I

ORGANIZATIONAL WORKSHEET

Summary Report
2005-2006

Edgemere Elementary

SEA - Agency

1502- Organization

Department	Current FTE	Requested FTE	Authorized FTE<= /span>	Positions to Cut/Add<= /o:p>
ART	1.0000	1.0000
AUXILIARY SERVICES	2.0000	2.0000
ELEMENTARY CLASSROOM	18.0000<= /p>	16.3000<= /p>
GUIDANCE <= /a>	1.0000	1.0000
HEALTH=	0.0000	0.0000
KINDERGART= EN	3.0000	3.0000
LIBRARY SC= IENCE	1.0000	1.0000
MUSIC =	1.5000	1.5000
PHYSICAL EDUCATION	1.0000	1.0000
PRE-KINDE= RGARTEN	1.0000	1.0000
PUPIL SER= VICES	1.0000	1.0000
READING <= /a>	1.0000	1.0000
SPECIAL EDUCATION	3.0000	3.0000
WORLD LAN= GUAGES	0.0000	0.0000
* Teacher Subtotals:<= /o:p>	34.5000<= /b>	32.8000<= /b>	32.8000<= /b>	0.0000


ADMINSTRATIO= N	2.0000	2.0000
Admin Subtotals:	2.0000	2.0000	2.0000	0.0000


CUSTODIAL SERVICES	4.5000	4.5000
PARA-PROFE= SSIONALS	4.0000	4.0000
Support Subtotals: Grand Totals:	8.5000 45.0000 as of 02/15/2005	8.5000 43.3000 as of 8/25/2005	8.5000 43.3000	0.0000 Add 0.0000

*includes Spe= cial Area Time:*
ART	1.0000	1.0000
MUSIC (vocal only)	1.0000	1.0000
PHYSICAL EDUCATION	1.0000	1.0000
SAT Subtotals:<= /span>	3.0000	3.0000

*Special Education Breakdown:*
Autism	0.0000	0.0000
Classroom Teachers	2.0000	2.0000
Crisis Interventionists	0.0000	0.0000
Hearing Impaired	0.0000	0.0000
Speech Language Pathologists	1.0000	1.0000
Visually Impaired	0.0000	0.0000	=	=

Performance Goal 1 By 2012, all students w= ill reach high standards, as established by the Baltimore County= Public Schools a= nd State performance level standards, in reading/language arts, mathematics, science, and social studies.
Performance Indicator 1.1 All diploma-bound stu= dents in grades 3 – 8 and students enrolled in English 10 and Geometry will meet or exceed Maryland School Assessment (MSA) standards. (State standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
By June 2006, 3^{rd grade students at or above the proficient level on the reading MSA will increase from 69.4 to 74.4 percent.}
By June 2006, 3^{rd grade special education students at or above the proficient level on the = reading MSA will increase from 50 to 57 percent.=}
By June 2006, 3^{rd grade African American students at or above the proficient level on the r= eading MSA will increase from 60 to 65.7 percent.}
By June 2006, 3^rd grade students at or above the proficient level on the math MSA will increase from 78.7 to 81.7 percent.
By June 2006, 3^rd grade special educat= ion students at or above the proficient level on the math MSA will increase f= rom 37.5 to 46.4 percent.
By June 2006, 4^th grade students at or above the proficient level on the reading MSA will increase from 77.6 to = 80.8 percent.
&nbs= p; By June 2006, 4^th grade students at or above the profic= ient level on the math MSA = &nbs= p; will increase from 53.8 to 60.4 percent.
By June 2006, 4^{th grade special education students at or above the proficient level on the = mat= h MSA will increase from 27.3 to 37.7 percent.}
By June 2006, 5^th grade students at or above the proficient level on the reading MSA will increase from 83.5 to = 86 percent.
<= span style=3D'mso-spacerun:yes'> &nbs= p; By June 2006, 5^th grade students at or above the profic= ient level on the math MSA will increase from 68.1 to 72.7 percent.
<= span style=3D'mso-spacerun:yes'> &nbs= p; By June 2006, 5^th grade special education students at or above the proficient level on the math MSA will increase from 20 to 31.4 percent.

