Principal: Dr.
Blake
1901 Kent Village Drive Landover,MD 20785
Assistant Principal: Mrs. Sator
School Hours: 9:15am-3:25pm Phone: 301-925-1322
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Principal: Dr.
Blake
1901 Kent Village Drive Landover,MD 20785 |
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Uniform Policy
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Columbia Park Elementary School [CPES] has proudly served the students in the Prince George’s County educational system for seventy-nine (79) years. It is a Title I school which offers a Pre-Kindergarten through Sixth Grade comprehensive program. The vision of Columbia Park Elementary School and the community stakeholders is to prepare each student to become a productive and responsible citizen in an ever-changing world through a strong academic program of excellence.
During School Year 2006-2007Columbia Park did not met Adequate Yearly Progress [AYP] within the subgroups of African American, Free and Reduced Meals [FARMS], and Special Education. However, the school did successfully make AYP for the School Year 2006-2007 in the Hispanic and Limited English Proficient [LEP] subgroups and in Attendance for all subgroups. Consistent with NCLB guidelines, parents were notified of the school’s designation under school improvement via PGCPS website. In addition, parents were notified in writing that Columbia Park Elementary was identified as a School in Improvement-Year One School, thus giving the parents the option to transfer their children to specifically selected higher achieving schools. Further, a Parent Choice informational meeting was held at Columbia Park on Monday, July 23rd, 2007 at 6 p.m. Although our current No Child Left Behind [NCLB] status is Year Two School Improvement, our motto remains “Continuing Our Legacy of EXCELLENCE”.
The school schedule is in accordance with the Quality Strategy Plan Guidelines. Our school day is divided into academic instructional blocks. Our school day begins at 9:08 a.m. and concludes at 3:25 p.m. A typical morning at Columbia Park consists of our daily morning radio announcements featuring “Positive Affirmations”, Higher Order Thinking Skills [“HOTS”] Critical Thinking Problem Solving Activities, Daily Journal Writing Prompts, Daily Reading Challenges and MSA Test Preparatory activities. In our classrooms the following instruction occurs on a daily basis: Circle Time for Pre-K and Kindergarten, Grades 2-6 provide Morning Challenge Activities which include practice/reinforcement skills that affords routine review of previously taught language arts and mathematics skills in accordance with the Curriculum Frameworks and Standard for Excellence. Our Master schedule reflects 135 minutes (K-2), 105 minutes (3-5) and 90 minutes (6) for reading/language arts. Teachers utilize the Curriculum Framework Progress Guides to plan, implement and deliver effective lessons that reflect Maryland Content Standards as outlined in the Voluntary State Curriculum.
Quality instruction is implemented by using a small group model of direct reading instruction by our classroom teachers [three reading groups, 20 minutes each]. Also, integrated in our students’ morning Reading/Language Arts block are varied activities (i.e. grammar/writing activities, learning centers, and computer-based activities) for practice and application of new learning. Bi-monthly Scholastic Reading Inventory and Quarterly MSA Reading Benchmark data, additionally, the Developmental Reading Assessment [DRA]/ Running Records will allow Columbia Park to fine tune the diagnostic/prescriptive environment in reading.
Further, the Master Schedule supports a 75 minutes mathematics program for grades K-5 and 90 minutes for grade 6. Classroom teachers use the curriculum guides, problem-solving challenges for cooperative learning groups, daily mathematics journals, manipulatives, calculators and technology to plan, implement and deliver instruction. Teachers will also provide flexible grouping and learning center opportunities for students. Teachers will administer pre- and post-tests for each unit/concept to determine students’ needs in order to differentiate instruction. Quarterly MSA mathematics benchmarks will be administered and data will be analyzed and used to adjust mathematics instruction. Weekly MSA Mirrored assessments and POW assessments are utilized in order to have weekly data available.
Our students adhere to the mandatory uniform policy, which is in effect Monday through Friday. This policy has proven to promote a positive school climate because students have been affected by negative peer pressure due to attire. Columbia Park has less than 3% of its student receiving PS74’s (discipline referrals) and less than 1% is suspended. The guidance counselor conducts classroom lessons in order to work with the C.A. L. M. Approach, the three guiding principles of the Comer process [consensus, collaboration, and no fault], leadership strategies, mentorship, and tutoring for MSA. The Special Education teachers and the ESOL teacher provide direct instruction for identified special education and LEP students in blocks of a minimum of 30 minutes as determined by the students’ IEPs. We concentrate on small group, flexible groupings, and pull-out instruction to promote higher level vocabulary and comprehension skills in reading and mathematics.
