Executive Summary

A. School Vision and Mission 
Our vision is to create college and career ready students in an environment where differences are appreciated, excellence and achievement are expected, and effort is rewarded. All students will achieve and succeed to their maximum potential through on-going data inquiry, rigorous differentiated instruction, and collaboration with community stakeholders. 

 
B. Demographics
For the school year 2016-2017, 566 students are receiving instruction in 33 classrooms Pre-K thru 6. Average class size is 17:1 in 2 Pre-K classrooms, 23:1 in 3 Kindergarten classrooms, 20:1 in 4 first grade classrooms, 17:1 in 4second grade classrooms, 20:1 in 3 third grade classrooms, 20:1 in 3 fourth grade classrooms, 22:1 in 3 fifth grade classrooms and 20:1 in 3 sixth grade classrooms. There are CSEP classes from Kindergarten to sixth grade with a total of 65 students: 8 in kindergarten, 2 in first grade, 11 in second grade, 13 in third grade, 12 in fourth grade, 9 in fifth grade, and 10 in sixth grade. The racial composition of the 566 students in the school is approximately 91% African American and 9% Hispanic. Student mobility is documented at 19.9% entrants and 19.2% withdrawals. 

 
C. Environmental Scan (Climate for Learning)
The staff at Francis Scott Key is committed to providing a safe and orderly school environment that is focused on learning. To that effect, we implement PBIS strategies in order to provide consistent implementation of the PGCPS Code of Student Conduct, and to encourage positive strategies for maintaining our school culture. The teaching staff implements Francis Scott Key’s ‘Common Threads’, a set of schoolwide procedures for the classroom, the hallways, the cafeteria, and the playground to ensure a calm and orderly environment throughout the school day. In addition, we have established common expectations for Home-School Communications (grade level newsletters, student-written parent invitations to school functions, the use of student agenda books, etc.) to maximize parent communications. The Administrative Team monitors the school culture and climate for learning through daily walk-throughs at various times, with a key focus on times of transition. School discipline and attendance data are reviewed weekly by administration and monthly by the PBIS team to look for patterns and trends, and to develop action steps to positively impact those patterns and trends. 

D. Major Strategies for Increased Student Achievement
 
1. In order to significantly improve student proficiency levels in Mathematics for Special Education, ESOL, African American and FARMS students teachers will differentiate instruction for students by implementing the following:
  • a. Participate in data inquiry and analysis meetings, at least quarterly, using the DataWise process in conjunction with Harvard University.
  • b. Collaboratively plan on a bi-weekly basis with general and special education teachers.
  • c. Plan with grade level teams on a weekly basis.
  • d. Plan vertically within their content area, at least quarterly, to ensure continuity throughout the grade levels.
  • e. Participate in professional development opportunities: Targeted Differentiated Instruction for Mathematics, Use of Manipulatives in the Math Classroom, Teaching Math Conceptually provided through partnership with MSDE.
  • f. Utilize available technology, including technology intervention software and/or websites to increase learning opportunities.
  • g. Implement targeted differentiated instruction based on the academic needs of students as identified during analysis of assessment results and student work samples.
  • h. Utilize targeted manipulatives on a daily basis.
   
2. In order to significantly improve student proficiency levels in Reading/English Language Arts for Special Education, ESOL, African-American and FARM students, teachers will differentiate instruction for students by implementing the following strategies:
  • a. Participate in data inquiry and analysis meetings, at least quarterly, using the DataWise process in conjunction with Harvard University.
  • b. Collaboratively plan on a bi-weekly basis with general and special education teachers.
  • c. Plan with grade level teams on a weekly basis.
  • d. Plan vertically within their content area, at least quarterly, to ensure continuity throughout the grade levels.
  • e. Utilize available technology, including technology intervention software and/or websites such as SPIRE, LEXIA, and Voyager to increase learning opportunities.
  • f. Implement targeted differentiated instruction based on the academic needs of students as identified during analysis of assessment results and student work samples.
  • g. Participate in professional development opportunities: Text Annotations, Close Analytic Reads, Socratic Seminar provided through partnership with MSDE.
  • h. Implement Text Annotations, Close Analytic Reads, and the Socratic Seminar during each reading instructional cycle to improve reading comprehension.
  • i. Implement Routine Writing and Writing Fundamentals during each instructional cycle. 

     
     
 
3. In order to significantly improve student proficiency levels in Science for Special Education, ESOL, African-American and FARM students, teachers will differentiate instruction for students by implementing the following strategies:
  • a. Participate in data inquiry and analysis meetings, at least quarterly, using the DataWise process in conjunction with Harvard University.
  • b. Collaboratively plan on a bi-weekly basis with general and special education teachers.
  • c. Plan with grade level teams on a weekly basis.
  • d. Plan vertically within their content area, at least quarterly, to ensure continuity throughout the grade levels.
  • e. Participate in professional development opportunities: Targeted Differentiated Instruction for Mathematics, Use of Manipulatives in the Math Classroom, Teaching Math Conceptually provided through partnership with MSDE.
  • f. Utilize available technology, including technology intervention software and/or websites to increase learning opportunities.
  • g. Implement targeted differentiated instruction based on the academic needs of students as identified during analysis of assessment results and student work samples.
  • h. Plan science lessons using the Inquiry Based lesson model.
  • i. Implement Text Annotations, Close Analytic Reads, and the Socratic Seminar when reading content area text.
   