=
Measurement: On the 2002-2003 baseline= MSA assessment, the BCPS system-level performance was 63.8% of students achie= ving at the proficient level in reading; and 49.7% in mathematics. This performance exceeded the MS= DE Annual Measurable Objectives (AMO) in both reading and mathematics for 2002-2003. On the 2003-2004= MSA, BCPS system-level performance was 72.7% of students achieving at the proficient level in reading; and 56.9%, in mathematics. The 2003-2004 BCPS system-level performance exceeded the AMO for 2007 in reading and mathematics. The 2004-2005 MSA results will be available in June. The percentages of students achi= eving at the proficient level will continue to increase to 100% by 2012.
Strategies:
Provide for the consistent and systematic implementa= tion of the Essential Curriculum in all content areas which include differenti= ated curriculum for English Language Learners, Special Education, Gifted and Talented, and honor students.
Utilize best practices in providing oral and written feedback to students on the quality of their work in order to improve stu= dent achievement.
Integrate technology in the teaching/learning process instructional practices resulting in more purposeful and engaging work for students.
Identify and consistently implement a common core of research based instructional practices resulting in more purposeful and engaging work for students.=
Encourage reading by establishing a minimum goal of = 25 books, from the recommended list, that will be read by/to each student du= ring the academic school year.
Develop and implement grade-appropriate diagnostic assessments for reading and mathematics.=
Monitor the relationship between the intended, asses= sed, and learned curriculum to ensure access to rigorous curriculum for all students.
Strengthen communications and mutual support between= and among parents/guardians, teachers, administrators, and students by provid= ing parents/guardians with concrete strategies to use at home to help their children achieve high standards.
Support teachers in the implementation of reading techniques through professional development opportunities.
New In= itiatives:	Responsibility	Date	Progress
Administer fluency checks to provide rate of reading and word accuracy to determine appropriate placement for students in reading. (DIBELS)	Reading Specialist	On-going
Use the MSDE Mathematics= Rubrics for Brief Constructed Responses and Extended Constructed Responses to pro= vide meaningful feedback to students on ways to improve mathematics achievement that is aligned with the Voluntary State Curriculum. Use exemplars to deb= rief with the students on their responses to ECRs and BCRs.	Sci./Math Resource Teacher Teachers	On-going
Provide students with on= going feedback regarding mathematics achievement through student conferences, progress graphs, and data reviews.=	Teachers	On-going
Provide students with a daily mixed review of math problems/concepts patterned after the MSA format.	Sci./Math Resource Teacher	On-going
Increase math instructional time to seventy-five minutes in grades one through five.	Principal	On-going
The math vertical team will collaboratively plan a Math Family Night.	Sci./Math Resource Teacher	TBA
Provide professional development designed as an overview to assist teachers in utilizing the resources in Houghton Miffli= n to plan increasingly effective reading instruction.	Reading Specialist 4^th grade teacher	August 23, 2005
Provide differentiated professional develop in ord= er to increase teachers’ proficiency in the areas of reading, math, science, and technology.	Principal Rdg. Specialist Sci./Math Res. Teacher Tech. = Teacher	On-going
Provide on going support for teachers to develop a= nd increased understanding of the VSC and plan subsequent instruction to add= ress the assessment limits.	Assistant Principal	On-going
Employ parent tutors to provide individual/small g= roup reinforcement in the areas of reading and math.	Assistant Principal	Sept. = - June
The math vertical team will read and discuss two b= ooks focused on improving written and oral communication in math class.	Sci./Math Res. Teacher	October January March May
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progress
Ensure that all students receive a comprehensive rea= ding and math program, aligned with the Voluntary State Curriculum	Administrative Team	On-going
Provide small group (4-6 children) differentiated instruction daily during literacy centers or rotational groups.	Teachers	On-going
Provide consistent development of mathematics vocabu= lary that focuses on the relationship of the definition with its concept representation. Use word walls, vocabulary charts, or other visual means = to integrate the use of vocabulary into instruction.	Sci/Math Res. Teacher Teachers	On-going
Provide direct daily instruction integrating necessa= ry foundation skills while using grade appropriate materials aligned with the BCPS Mathematics Essential Curriculum for students who have demonstrated = deficits in basic skills.	Teachers	On-going
Provide opportunities for children to practice, app= ly, and extend skills taught through whole – group and small – gr= oup instruction and literacy centers.	Teachers	On-going
Incorporate constructed response questions, both bri= ef and extended, on a regular basis into instructional practice, using MSA rubri= cs and exemplary responses to debrief with the students.	Sci/Math Res. Teacher Teachers	On-going
Implement the Primary Talent Development (PTD) lesso= ns and strategies with all children K – 2 and document children’s learning behaviors using the PTD checklist and portfolio [Rule 6135 2a (1= )].	Teachers in gr. K - 2	On-going
Use data from the PTD checklist and portfolio to differentiate instruction and as a source of referrals for GT identificat= ion at the end of Grade 2 [Rule 6135: 2a (2)].	Assistant Principal Teachers in gr. K - 2	On-going
Pace instructional units by using common planning for teachers, backward mapping, and differentiated instruction. Monitor pacing schedule through formal/informal observations and grade level meetings.	Administrative Team	On-going
Provide for the collaboration of regular and special educators in classrooms that include special education students.	Administrative Team	On-going
Provide instructional opportunities that focus on independence aligned with modeled instruction to demonstrate advanced performance on MSA assessment limits as indicated in the Voluntary State Curriculum.	Teachers	On-going
Schedule grade level assessment meetings to identify students in need of instructional support based on formative and summative assessments, plan the instructional support based on the data and evaluate and modify the support.	Administrative Team	On-going
Integrate the mathematical processes, problem solvin= g, communication, connections, reasoning, and representation into daily instruction through real world problem solving.	Sci/Math Res. Teacher Teachers	On-going
Implement the differentiated Gifted and Talented Edu= cation curricula.	Teachers in gr. 3 to 5	On-going
Assess students who are reading at the basic level o= n MSA to determine what reading skills and processes need to be the focus of an intervention strategy as part of the general reading program. The areas t= hat should be considered are decoding, fluency, word comprehension, and passa= ge comprehension.	Reading Specialist Teachers	On-going
Monitor the data collection system for Unit and Quar= terly Summative Assessments created by the Office of Mathematics.	Sci/Math Res. Teacher	On-going
Provide students with ongoing feedback regarding rea= ding achievement through student conferences, dialectic journals, and data reviews.	Teachers	On-going
Display authentic products and honor the talents of = all students via the Edgemere Element= ary Literary Magazine.	Reading Specialist Teachers	January May
Promote individual student selection of reading mate= rials by initiating a schoolwide independent reading program.	Library/Media Specialist Reading Specialist	On-going
Provide students with opportunities to learn more ab= out book selection by presenting author studies, book talks, and read aloud opportunities.	Library/Media Specialist	On-going
Provide on-going professional development in the area of reading that focuses upon information outlined= in The Reading Handbook, The BCPS Reading Resource Guide, and Strategie= s that Work in order to improve student achievement.	Administrative Team	On-going
Provide on-going professional development in math that focuses on the planning and implementation of th= e 5E format, communication in math, and real world connections.	Science/ Math Resource Teacher	On-going
Provide on-going professional development in science to increase teacher proficiency in content and implementation of curriculum.	Science/Math Resource Teacher	On-going
Provide on-going professional development on the Voluntary State Curriculum.	Administrative Team	On-going
Provide early intervention servi= ces to regular education students in an inclusive setting.	Primary Special Educator	On-going

Performance Goal 1 By 2012, all students w= ill reach high standards, as established by the Baltimore County= Public Schools a= nd State performance level standards, in reading/language arts, mathematics, science, and social studies.
Performance Indicator 1.4 All students who earn a Cer= tificate of Attendance will have documented evidence of their attainment of knowl= edge and skills within their prescribed programs. (State standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
At this time, all students at Edgemere are diploma b= ound.

