implement the 90/120 minute block schedule as indicated by the Standards for Excellence in Teaching document. The Curriculum Framework Progress guides that are aligned with the Maryland VSC, including the template, will be used for the planning and pacing of instruction. A focus on small group instruction, as reflected in the Curriculum Framework Progress guide, will be mandated. Teachers will use guided reading strategies, reciprocal teaching, think-pair-share, cooperative learning groups, flexible grouping, and differentiated, as well as individualized instruction to improve the achievement of students. Teachers use SRI data to identify leveled small groups and appropriate materials for instruction. DRA/Running Records (K-1) are administered 3 times a year in order to analyze data and regroup for instruction. Our early childhood classes will also participate in the ‘Principal’s Book of the month’ while the students in grades 2 through 6 will engage in reading chapter books to further enhance reading strategies. Teachers will continue to use the 5 E’s format in lesson planning and provide opportunities for students to use manipulatives during mathematics instruction at all grade levels. Quarterly data utilization meetings will provide opportunities to present and analyze classroom data and make adjustments and modifications in the instructional program and student groupings. All students will be engaged in daily, rigorous classroom activities that include writing in mathematics and questioning that fosters the development of critical thinking skills and analysis as identified in the VSC. Teachers will provide small group instruction and learning center opportunities for students to demonstrate proficiency with mathematic skills. Journals will be used to demonstrate the understanding of mathematical concepts developed through student generated responses such as BCRs and ECRs. County mandated scoring rubrics will be used to evaluate journal entries and other written students responses. BCRs and ECRs will be modeled, scored, corrected and recorded. Word walls will incorporate mathematics vocabulary and will be used in delivering lessons. Homework assignments will be individualized to ensure that students are receiving meaningful assignments on their instructional level for reading, science and mathematics. Awards assemblies will be coordinated quarterly to recognize the both the academic achievements of our students as well as their dedicated attendance.
The county has mandated several initiatives that will be implemented at Cool Spring this year. In grades 2-6, teachers will implement the Comprehension Toolkit in reading to assist students in their acquisition of literacy skills. Math Solutions will assist students in their math skills for grades K-5. Finally, Write Traits will aid students with their writing skills in grades 3-5.
A strong MSA preparation Program will be implemented at Cool Spring ES. During the month of December, teachers in MSA grades will meet to develop a calendar of activities to be used during MSA Prep from January – March. The curriculum consisted of theme tests, Finishline and on-line MSA prep questions. The program will be taught for 2 – 4 times a week for approximately l hour daily. An MSA Parent night will be scheduled to provide information to parents regarding MSA and activities implemented to boost self-concept of students during the preparation period.
Extended Day Learning Programs are scheduled for support in reading and mathematics. The School Improvement Budget will fund the Extended Learning After School Program. Students in grades 2-6 will be identified using the theme test scores, SRI scores, benchmark scores, reading levels, math instructional levels, ESOL levels, classroom performance, attendance, and teacher recommendations. A pre-test for the program, the Comprehensive Assessment of Reading Strategies and Moving with Math, will be utilized for the grade students are entering or have just completed. The program will consist of a rigorous instructional program that includes Moving with Math materials, daily math drills, and Strategies To Achieve Reading Success (STARS) and Comprehension And Reading Success (CARS) materials. Students will be assessed at the conclusion of the program on the same materials which they had been pre-assessed. The program was successful in the past with a daily average attendance rate of 90%. The students in third grade increased their reading scores by approximately 20% and their math scores by approximately 20%. The students in fourth grade increased their reading scores by 8% and math by 26%. Students in grade 5 increased reading achievement by 9% and math by 11%. In grade 6, students increased reading scores by 3% and math by 18%. Students in grades 2 – 6 also participate in afterschool clubs which enhance their awareness of chess, cheerleading, and creative arts.
This year Cool Spring will participate in the Prince George’s County Television Science Bowl Competition. The team will stay after school with the school sponsor to prepare for the competition. All students in grades Kindergarten through sixth will participate in a school wide Science Fair. The students in grades 4 to 6 will complete individual projects and the students in grades Kindergarten to third will complete group projects. Science will be taught in the classroom daily according to the instructional timeframes set by the county for each grade level. Teachers will infuse their lessons in Science with hands on materials and technology. Our 6th grades students will participate in Northbay, an outdoor science camp sponsored by Title I.
