Section I. Executive
Summary
Kettering
Elementary is a Comprehensive School with an enrollment of 432
students. We offer the following core curriculum: Reading, Math,
Science, Social Studies, and Technology. Students in primary grades K-5
receive instruction in traditional self-contained classrooms. Teachers
implement daily instruction using block scheduling as follows: K-2
instruction for reading in 150 minutes (using the minimum 135 minutes),
Gr. 3-5 instruction for reading in 105 minutes. Math instruction is 75
minutes for grades K-2. The time allotment for math instruction in
grades 3-5 is 90 minutes. Science instruction has increased and is
taught daily for 60 minutes. Our Social Studies content is taught 45
minutes every other day, alternating with special subjects such as
physical education, music and technology. The instructional day begins
at 7:45am and ends at 1:55pm. All teachers implement the Voluntary
State Curriculum (VSC) by using the aligned curriculum frameworks.
Kettering’s
goal for 2006-2007 is that 100% of our students will achieve proficiency
in accordance with the Maryland State Assessment Criteria. The vision
of Kettering Elementary School is to provide a caring and challenging
environment in which students can reach their fullest potential in order
to be successful in today’s world. Through commitment and collaboration
of school personnel, parents and community, the instructional program at
Kettering Elementary will provide a sound educational foundation for all
students. Kettering Elementary School’s student population is
predominately from the Kettering-Largo area of Prince George’s County.
Our student population is comprised of 213 males and 219 females. Of
this population, there are 414 African Americans, 8 Indians and 10
Hispanics. The student teacher ratio is 22:1 in primary grades K-2 and
25:1 in the intermediate grades 3-5. The professional staff is
comprised of one (1) Principal, one (1) Vice-Principal, 33 professional
staff, members of whom 20 are African American and 13 are Caucasian.
Among the staff 55.6% have Advanced Professional Certificates, 22.2%
have Standard Professional Certificates and 22.2% have Conditional
Certificates. The support positions include 3 secretaries, 1 health
aide, 1, building supervisor, 1 cafeteria manager, 5 paraprofessionals
(3 instructional aides, 2 Pre-K aides), 1 Special education
paraprofessional, 6 group activity assistants, 1 Before and Aftercare
Coordinator and 4 cafeteria assistants.
For the school
year 2006-2007, Kettering is proud of the following accomplishments:
Student performance on the 2006 Maryland State Assessments indicated
the following gains:
In third
grade, Reading performance decreased by 1 percentage point from 71% to
70%. Although the 2006 AMO for reading was 62.5, students in grade 3 met
their annual measurable objective for reading. In Math, grade 3
decreased from 77.2% to 72.1%.
In grade 4
reading performance increased by 3.3 percentage points from 81% to 84.3%
proficiency. In math, grade 4 performance increased 16 percentage points
from 70% to 86%.
Students’
performance in grade 5 in Reading increased from 67% to 69.4%. This was
a 2.4% point increase. Math performance decreased in grade five by 13
percentage points from 71% to 58.1%. Math performance in grade 5 was
slightly below the 58.8 AMO target for 2006.
Another accomplishment this year, the spring ’06
Scholastic Reading Inventory supports reading proficiency in grades
2-5. In grades 2-5, students’ performance indicated that 66.2% of the
students were proficient readers.
Another accomplishment this year was awarding of $5,000
from our community church partner First Baptist Church of Glenarden.
With this donation computers were purchased to enhance our technology
program.
Our next accomplishment this year was a top winner
placed at the Prince George’s County Science Fair.
Kettering had
(1) recipient for the county Write-a-Book program. The student was
honored in a ceremony at Eleanor Roosevelt High during the spring.
Our final accomplishment is we are proud to have two
classroom teachers who received recognition to participate in the
National Certification process for the coming academic year.
A very
important system –wide initiative of our school district was to develop
partnerships with the community and businesses. Deriving from a
partnership with the P. G. County Chamber of Commerce and Prince
George’s County Public Schools, we were able to develop a beautiful
relationship with the owner of Behnke’s Nursery. Mr. John Peter
Thompson, owner, visited our school last spring as “Principal for the
Day”. After his initial visit, our school has benefited a very
promising relationship and received financial support. Mr. Thompson has
committed his time along with this staff to provide whatever he could do
to enhance our school facilities and promote a positive environment for
our school. We have been privileged to include this partnership along
with our current partnerships with the Target store in Kettering-Largo
and McDonald’s in Mitchellville Plaza. Our business partners and
parents have worked collaboratively in school-wide events and activities
to enhance our school program. One major project has been our
landscaping project. The parents (both mothers and fathers), spent
several weekends planting flowers and plants in the school’s front lawn
to beautify the grounds. All plants were donated by Behnke’s nursery.
Other projects that include many of the parents are our mentoring
program and End-of-Year Activities Committees. Parents and staff have
joined forces to support both of these programs. Parental involvement
is a critical component in the success of Kettering Elementary School.
The parent representatives from the PTA will bring any parental concerns
to the monthly SIT meeting. A monthly newsletter, The Home School
Connection, is sent home to inform parents of all activities,
announcements or information relative to the school. Many parents
donate their time to volunteer in the classrooms, media center, field
trips and the book fair. A mentoring program sponsored by the Guidance
Counselor pairs selected students with parent volunteers. A Sign In Log
maintained in the main office allows a volunteer list to be generated
for an Appreciation Tea at the end of the school year. Parents support
programs at the school through school fundraising programs at Target and
Giant. Each business provides monthly checks, based on sales, to the
school.