Measurement: In 2003-2004, 88% of students with disabilities who are candidates for certificates of attendance met or exceeded the state standards for the ALT-MSA in reading. In 2003-2004, 87% of students wi= th disabilities who are candidates for certificates of attendance met or exceeded the state standards for the ALT-MSA in mathematics. By 2008, 95% of students with disabilities who are candidates for certificates of attendance will meet = or exceed the state standards for the ALT-MSA, and the percentage will incre= ase to 100 % by 2012.
Strategies:
NA

New In= itiatives:	Responsibility	Date	Progress
NA
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progress
NA

Performance Goal 1 By 2012, all students w= ill reach high standards, as established by the Baltimore County= Public Schools a= nd State performance level standards, in reading/language arts, mathematics, science, and social studies.
P= erformance Indicator 1.5 Seventy perce= nt of participating special education students will meet or exceed state stand= ards for the Alternate Maryland School Assessment (ALT-MSA). (State standard)=
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
NA
Measurement: The 2003-2004 baseline percentages of participating special education students who met or exceed= ed the state standards for ALT-MSA were 88% in reading and 87% in mathematic= s. The 2004-2005 ALT-MSA results wi= ll be available in the summer. By= 2008, 95% of participating special education students will meet or exceed the s= tate standards for ALT-MSA, and the percentage will increase to 100% by 2012.<= /p>
Strategies:
NA
New In= itiatives:	Responsibility	Date	Progress
NA
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progress
NA

Performance Goal 1 By 2012, all students w= ill reach high standards, as established by the Baltimore County= Public Schools a= nd State performance level standards, in reading/language arts, mathematics, science, and social studies.
P= erformance Indicator 1.6 All eligible = prekindergarten students will have access to a PreKindergarten Program by the 2007-2008 school year. (State standa= rd)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
All children who are eligible as a result of the aut= omatic criteria will be enrolled in Edgemere’s pre-kindergarten program.

Measurement: The baseline percentage of eligible prekindergarten students who are enrolled in BCPS prekindergarten programs will be established in 2004-2005. By 2007-2008, 100% of eligible prekindergarten students will have access to BCPS prekindergarten program= s.
Strategies:
Encourage = all eligible students to enroll in pre-k.

New In= itiatives:	Responsibility	Date	Progre= ss
NA


Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Announcements via newsletters, flyers, and local newspapers advertising the date and times for pre-kindergarten registrati= on.	Principal	March through May
Pre-K screening will occur in the spring to determine availability.	Pre-K teachers	May

Performance Goal 1 By 2012, all students w= ill reach high standards, as established by the Baltimore County= Public Schools a= nd State performance level standards, in reading/language arts, mathematics, science, and social studies.
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
Edgemere has three full day kindergarten classes for= the 2005-2006 school year.
Measurement: Ten schools were added in= each of the following years: 2002-2003, 2003-2004, 2004-2005, and 2005-2006. By 2008, all elementary schools = will have full-day kindergarten.
Strategies:
NA

New In= itiatives:	Responsibility	Date	Progress
NA
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progress
NA

Performance Goal 1 By 2012, all students w= ill reach high standards, as established by the Baltimore County= Public Schools a= nd State performance level standards, in reading/language arts, mathematics, science, and social studies.
P= erformance Indicator 1.8 Students in grades 2 - 6 w= ill achieve grade level standards on reading assessments. (BCPS standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
Grades 2 – 5: By June 2006, 100% of the studen= ts taking the grade appropriate Houghton Mifflin Integrated Theme Tests will achieve a total score of 75% or higher (Good to Excellent) on all six tes= ts.

Measurement: The baseline percentage of students who achieve grade level standards on reading assessments was determined in 2004-2005. By= 2008, 80% of students in grades 2 - 6 will achieve grade level standards on rea= ding assessments, and the percentages will increase to 100% by 2012.
Strategies:
Develop and implement grade-appropriate diagnostic assessments for reading.

New In= itiatives:	Responsibility	Date	Progress
An additional .3 classroom teacher position has been designated to provide remediation in reading and math for small groups.	Part-time teacher	Tuesdays and Thursdays

Activi= ties Continuing from Prior Years:	Responsibility	Date	Progress
Disaggregate student data to identify which students= are scoring below grade level. Determine if these students are receiving appropriate assistance to support them in making grade level progress.	Administrative Team	On-going
Review data to identify how many students are scorin= g near level and determine if these students are in need of additional assistanc= e.	Administrative Team	On-going
Review data to determine what students need to move = from grade level to above grade level.<= /span>	Administrative Team	On-going
Examine student-testing profiles to determine if more errors occur in short answer responses or in multiple choice responses and make instructional decisions based on that information.	Teachers Reading Specialist	On-going
Provide students with instruction that reflects information gleaned from benchmark test data.=	Teachers	On-going
Create assessment items that reflect daily instructi= on to determine if re-teaching is required.	Teachers	On-going

Performance Goal 1 By 2012, all students w= ill reach high standards, as established by the Baltimore County= Public Schools a= nd State performance level standards, in reading/language arts, mathematics, science, and social studies.
P= erformance Indicator 1.21 All schools will achieve an attendance rate of at least 94%. (State standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
By June 2006, the attendance rate for all students w= ill remain above 95 percent.
Measurement: In 2002-2003, 78.8% of all schoo= ls achieved the state attendance standard of 94%. In 2003-2004, 76.4% of all schoo= ls achieved the state attendance standard of 94%. All schools will achieve = the 94% attendance rate by 2012.
Strategies:
Provide pa= rents, guardians, and community stakeholder groups with strategies that can be implemented with children to enhance student learning.<= /p>
= ;
New In= itiatives:	Responsibility	Date	Progress
The PTA will provide quarterly incentives for studen= ts who meet the attendance requirements.	Clerical secretary PTA	Quarterly
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progress
Create an attendance committee (such as PPW, Social Worker, Guidance Counselor, Administrator, etc.) to review monthly attend= ance and identify students who are absent one or more days per week in order to provide assistance and support for parents.	Assistant Principal	Quarterly
Students whose attendance rate is 94% or better rece= ive certificates and recognition in the school newsletter each quarter.	Administrative secretary	Quarterly

