Title I School Improvement Plan Components
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Title I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
Describe the steps taken to ensure an effective school-wide program has been established by
addressing each of the four component, based on your School Improvement Plan documentation
Reg. 200.25-28 and Sec. 1114.
Title I School-Wide School Improvement Plan Components
SWP Component #1: A comprehensive needs assessment of the entire school that takes into account
information on the academic achievement of children in relation to the challenging State academic standards,
particularly the needs of those children who are failing, or at-risk of failing, to meet the challenging State
academic standards and any other factors as determined by the local educational agency; [1114(b)(6)]
Things to consider:
◻What types of qualitative and quantitative data are being collected?
o Examples include culture/climate, demographics, student performance, student attendance, behavior, and
family and community involvement.
o Where necessary, a school should attempt to engage in interviews, focus groups, or surveys, as well as
review data on students, educators, and schools to gain a better understanding of the root causes of the
identified needs.
◻What are the strengths of students, teachers, school and community? What are their needs?
◻What are the contributing factors to academic strengths and needs?
◻How is the data being used by administration, teachers and parents to guide decisions and instruction?
◻How is data being reviewed in a disaggregated format to look at progress and needs of all student groups?
◻How is the needs assessment used for a cycle of ongoing continuous improvement engaging all stakeholders?
Needs Analysis/SIT Goals
*Due to Coronavirus School structures and restrictions , the 2020-2021 plan was not fully implemented and
completed. Generally speaking, as a school, we are making progress towards our Strategic Actions and will
continue with many of these Strategic Actions for the start of the 2021-2022 Academic School year. Again,
due to school structures and restrictions, assessments were modified or not fully administered during the 2020-
2021 school year; therefore, we can not determine how our goals will change. Once we return to school, we
will reassess our students in order to gauge where they are in relation to our Strategic Actions.*
Throughout the year, data, relating to needs assessment and Strategic Actions in the SIP, is reviewed in
multiple circles across the school setting, including bi weekly at Math and ELA collaborative planning
sessions. Grade level teams, including administration and specialists, review formative and summative data
during a 60-minute Weekly Grade Level Achievement Meeting. At Weekly Achievement Meetings,
professional development based on SIP goals will be provided and student data and/or work samples will be
shared. Formative data such as writing samples, informal progress monitoring of reading levels and phonics
skills, or other assessments in Math & ELA, will be analyzed and strategies or next steps developed for
immediate implementation in the classroom. All classroom, Title 1, and special education teachers are
responsible for contributing to student progress related to this student data. Another portion of the Weekly
Achievement Meeting includes Kid Talking where teams (with the input of Special Area Teachers, School
Psychologist and Parents) discuss individuals or groups of students, reviewing data, recent instruction, and
behavior to better adjust for the needs’ of students. Quarterly Pacing Meeting, monthly SIT Meetings,
Instructional Leadership Meetings, Mid-Year and End of Year Faculty Meeting, and Parent-Teacher
Conferences involve stakeholders reviewing individual, group, grade, and school level progress related to
the SIP. Weekly SST meetings held to discuss student attendance. Additionally, administration, the ParentTitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
Liaison, the PPW, the Guidance Counselor, the Behavior Specialist, School Psychologist and Judy Center staff
participate in information sharing and discussions about family involvement in activities offered by the Judy
Center, the Food Pantry, and Love & Logic program. The information shared is collected from parent surveys,
student attendance reports, and attendance sheets from each event. Strategic actions such as attendance
incentives for targeted students, communication via Alert-Now messages, door- to-door visitations, and
messages distributed throughout the community are designed to meet the needs of our students and
families.
School and County-wide Spring 2021 ELA data indicated students struggled to demonstrate comprehension
and application of phonics and vocabulary in instructional level text on a variety of reading assessments
including CBA, SRI, and CCPA Running Records. Based upon County Department Goals, we halved the gap
between our 2020-2021 Spring data and the county expectation for 2020-2021. We used Spring 2021 data to
promote growth and set reasonable expectations to close the gap of where students are currently
performing and the county goal (grades 2 & 3) or county average (grades Pre-K-1 & 4/5).