In our LEP and Special Education populations, AYP was obtained through Safe Harbor in reading. However, our growth index reveals a deficit of 18.8% for our LEP students and 38.8% for our Special educations students in reading. In math the growth index reveals a deficit of 20.5% for our LEP students and 31.4% for our special education students. As a result, additional support, training, and measures for accountability will be provided for teachers of LEP and special education students in order to address the instructional needs of this subgroup. Strategies will include flexible grouping, cooperative learning, guided reading, independent reading, journal writing, reciprocal teaching, and other writing activities. Teachers will collaboratively plan using the Prince George’s County’s Curriculum Framework Progress guides, progress guide templates, and the Standards for Excellence document. Both LEP and Special Education curriculums will be carefully aligned with classroom instruction to insure the maximum student achievement. Students will have opportunities to use learning centers to reinforce basic skills, develop vocabulary and clarify concepts. On-going individualized small group instruction will provide students with before, during and after reading strategies to increase comprehension. Both LEP and Special Education teachers will provide a “plug in” service for 20 minutes daily in the classroom to reinforce the whole group lesson. Students will also receive a 30-40 minute block of time using the Harcourt Brace Program, Houghton-Mifflin/McDougal Programs or Soar to Success Program. LEP and Special education accommodations and modifications will be provided consistently during classroom instruction. Accommodations and modifications will include: additional time for completing tasks, verbatim reading of materials, use of TI 15 calculators, additional response time, flexible grouping, authentic problem-based curriculum, peer tutoring, and cross-age tutoring. Teachers will use differentiated and individualized instruction and hands-on-learning to assist students in these subgroups.
Special educators and classroom teachers will explore a variety of teaching models to provide identified students with opportunities for significant growth and achievement of reading and mathematic IEP goals. Professional development will be offered on a regular basis to assist with strategies for meeting the needs of this population. Special educators will work collaboratively with classroom teachers in order to assist them in becoming familiar with IEP goals and objectives. This will ensure that accommodations and modifications will be consistently used in the classroom, helping to prepare these students for MSA testing, as well as assisting them in meeting IEP goals and objectives. Special Educators and classroom teachers will also receive training on the Texas Instrument 15 calculator in order to consistently implement math accommodations.
The County’s ESOL Department will provide staff development to support and train regular education teachers in working with ELL students within the classroom setting. Students will be assessed to gather data to determine levels of comprehension and English language acquisition. Additional extended learning programs will include an oral language development/acquisition program that emphasized instruction for ESOL l and 2 students. This program can accommodate 30 students and will be funded by the ESOL Department.
During the 2008-2009 school year, there will be a continued focus on PTA, family involvement, and Business Partners. Cool Spring established an active PTA with an elected Executive Board in 2005-2006. Regular Executive Board meetings and General PTA meetings will held throughout the school year. The PTA will remain active in providing incentive awards for students and a teacher appreciation and recognition. The PTA is responsible for the Mandatory Uniform Policy which began August 2006 and will assist families in the purchase of uniforms. A parent representative is a member of the School Improvement Plan writing team and the School Planning and Management Team (SPMT). We will increase the PTA parent representation on the SPMT. Communication with parents will be strengthened this year. Parental involvement will be encouraged through the use of a translated monthly calendar, translated letters home, and quarterly family nights. Also, a Parent Resource room has been created from which parents can check out books to read with their children as well as materials that offer assistance in parenting skills, homework help, and English acquisition. The Cool Spring Website has been established to notify parents of school news and information as well as provide an additional means of communicating with administration, staff and teachers. Parents will also be invited to attend the extended day program once a month for an information session with the parent liaison and to participate in the program with their children. The partnership with the Tellin’ Stories Project helps maintain parent involvement and community building.
During the 2006-2007 school year, Cool Spring was assigned a full time parent liaison. This full-time, Spanish speaking parent liaison will be present during family nights and general PTA and Executive Board meetings. The parent liaison established workshops on beginning English and parenting skills. During the upcoming year he will continue to provide these services which will help parents complete the Meals Benefit Form and understand the Code of Student Conduct. Cool Spring will continue to schedule programs to meet the needs of our families. Programs will include: Back to School Night, Partners in Print, America Reads, MSA Night, Math Night, Science Fair night, Problem Solving Fair, Multi-Cultural dinner, etc. A parent survey will be administered regarding topics of interest and parents’ availability to attend workshops during Back to School Night. This information will serve as a planning tool to schedule evening activities for parents. We are currently seeking business/community partners to work with classes as volunteers as well as establish a fingerprinting drive for parents who wish to participate in school/classroom activities. In addition, we will continue to request their participation in our quarterly awards assembly and various seasonal programs. In addition, area restaurants have provided gift certificates as prizes for parent program.
- Safe and Orderly Environment
An effective school climate is a priority at Cool Spring Elementary School. The Climate Survey and other documentation will be administered and analyzed in order to strengthen and support a safe and orderly environment. All staff members at Cool Spring will follow the guidelines and procedures set forth in the school’s discipline plan. Discipline should be both corrective and instructive, designed to foster growth and understanding in the student. Following the Board of Education philosophy, the appropriate response is the least severe that can reasonably be seen to correct the misbehavior and commensurate with the age and maturation level of the student. Cool Spring’s staff and students will follow the Prince George’s County Codes of Conduct. Staff, students and parents will be made aware of the contents of these documents. Bus and discipline referrals (PS74’s) will be maintained in binders and a summary of referrals shared with SPMT on a regular basis. Functional Behavior Plans will be reviewed, revised, and written in order to reduce the number of PS74’s submitted for students.