Performance Goal 2 By 2012, all English Language Learners will become proficient in English and reach high academic standards in reading/langu= age arts, mathematics, science, and social studies.
P= erformance Indicator 2.1 All English Language Learners receivi= ng English for Speakers of Other Languages (ESOL) services will attain Engl= ish proficiency by the end of their fourth school year.= (State standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
By June 2006, the number of ESOL students receiving a proficiency level of 3 on or before their third school year will increase from NA to 100 percent. &n= bsp;

Measurement:&n= bsp; The 2004-2005 baseline percentage of ELL students who reached = the proficiency level on the Idea Proficiency Test (IPT) by the end of their fourth year in school w= ill be established in the fall of 2005. By 2007-2008, 75% of fourth-year ELL students will achieve profici= ency on IPT, increasing to 100% by 2011-2012.
Strategies:
Provide appropriate instruction for ELL students.

New In= itiatives:	Responsibility	Date	Progress
Access professional development opportunities= on cross-cultural and differentiated strategies for all staff.	Assistant Principal ELL teacher	On-going
Consult with the Office of World Languages and the Department of Professional Development in order to facilitate service= s to immigrant families.<= /p>	Nurse	As needed
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progress
NA

Performance Goal 2 By 2012, all English Language Learners will become proficient in English and reach high academic standards in reading/langu= age arts, mathematics, science, and social studies.
P= erformance Indicator 2.2 All diploma-bound English Language Learners will meet or exceed Maryland School Assessment (MSA) standards. (State standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
NA R= 11; The ELL students at Edgemere are currently enrolled in kindergarten and grade one.

Measurement: In 2002-2003, 32.5% of ELL achieved at the proficient level on MSA reading in grades 3, 5, 8, and 10. In 2002-2003, 44.= 2% of ELL achieved at the proficient level on MSA mathematics in grades 3, 5, 8, and geometry. In 2003-2004,= 50.0% of ELL achieved at the proficient level on MSA reading in grades 3-8 and 10. In 2003-2004, 56.7% of = ELL achieved at the proficient level on MSA mathematics in grades 3-8 and geometry. By 2007-2008, at = least 75% of ELL will achieve at the proficient level on MSA in all tested area= s at all grade levels, increasing to 100% by 2011-2012.
Strategies:
NA

New In= itiatives:	Responsibility	Date	Progress
NA


Activi= ties Continuing from Prior Years:	Responsibility	Date	Progress
NA

Performance Goal 3 By 2005-2006, all stude= nts will be taught by highly qualified teachers.=
P= erformance Indicator 3.1 All teachers and paraprofes= sionals will meet the requirements for “highly qualified,” as define= d by No Child Left Behind and the Bridge to Excellence in Public Schools Education Act. (BCPS standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
All Edgemere teachers and paraprofessionals meet the requirements for “highly qualified”= ;as defined by No Child Left Behind and the Bridge to Excellence in Public Schools Education Act.

Measurement: The 2002-2003 baseline BC= PS system-level percentage of teachers meeting the requirements for highly qualified was 89.4%; and paraprofessionals, 45.1%. In 2003-2004, BCPS system= -level percentage of teachers meeting the requirements for highly qualified was 89.9%; and paraprofessionals, 61.0%. By 2005-2006, 100% of BCPS= teachers and paraprofessionals will meet the requirements for highly qualified.
Strategies:
NA

New In= itiatives:	Responsibility	Date	Progress
NA


Activi= ties Continuing from Prior Years:	Responsibility	Date	Progress
NA

Performance Goal 3 By 2005-2006, all stude= nts will be taught by highly qualified teachers.=
P= erformance Indicator 3.2 All teachers and paraprofessionals will participate= in “high quality” differentiated professional development, as defined by No Child Left Behind.&nbs= p; (State standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
By June 2006, all teache= rs and paraprofessional will have completed at least one “highly qualified” differentiated professional development activity in read= ing, math, science, and technology integration.

Measurement: BCPS will demonstrate con= tinuous growth in the percent of teachers participating in high quality professio= nal development as measured by the biennial Maryland Teacher Professional Development Survey. The BCPS baseline of 43% is based on the results of the 2003-2004 survey as compar= ed to the state baseline of 44%. BCPS target: By 2011-2012, 100% of BCPS teachers will participate = in high quality professional development as measured by the biennial Maryland Teacher Professional Development Survey.=
Strategies:
Provide a variety of = 220;high quality” professional development opportunities that focus on teachers’ and paraprofessionals’ assessed needs to ensure that they meet “highly qualified” status by 2005-2006.<= /span>

New In= itiatives:	Responsibility	Date	Progre= ss
NA
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progress
Increase the awareness of teachers and paraprofessio= nals regarding opportunities in the Continuing Professional Development Catalog and systemwide identified Professional Development Calendar.	Administrative Team	On-going
Encourage teachers and paraprofessionals to particip= ate in college/cohort partnerships for content credit and/or degrees.	Administrative Team	On-going
Encourage teachers and paraprofessionals to particip= ate in systemwide professional development opportunities.	Administrative Team	On-going
Disseminate information regarding professional devel= opment opportunities posted in the Superintendent’s Bulletin to all teache= rs and paraprofessionals in the school.	Administrative Team	On-going
Use instructional resource personnel, such as teacher mentor trainers, resource teachers, and facilitators to provide teachers = with job-embedded professional development.	Administrative Team	On-going
Encourage new teachers to attend New Teacher Inducti= on (including second–year late hires who missed NTI as first-year teachers).	Administrative Team	August 2005
Encourage tenured teachers to participate in the Asp= iring Leader Program.	Administrative Team	On-going
Encourage teachers to access the services of the Professional Research Library for information to support professional information needs and their own learning.	Administrative Team	On-going

Performance Goal 3 By 2005-2006, all stude= nts will be taught by highly qualified teachers.=
P= erformance Indicator 3.4 = All new teachers in Title I schools will meet the standard of “highly qualified” when hired. (State standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
Edgemer= e is not a Title I school.