TES Spring Modified CBA County Spring CBA TES SIT Expected Growth
2021 2019/Goal 2021-22 (% Spring 2022
(% meeting 80) meeting) (% meeting)
Grade 5 62% 63% 10%
Grade 4 46% 55% 14%
Grade 3 47% 64%/70% 9%
Grade 2 53% /80% 8%
TES Spring RI 2021 County Spring SRI 2019 TES SIT Expected Growth
(% meeting) (% meeting) Spring 2022
/Goal 2021-22 (% (% meeting)
meeting)
Grade 5 62% 78% 6%
Grade 4 45% 76% 7%
Grade 3 59% 76%/70% 9%
Grade 2 42% 71%/80% 8%
Furthermore, students in grades 2 through 5 are expected to make an overall average growth of 10% on the
Spring CBA and an overall average growth of 8% on the Spring SRI in order to close the gap between the
Spring 2018-19 county average or half the gap to reach the 2021-22 county goals.
TES Spring CBA Modified County Goal 2021-22 TES Expected Growth
Writing 2021 (% meeting 80) Spring 2022
(% meeting 80) (% meeting)
Grade 5 68% n/a 4%
Grade 4 37% n/a 7%
Grade 3 46% 70% 13%
Grade 2 44% 70% 10%
Trend data also shows that there is a significant decrease in the percent of students meeting the end of year
guided reading level expectation from first to second grade. When students move to third grade only halfTitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
are entering with having met the end of 2nd grade expectation of a level O resulting in an inability to decode
or comprehend 3rd grade level text.
TES Running Record County Running TES Expected
Spring 2021 Record Spring 2022 Growth Spring 2022
(% meeting) (Avg. % meeting) (% meeting)
Grade 2 56% 74% 11%
Grade 1 57% 84% 10%
Grade K 65% 91% 10%
This then creates a significant drop in the number of students meeting the expectation of 80% on the Fall CBA
creating a need for remediation and continuing to negatively impact the amount of students that are
reading on an O by the 3rd grade Spring CBA. As a ripple effect, the Spring CBA scores continuing to decline
from third to fourth. A slight increase is shown when the same students move from fourth to fifth; however,
the percent meeting is still well below the county average. As a result, the gap continued to widen from
second grade on by an overall average of 15%, between the county expectation and our student
performance as students move on throughout the upper grades.
Spring CBA Trend Data
% of students meeting the 80% expectation
Year 2nd Grade 3rd Grade 4th Grade 5th Grade
2016 54.5% 37.5% 27.7% 41%
2017 56.7% 43.1% 37% 40.5%
2018 54.7% 47.8% 38.5% 51.9%
2019 65% 53% 28% 43%
2020 N/A N/A N/A N/A
2021 44% 46% 46% 62%
In addition, though the Carroll County Phonics Assessment (CCPA) trend data shows an increase in meeting
county expectations in K-2, there are still a significant percentage of students not mastering multi-syllabic
words at the end of second grade.
TES Spring 2021 EOY County Spring 2019 TES Expected
CCPA Modified EOY CCPA Growth Spring
Expectation Expectation 2022
(% meeting) (Avg. % meeting)
Grade 2 68% ? 73% 5%
Grade 1 81% 78% maintain
Grade K 83% 82% maintain
Grade Pre-K
● Matching ● 88% ● 93% ● 8%
Familiar
Consonant
● Letter ID upper ● 94% ● 88% ● 12%
● Letter ID lower ● 94% maintain ● 87% maintain ● 9%
In Math, a deficiency was identified in computational proficiency in Operations and Algebraic Thinking (OA)
domain as indicated by our End of Year (EOY) Math County Benchmark Assessments. TES students scored
below the county average and the county expectations across all grade levels within this domain (see OATitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
chart below). In this domain, students are expected to solve problems involving all four operations, including
identifying patterns and relationships within numbers. It is important to note that mathematical standards are
not isolated standards; they relate to each other, both within a grade level and across grade levels. In
carefully reviewing the Operations and Algebraic Thinking domain across grade levels, a connection can be
seen between Operations and Algebraic Thinking and Numbers and Operations in Base Ten (NBT).
Furthermore, in order for students to become successful in their computational fluency as seen through the
OA domain, they need to have certain prerequisite skills. In looking at the coherence map (from Achieve
the Core) along with the county’s progression documents, students need to master Numbers in Base Ten
standards before they can apply those skills to solve problems algebraically. So, the team looked at the
school’s NBT data. In all grades (with the exception of 1st grade), TES students scored below the county
average OR county expectation in the area of Numbers in Base Ten (see NBT chart below). The team
concluded that if students are not able to meet county expectations in NBT then our school goal would
encompass standards that fall within NBT and OA.