The school guidance counselor will coordinate the attendance efforts at the school. We will continue to enforce the attendance plan to address both excessive tardiness and absences from school for individual students. The importance of daily school attendance will be communicated to parents through parent bulletins, conferences, written note, and telephone calls. Classes with perfect attendance will be announced daily and incentives will be provided for perfect attendance. A school uniform policy has been implemented and will remain in place for the upcoming school year. End of the year promotions will be conducted for Pre-Kindergarten, Kindergarten and 6th grade students.
- Strategies to Attract (and Retain) Highly Qualified Teachers
Cool Spring Elementary School strives to attract high quality, highly qualified teachers. The principal attends the annual job fair to share available teaching opportunities at Cool Spring with perspective teachers. The principal makes all potential teachers aware of the benefits of joining the Cool Spring staff. Teachers who join the Cool Spring staff are offered a great deal of support. A Job-Alike mentor teacher will be assigned to all first and second years teachers. The mentor teacher will meet monthly with new teachers to discuss planning, instruction, classroom management, and any other issues throughout the year. Classroom visitations will also be scheduled so new teachers can observe an “expert” teacher in action. The Reading Specialist will assist with lesson planning, model lessons, coach and set up classroom visits for new teachers. Team leaders will work with their teammates throughout the year and keep them familiar with school policies and instructional developments. Open discussions with administration will be encouraged to assist new teachers and address any concerns. Extensive staff development, based on the needs of new teachers, will be offered as needed. Cool Spring establishes a support program for all new staff members in an effort to make their year (and students) as successful as possible.
- Plans for Assisting Children in Transition (Title I schools only)
Cool Spring Elementary School has three Head Start classrooms servicing a total of 60 students and 4 Pre-Kindergarten Classrooms servicing 80 students. The transition process from preschool to elementary school begins early for these students. The students are included in the school-wide lunch program in the cafeteria from September to June. Head Start classes are invited to take part in all school-wide celebrations and activities and participate in all appropriate assemblies. At the end of the school year, Head Start and Pre-Kindergarten students visit kindergarten classrooms and teachers for a glimpse into a day of kindergarten. Cool Spring enjoys a partnership with the Judy Hoyer Center and Adelphi Elementary School.
Sixth grade students at Cool Spring transition to Buck Lodge Middle School for seventh grade. The Guidance Counselor at Cool Spring coordinates a visit from a Buck Lodge teacher for an informational meeting with sixth graders at Cool Spring and a visit to Buck Lodge Middle School for all sixth graders. Expectations and rules of middle school are established and understood by sixth graders and their parents prior to beginning seventh grade.
- Measures to Include Teachers in Decisions Regarding the Analysis and Use of Academic Assessments (Title I schools only)
Teachers meet in collaborative planning groups to share instructional ideas in reading/language arts and mathematics. Quarterly benchmarks are administered and data utilization meetings scheduled to analyze results and modified instruction. Data is used to drive the instructional program. Quarterly assessments similar to MSA format, including SRs and BCRs, will provide on-going guidance for teachers in the implementation of the Progress Guides.
Teachers will have monthly collaborative planning sessions with administration to review student work, participate in professional development, and plan with special education and ESOL team members. In addition, teachers will meet weekly in grade levels to plan. Quarterly data utilization meetings will provide opportunities to present and analyze classroom data, as well as make adjustments and modifications in the instructional program and student groupings. Staff will also have the opportunity to participate in Collegial Learning Walks.
Professional development opportunities will include training in differentiated instruction for all classrooms, ESOL and Special Education teachers. Edu-Soft training in analyzing student work and data utilization strategies to reform the instructional program will also be included. Additional focus areas for professional development will include: strategies for meeting the needs of identified special education students, language acquisition strategies in working with students in ESOL, and higher order thinking skills, with an emphasis in mathematics following. We will use The Principles of Learning as cited by the Institute as a guide to identifying clear expectations, accountable talk, academic rigor and socializing intelligence.
- Coordination and Integration of Federal, State, and local services and programs (Title I schools only)
Cool Spring Elementary School integrates many federal, state and local services. The Head Start, pre-kindergarten and kindergarten teachers exhibited hard work and commitment to successfully complete the Maryland State Department Validation process. The accomplishment of a quality early childhood program was acknowledged by State Superintendent of Schools, Nancy Grasmick. The Guidance Counselor incorporates lessons from a Violence Prevention program into daily instruction throughout the year. Cool Spring utilizes the nutritional program, “Breakfast in the Classroom”, which provides all students with a balanced breakfast each morning. Head Start Program teachers are included in all Professional Development opportunities and staff meetings. Head Start and Even Start participants are invited to evening programs, such as Partners In Print, hosted by Cool Spring. In return, Cool Spring students are invited to special events, such as PJs and Books, hosted by Even Start. Parents enrolled in Even Start classes are encouraged to take an active part in their child’s classroom activities. Cool Spring also enjoys a partnership with the University of Maryland which encompasses the Partners in Print Program, America Reads and The University Nursing students.