• Executive Summary(2)

    Executive Summary

    A.      Demographics

    Thomas S. Stone Elementary School is a Pre-K-5 school nestled within the diverse community located at 4500 34th Street in Mount Rainier, Maryland.  We house Head Start, Pre-Kindergarten, Kindergarten, grades 1 through 6 traditional classrooms, and a Comprehensive Special Education Program (CSEP) for grades Kindergarten through grade 5.  

    Thomas Stone is a diverse, multi-cultural neighborhood school, where the entire comprehensive student population walks to and from school.  School buses are provided for the 85 students that participate in the school’s CSEP program.  The student body of 739 students consists of:

    Females

    347

    47%

    Males

    392

    53%

    African American

     186

     27%

    Hispanic

    459

    67%

    Asian

     7

    >1%

    Caucasian

     22 

     3%

    American Indian descent

     6

    >1%

    Native Hawaiian/other Pacifac Islander 3 >1%

    One hundred two (102) students are serviced through our Special Education Department, two hundred one (201) students are English Language Learners (ELL) and eight (8) students participate in our Talented and Gifted pull-out program.  Thomas Stone Elementary is a Title 1 Schoolwide funded school with eighty-seven percent of the student population receiving free or reduced price breakfast and lunch. 

    Our staff consists of 100% highly qualified teachers and paraprofessionals with experiences ranging from 1 year to over 30 years.  Thomas Stone has a staff of educators dedicated to the development of children.  The school’s dynamic staff includes the principal, assistant principal, CSEP coordinator, and seventy-three instructional staff members.  The instructional staff consists of 28 regular education classroom teachers, 10 self-contained special education classroom teachers (CSEP), 5 ESOL teachers, 1 reading specialist and 1 special education resource teacher.  In addition, there is, 2 vocal music teacher, 1 reading recovery teacher, 1 guidance counselor, 1 motor development teacher, 16 paraprofessionals,  dedicated aides, 1 crisis intervention teacher a full –testing coordinator and 2 physical education teachers.   Our part-time staff includes 1 school psychologist, 1 speech pathologist, 1 occupational therapist, one 0.3 instrumental music teacher and a 0.3 interrelated arts teacher.  Additional positions include the cafeteria, custodial and secretarial staffs and a registered nurse.  Title I component 3.

    B.      School Vision

    Thomas Stone Elementary prepares students from diverse backgrounds to succeed in college and career by empowering them to build a strong character, achieve excellence, think critically and creatively, and interact sensibly and responsibly with the world around them

    C.      Major Strategies for Increased Achievement (Title I Schoolwide Component #2, #4, #6, # 8, #9)

    In order to significantly improve Mathematics/Algebra the school will implement instructional planning that will ensure data driven, high quality, rigorous lessons differentiated to address student needs by:

    Implementing FFT lesson plan template

    Planning weekly by grade level to identify power standards, plan focus questions and activities for units, integrate all subject areas, analyze data with specialists, look at students’ work in order to identify individual strengths and areas of growth, plan interventions.

    Planning for daily individual and/or small group instruction

    Designing lesson plans with a focus on Domains 3b: questioning and discussion techniques

    Designing and implement an intervention/enrichment period for at least 30 minutes three times a week.

    Participating in professional development and develop clear action steps to implement strategies learned

    Referring students to ELO, America Counts, FASST Math, and Imagine Learning for additional reinforcement

    In order to significantly improve Reading/English Language Arts the school will implement instructional planning that will ensure data driven, high quality, rigorous lessons differentiated to address student needs and resulting in student academic growth by:

    Following FFT lesson plan template

    Planning weekly by grade level to identify power standards, plan focus questions and activities for units, integrate all subject areas, analyze data with specialists, look at students’ work in order to identify individual strengths and areas of growth, plan interventions.

    Planning for daily individual and/or small group instruction

    Designing lesson plans with a focus on Domains 3b: questioning and discussion techniques

    Designing and implement an intervention/enrichment period for at least 30 minutes three times a week.

    Participating in professional development and develop clear action steps to implement strategies learned

    Develop centers to strengthen fluency, comprehension, writing, and vocabulary skills.

    Engage students in daily reading with a focus on small group instruction and interventions based on student needs to enhance the process of building basic reading skills, comprehension and fluency. 

    Using Eye Station and Edmark (SPED)

    Referring students to ELO, America Reads, Reading Together, Reading Buddies, and Imagine Learning for additional reinforcement

    In order to significantly improve Science and Technology (STEM) instruction resulting in improved student academic performance the school will:

    Continue to use the online Science MSA practice site to enhance computer test taking skills and effective approaches to selected response and brief constructed response questions

    Collaborate with all grade level teachers in order to identify and discuss students’ strengths and areas of growth; analyze data; plan lessons that will build on students’ knowledge

    Address lowest indicators based on MSA, F.A.S.T. and/or unit test data by implementing an action/re-teaching plan

     Implement practices from professional development training on how to effectively use science materials during classroom instruction and gain a better understanding of scientific vocabulary and processes.