Measurement: In 2002-2003, 71.4% of Ti= tle I teachers met the requirements for highly qualified. In 2003-2004, 100% of newly hired teachers in Title I schools met the requirements for highly qualified. The 2004-2005 data will be available in the summer of 2005. In 2005-2006, 100% of newly hired teachers in Title I will meet the requirements of highly qualified.=
Strategies:
NA

New In= itiatives:	Responsibility	Date	Progre= ss
NA


Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
NA

Performance Goal 3 By 2005-2006, all stude= nts will be taught by highly qualified teachers.=
P= erformance Indicator 3.5 All parents/guardians will be advised of the qualifications of their child’s teacher at the beginning of the year or upon request if th= ere are changes to a teacher’s qualifications during the school year.<= span style=3D'mso-spacerun:yes'> (BCPS standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
By September 30, 2005, all parents/guardians will be advised of the qualifications of their child’s teachers.

Measurement: In 2002-2003 and 2003-200= 4, 100% of parents of students in Title I schools were notified of the qualifications of their child’s teacher.<= span style=3D'mso-spacerun:yes'> In 2004-2005, 100% of par= ents of students in Title I schools were notified of the qualifications of the= ir child’s teacher. 2005-2006 data will be available in the fall. In 2007-2008, 100% of parents of students in all schools will be notified of= the qualifications of their child’s teacher.
Strategies:
Continue to monitor and communicate with parents Baltimore County Public Schools̵= 7; progress toward having all students taught by “highly qualifiedR= 21; teachers and paraprofessionals.

New In= itiatives:	Responsibility	Date	Progress
NA
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Disseminate and communic= ate appropriate educational background information and certification to paren= ts at Back to School Night.	Assistant Principal	9/6/05

Performance Goal 4 = All students will be educated in school environments that are safe and condu= cive to learning.
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
By June 2006, all fire drills, and other emergency d= rills will be recorded on the school Emergency Plan to demonstrate competency in all safety areas.

Measurement: In 2004-2005, a baseline = survey of stakeholders’ perceptions of the extent to which schools are saf= e, orderly, and nurturing environments will be administered.
Strategies:
Provide attractive, clean, caring, and secure learni= ng environments.
Implement an active character ethics education progr= am.
Utilize the Student Support Services Team to address the needs of students.
Continue inter-department and inter-agency teams to implement schoolwide Safety and Emergency Plans and the countywide Critic= al Response Plan and Emergency Safety Management Guide.

New In= itiatives:	Responsibility	Date	Progress
NA
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Continue to ensure that all medications are administ= ered in accordance with BCPS procedures.	Nurse	On-going
Ensure that one other person other than the school n= urse is trained in CPR and first aid. (State regulation)	Nurse	On-going
Identify a value of the month and create activities = over the months that reinforce the value.	Guidance Counselor	On-going
Provide classroom guidance programs that focus on te= aching children about positive behaviors and civility.	Guidance Counselor	On-going
Utilize school counselor to provide resources for teachers’ use with students on character education in the classroom= .	Guidance Counselor	On-going
Implement the Students Against Destructive Decisions Program.	Nurse Teacher chairperson	On-going
Implement the Critical Response and School Emergency Safety Management Plan and update it on a yearly basis.	Principal	On-going
Post the Critical Response and School Emergency Safe= ty Management Plan on the Intranet and give a copy to the local police preci= nct commander.	Principal	On-going
Conduct Critical Response and School Emergency Safety Management Plan practice drills.	Principal	On-going
Use various communication forms, such as PTA meeting= s and school newsletters to inform the greater school community of the plan and= its purpose.	Principal	On-going

Performance Goal 4 = All students will be educated in school environments that are safe and condu= cive to learning.
P= erformance Indicator 4.2 All schools will have publ= ished expectations of student behavior and parental responsibilities and involvement. (BCPS standar= d)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
By September 30, 2005, 100% of students and parents/guardians will sign the “Student Handbook Acknowledgement Form” and return it to the school.
On September 6, 2005, all teachers will provide parents/guardians with academic and behavioral expectations for success. Copies will be sent to those who do not attend the school function.

Measurement: In 2002-2003, 2003-20= 04, and 2004-2005, 100% of BCPS parents/guardians received published expectat= ions and notification of the responsibilities for students and parents/guardians. Published notification of expectations will continue to 100% of parents/guardians annually.
Strategies:
Establish an action plan in the School Improvement P= lan (SIP) for increasing parental awareness of their responsibilities and knowledge of behavior expectations identified in the Student Handbook and school code of conduct.
Identify and train all staff in the implementation of effective student behavior management programs and the Student Handbook requirements.