4. In order to significantly improve student proficiency levels in Social Studies for Special Education, ESOL, African-American and FARM students, teachers will differentiate instruction for students by implementing the following strategies:
  • a. Participate in data inquiry and analysis meetings, at least quarterly, using the DataWise process in conjunction with Harvard University.
  • b. Collaboratively plan on a bi-weekly basis with general and special education teachers.
  • c. Plan with grade level teams on a weekly basis.
  • d. Plan vertically within their content area, at least quarterly, to ensure continuity throughout the grade levels.
  • e. Participate in professional development opportunities: Targeted Differentiated Instruction for Mathematics, Use of Manipulatives in the Math Classroom, Teaching Math Conceptually provided through partnership with MSDE.
  • f. Utilize available technology, including technology intervention software and/or websites to increase learning opportunities.
  • g. Implement targeted differentiated instruction based on the academic needs of students as identified during analysis of assessment results and student work samples.
  • h. Plan science lessons using the Inquiry Based lesson model.
  • i. Implement Text Annotations, Close Analytic Reads, and the Socratic Seminar when reading content area text.
 
 
5. In order to significantly improve in Parent Engagement/Community Involvement for Special Education, ESOL, African-American, and FARMS students teachers will implement the following procedures and strategies:
  • a. In grade level teams, teachers will write at least bi-weekly newsletters informing parents of units of study, upcoming events, and ways in which they can support their students.
  • b. In grade level teams, teachers will plan monthly informational meetings for parents in connection with the PTA.
  • c. Encourage parent participation through evening and school-day activities: Reading Night, Math Night, STEM Night, Supper with Seuss, Relax and Read, Career Day, grade level field trips, etc.
  • d. Engage students in writing assignments that describe ways parents can volunteer, invite parents to attend activities, and write thank you notes to parents who volunteer and participate in school activities.
  • e. Support PTA activities by designating teacher representatives to attend PTA meetings and report back to the SPMT team and to participate in PTA activities: Family Fun and Fitness Night, Classroom Mom and Dad Project, and Teacher Appreciation Day.
  • f. Continue partnerships with Chick-Fil-A, Target, Maryland Maniacs, DD’s Discounts, and Giant Food, Incs, and develop partnerships with additional business and community groups.
 
 
6. In order to significantly improve College and Career Readiness for Special Education, ESOL, African-American, and FARMS students teachers will implement the following procedures and strategies: 
  • a. To participate in all extra-curricular activities, students must complete a ‘job application’ and ‘resume’, and receive recommendations and ‘interview’ for the position.
  • b. Sixth grade students will attend field trips to local colleges.
  • c. Teachers will utilize the following strategies during instruction: Socratic Seminars and Cornell Notes.
  • d. Teachers will identify classroom instructional small groups by ‘college’ names, such as “Bowie State University” group.
  • e. The School Counselor will instruct students in the program, “Kids to College”.
  • f. The School Counselor will organize and all classroom will participate in Career Day.
   
7. In order to significantly improve Graduation/Promotion for Special Education, ESOL, African-American, and FARMS students teachers will implement the following procedures and strategies:
  • a. Monitor, during grade level meetings, students’ attendance, behavior and academic performance. Students for whom there are attendance concerns will be referred, in writing, to the attendance committee, led by the school counselor. For students with academic or behavioral conerns, teachers will implement tier 1 or tier 2 Response to Interventions, and then refer to the School Instructional Team (SIT) for monitoring, review, and additional interventions/actions, if need be.
  • b. The attendance committee will monitor student attendance on a monthly basis. Letters and/or phone calls will be made by the attendance committee, led by the school counselor, to inform parents of the concern. Students with health issues will be referred to SIT, students for whom the team does not believe are in our attendance area will be referred to the Pupil Personnel Worker. Where attendance concerns continue, the guidance counselor will arrange administrative-parent conferences to develop an action plan for the student, including Retention Action Plans, when academic needs warrant the plan.
  • c. All teachers will work to complete one in-person conference with every parent in their classroom. Progress reports will be sent home each quarter in accordance with PGCPS policy.
  • d. All teachers will participate in PBIS behavior and attendance incentives to encourage 100% student attendance and work habits.
   