OA Pre-K K 1 2 3 4 5
TES vs. County Average -13 -8 -10 -6 -6 -24 -21
TES vs. County Expectation -7 -10 -10 -17 -4 -28 -58
TES is below county average and county expectation in the area of Operations and Algebraic Thinking across all grade levels.
NF Pre-K K 1 2 3 4 5
TES vs. County Average -2 -41 -26
TES vs. County Expectation -22 -49 -37
In Grades 3 through 5, TES is below county average and county expectations in the area of Numbers and Operations within Fractions.
CC Pre-K K 1 2 3 4 5
TES vs. County Average -15 -3
TES vs. County Expectation -7 0
In Pre-K and 1st Grade, TES was below county average and county expectation in the area of Counting and Cardinality.
MD Pre-K K 1 2 3 4 5
TES vs. County Average -2 +6 -2 -5 +2 -20 -21
TES vs. County Expectation +16 -8 -12 +4 +1 -28 -50
All grades (with the exception of 3rd grade), TES was below the county average OR county expectation in the area of Measurement and
Data.
NBT Pre-K K 1 2 3 4 5
TES vs. County Average -21 +10 +2 -8 -17 -5
TES vs. County Expectation -18 +8 -2 -24 -23 -24
All grades (with the exception of 1st grade), TES was below the county average OR county expectation in the area of Numbers in Base
Ten.Title I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
Mean Pre-K K 1 2 3 4 5
January Benchmark 89 87 90 80 80 71 73
CCPS 93 91 90 85 84 81 83
May Benchmark 90 85 90 86 82 74 73
CCPS 90 89 87 76 77 68 71
Meeting Pre-K K 1 2 3 4 5
January Benchmark 77 80 85 66 69 43 41
CCPS 95 90 91 87 84 84 82
May Benchmark 81 80 82 82 80 45 44
CCPS 95 88 88 82 75 75 69
In Behavior, Data Analysis from the 2019-2020 school year showed a total of 478 minor referrals. The increase
in minor is due to an improvement in accuracy of identifying major versus minor discipline referrals and
understanding the tiers of intervention, specifically Tier 3 shifting the major referrals to minors. The next step is
to maintain the approach to major referrals while specifically targeting and reducing the minor referrals.
SWP Component #2: A school-wide reform strategy that:
a. Provide opportunities for all children, including each of the subgroups of students as defined in section
1111(c) (2) to meet the challenging State academic standards; (1114(b)(7)(A)(i);
b. use methods and instructional strategies that strengthen the academic program, in the school, increase the
amount and quality of learning time and help provide an enriched and accelerated curriculum, which may
include programs, activities and courses necessary to provided well rounded education; (1114(b)(7)(A)(ii);
c. address the needs of all children in the school, but particularly the needs of those at risk of not meeting the
challenging State academic standard, through activities which may include (1114(b)(7)(A)(iii)
I. Counseling, school-based mental health programs, specialized instructional support
services, mentoring, and other strategies to improve students’ skills outside the
academic subject
II. Preparation for and awareness of opportunities for postsecondary education and the
workforce, which may include career and technical education programs and broadening
secondary school student access to coursework to earn postsecondary credit while still in
high school (such as Advanced Placement, International Baccalaureate, dual or concurrent
enrollment, or early college high schools);
III. Implementation of a school wide tiered model to prevent and address problem behavior,
early intervening services, coordinated with similar activities and services carried out
under the Individuals with Disabilities Education Act (20 U.S.C.1400 et seq.);Title I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
IV. Professional Development and other activities for teachers, paraprofessionals, and other
school personnel to improve instruction and use of data from academic assessments,
and to recruit and retain effective teachers, particularly in high need subjects;
V. Strategies for assisting preschool children in the transition from Early childhood
programs to local elementary school programs;
d. Delivery of Service (optional) - the services of a schoolwide program under this section may be delivered by
nonprofit or for-profit external providers with expertise in using evidence-based or other effective strategies
to improve student achievement.
e. Dual Enrollment (optional)
(1) In General -A secondary school operating a schoolwide program under this section may use
funds received under this part to operate dual or concurrent enrollment programs that address
the needs of low-achieving secondary school students and those at risk of not meeting the
challenging State academic standards
(2) Flexibility of funds- a Secondary school using funds received under this part for dual or
concurrent enrollment program described in paragraph (1) may use such funds for any cost
associated with such programs including the cost of –
(A) training for teachers, and joint professional development for teachers in collaboration
with career and technical educators and educators from institutions of higher education,
where appropriate, for the purpose of integrating rigorous academics in such program;
(B) tuition and fees, books, required instructional material for such programs, and innovative
delivery methods; and
(C) transportation to and from such program
f. Rule of construction-nothing in this subsection shall be constructed to impose on any State and any
requirement or rule regarding dual or concurrent enrollment programs that is inconsistent with State
law.
