Wicomico High School · Advanced Placement Enrollment Data Page 11 Dual Enrollment Data Page 11 SAT Results: School Day Administration March 2016 Page 12 College and Career Ready:

It is the policy of the Wicomico County Board of Education to provide equal educational and employment

opportunities regardless of age, gender, race, color, religion, national origin, disability or sexual orientation.

BOARD OF EDUCATION OF WICOMICO COUNTY 2424 Northgate Drive

P.O. Box 1538

Salisbury, MD 21802-1538

Success - Every Student, Every Day

Wicomico High School

School Improvement Plan

2017-2018

(June 8, 2017)

Wicomico High School SCHOOL IMPROVEMENT PLAN

2016-2017

Page | 1

Table of Contents

Mission and Belief Statements Page 2

SIP Summary Narrative Page 3 Academic Data, Analysis, Strategies and Goals

Literacy: PARCC 10, Reading Inventory, Literacy Goal Pages 5-8

Mathematics: PARCC Algebra I & II Page 9-10

HSA Exam Data: Government Page 10 Advanced Placement Enrollment Data Page 11

Dual Enrollment Data Page 11 SAT Results: School Day Administration March 2016 Page 12

College and Career Ready: Rising 11th Graders Meeting CCR Page 12

Gear Up Goals Page 13 Focus Area A: Instruction and Student Learning Action Steps Pages 14-17

Attendance Data Page 18

Focus Area B: Improve Student Attendance Action Steps Pages 19-20

Culture and Climate: Behavior Data Page 21

Focus Area C: School Structure Action Steps Pages 22-23 Parental Involvement Page 24

Parental Involvement Opportunities Pages 25-27 Focus Area D: Family and Community Engagement Page 29

Behavioral Interventions Page 29 Instructional Interventions Page 30

P5 Worksheet Pages 31-36

ONE TRIBE. SCHOOL IMPROVEMENT PLAN

2017-2018

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Mission Statement: Wicomico High School is committed to ensuring that all students learn at high levels. We pledge to break down the traditional walls of isolation and instead work collaboratively and collectively to fulfill our purpose. We pledge to focus on actual evidence of student learning to improve our individual and collective practice and better meet the needs of our individual students. As a faculty, we will challenge ourselves daily to implement actionable steps to fulfill our purpose. We will create a personalized, safe, inclusive, nurturing environment with caring adults who understand and appreciate the unique characteristics of each individual student. As “ONE TRIBE” we pledge to promote respect, responsibility, and integrity throughout our community. Wicomico High School will serve as the anchor of the community, ensuring that all students are college, career and workplace ready. We have and will continue to serve as a launching pad for a lifetime of student success. Belief Statement:

• As “One Tribe,” we will challenge ourselves daily to reach our greatest potential by demonstrating respect, responsibility and integrity in our academics and behaviors.

Values: (What is important to us?)

• multiple opportunities for student success both behaviorally and academically

• positive relationships with students, parents and the community

• climate based on respect, responsibility and integrity

Report Card: Our school’s official accountability report card may be accessed at www.mdreportcard.org.

http://www.mdreportcard.org/


2017-2018

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School Improvement Team Members: Member Role Member Role Member Role

Don Brady Principal Student Rep. Laurie Gleason Special Education Facilitator

Christina Murray ILT Chair Jenna Romano Testing Coordinator Melissa Schock Social Studies Department Chair

Amy Giordano Guidance Counselor Gretchen Wallace PBIS Team Chair Jen Pahl Science Department Chair

Student Rep. Jason Capobianco Special Education Depart. Chair Sarah Fielding Literacy PD Coach

Marla Schmidt Math Depart. Chair Karen Scott Media Specialist Shannon Hinman English Department Chair Erin Crissman Special Areas Dept. Chair Kim Nutter Math PD Coach Scott Taylor Student Advisor

11th Grade Student Rep. Amanda Ault Data &Intervention Team Chair Rebecca Agoglia/Ken Johnson SCI Team Co-Chairs

School Improvement Plan Summary Narrative: During the 2017-18 school year Wicomico High School will collectively work to provide students with multiple opportunities to find success. We seek to afford our students opportunities to succeed both academically and behaviorally while being prepared for college and career after graduation. Our journey to success as a school will include:

• Our drive to increase CCR through a literacy focus across all contents on vocabulary in context as measured on the PSAT, PARCC and SAT exam.

• Our commitment to the PLC process.

• Our development and use of essential skills, essential questions, and common assessments in all content areas.

• Our review of student data and outcomes to determine if additional assistance is necessary as well as our development of a plan to implement any needed adjustments.