 
8. In order to significantly improve Climate and Culture for Special Education, ESOL, African-American and FARMS students teachers will implement the following procedures and strategies:
  • a. All teachers will implement the PBIS strategies and incentives as part of our schoolwide discipline policies and procedures.
  • b. All teachers will utilize a tiered approach to behavioral consequences in accordance with the Code of Student Conduct.
  • c. Each grade level team will determine a variety of incentives (Class Compliment Chain, Team Incentives, etc.) to encourage and promote respectful and considerate behavior at all times.
  • d. All teachers will fully implement Francis Scott Key’s “Common Threads”, schoolwide procedures for classroom, hallways, cafeteria, and playground, to provide consistency throughout the school building and school day.
  • e. The administrative team will log all students referred for administrative assistance on Francis Scott Key’s “Office Referral Form”, a documentation log on FSK’s google docs. The PBIS team will monitor the log on a monthly basis to analyze for patterns and trends, and to suggest procedures, interventions, or action plans to positively impact these patterns and trends. The Administrative Team will monitor the log on a weekly basis to identify ‘high priority’ students or situations that need immediate action.
  • f. The administrative team will utilize Restorative Discipline Techniques to encourage true problem-solving and personal responsibility to handle inter-personal interactions between student-student, or student-teacher.
 
 
E. Climate and Culture
The staff at Francis Scott Key is committed to providing a safe and orderly school environment that is focused on learning. To that effect, we implement PBIS strategies in order to provide consistent implementation of the PGCPS Code of Student Conduct, and to encourage positive strategies for maintaining our school culture. The teaching staff implements Francis Scott Key’s ‘Common Threads’, a set of schoolwide procedures for the classroom, the hallways, the cafeteria, and the playground to ensure a calm and orderly environment throughout the school day. In addition, we have established common expectations for Home-School Communications (grade level newsletters, student-written parent invitations to school functions, the use of student agenda books, etc.) to maximize parent communications. The Administrative Team monitors the school culture and climate for learning through daily walk throughs at various times, with a key focus on times of transition. School discipline and attendance data are reviewed weekly by administration and monthly by the PBIS team to look for patterns and trends, and to develop action steps to positively impact those patterns and trends. All teachers will implement the PBIS strategies and incentives as part of our schoolwide discipline policies and procedures. All teachers will utilize a tiered approach to behavioral consequences in accordance with the Code of Student Conduct. Each grade level team determines a variety of incentives (Class Compliment Chain, Team Incentives, etc.) to encourage and promote respectful and considerate behavior at all times. All teachers fully implement Francis Scott Key’s “Common Threads”, schoolwide procedures for classroom, hallways, cafeteria, and playground, to provide consistency throughout the school building and school day. The administrative team log all students referred for administrative assistance on Francis Scott Key’s “Office Referral Form”, a documentation log on FSK’s google docs. The PBIS team monitors the log on a monthly basis to analyze for patterns and trends, and to suggest procedures, interventions, or action plans to positively impact these patterns and trends. The Administrative Team monitors the log on a weekly basis to identify ‘high priority’ students or situations that need immediate action. The administrative team utilizes Restorative Discipline Techniques to encourage true problem-solving and personal responsibility to handle inter-personal interactions between student-student, or student-teacher. 

 
F. Parent Involvement/Community Engagement
The staff at Francis Scott Key is committed to fully engaging parents and the community in the school family. During the 2012-2013 school year, parents and staff members organized our PTA organization. Teachers identify staff representatives to attend PTA meetings, and support PTA activities by participating in evening activities such as Family Fun and Fitness night. In grade level teams, teachers write at least bi-weekly newsletters informing parents of units of study, upcoming events, and ways in which they can support their students. In grade level teams, teachers plan monthly informational meetings for parents in connection with the PTA. Encourage parent participation through evening and school-day activities: Reading Night, Math Night, STEM Night, Supper with Seuss, Relax and Read, Career Day, grade level field trips, etc. Teachers engage students in writing assignments that describe ways parents can volunteer, invite parents to attend activities, and write thank you notes to parents who volunteer and participate in school activities. Support PTA activities by designating teacher representatives to attend PTA meetings and report back to the SPMT team and to participate in PTA activities: Family Fun and Fitness Night, Classroom Mom and Dad Project, and Teacher Appreciation Day. Continue partnerships with Chick-Fil-A, Target, Maryland Maniacs, DD’s Discounts, and Giant Food, Incs, and develop partnerships with additional business and community groups. 

 
G. School Governance/Management System
The School Leadership Team, consisting of the principal, resident principal, assistant principal, CSEP coordinator, reading specialist, guidance counselor, math coordinators, meets weekly (Friday at 11 AM) to monitor the instructional program. The School Planning and Management Team (SPMT) meets monthly to monitor the day-to-day programs at the school and to provide input to the School Leadership Team concerning issues concerning instructional programming. The School Improvement Team, sets forth the school improvement plan that identifies strategies to put in place to increase student achievement in all data-based areas. The administrative team is responsible for managing and monitoring the School Improvement Plan and maintaining accountability portfolios. The principal monitors and manages the budget set forth in this plan after obtaining input from both the School Leadership Team and the SPMT. Parents representatives serve on the SPMT. These meetings take place on the third Tuesday of each month.

 






 

 
Last modified: 10/6/2016 10:40:20 AM