Things to consider:
◻How do the schoolwide reforms increase the quality and quantity of instruction using evidence-based methods and
strategies?
◻How do the reform strategies align with the needs assessment and address the needs of all students including low
achieving, accelerated, etc.?
◻What evidence is being collected to demonstrate the effectiveness of reforms?
Needs Analysis/SIT Measures of Success/Desired Performance
Strategic Actions- anything else here Time Line
Goals Level
Reading, Math, ● Judy Center will organize Parent Survey Year Round
Writing, Social- and oversee articulation
Emotional meetings among Partner Use KRA (Kindergarten Readiness
Childcare Centers, Head Assessment) Engagement
Start, Judy Center and Activity
Kindergarten teachers. Local County Benchmarks and Evenings:
● Provide families with ideas Assessments dates TBD
and materials to meet the due to
academic needs of students Covid
through Family Engagement
Activity Evenings.Title I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
School Improvement Goals to Target Areas from Needs Assessment
1. Increase the overall average percentage of students school-wide reading on grade level by utilizing the MQI
model, specifically chunking and formative assessment as measured by summative assessments.
● Pre-K Letter ID, Letter Sound and DAPPA
● k-1 running record and CCPA
● 11% growth on the Spring 2021 Running Record in grade 2
● 5% growth on the Spring 2021 CCPA 2J Multisyllabic Words
● 10% growth on Spring 2021 CBA in grades 2 through 5
● 8% growth on SRI in grades 2 through 5
2. Students in Pre-K to 5 will demonstrate computational proficiency (fluency, accuracy, and strategies –not
speed) in operational thinking and base ten by utilizing the MQI model, specifically chunking and formative
assessment as measured by summative assessments having an overall average score of 85% between all
grade levels.
3. Students will improve text dependent writing by utilizing the MQI model, specifically chunking and formative
assessment as measured by CBA in Grades 2 - 5, Teacher Created Assessment in Grades K-1 and an Oral
Assessment in PreK.
● 9% growth on Spring 2020 CBA Writing assessment in grades 2 through 5
4. The TES Community will continue to prove a safe, positive, and engaging school/classroom environment by
merging social emotional learning, trauma informed classrooms, and positive behavior intervention support in
order to become “First Responders” (focus on needs) versus “First Reactors” (focus on behavior).
a. Increase in feelings of safety and engagement will be measured by achieving a 10% reduction in minor
referrals while maintaining a reduction in major referrals with 95% of students having 0-1 major referrals.
b. Increase in positive classroom environment will be measured by achieving a school-wide increase of
positive Dojo points and/or communications.
c. Professional development for teachers will be measured with a pre and post needs assessment. (i.e I
understand and feel confident using Zones strategies).
School Improvement Goal
1. Increase the overall average percentage of students school-wide reading on grade level by utilizing the
MQI model, specifically chunking and formative assessment as measured by summative assessments.