• Our incorporation of lesson plans that are aligned with Maryland College and Career Ready Standards (MCCRS) and the State Curriculum/Core Learning goals, utilizing research-based instructional materials and strategies to meet the needs of diverse learners.

• Our use of Guided Study Hall Periods as an intervention for students.

• Our fostering of the student as an independent learner and the parent/guardian/teacher as facilitator/coach.

• Our implementation of notice and note signposts and strategies in common planning and departments PLCs.

• Our various incentives for students who are successful with grades, behavior, and attendance.


2017-2018

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Academic Data w/ Action Steps and Strategies


2017-2018

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Literacy Wicomico utilizes a number of data points to accurately inform instruction in reading at all levels. Incoming Kindergarten students are assessed for readiness using the Kindergarten Readiness Assessment (KRA), Kindergarten through grade 2 students are assessed for reading decoding skills, word recognition, reading fluency, comprehension, and writing in response to reading using the Benchmark Assessment System (BAS). Students in grades 2 through 5 are assessed for reading comprehension using the Reading Inventory (RI). Local assessments measuring student progress toward meeting the demands of the Maryland College and Career Ready Standards have been developed to more closely resemble the PARCC assessments. These assessments are critical in determining how students are progressing toward achieving proficiency on the PARCC assessment and in reducing achievement gaps. In 2014-15, reading labs were set up in all middle schools. These labs utilized four reading intervention programs: Wilson Reading System, Just Words, Read Naturally and Leveled Literacy Intervention. Students are placed in the different programs depending on need. At the High School level district assessments as well as State High School Assessments (HSA) and RI provide data on student proficiencies.

Literacy Needs Assessment PARCC ELA 2016 & 2017: Data charts available on mdreportcard.org.


2017-2018

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2017-2018

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2. Reading Inventory (Formerly SRI now just RI) 2017 final data


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Strategy Goal 1: Measureable

Improvement Goal Target Group(s) End of Year Goal Implementation Data

Source Outcome Data Source

To increase CCR attainment students/school will maintain or increase the mean score of vocabulary in context construct as measured by the evidence based reading and writing portion of the redesigned SAT

Graduating Class of 2019

Maintain or increase the mean score of 6 on the Vocabulary in context benchmarks as established by College Board.

October 2016 PSAT Evidence Based Reading/Writing

March 2018 School Day SAT Administration Evidence Based Reading/Writing

Implementation Steps/Strategies/Professional Development Person(s) Responsible Time Line

A. Promote completion of the Free/Reduced Lunch Form paperwork Dean of Students, Administration, Teachers

August/September

B. Advocate multiple test administrations for students who qualify for the fee waivers WiHi Testing Coordinator, Administration, Teachers

Ongoing

C. Implement lesson plans that are aligned with Maryland College and Career Ready Standards (MCCRS) and the State Curriculum/Core Learning goals, utilizing research-based instructional materials and strategies to meet the needs of diverse learners.

Teachers Ongoing

D. Modify instructional strategies and/or pacing based on common assessment results. Students in need of assistance in meeting the expected outcomes will be provided instruction in a culturally proficient manner to overcome any barriers to success.

Teachers Quarterly

E. Assess student progress and examine student work during PLC meetings and provide notes in standard agenda format.

Teachers, PD Coaches Weekly or Monthly depending on the PLC

F. Continue to offer SAT prep courses, AP courses and support programs. Administration July/August G. Conduct assessment events for HSA, PARCC, SAT, ACT and AP tests Data and Intervention Team,

Administration Second Semester

H. Continue to use programs, such as vocabulary.com, to assess word knowledge Teachers, PD Coaches Ongoing

I. Integrate close reads/technical reads and writing to source (e.g., text, pictures, video, CCSS Literacy in Science/Social Studies/Technical Subjects) to work with students on developing literacy fluency

Teachers, PD Coaches Quarterly

J. Create and utilize College Board/Khan Academy, Naviance accounts for student preparation/remediation of SAT content

WiHi Testing Coordinator, GSH/SH Teachers, ISI,

August/September


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K. Further develop our CCR PR Campaign ahead of the School Day SAT Administration ILT, Administration, Journalism January-March

Quarterly

Progress Results Quarterly

Progress Results Quarterly

Progress Results Final

Progress Results

PARCC English 10 Results May 2017 Common Assessments March 2018 School Day Administration


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Mathematics Conceptual understanding is critical for students to be able to use and apply mathematics learning outside of the classroom. Strategies and evidence based practices will continue to focus on this need. Although there will be different professional development at different levels, there is one initiative guiding all math teachers. This is the need to raise the level of questioning during instruction. Our focus will be to raise the level of student understanding through the use of higher level questions. The Elementary grades are focusing on number sense and reasoning through the use of Number Talks versus memorizing procedures. Secondary teachers are extending this notion by offering contextual problems that promote problem solving and conceptual understandings. All lessons must promote the eight Math Practices as stated in MDCCRS. Interim Assessments are designed to assess conceptual understandings that stretch beyond basic computation. Teachers in grades 1-8, algebra 1, geometry and algebra 2 will integrate problems from the Promoting the Practices (P3) booklets that were prepared by the math professional development coaches. Teachers have received professional development on these high-level problems that push student thinking while developing perseverance and understandings. PARCC Algebra I and II 2016 & 2017: Data charts available on mdreportcard.org.