During the School Year 2007-2008, Columbia Park Elementary School will be driven by the following five core operating beliefs that will guide our school community: 1. Children ARE our business--- and THEY come first. 2. Parents are our partners; 3. VICTORY is in the classroom; 4. Continuous improvement in teaching, leadership and accountability is the key to our success; 5. EVERY member of this community shares the responsibility for successful schools. B. SCHOOL DEMOGRAPHICS
Columbia Park Elementary is a Landover, Maryland neighborhood school. This neighborhood is comprised of primarily single family homes. Ninety-nine percent (99%) of the student population walk to school. The student enrollment (as of August 31st, 2007) is 298.
Columbia Park ES has 163 boys which equals to 54.69% boys and 135 girls which equals to 45.30% girls. The school is predominately African American [216 students]. Our subgroups include 216 African Americans, 4 Asians, and 78 Hispanics. There has been a significant increase in the Hispanic population at Columbia Park which occurred during 2003 through the 2007 school years [a five year span]. From 2003 to 2004 the population of Hispanics remained constantly at approximately 3 students. In subsequent years this population has quadrupled to 16 students in 2005 and quadrupled to 69 students in 2006. As a result, we have been assigned a full-time ESOL resource teacher for School Year 2007-2008. We anticipate that our increase in the Hispanic student population will impact our need for additional services from the English as a Second Language [ESOL] Office for the upcoming school year.
For the past two years, the mobility rate of students changed from 28.8% in 2006 to 30.4% in 2007. Several contributing factors of a consistently high intra city mobility rate include families of the students who live in the local homeless shelter are finding housing outside our attendance area and several families are moving from the neighborhood for economic upward mobility. The pattern of movement tends to follow a monthly cycle and reenrollments are hard to predict.
The eligibility of eighty-five (85%) of our students for free/reduced price meals qualified Columbia Park for Title I funding and a school-wide program. Twenty –seven students receive Special Education services, twenty-five students receive LEP services, and ten students participate in our Talented and Gifted pull-out program.
Columbia Park Elementary School for School Year 2006-2007 did “not met” the Adequate Yearly Progress (AYP). In order to make AYP all indicators must yield “met”. Five indicators did “not met” AYP. Those indicators were All students in Reading, African American students in Reading, Free/Reduced Meals (FARM) students in Reading, and Special Education students in Reading and Mathematics. Fourteen indicators were “met”. Our students “met” the indicators for All students in Reading Participation rate, Mathematics Percent Proficient, Mathematics Participation Rate and Attendance; African American Students in Reading Participation rate, Mathematics Percent Proficient, Mathematics Participation Rate; Hispanic students in Reading Percent Proficient and Mathematics Percent Proficient; Free and Reduced Meals (FARM) students in Reading Participation rate, Mathematics Percent Proficient, Mathematics Participation Rate; and Limited English Proficient students in Reading Percent Proficient and Mathematics Percent Proficient.
The faculty and staff of Columbia Park ES is comprised of:
The collaborative efforts of the instructional, support, custodial, food services and administrative staff nurture the academic and social development of our student population.