● Pre-K Letter ID, Letter Sound and DAPPA
● k-1 running record and CCPA
● 11% growth on the Spring 2021 Running Record in grade 2
● 5% growth on the Spring 2021 CCPA 2J Multisyllabic Words
● 8% growth on RI in grades 2 through 5
Strategic Actions Timeline Measures of Success / Desired Performance Level
1.1 Explicitly teach strategies for chunking and 2021-2022 1.1
assessing, to accurately respond to text
dependent questions using text evidence toTitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
support thinking and communicate this progress ● 73% of 5th graders will be reading on grade
to all stakeholders (orally, extended response, level according to RI
multiple choice response)
● Use strategies to unlock the prompt and
make meaning of what the question is ● 70% of 4th graders will be reading on grade
asking, such as Question Answer level according to RI
Relationship
● Use common organizers, strategies and
language to aid in comprehension ● 63% of 3rd graders will be reading on grade
level according to RI
● 68% of 2nd graders will be reading on grade
level according to RI
● 63% of 2nd graders will achieve a running
record level O
● 85% of 1st graders will achieve a running
record level J
● 91% of K students will achieve a running
record level D
1.2 Emphasis on phonics/vocabulary 2021-2022
instruction with direct application to grade level 1.2
text in order to comprehend the text and ● 73% of 5th graders will be reading on grade
communicate this progress to all stakeholders level according to RI
● Apply word study (FUNdations, greek ● 70% of 4th graders will be reading on grade
and latin roots, etc) knowledge to help level according to RI
decode and encode in reading and
writing ● 63% of 3rd graders will be reading on grade
● Explicitly teach inferring strategies to level according to RI
determine the meaning of unknown
words when reading to develop ● 68% of 2nd graders will be reading on grade
vocabulary knowledge level according to RI
o frayer model
o knowledge rating ● 73% of 2nd graders will achieve an 6 out of 8
o context clues (definitions, on the CCPA 2J Multisyllabic Words
antonyms, synonyms, surrounding
sentences)Title I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
● 93% of 1st graders will achieve an 8 out of 10
on the CCPA 2F R-Controlled
● 83% of K students will achieve an 8 out of 10
on the CCPA 2A Closed Syllables
● 85% of Pre-K will achieve an 8 out of 10 on
matching familiar consonants (maintain)
● 90% of Pre-K students will achieve a 17 out
of 26 uppercase letters (Maintain)
● 90% of Pre-K students will achieve a 17 out
of 28 on lowercase letters (maintain)
School Improvement Goal
2. Students in Pre-K to 5 will demonstrate computational proficiency (fluency, accuracy, and strategies –not
speed) in operational thinking and base ten by utilizing the MQI model, specifically chunking and formative
assessment as measured by summative assessments having an overall average score of 85% between all
grade levels.
Strategic Actions Time Line Measures of Success / Desired Performance Level
2.1 Develop flexibility with strategies and number 2021-2022 2.1
sense through direct instruction and use of math ● In grades 4 - 5 the mean score for January
vocabulary, and communicate this progress to will be 76% or higher and May Benchmarks
will be 80% or higher.
all stakeholders
● In grade 3 the mean score for January
● Flexibly apply fact strategies for Benchmark will be 82% or higher and May
Addition/Subtraction/Multiplication/Divisi Benchmark will be 84% or higher.
on to larger numbers in order to improve ● In grade 2 the mean score for January
computational accuracy (counting Benchmark will be 83% and May
on/back, doubles, near doubles, make Benchmarks will be 85% or higher.
ten, use ten, decomposing, doubling, ● In grade 1 the mean score for January
Benchmark and May Benchmarks will
add/subtract a group)
maintain 90% or higher
● Develop understanding of balanced ● In K the mean score for January Benchmark
equations to see flexibility in numbers and May Benchmark will maintain 86% or
higher.
● In Pre-K the mean score for January
Benchmark and May Benchmark will
maintain 89% or higher.
2.2 Effectively implement the Standards of 2021-2022 2.2
Mathematical Practices and communicate this Pre-K:
progress to all stakeholders ● The mean score for Unit 2, 5, and 6 will be
● Make sense of problems and persevere 89% or higher
in solving them using strategies such as
K:
visualizing problems, sketch to stretch,Title I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
taking numbers out of problems, 3 Big ● The mean score for Unit 1 and 3 will be 86%
Questions. or higher.
Grade 1:
● Use appropriate tools strategically in
● The mean score for Units 1, 2, 3 will be 90%
order for students to bridge prerequisite or higher.
skills with grade level expectations
Grade 2:
● The mean score for Units 1, 2, 3, and 6 will
be 85% or higher.
Grade 3:
● The mean score for Units 1, 2, 4, and 6 will
be 84% or higher.
Grade 4:
● The mean score for Units 1, 2, and 6 will be
80% or higher.
Grade 5:
● The mean score for Units 2, 4, 5, 6, 7 will be
80% or higher.
School Improvement Goal
3. Students will improve text dependent writing by utilizing the MQI model, specifically chunking and formative
assessment as measured by CBA in Grades 2 - 5, Teacher Created Assessment in Grades K-1 and an Oral
Assessment in PreK.