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2017-2018

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HSA- Government

Reflects the May 2016 Government HSA test adminstration. Students in grade 11 during the 2016-17 school year took the exam in May 2016.


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AP Enrollment

Dual Enrollment: 2016-2017 numbers will be updated in the fall of 2016

2015-2016 2016-2017

Dual Enrollment Students 21 students 28 Students

Total Dual Enrollment Courses 42 classes registered for (8 different courses)

38 classes registered (registered for 6 different courses)


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SAT: School Day March WiHi’s mean student score increased from March 2016 to March 2017 by 16 points. The global mean score across all test takers decreased by 16 points over this same period.

CCR Numbers – What percent of students are entering 12th grade College and Career Ready? Rising 11th Graders identified

as CCR as of June 2016 Rising 11th Graders identified as CCR

as of June 2017

Math 66/250 students 26.4% 58/209 students 27.75%

English 73/250 students 29.2% 85/209 students 40.67%

CCR in both categories 44/209 students 21.05%


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GEAR UP Goals: Context Cost Match

PARCC Resource Materials Year

Student/Teacher Resources for English 10; Alg I; Alg II; Geometry

$18 per Teacher book x ~35 copies

? on student copies ???

PARCC Tutoring Hours December-April 2018

Student Contact Hours

STEAM Experience Transition Events

SU STEM coordinator presentation Weekend event with SU professors-bring in other high schools

Food Transportation

Kristen Paul-SU contact

Financial Literacy

Year Mock Interviews

Financial planning- cost of a college education

Teacher pay for curriculum development

Andrew Todd Bryan Ashby

Solution Tree

Year Professional Development

$4,000 possibly more Dave Harner

CPI Year

Professional Development

Cost of instructor (Sidell Substitute) plus substitute coverage for teachers to

attend training

No match needed

Literacy-Lexile Scores Year

Professional Development

Cost of instructor (teachers)-preparation of

PD

Ellen Harlan and/or Andrew Todd


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Focus Area A: Instruction and Student Learning: Accelerate student learning

Action Step Time Line Person(s) Responsible

(Use titles, not names.)

A1 Utilize effective instructional strategies to meet the needs of diverse learners and improve learning.

A. Provide professional development during faculty meetings on topics related to the Maryland College and Career Readiness Standards.

Bi-Monthly Administration, Teachers, Department Chairs, Professional Development (PD) Coaches

B. Provide professional development opportunity on STEM topics related to the Maryland College and Career Readiness Standards

As available GEARUP

C. Develop essential skills, essential questions, and common assessments in all content areas. Quarterly Teachers, Professional Development (PD) Coaches

D. Utilize Guided Study Hall Periods as an intervention for students. All Year All Staff

E. Modify instructional strategies and/or pacing based on common assessment results. Students whose results indicate giftedness will be provided differentiated instruction to meet their needs.

Quarterly Teachers, PD Coaches

A2 Examine student performance data (e.g., summative and formative assessment data, written work, portfolios, projects) collaboratively, utilizing the continuous improvement process. Include a description of how Professional Learning Communities are organized in your school.

A. Professional learning communities are organized in an ongoing process of collaborative inquiry and recurring cycles based on action research. English, Math, Science and Social Studies have time embedded into the school day to meet two to three times a week. All other contents meet monthly after-school.

As scheduled, weekly or monthly

Administration, Teachers, Department Chairs, Professional Development (PD) Coaches

B. Identify essential skills and use common formative assessment data in regularly scheduled Professional Learning Community (PLC) and ILT meetings.

As scheduled, weekly or monthly


C. Develop and implement strategies within content level Professional Learning Community (PLC), and in coordination with Professional Development Coaches, to address identified areas of need, including school-wide and/or grade/content level professional development as indicated by the data.

Monthly Teachers, PD Coaches, Professional Development Team

D. Present student performance, attendance, and graduation rate data to the student body through State of the Class presentations at the beginning and mid-year points of the school year.

Semi-Annually Administration

E. Use Performance Matters data from benchmark assessments, county unit tests, common assessments, and SLO’s to inform instruction.

