School Improvement Plan
Cranberry Station Elementary School
School Improvement Plan 2022-2023
The mission of CSE is to provide students with the tools and strategies necessary to master content standards and achieve personal success to be prepared for middle school and beyond.
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Carroll County Public Schools Strategic Plan 2018-23: Objectives and Priority Focus Areas |
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Multiple Pathway Opportunities for Student Success ⮚ Prepare students to exit CCPS college, career, and community ready. |
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⮚ Improve the proficiency level of each student group in ELA and mathematics. o Grade 3 Reading o Middle School Algebra o MCAP ELA Proficiency o MCAP Math Proficiency |
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⮚ Provide access to a well-rounded, varied, and rigorous curriculum to all students. o Under-represented Student Groups in High School Courses |
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Family and Community Partnerships ⮚ Demonstrate transparency, trust, and respect. |
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o Meaningful, informative, timely, respectful, two-way, and multimodal communication |
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⮚ Seek out, welcome, and engage parent and community volunteers to enhance achievement. |
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o Outreach to families |
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⮚ Partner with local government, businesses, and agencies to support learning. |
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Successful Workforce ⮚ Recruit and retain highly qualified and diverse employees reflective of our community. |
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o Recruit and retain |
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⮚ Provide professional and leadership development for effectiveness and cultural competence. o Equitable opportunities for employee growth |
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⮚ Promote a culture of continuous improvement |
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Safe, Secure, Healthy, and Modern Learning Environment ⮚ Establish a welcoming culture of diversity. o Welcoming, diverse, respectful, and civil culture ⮚ Promote respect and civility. |
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⮚ Collaborate internally and externally to support students’ health and well-being. |
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⮚ Provide safe and secure schools, facilities, and assets. o Safe to Learn Act ⮚ Maintain modern schools, facilities, and resources that support the educational program. o Facilities Condition Index (FCI) |
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School Needs Assessment |
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CSE Math SIP Data
Based on the above data, Cranberry Station did not meet the county average at any grade level. Therefore, we will focus on improving instruction using the strategic actions to close the gap between the county average and our school average and increase each grade level by 10%. |
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CSE Reading SIP Data
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CSE Writing SIP Data
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3rd Grade |
County Average Writing Scores on each CBA |
CSE - Percent of students meeting 80% or better on the writing section of the CBA |
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Literary |
64 |
52 |
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Informational |
71 |
63 |
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Opinion |
80 |
72 |
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Literary |
77 |
70 |
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4th Grade |
County Average Writing Scores on each CBA |
CSE - Percent of students meeting 80% or better on the writing section of the CBA |
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Literary |
63 |
54 |
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Informational |
72 |
60 |
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Opinion |
79 |
73 |
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Literary |
77 |
69 |
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5th Grade |
County Average Writing Scores on each CBA |
CSE - Percent of students meeting 80% or better on the writing section of the CBA |
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Literary |
71 |
69 |
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Informational |
79 |
77 |
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Opinion |
79 |
76 |
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Literary |
81 |
81 |
Based on the ELA data provided above, we did not meet any of our expected targets during the 2021-2022 school year. Therefore, we continue to have needs in reading and writing for our school address to help students succeed in both content areas.
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School Improvement Goals to Target Areas from Needs Assessment |
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1. Increase the percentage of students by 10% who are reading on grade-level, as noted in Performance Targets PK -5 (see below), as measured by local assessments. 2. Increase the percentage of students by 10%who are writing on grade-level, as noted in Performance Targets PK-5 (see below), as measured by local assessments. 3. We will increase the percentage of students by 10% meeting 80% or higher on the May Math Benchmark Assessments by 10% from the 2021-2022 school year. (see chart below for data and targets). |
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CSE Improvement Goal #1 |
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Increase the percentage of students by 10 % who are reading on grade-level, as noted in Performance Targets PK -5 (see below), as measured by local assessments. |
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Actions and Strategies |
Timeline |
Performance Target |
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The Pre-Kindergarten teacher will implement letter to sound correspondence matching lessons and activities in small groups.
Kindergarten through 2nd grade teachers will implement sight word lessons.
Pre-K to 3rd grade teachers will have weekly planning meetings to implement FUNdations instruction in whole and small groups to address student needs.
2nd-5th grade teachers will explicitly model and implement strategies for close reading and the use of evidence collection to support thinking from text
Non-tenured or newly assigned ELA Teachers will receive Professional Development from the Reading Specialist during set planning meetings on Notice and Note strategies to use in reading/writing instruction.
Ensure that all teachers demonstrate cultural proficiency and responsiveness in their classroom to inform strategies and reach ALL students.
Staff will explicitly teach expected behaviors by referring to the school wide On-Track Behavior Matrix and utilize school wide positive behavior incentives. Staff will use strategies through the progression of the intervention process to support students in the red zone.