New In= itiatives:	Responsibility	Date	Progress
Present the = Schoolwide Behavior Plan to our teachers and staff.	Administrative Team	8/26
Provide teachers with the n= ew Edgemere Teacher Handbook.	Reading Specialist 4^th grade teacher	9/05

Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Teach students the Edgemere Pride Promise and behavi= or expectations.	Teachers	On-going
Post the Edgemere Pride Promise in each classroom. <= span style=3D'color:black'>	Teachers	On-going
Inform parents/guardians of the Edgemere Pride Promi= se and ways to help reinforce behavioral expectations at back-to-school meetings= and parent conferences.	Teachers	On-going
Give each student a copy of the Student Handbook; ha= ve students review the handbook with their parents/guardians, and have them = sign an acknowledgment form.	Administrative Team	9/05
Have students return the signed acknowledgment form = to the school to be kept on file as evidence that students received the handbook= .	Teachers	9/30/05
Determine the root causes for inappropriate behavior= s and strategies to reduce the behaviors.	Student Support Team	On-going
Provide time for school counselor, psychologist, and= other key staff to consult with teachers to assist them in the development of behavior management plans for students and general classroom management.<= span style=3D'color:black'>	Assistant Principal	On-going

Performance Goal 4 = All students will be educated in school environments that are safe and condu= cive to learning..
P= erformance Indicator 4.3 Staff, students, parents, = and community members will express satisfaction with the learning environmen= t, climate, and school facilities. (BCPS standard)
Targets: (Use the disaggregated data for = all subgroups to determine the targets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learn= ers, Gifted and Talented, and FARMS.)
By June 2005, students, parents/guardians and staff will complete a survey evaluating the academic program, environment and/or school facility.

Measurement: In a 2003-2004 sample= , 94% of elementary school parents expressed overall satisfaction with their children’s schools; and 88% of elementary parents felt that they we= re safe and secure. Ninety two percent (92%) of middle school parents expres= sed overall satisfaction with their children’s schools; and 91% of midd= le school parents felt that they were safe and secure. An on-line stakeholdersR= 17; satisfaction survey will be administered to establish baseline data for 2004-2005.
Strategies:
Provide attractive, clean, caring, and secure learning environments.

New In= itiatives:	Responsibility	Date	Progress
As a result of a climate survey administered during = the 04-05 school year, the teachers will increase their communication with parents regarding homework assignments and policies.	Classroom teachers	9/6/05

Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Contact the Office of Health Services if any parents/guardians express concerns linking their child’s health to = the school building/environment.	Principal Nurse	As needed

Performance Goal 5 = All students will graduate from high school.
P= erformance Indicator 5.1 All high schools will meet= the graduation rate established by the State. (State standard)
Targets: (Use the disaggregated data for = all subgroups to determine the targets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learn= ers, Gifted and Talented, and FARMS.)
All high schools that Edgemere students attend will = meet the state graduation rates.

Measurement: The 2002-2003 baseline percentage of BCPS schools that met the state graduation rate standards (= 90% of grade 12 students) was 88.3%. In 2003-2004, 86.2% of schools met the s= tate graduation rate standard of 90%. By 2004-2005, 92% of schools will meet the state graduation standa= rds, and the percentage will increase to 100% by 2007-2008.
Strategies:
Provide su= pports and services, modifications, and adaptations of curriculum, instructional methodology, and/or materials based on student needs.

New In= itiatives:	Responsibility	Date	Progress
Participate in Sparrows Point High cluster meeting to discuss common goals and needs.	Principal, SPMS	On-going

Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Engage students in the learning process by incorporating best practice teaching methods, interdisciplinary projects, and applications to the “real world.”	Teachers	On-going
Provide differentiated assessments to give students a variety of methods to demonstrate learning.	Teachers	On-going

Performance Goal 5 = All students will graduate from high school.
P= erformance Indicator 5.3 All graduates will meet the college course entrance requirements for the University System of Maryla= nd or the Maryland career and technology education career completer requirements or both. (State standard)
Targets: (Use the disaggregated data for = all subgroups to determine the targets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learn= ers, Gifted and Talented, and FARMS.)
All diploma-bound students in grades 9 –12 will have an approved course of study that will satisfy the entrance requirements for = the University System of Maryland or satisfy the requirements for the Maryland caree= r and technology education career completer or both.

Measurement: In 2002-2003, 80.4% of stud= ents met the University of Maryland entrance requirements and/or the Maryland caree= r and technology education completer requirements. In 2003-2004, 76.3% of students = met the University of Maryland entrance requirements and/or the Maryland career and technology education completer requirements. By 2007-2008, 90% of students wi= ll meet the University of Maryland entrance requirements and/or the Maryland caree= r and technology education completer requirements, and the percentage of studen= ts meeting these requirements will increase to 100% by 2012.
Strategies:
Provide supports and services, modifications, and adaptations of curriculum, instructional methodology, and/or materials based on student needs.
Increase participation in Gifted and Talented programs in all schools.

New In= itiatives:	Responsibility	Date	Progress
NA

Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Annually review the equity of access of the school’s Gifted and Talented Pro= gram using disaggregated GT student enrollment and achievement data in order to set goals for improvement. [Rule 6135: 2b (4)].	Assistant Principal GT Facilitator	10/05 3/06
Conduct/ participate in the fall and spring Gifted and Talented Education articula= tion meetings with feeder schools.	Assistant Principal GT Facilitator	10/05 3/06
Provide professional development for all teaching staff regarding the characteris= tics of giftedness, differentiation strategies, and the Gifted and Talented Education Program referral and review procedures and timelines [Rule 6135: 3.c].	Assistant Principal GT Facilitator	On-going

Performance Goal 6 Engage parents/guardians, business, and community members in the educational process.
P= erformance Indicator 6.1 = Increase student, parent/guardian, and teac= her conferences annually by 10% per school.= (BCPS standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
All teachers will meet with each child’s parent/guardian at least once during the 2005-2006 school year for a teac= her-student-parent conference.

Measurement: In a 2003-2004 sample= , 63% of elementary schools, 67% of middle schools, and 75% of high schools increased student, parent/guardian, and teacher conferences by at least 1= 0%, compared with 2002-2003. The 2004-2005 data will be available in the Summ= er 2005. By 2007-2008, all sch= ools will have increased conferences by 10% annually.
Strategies:
Educate all new teachers in how to conduct parent-teacher conferences.
Provide guidelines and strategies for student-parent-teacher conferences.