Columbia Park is comprised of one principal and one assistant principal; five paraprofessional educators; fifteen classroom teachers (pre-kindergarten through grade 6); one Reading/School Improvement Plan Instructional Specialist and one Mathematics/Testing Instructional Specialist, two teachers of special education programs, one LEP resource teacher, one Guidance Counselor, one vocal music teacher, one Physical Education teacher, three lunch monitors, three in the Food Services Department, four on the Building Custodial Team; and three office staff, including one nursing aide. The certification status of the Columbia Park staff indicates that there are fourteen tenured teachers, six non-tenured teachers and one non-tenured/provisional teacher. 96% of the instructional staff is state certified and highly qualified. Nine staff members hold an Advanced Professional Certificate and twelve staff members have a Standard certificate. Fourteen members of the teaching staff have worked for over six years in the field of education. In order to retain highly qualified and certified teachers here a Columbia Park, we offer Professional Staff Development opportunities and job-alike mentors to enhance the professional growth of our teachers. A Job-Alike Mentoring Program assists non-tenured teachers. Monthly staff development workshops are provided in the core content areas. Postings of local /regional staff development opportunities, computer based online classes, and university graduate courses are available to all staff. Columbia Park’s major accomplishments for School Year 2006-2007 were: * disseminated a bimonthly newsletter * initiated a school-wide behavior modification program with Bumble Bee Bucks * improved MSA results in mathematics for all students and mathematics for African American students from the 2006 Maryland Report Card * hosted three MSA Family Nights which were held for Reading, Math and Science * participated in monthly Data Utilization sessions with instructional staff * participated in Math24 program with 5th grade students * increased parental involvement - Muffins for Mom - Donuts for Dad - Grandparents’ Day C. MAJOR INITIATIVES AND HOW THESE EFFORTS WILL IMPROVE STUDENT PERFORMANCE:
Our efforts will be to ensure that all students continue to show academic advancement. Additional efforts will target special education, free and reduced meal (FARM) and African American students based on the analysis of the MSA Test data. Varied instructional strategies will be developed, implemented, and assessed in order to constantly challenge the targeted population.
Columbia Park will continue to implement the Quality Schools Program Strategic Plan for 2004-2008. The Columbia Park School Improvement Team has identified three priorities for 2007-2008: to maintain the trend of steady academic growth in the primary grades (Pre-Kindergarten through second grade); to increase the performance of intermediate students (3rd grade through 6th grade) in reading and mathematics; and to facilitate instructional effectiveness through ongoing professional staff development focusing on the county’s reading, math and the new science series, the Curriculum Framework Progress Guides, Standards for Excellence, and the Voluntary State Curriculum.
Students’ accomplishments will be evident by improved student achievement on MSA quarterly benchmark tests, the Scholastic Reading Inventory, Running Records, Comprehensive Test on Basic Skills (CTBS) and the Maryland School Assessment. In order to increase the number of students scoring at proficient and advanced in all subgroups in reading and mathematics, the following priority actions and next steps will be continued or implemented during the 2007-2008 school year.
The school will implement /continue/expand the following activities: * disseminate a monthly newsletter * continue a school-wide behavior modification program with Bumble Bee Bucks * improve MSA results in mathematics for all students and mathematics for African American students from the 2006 Maryland Report Card * host three MSA Family Nights which were held for Reading, Math and Science * participate in monthly Data Utilization sessions with instructional staff * participate in Math24 program with 4th and 5th grade students * increase parental involvement - Muffins for Mom - Donuts for Dad - Grandparents’ Day * provide an extended day instructional program using the services of the Supplemental Education Services (SES) program * continue to utilize technology to instruct/assess and improve student achievement * continue to infuse Waterford and Leapfrog programs in the daily reading block for Kindergarten and first grade students D. SAFE AND ORDERLY ENVIRONMENT:
Columbia Park continues to provide a safe and orderly instructional environment daily. All staff members and students assemble each morning with a positive affirmation. Staff members will express and demonstrate high expectations for positive, peaceful, and productive student behaviors. The school-wide discipline plan will be implemented emphasizing adult presence, active supervision, proactive behavior management, strategic intervention, and quarterly recognition of Outstanding Citizenship. The staff of Columbia Park continues to function as a unit to ensure that our school-wide disciplinary program is implemented throughout the school and community. We implemented our school-wide disciplinary program by using the following behavioral management techniques: Cool Down, Accept Responsibility for Your Actions, Listen to All Sides, Move Away [CALM} Approach; Assertive Discipline; Support Our Students (S.O.S) Approach, a successful school developed anger management program; peer mentoring/mediation; and the Second Step Program.
The guidance counselor will continue to review the new Code of Student Conduct with students and staff members. Students are introduced to the new Student Code of Conduct, and engage in the process of determining consequences for offenses based on the table of directives in the Code. Our “In School Suspension” programs develop students’ understanding of anger management and conflict resolution. We will implement a program of character education, and make direct association between students’ choices and the consequences. The students will know that there are consequences for inappropriate decision-making not only in the classroom/school but also at home. We will continue to enforce “ownership” for students in order to help students improve their decision-making. This year the guidance counselor will implement the Bumble Bee Bucks initiative which is a behavior modification plan. It will be a year long program designed to improve the behavior of all students at CPES. Students must demonstrate good manners, positive behavior and good character in order to earn Bumble Bee Bucks to be spent at the school store. We will use student incentives, awards, attendance initiatives, and student/staff challenges to foster a culture of teaching and learning. To assist Pre-K students in their transition to Early Childhood and Kindergarten programs, initial student/parent workshops are held in August with plans for on-going follow-up meetings. Additionally, to assist our sixth grade students in their transition to Middle School, articulation meetings are being held in the spring.