Administrators will complete walk through observations to monitor and provide feedback on MQI for first pass instruction.
Teams will have monthly data meetings with administration and resource teachers. Data and notes from all grade-level performance meetings will be entered in a shared school OneNote.
Grade level collaborative planning.
Utilizing the “Targeted Poverty Money” we will provide targeted reading interventions in all grades.
LEXIA Licenses will be used with fidelity for targeted students.
Resource teachers, classroom teachers and support staff will provide interventions to targeted students as determined by monthly data meetings.
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2022-2023
2022-2023
2022-2023
2022-2023
Quarterly
On-going
Daily
On-going
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● 93% of Pre-K students will score 80% or higher on the Matching Familiar Consonants assessment on the May Pre-K PLA
● 87% of K students will be reading at grade level expectation D
● 72% of 1st graders will be reading on or above grade expectation level J
● 80% of 2nd graders will be reading on or above grade expectation level O ● 84% of 3rd graders will be reading on grade level according to RI ● 83% of 4th graders will be reading on grade level according to RI. ● 88% of 5th graders will be reading on grade level according to RI. The strategic actions will also be measured through: ● walkthroughs from administration ● formative data ● unit assessments ● weekly student performance meetings ● intervention documentation |
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CSE Improvement Goal #2 |
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Increase the percentage of students by 10% who are writing on grade-level, as measured by local assessments. |
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Actions and Strategies |
Timeline |
Performance Target |
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K- 2nd grade teachers will dictate sentences (Hearing Sounds in Words) during small group instruction that align to text.
Ensure purposeful collaboration between teams (grades 3-5) regarding grade level expectations for writing instruction both Humanities and STEM blocks.
Increase opportunities for students to participate in rigorous writing tasks in all content areas.
Increase the use of common rubrics for writing responses with students, including group/peer assessment activities and self-assessment, during first pass instruction.
Ensure that all teachers demonstrate cultural proficiency and responsiveness in their classroom to inform strategies and reach ALL students.
Staff will explicitly teach expected behaviors by referring to the school wide On-Track Behavior Matrix and use school wide positive behavior incentives. Staff will use strategies through the progression of the intervention process to support students in the red zone.
Implement the “Unlocking the Prompt” strategy for grades 2-5. Provide posters and visuals in order to create continuity of writing instruction for grades 2-5.
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2022-2023
2022-2023
2022-2023
2022-2023
2022-2023
2022-2023
2022-2023
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● 71% of Kindergarteners will score 35+ out of 37 points on the Hearing Sounds and Words Writing Assessment.
● 80% of 2nd graders will score 80% or better on the informational writing portion of the CBA, as measured by the CCPS writing rubric. ● 81% of 3rd graders will score 80% or better on the informational writing portion of the CBA, as measured by the CCPS writing rubric. ● 82% of 4th graders will score 80% or better on the informational writing portion of the CBA, as measured by the CCPS writing rubric. ● 89% of 5th graders will score 80% or better on the informational writing portion of the CBA, as measured by the CCPS writing rubric.
The strategic actions will also be measured through: ● walkthroughs from administration ● formative data ● unit assessments ● weekly student performance meetings ● intervention documentation
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CSE Improvement Goal #3 |
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We will increase the percentage of students by 10% meeting 80% or higher on the May Math Benchmark Assessments by 10% from the 2021-2022 school year. (see chart below for data and targets). |
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Actions and Strategies |
Timeline |
Performance Target |
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All math teachers will design instruction in the math classroom in a way that will elicit student collaboration, use of math vocabulary, and student discourse through the use of math talks.
All math teachers (PK-5) will participate in differentiated professional development on identified content through team meetings.
Ensure that all teachers demonstrate cultural proficiency and responsiveness in their classroom to inform strategies to reach ALL Students.
Staff will explicitly teach expected behaviors and use school wide positive behavior incentives. Staff will use strategies through the progression of the intervention process to support students in the red zone.
Administrators will complete walk through observations to monitor and provide feedback on MQI for first pass instruction.
Teams will have monthly data meetings with administration and resource teachers. Data and notes from all grade-level performance meetings will be entered in a shared school OneNote.
Grade level collaborative planning.
Utilizing the “Targeted Poverty Money” we will provide targeted math interventions in all grades.
Dreambox Licenses will be used with fidelity for targeted students.
Resource teachers, classroom teachers and support staff will provide interventions to targeted students as determined by monthly data meetings.
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2022-2023
2022-2023
2022-2023
2022-2023
2022-2023
2022-2023
2022-2023
2022-2023
2022-2023
2022-2023
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The strategic actions will also be measured through: ● walkthroughs from administration ● formative data ● unit assessments ● monthly data meetings ● intervention documentation |
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