● 9% growth on Spring 2020 CBA Writing assessment in grades 2 through 5
Strategic Actions Time Line Measures of Success / Desired Performance Level
3.1 Utilize best practices for writing instruction 2021-2022 3.1
when responding to a prompt in all content ● 67% of 5th graders will achieve an 80% or
areas and communicate this progress to all higher on writing portion of 5th grade
Spring CBA writing assessment
stakeholders
● During achievement meetings, PD will ● 63% of 4th graders will achieve an 80% or
be provided for pre-K through 5 on higher on writing portion of 4th grade Spring
effective writing strategies (see CBA writing assessment
examples below). Teams will apply these
strategies, monitor student progress and ● 58% of 3rd graders will achieve an 80% or
reflect higher on writing portion of 3rd grade Spring
CBA writing assessment
○ Use state, cite, explain to
accurately organize and ● 61% of 2nd graders will achieve an 80% or
develop a response to text higher on writing portion of 2nd grade
○ Quick Writes Spring CBA writing assessment
○ Using mentor text effectively to
analyze craft
○ Flexible Writing GroupsTitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
○ Oral rehearsal; oral responses in
pre-k and k
○ Utilize resources within an on-line
writing binder
3.2 Rubrics/Conferencing
● Explicitly teaching how to utilize the
CCPS grade level teacher and student 2021-2022 ● See above
friendly rubrics to assess student progress
in ideas, organization, clarity, and
mechanics and communicate this
progress to all stakeholders
School Improvement Goal
4. The TES Community will continue to prove a safe, positive, and engaging school/classroom environment by
merging social emotional learning, trauma informed classrooms, and positive behavior intervention support in
order to become “First Responders” (focus on needs) versus “First Reactors” (focus on behavior).
d. Increase in feelings of safety and engagement will be measured by achieving a 10% reduction in minor
referrals while maintaining a reduction in major referrals with 95% of students having 0-1 major referrals.
e. Increase in positive classroom environment will be measured by achieving a school-wide increase of
positive Dojo points and/or communications.
f. Professional development for teachers will be measured with a pre and post needs assessment. (i.e I
understand and feel confident using Zones strategies).
Strategic Actions Time Line Measures of Success / Desired Performance Level
4.1 Staff will receive professional development 2021-2022 4.1
in effectively identifying and responding to
social/emotional regulation “needs,” ● Schoolwide there will be a 10%
(instructional mismatch, personal conflicts, reduction in minor referrals (2019-2020
and/or environmental needs) had 478 minor referrals).
● Second Step Program for PreK, K and 1 ● 95% of students will have 0-1 major
● Introduction to fostering Trauma Sensitive referrals.
Classrooms
● Zones of Regulation with strategies
specific to Calming Corners
4.2 Staff will implement preventative Tier 1 and 2021-2022 4.2
Tier 2 strategies through the use of the ● Each grade will have a 10% increase in
progression of intervention process, PBIS positive Dojo points given.
initiatives and family connections ○ 5th grade will increase from 1%
to 11%
● Re-visit with staff Progressions of ○ 4th grade will increase from
Interventions and other classroom 20% to 30%
management resources available such as ○ 3rd grade will increase from 28%
Mind Up, PBIS, Calming Corner, Sensory to 38%
Garden/room, morning meetings, etc ○ 2nd grade will increase from 5%
● Consistent daily use of DOJO to positively to 15%
and equitably communicate between ○ 1st grade will increase from 26%
teachers, administration, and parents to 36%
○ K will increase from 12% to 22%Title I School Improvement Plan Components
PA 2021-2022
CCPS Title I
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Elmer Wolfe ☐Robert Moton ☒ Taneytown
○ Pre-K will increase from 8% to
18%
4.3 Staff members will implement Tier 3 2021-2022 4.3
interventions as described by the progression of ● 10% Reduction of minor referrals (from
intervention process in which SST will use 478 in 2019-2020)
teacher/parent referral, discipline data, ● 95% of students with 0-1major referral
attendance date, and performance matters data
to identify “yellow” and “red” zone level students
for SST interventions
● Consistent use of the Progression of
Intervention form at SST meetings
● Periodic “informal” collaborative social/
emotional needs meetings that include
classroom teachers, SPED if applicable,
psychologist, counselor, student support
staff and/or other SST members
SWP Component #3: Parent and Community Involvement - the plan is developed with the involvement of
parents and other members of the community to be served and individuals who will carry out such plan, including
teachers, principals, other school leaders paraprofessionals present in the school, (administrators of the programs
described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal
organizations present in the community, and if appropriate, specialized instructional support personnel, technical
assistance providers, school staff, if the plan relates to secondary school, students, and other individuals
determined by the school ; 1114(b)(2)
Things to consider:
◻How will parents, families, and community members be involved in developing the school wide plan?