Additionally, the administration along with the entire staff will emphasize the importance of being on time to school and to class. The administration will monitor students’ late arrival to school and contact parents immediately. The entire staff will emphasize to the school community that punctuality is imperative and that daily attendance is paramount for the success of the children’s education. The administrative staff will send home regular home school communications and ongoing professional development/administrative support for staff and parents are priorities to facilitate increasing effectiveness of the home and school partnership.
Supplemental strategies our plan includes: · monitor attendance daily in order to decrease the number of students who are tardy and/or absent · train staff on strategies for classroom management, the Functional Behavior Plan/Assessments and/or Behavior Plans · meet with parents with chronic absentees and/or tardiness · conference with students individually or in group regarding decision-making, problem solving, attendance/tardiness, anger management, grief, divorce, etc.
E. PARENTAL INVOLVEMENT
It is impossible for students to reach their potential without the collaborative relationship among home, school and community. All stakeholders must make a concerted effort to be involved and work together. The counselor and the Title I Instructional Coach will develop programs that nurture and support parent/families by enhancing their parenting skills and encouraging them to provide academic assistance to their children. We have a steady increase of parental involvement each year due to the active membership drive sponsored by our PTO. Our PTO has reorganized and taken on a visible and active role in our school. Approximately 50 parents, grandparents and various family members consistently serve as substitutes and volunteers throughout the school year. Several of our teachers also actively serve on the PTO. We will promote meaningful partnerships among our school, family and community by subscribing to the following standards:
· Communication between home and school is regular, two-way, and meaningful; · Parenting skills are promoted and supported; · Parents play an integral role in assisting student learning; · Parents are welcomed in the school and their support and assistance sought; · Parents are full partners in the decisions that affect children and families; and · Community resources are used to strengthen schools, families and student learning.
Teachers will hold at least one parent-teacher conference per family per year. Our goal for School Year 2007-2008 will be for 100% parent conferences. The teachers will maintain accurate parent contact logs. We will sponsor several academic nights for parents and students that focus on the school’s curriculum in reading, mathematics, science and technology. We will encourage reading by providing reading materials, reading logs, maintaining a list of new words, and establish daily family reading time during which parents read to children or listen to children read. At Columbia Park our goal is to increase our parent involvement by a minimum of 25% from the previous year.
A parent representative is a part of the School Planning Management Team [SPMT]. The parent representative is also involved in the development of the School Improvement Plan (SIP) by offering suggestions on ways to improve parent-student-school-community network. The parent representative’s function is to be the liaison between the school and PTO, disseminating the information discussed at the SPMT meetings and relate pertinent information to the parents of the school body at large as well as discussing any concerns the parents may have as it relates to the school. The team meets on the 1st Thursday of every month to monitor the instructional program as it relates to the School Improvement Plan. Parent-School communications are kept open through the Title I Sync Mail, the bi-monthly Columbia Park Elementary School Newsletter and the CPES website. During the annual “Back to School Night’ the parents were informed about the curriculum as well as the goals and expectations for our scholars. The parents were also given a Title I Parent School Compact to sign and return to the school. This document outlines the responsibilities of the teacher, student and parent regarding the student’s academic success. Columbia Park will continue to encourage parents to become actively involved in their child’s academic progress through the following venues:
Classroom visitations Monthly PTO meetings American Education Week Family Reading, Mathematics and Science Nights Awards Assemblies Representatives from the PTO will attend the SPMT meetings to provide a forum for decision-making Title I Sync Mail and Title I mobile activity center School Improvement Plan (SIP) initiatives will be an agenda item at monthly PTO meetings. The minutes will include feedback responses.
We will continue to foster community relations by providing food, clothing, parent workshops, and other services based on community needs. Parents are continually informed of these activities through our Sync Mail computer based call out system.
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