    Plan and teach science labs at least once a week

    In order to significantly improve Parent Engagement/Community Involvement  (Title I Schoolwide Component #6) the school will:

    Support the involvement of parents in the planning and implementation of the school improvement plan, Title I school based parent policy plan and home school compact

    Involve parents in the decision-making process through participation in the school based management and planning team and school committees

    Collaborate with the PTO and other Thomas Stone parents to identify and plan activities that are culturally and socially appropriate, educationally sound, and will encourage partnerships to foster students’ achievement.

    Welcome Back-to-School letter and Back to school Night/Title I Orientation Invitation

    Monthly newsletter grade and school wide translated in multiple languages.

    Parent workshops (Identify and plan topics based on areas of identified need and interest) Academic Home-School Connector

    Chats with the Principal once quarterly same date as Academic Home-School Connector 

    Revise and provide resources list for parents

    Encourage PTO membership and involvement

    Continue to offer hands-on computer training weekly on the SchoolMax Family Portal in order for parents to monitor their child’s(ren’s) academic and attendance progress

    Meet and Greet Ice Cream Social (Before School Starts)

    Grandparents’ Day / G-FORCE Kickoff

    Muffins for Moms and Donuts for Dads

    Family Fitness Night

    Dr. Seuss (Primary) – African American Read-in February

    Hispanic program with September 15 – October 15

    Multi-cultural Day

    Develop and implement the Parent Policy, Parent Compact, Title I Parent Orientation, with meaningful parent input/feedback throughout the year.

    Ensure accessibility to families by communicating in both English and Spanish (with translators) and providing accommodations for parents upon request.

    In order to significantly improve Career Development in the school will provide activities exposing students to a broad range of career fields by implementing:

    Annual Career Day  - To offer exposure to various career opportunities (Primary)

    College Initiative Awareness – To explore higher education opportunities within the metropolitan area; each class adopt a college/university; classrooms decorate doors  (adopt a university, Friday’s college announcement, monthly college shirt, college theme hallways)

    Annual Career Fair  - To exhibit researched careers (Intermediate)

    Educational Plans (PEP’s) – To development awareness for career planning

    Virtual Field Trips/Guest Speakers – media’s college tour

    Terp Tracks

    In order to significantly improve Graduation/Promotion (Title I Schoolwide Component # 7) transitions the school will:

    Provide grade expectation overviews by the next grade level teachers (Academically and socially) on transition day

    Having middle school registration documents and assistance available for completion

    Planning and providing opportunities for Prekindergarten to Kindergarten and Kindergarten to First Grade visitations during the school day. Transition Days and vertical planning meetings

     Arranging an opportunity for 6th grade students to visit the middle school and receive a preparedness overview about classroom/school practices and overall expectations (Academically and socially).

    D.      Attendance/Climate and Culture

    Safe and Orderly Environment   

    The Thomas Stone Tiger “Paws” incentive program will be re- introduced to the staff and students during the 2012-2013 school year in order to foster positive and appropriate behavior throughout the school at all times.  Monthly celebration

    Thomas Stone Elementary School will establish an effective “Be on time” system to decrease the number of tardies and absences at the school.  A weekly monitoring report will continue to alert staff of students who display excessive tardiness and continuous, habitual absences.  Parents will continue to be contacted through a phone call and continue to receive a follow-up letter to notify them of the severity of unexcused absences.  Finally, a school-wide program called “PANTS” (Perfect Attendance, No Tardy Students) will continue to promote and increase student attendance.  A monthly attendance chart will be created and displayed in the main hallway to recognize the classes that have perfect daily attendance.  Individual students will be recognized and rewarded for perfect attendance on a quarterly basis during the Student Recognition Assemblies.  The Thomas Stone Tiger “Paws” incentive program will be re-implemented during the first quarter in order to foster positive behavior.  NBA quarterly celebration

    School Governance and Management System (Title I Schoolwide Component # 6 & # 10)

    The SPMT subcommittees convene to discuss various issues addressing and making decisions concerning student academic performance, reviewing budget funds, updating and monitoring the school improvement plan.  The established subcommittees are Reading/Language Arts, Math, Science, Home School/Parent/Community (Hospitality) and Discipline. The subcommittees meet monthly to report on monitored activities and make suggestions for next steps.

    How decisions are made:

            The School Planning and Management Team (SPMT) is comprised of the administration, department chairs and grade levels, specialists, and parents that meet monthly.  The team will manage and monitor the level of implementation of the activities selected for the SIP. Discussions address various issues addressing student performances, school participation and activities within the plan.  Decisions are made through collaboration and consensus in Data Inquiry Meetings, Weekly grade level/department meetings, collaborative meetings and sub committee meetings in the best interest of the students and school. PMAPP will facilitate discussions and monitoring of data for review and development of and implantation of action plans for the needs of the students.

    Information is shared with all stakeholders through:

    Email/Google mail

    School communication system – call outs

    Google site weekly announcements

    Phone calls

    U.S. postal service

    Flyers

    Newsletters

    PTO

    Parent Bulletin Board

    Post on school website