Parent representatives join faculty at SIT and faculty meetings and help develop our home-school learning
compact. Parents share feedback for school wide plans through parent surveys and provide input and action
through PTO meetings.
◻How will teachers, principals, and other school staff be involved in developing the school wide plan?
** all events are pending based on current Covid regulations some dates are to be
determined
Measures of Success/Desired
Needs Analysis/SIT Goals Strategic Actions Time Line
Performance LevelTitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
Reading, Math, Writing, Socio- Judy Center reach out to Parent Survey Ongoing
Emotional community to encourage
participation through Family Use KRA (Kindergarten
Fun Nights, Special Readiness Assessment)
Speakers, Always Be Ready Ages and Stages screening
Bags sent home to younger
siblings, Facebook Judy Local County Benchmarks
Center page, and provide and Assessments
newsletter to regional
partners.
Judy Center reach out to
Birth through Age 4 Come
Learn with Me Play Groups.
Parents as Teachers Home
visiting program.
Socio-Emotional Food Pantry Food Pantry Bi-weekly
Average of Families Served throughout the
2019-2020: year as possible
Update 2019-2020: There is with Covid
no longer a requirement to regulations
track this information
(neither bags nor weight.
Our school uses a sign-in
sheet to track numbers, but
only if parents would like to
sign in)Title I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
Reading, Math, Socio- Events to involve
Emotional parents/guardians and
provide information about
child’s progress in the
following areas:
Judy Center Come Learn
With Me Play Groups
Number of Families:
Judy Center Music Movers: Number of Children:
Birth to 5 school through
music education Number of Parents:
Number of Children:
Pre-K Tours: Meet Teachers
and school tour with photo
opt and Back To School Number of Families:
book for each student
K Tours: Meet Teacher and
school tour with photo opt
and K Readiness backpack
and learnings games for Number of Families:
each student
Back to School Night/Open
House;(Parent Compact): 9/2
Inform families of grade
level expectations
Number of Participants:
Back to School Bash:
pending covid protocols 9/30
School community event to
welcome all families,
particularly new families.
Number of Parents:
Number of Students:
Health and Wellness Night:
learn about health and 10/19
wellness as a family
Band Feeder Night: FSK
Number of Participants:
10/22
Pre-K Breakfast Café: TBD
Informs families of K
Number of Parents:
readiness strategies
Number of Students:
Judy Center Family Fun TBD
Number of Families:
Nights: Engaging families
with young children inTitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
development and school
prep. Number of Students:
Number of Families:
Music Winter Concert 12/7
VIRTUAL:
Student Chorus, Band,
Orchestra groups perform
Number of Families:
Music Winter Assembly 12/23
VIRTUAL:
Students and staff engage
in a holiday sing-a-long
Number of Families:
ELA Night: Families will learn 3/14
about the writing process,
helping their children write
at home. Also, to inspire a
love for reading and writing. Number of Families:
Smile MD: A dental clinic for 11/5
students selected to receive
free dental care.
Donuts with Dad: Provide Number of Students: 9/22 and 9/23
quality family time with
families
Moms and Muffins: provide Number of Participants: 11/17 and 11/18
quality time with families
Math AND Science Night: To
5/12
help families develop Number of Participants:
understanding of math
content and math
practices to learn Number of Parents:
instructional strategies. Number of Students:
Craft Night: Provide quality
family time
12/3
STEM Night: Engage families
in STEM Practices Number of Families:
5/12
Book Fair-Family Night Number of Parents:
Number of Students:
Kindergarten Readiness
Night: Prepares incoming 4/5
kindergarten students and Number of families:
parents for expectations
and procedures of Number of students served: TBDTitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
Kindergarten
Parent-Teacher
Conferences: An
opportunity for parents and
teachers to reflect on
students’ academics and Number of conferences:
behavior, setting goals and
11/3 and 11/30
expectations for the 3/24 and 4/5
remainder of the
instructional year.