Additionally,
a new program we have been fortunate to become part of last year is the
Negro League Legends Hall of Fame. We hosted a program last spring with
3 of the first Negro baseball players. Since the program, the sponsor
of the program has adopted our school as partners. This academic year,
2005-2006, we renewed a closer connection with Dennis Brown Kung Fu
Academy. This company has participated in mentoring the students and
workshops and demonstrations for the staff. They also shared their
academy employees with us on our annual Career Day in April 2006.
According to
the 2006 MSA data, in grade 3 reading, 70% scored proficient. In grade 4
reading, 84.3% scored proficient. In grade 5 reading, 69.4% scored
proficient. For mathematics, the students in grade 3 scored 72.1%
proficient and in grade 4, 86% proficient. In grade 5 students scored
58.1% proficient.
To meet the
Maryland State Criteria of 100% proficiency by 2014, we have elected to
focus on reading and math, as our priority needs. With reading and math
identified through MSA (Maryland State Assessment) and SRI (Scholastic
Reading Inventory) as the areas of greatest need for academic
improvement at Kettering Elementary, we have elected to place emphasis
on multiple strategies and interventions suitable for all grade levels
and content areas.
The first
priority area will be reading studies. Strategies and interventions
selected to improve reading and math subsequently helps to improve
science & social studies. Teachers will continue to prepare students
for the science portion of the MSA (Maryland School Assessment). All
students will utilize the new Science books and resources in preparation
for the new Science assessment; test-taking strategies for Reading;
comprehension skills and literacy skills will enable students to perform
on all readable sections on MSA. Emphasis will be placed on reading
strategies in reading and mathematics using the curriculum framework
(CF) and the Voluntary State Curriculum (VSC). Teachers will implement
curriculum appropriate lessons. Teachers will use the block schedule
plan as outlined in the standards for excellence document to plan and
deliver reading/language arts instruction. Supporting materials will be
provided as needed to teach all children to master outcomes and
indicators in the curriculum frameworks for language arts. Teachers
will also implement curriculum including content and performance
standards and multiple assessments including classroom and benchmark
assessments. In-service training for veteran and new/non-tenured
teachers will be provided to assist teachers to be strategic with
teaching reading to all grade levels. Specific interventions and
programs such as language arts planning sessions with the reading
teacher will occur monthly. Biweekly collaborative planning meetings
have been incorporated in the master schedule for lesson planning and
discussion of data, contributing factors and adjustments for
instruction. The Reading Specialist will provide ongoing guidance to
teachers in interpreting and implementing the curriculum frameworks
through discussion, demonstration lessons and coaching. Formative and
summative assessments, including oral and written selected responses and
brief constructed response items will mirror MSA. Another priority area
identified through MSA is our need for academic improvement in math.
Emphasis on math strategies and interventions we will include this year
are:
·
Teachers will use curriculum guides, manipulative, calculators, and
technology to plan and deliver instruction.
·
Teachers will use the block schedule plan as outlined in the standards
for excellence document to deliver mathematics instruction.
·
Teachers will provide grouping and learning centered opportunities for
students to demonstrate their proficiency and thinking in mathematics
through the use of math journals, selected brief and extended
constructed response items, and student-produced responses where
appropriate.
·
Bi-monthly collaborative departmental meetings were implemented this
year to address content delivery strategies and needs of students.
·
Implementation of the enforcement of daily time allotments for
mathematics instruction, development of training in the essential
elements of mathematics curriculum, and use of data utilization/pacing
meetings to optimize teacher resources and instructional grouping
practices will be encouraged.
During 2006
MSA, Kettering Elementary is proud to report that we met AYP in all
subgroups for reading, math and attendance.
Unlike last
year’s performance, our special education subgroup met the AMO this
academic year meeting safe harbor standards. Staff and students will
continue to utilize the inclusion model to support the special education
program. This year, 2006-2007, we will have the subgroup Limited
English Proficient (LEP) or ELL. This is our first year as an ESOL
center: ELL strategies and practices will increase for Limited English
Proficient students.
To ensure a
safe and orderly environment in a school climate supportive of teaching
and learning,
we
implemented a school-wide discipline program called Corrective
Discipline, which is an alternative program to suspension. Students
receive up to three warnings and parent conferences before a formal
discipline referral. We provide bi-annual follow-up training of the
school-wide discipline program to review school rules and policies. In
addition, we provide continuing staff development for new and veteran
teachers on child adolescent development, diversity and age appropriate
strategies for monitoring student behavior. The students also
participate in a “Peer Mediation Program” school-wide. They put in
action conflict resolution strategies monitored by our guidance
department.
We will continue to encourage daily attendance to
support our attendance goal. Academic success results in regular daily
attendance, along with parental involvement. Parents will continue to
be a viable part of the school’s efforts to improve academically and an
integral part of the decision-making process. Communications in
newsletters and local SIP meetings will be extended monthly.
Updated - Oct. 2006 Kettering Elementary School
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