New In= itiatives:	Responsibility	Date	Progress
Collect data regarding parent/student/teacher contac= ts.	Principal	Monthly

Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Provide staff development and technical support to assist teachers in conducting effective parent-teacher-student conferences.=	Administrative Team	October
Utilize information on how to prepare for parent-teacher conferences, providing sample questions to assist parents/guardians in partnering with the school and the teachers.	Administrative Team	October

Performance Goal 6 Engage parents/guardians, business, and community members in the educational process.
P= erformance Indicator 6.2 Increase the number of volunteers and tutors in support of student achievement annually by 10% per school. (BCPS standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
By June 2006, the number of volunteers in the school= will increase from 85 to 95.

Measurement: In a 2004 sample, 72% of schools increased volunteers and tutors in support of student achievement= by at least 10%, compared with 2003. By 2007-2008, all schools will have increased volunteers and tutors by 10% annually.
Strategies:
Expand recognition opportunities for students, parents, community, and business partners.
Train school personnel in processes to be used for developing and retaining volunteers, tutors, and school-business partnerships.
Encourage business partnerships that support and complement the educational program= .

New In= itiatives:	Responsibility	Date	Progress
A Good News Ambassador will help support and foster = the delivery of news and information to our school community.	Good News Ambassador	On-going
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Host volunteer appreciation events; highlight volunteers in the school or PTA newsletter. Send thank you notes to those who volunteer and tutor.	Volunteer chairperson	On-going
Accommodate both working and stay-at home parents/guardians. Survey them early in the school year to learn where their interests and skills lie. Provide opportunities for volunteering during the school day or for making materi= als at home.	Volunteer Chairperson Teachers	On-going
Have administrators communicate with local businesses to see if they will disp= lay quality student work samples.	Administrative Team	On-going

Performance Goal 6 Engage parents/guardians, business, and community members in the educational process.
P= erformance Indicator 6.3 Increase the number of parents/guard= ians participating in Back-To-School Night and student events annually by 10%= per school. (BCPS standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
The number of parents/guardians who attend Back to S= chool Night will increase from 345 to 400.

Measurement: In a 2003-2004 sample, 59= % of elementary schools, 61% of middle schools, and 56% of high schools increa= sed parent/guardian participation in Back-to-School Night by at least 10%, compared with 2002-2003. The 2004-2005 data will be available in the summer of 2005. By 2007-2008, all schools will h= ave increased participation in Back-to-School Night and student events by 10% annually.
Strategies:
Provide media and planning services to schools to promote Back-To-School Night and American Education Week.
Expand recognition opportunities for students, parents, community, and business partners.

New In= itiatives:	Responsibility	Date	Progress

Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Distribute a schedule of notices, memos, telephone calls, newsletters and other communications to inform families on a regular basis of school events and activities.	Principal	On-going
Maintain regular communication by sending home monthly calendars for students, parents/guardians, and teachers that identifies the skills to be taught as well as specific events to be highlighted. (Accommodate language and cult= ural differences)	Principal Teachers	On-going
Contact the local newspapers to include reminders about upcoming student events, providing information on the importance and impact of parent involvement = on student success.	Home-School-Community Committee	On-going
Create a school/classroom website to inform the community of events; include a parent page.	Technology Teacher	On-going
Sponsor a recognition luncheon for community/business partners or parent voluntee= rs or tutors.	Volunteer Chairperson	May

Performance Goal 7 Involve princ= ipals, teachers, staff, stakeholders, and parents/guardians in the decision-mak= ing process.
P= erformance Indicator 7.1 All schools will develop a results review report th= at is aligned with the system’s annual results report. (BCPS standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
Edgemere will develop a results review report.

Measurement: In 2003-2004, scho= ol-level results reports that were aligned with the system’s annual results report were provided = to all schools and those reports were used to develop 2004-2005 school improveme= nt plans. This process will co= ntinue annually.
Strategies:
= ; Administra= tors will assist parents and teachers to advocate for educational issues.=
Encourage = teachers to be leaders within the school and community. = ;
Provide professional development opportunities to teachers and other staff on the roles and of parents, staff, and community members in the school improvem= ent process.

New In= itiatives:	Responsibility	Date	Progress

Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Publish dates and locations of the Southeast area ad= visory council meetings.	Principal	Monthly newsletters
Provide publications related to educational issues i= n the common areas of the school for parental review.	Principal	On-going
Encourage teachers to participate in the Aspiring Le= ader program and administration cohorts.	Administrative Team	On-going
Facilitate School Improvement meetings on topics tha= t deal with increased student achievement.	Administrative Team	Monthly

Performance Goal 8 All students will = receive a quality education through the efficient and effective use of resources= and the delivery of business services.
P= erformance Indicator 8.1 All students, teachers, and office staff will have = access to technology to support student achievement, a highly qualified teaching staff, and stakeholder involvement in the educational process. (BCPS standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
By June 2006, all teachers will have access to compu= ters in order to support student achievement.

Measurement: The 2003-2004 invento= ry indicated that CPU count of MSDE and BCPS standard computers was 3.9:1 for students and 1:0.95 for teachers, 1:0.99 for administrators, and 1:0.99 f= or clericals.
Strategies:
Provide te= achers with professional development opportunities for integrating technology in= to curriculum and instruction.
Provide opportunities for all students so they will acquire and apply information through the use of educational media, including technology and media cent= ers.