PTO Meetings: Organize
events to support student
instruction and family
events
Number of Families:
Spring Band Concert:
Student Band and Oct 6, Dec 8, April
Orchestra groups perform 6, June 8
Judy Center Come Learn Number of Families:
with Me Play Groups
(School Year)
5/17
Home Visits from Judy Number of Families:
Center (PAT)
Family Fun Events
Number of families:
Oct- May
Parenting Programs:
Number of Families:
Number of Children: Year Round
What You Do Matters
Number of Families:
Number of Children:
Chicago Parenting TBD
Number of Families:
Mothers and Babies Number of Children:
TBD
Number of Families:
Number of Children:
TBD
Number of Families:
Number of Children:
TBDTitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
TBDTitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
SWP Component #4: Coordination with other Federal, State and local services, resources and programs -
if appropriate and applicable, is developed in coordination and integration with other Federal, State, and local
services, resources and programs, such as programs supported under this Act, violence prevention programs,
nutrition programs, housing programs, Head Start programs, adult education programs, career and technical
education programs, and schools implementing comprehensive support and improvement activities or targeted
support and improvement activities under section 1111(d). 1114(b) (5)
Things to consider:
◻Identify all federal, state, and local programs and services.
◻How are federal, state, and local resources blended to maximize the impact of the school wide plan?
Measures of Success/Desired
Needs Analysis/SIT Goals Strategic Actions Time Line
Performance Level
Reading, Math,, Socio- Judy Center participation 2018-2019 School Year Total Throughout the
Emotional in Carroll County Early TES Grant Referrals: 190 year
Childhood Advisory 109 kids and 81 adults
Council to develop plans
to meet needs of early 2019-2020 School Year Total
childhood population in Grant Referrals: Projected
the county. (Make referrals 215
to Head Start, Birth to 5, TES Grant Referrals: 125
Adult Education Programs, (Down due to a change in
etc.) reporting)
2020-2021 School Year Total
Grant Referrals:
Socio-Emotional Full time school-based See behavior goals in Throughout the
psychologist will assist TES section4 year
with social-emotional and
behavioral needs. (.5 Title 1
and .5 Local Funds)
Reading, Math, Writing, Socio- Community Meetings Builds Community Relations Throughout the
Emotional attended by Administration Benefiting Future Partnerships year
Between the Community
and TESTitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
Socio-Emotional Supporting families in need Our school uses a sign-in Throughout the
by providing: sheet to track numbers, but year
Food Pantry only if parents would like to
sign in)
*During the 2021 – 2022
school year, the food pantry
will be open the following
days;
Sept 14
Sept 28
Food services Daily Weekly Classroom Breakfast *September –
Breakfast and lunches for and lunches Logs June (when in
All Students person school
resumes)
Summer Lunches Summer 2019: Equal or
Greater Than 10 People;
Equal or Greater Than 25
People When Judy Center
Held an Event at TES
Summer 2020 maintain
Summer 2021 maintain
Summer Food Pantry Summer 2021: Open to
Families within TES and the
*Due to COVID-19
greater TES community school closures
providing food and some and protocol,
clothing summer food
pantry was
prebagged and
handed out.Title I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
Reading, Math, Writing, Socio- Community Support: Data will be collected by
Emotional donations given, volunteers
and/or number of students
impacted:
Carroll Vista Counseling Ongoing
Life Renewal Counseling Ongoing
Lions Club Book Box and Food Box Ongoing
Taneytown Community Community Connection, Ongoing
and Business Breakfast supporting TES and TES
supporting the community
Mayor Social Studies- TBD
Students Impacted:
Carroll County Book Mobile Battle of the Books/Library April 2022
Students Impacted:
Volunteers:
Carroll County Public Summer Reading June 2022
Library Students Impacted:
Volunteers:
Taneytown Fire Company Fire Safety October 2021
Students Impacted: PreK-2
Donations from local Teacher Appreciation Week
business Number of Donations:
Reading, Writing ELI Grant early literacy; Number of students: Fall and Spring
provide after school program 2020/2021
for studentsTitle I School Improvement Plan Components
PA 2021-2022
CCPS Title I
Check the box for the appropriate elementary school ☐
Elmer Wolfe ☐Robert Moton ☒ Taneytown
Reading, Writing TSI Grant additional funding Number of students: Spring 2021
for AEL; provide after school
program for students
Reading, writing, math Tutoring grant funded by Number of students: Fall and Spring
local money; provided extra 2020/2021
help for students
Social emotional United way- supplemented Number of families: on-going
laundry, detergent,
household necessities other
than food
Additional notes:You can also read