New In= itiatives:	Responsibility	Date	Progress
A second Dell lab will be installed.	Technology teacher	September

Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Teachers will participate in technology workshops in= order to integrate technology into the curriculum for instruction and assessment purposes.	Technology teacher	On-going
Survey teachers to self evaluate their technology ne= eds within the classroom.	Technology teacher	On-going
Teachers will participate in professional developmen= t on alternative uses of technology within the school, i.e. Television studio.=	Technology teacher	December
Students will operate the equipment in the television studio for the morning announcements.	Technology committee	Daily

NAME	TITLE = (Insert)
Michael Amrhine	Technology Teacher
Shannon Benson	Parent
Maryteresa Bressler	Grade 1 Teacher
Maureen Celano	Primary Special Education Teacher<= /p>
Carol DePasquale	Science/Math Resource Teacher
Rebecca Dow	Grade 3 Teacher
Robert Findley	Principal
William Hundley	Kindergarten Teacher
Marybeth Krebs	Grade 2 Teacher
Melissa Miller	Grade 3 Teacher
Kimberly O’Connor	Assistant Principal
Mary Scheuerman	Parent
Angela Specht	Reading Specialist
Susan Stack	Special Ed. Instructional Assistant

BALTIMORE COUNTY PUBLIC SCHOOLS
PROJEC= TED RESOURCE ALLOCATION FOR FY06
School: &nb= sp; Edgemere Elementary		Principal: &nbs= p; Robert Findley
Authorized by:&n= bsp; Jean Satterfield
	Date: January 21, 2005
DESCRI= PTION OF ALLOCATION <= o:p>	Office= or Grant Manager	STAFF<= span style=3D'mso-spacerun:yes'> &nbs= p; FTE	RESOUR= CES $'s	# of D= AYS
Positions (Teaching, Support, & Administrative)	Pos. Maint.	43.1
Supplies and Materials (Non Salary Funding)	Budget		$65,709
Lunchroom Assistants (Elementary Only)	Pos. Maint.	0.9
Substitutes - Secondary Only (FY05 Approx.)	Budget
Extended Year Employment (EYE)	Pos. Maint.			8
Title I Programs	Title I
Title I FY05 Carryover	Title I
State Intervention Reconstitution Eligible Funds
Magnet Program	Sp. Prgms. K-12
Third Party Billing	Thrd. Prty. Blng.		$2,898
Career and Technology	CTE




		44.0	$68,607	8

Performance Goal 1 By 2012, all students w= ill reach high standards, as established by the Baltimore County= Public Schools a= nd State performance level standards, in reading/language arts, mathematics, science, and social studies.
P= erformance Indicator 1.7 All elementary schools will have a full-day kindergarten by the 2007-2008 school year.<= span style=3D'mso-spacerun:yes'> (State standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
Edgemere has three full day kindergarten classes for= the 2005-2006 school year.
Measurement: Ten schools were added in= each of the following years: 2002-2003, 2003-2004, 2004-2005, and 2005-2006. By 2008, all elementary schools = will have full-day kindergarten.
Strategies:
NA

New In= itiatives:	Responsibility	Date	Progress
NA
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progress
NA

Performance Goal 4 = All students will be educated in school environments that are safe and condu= cive to learning.
P= erformance Indicator 4.1 All schools and school comm= unities will maintain safe, orderly, nurturing environments. (BCPS standard)
Targets: (Use the disaggregated data for all subgroups to determine the tar= gets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learners, Gifted and Talented, and FARMS)
By June 2006, all fire drills, and other emergency d= rills will be recorded on the school Emergency Plan to demonstrate competency in all safety areas.

Measurement: In 2004-2005, a baseline = survey of stakeholders’ perceptions of the extent to which schools are saf= e, orderly, and nurturing environments will be administered.
Strategies:
Provide attractive, clean, caring, and secure learni= ng environments.
Implement an active character ethics education progr= am.
Utilize the Student Support Services Team to address the needs of students.
Continue inter-department and inter-agency teams to implement schoolwide Safety and Emergency Plans and the countywide Critic= al Response Plan and Emergency Safety Management Guide.

New In= itiatives:	Responsibility	Date	Progress
NA
Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
Continue to ensure that all medications are administ= ered in accordance with BCPS procedures.	Nurse	On-going
Ensure that one other person other than the school n= urse is trained in CPR and first aid. (State regulation)	Nurse	On-going
Identify a value of the month and create activities = over the months that reinforce the value.	Guidance Counselor	On-going
Provide classroom guidance programs that focus on te= aching children about positive behaviors and civility.	Guidance Counselor	On-going
Utilize school counselor to provide resources for teachers’ use with students on character education in the classroom= .	Guidance Counselor	On-going
Implement the Students Against Destructive Decisions Program.	Nurse Teacher chairperson	On-going
Implement the Critical Response and School Emergency Safety Management Plan and update it on a yearly basis.	Principal	On-going
Post the Critical Response and School Emergency Safe= ty Management Plan on the Intranet and give a copy to the local police preci= nct commander.	Principal	On-going
Conduct Critical Response and School Emergency Safety Management Plan practice drills.	Principal	On-going
Use various communication forms, such as PTA meeting= s and school newsletters to inform the greater school community of the plan and= its purpose.	Principal	On-going

Performance Goal 5 = All students will graduate from high school.
P= erformance Indicator 5.2 All high schools will have= annual dropout rates of less than 3%. (State standard)
Targets: (Use the disaggregated data for = all subgroups to determine the targets that need to be set on an annual basis. Consider grades, gender, race/ethnicity, Special Education, English Language Learn= ers, Gifted and Talented, and FARMS.)
NA

Measurement: In 2002-2003, the BCPS dr= opout rate of 3.3% did not meet the state standard. In 2003-2004, the BCPS dro= pout rate of 4.4% did not meet the state standard. By 2007-2008, all high schools w= ill have a dropout rate of less than 3%.
Strategies:
NA

New In= itiatives:	Responsibility	Date	Progress
NA


Activi= ties Continuing from Prior Years:	Responsibility	Date	Progre= ss
NA

BALTIMORE COUNTY PUBLIC SCHOOLS

SCHOOL IMPROVEMENT = PLAN

Signature of Principal &nb= sp; = &nb= sp; = &nb= sp; Signature of Area Assistant

SCHOOL IMPROVEMENT TEAM

NAME

ORGANIZATION FOR INSTRUCTION=

ORGANIZATIONAL WORKSHEET

Performance Goal 1

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Performance Goal 1

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Performance Goal 1

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Performance Goal 2

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Performance Goal 2

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Performance Goal 3

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Performance Goal 3

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