As scheduled for each assessment



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F. Review the student’s data and outcomes to determine if he/she needs additional assistance. Develop a plan to implement any needed adjustments. The process may include FBA’s, BAP’s, or Behavior Contracts.

Weekly Teachers, Student Services Team (SST), Intervention/Assessment & Data Analysis Team

G. Utilize Guided Study Hall Period for intervention as determined by data review. All Year

Administration, Guidance, Intervention & Data Analysis Team

A3 Utilize before, during and after reading strategies to meet the needs of diverse learners and improve learning in reading in all classes.

A. Engage students in the use of before, during and after reading strategies as shown in the MCCRS.

Daily Teachers

B. Utilize the county Moodle database to access thematic units and lessons aligned to MCCR standards.

Quarterly English Teachers

A4 Develop classroom level assessments that mirror the content and structural demands of the Reading PARCC Assessment.

A. Through the PLC process teachers will develop formative assessments mirror the content and structural demands of the Reading PARCC Assessment. Formative assessments will be used to identify students who are experiencing difficulty in learning, those students will be provided extra time and support for learning and, and additional opportunity to demonstrate their learning.

Quarterly Teachers, PD Coaches

B. Provide frequent opportunities for practicing formal and informal assessments (i.e. RI reading program, PARCC tests) of reading activities through integrated strategies from the State Curriculum/MCCRS

Quarterly Teachers

C. Utilize the diagnostic and summative writing assignments in English 9-12 Twice (Fall/Spring) English Teachers

A5 Utilize student learning data to accelerate student achievement in reading.

A. Utilize the diagnostic and interim assessments to gauge student reading comprehension in the first semester.

First semester English Teachers

B. Utilize the (S)RI reading program to measure student growth August and June English Teachers

A6 Utilize strategies to teach problem solving, number sense and computation in an inquiry based format in order to meet the needs of diverse learners and improve learning in mathematics.

A. Provide students with multiple opportunities to participate in the authentic problem solving process and complete reflections.

Daily Math Teachers

B. Foster the student as an independent learner and the parent/guardian/teacher as Daily Teachers


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facilitator/coach as an instructional approach.

C. Utilize the county Moodle database to access teacher created math tasks Daily Math Teachers

A7 Develop classroom level assessments that mirror the content and structural demands of the Math PARCC Assessment.

A. Create common formative assessments that model the PARCC Quarterly Math Teachers, PD Coaches

B. Utilize technology to inform instruction (Geometer’s Sketchpad/Geogebra, on-line PARCC sample items, online manipulatives and simulators,).

Quarterly Math Teachers, PD Coaches

C. Utilize the county Moodle database to access teacher created math tasks. Quarterly Math Teachers

A8 Utilize student learning data to accelerate student achievement in math.

A. Utilize school based PLC’s to identify strengths and weaknesses on the Essential Skills Assessments.

Quarterly Math Teachers

B. Review school and countywide benchmark and PARCC data. August (PARCC) After each of the first three units (Benchmarks)

Algebra 1, Geometry, Honors Algebra 2 Teachers, PD Coaches

C. Schedule students into appropriate mathematics course based on available data. Spring Guidance, Math Teachers

A9 Utilize technology to enhance student learning and increase proficiency with administrative tasks. A. Utilize Parent Portal, email, Edmodo, Remind, Kahoot and School Messenger, to inform

parents/guardians about student progress. Ongoing Administration, Teachers,

Department Chairs, Team Leaders, Web Editor, Guidance

B. Utilize “X2 Journal” to record positive behaviors and/or progressive discipline steps so that teachers and administrators can track interactions with students and parents

Daily Teachers, Administration, Guidance

C. Employ Edmentum for transitional course work and credit recovery. August- January August –March depending on the course

Administration, Guidance

D. Continued to collect data using the “Shared Village” platform to analyze student growth from the Tribe Pride After-School program.

Summer Tribe Pride After-School Administrator

E. Explore the Unify component of Performance Matters in generating PARCC simulations and standard aligned activities.

Winter Teachers, PD Coaches, Administration


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A10 Improve teachers’ expertise in the use of technology for administrative and instructional purposes.

A. Provide professional development in integrating technology to enhance student achievement. Ongoing Administration, Teachers, PD Coaches

B. Utilize X2 (onedrive) for grading, attendance, special education accommodations and other instructional purposes.

Daily Administration, Teachers, Special Education Facilitator

C. Provide teacher learning opportunities throughout the year to enhance teacher technology literacy.

Ongoing Administration

D. Utilize email, Edmodo, Remind, and X-2 to communicate with parents and students for upcoming tests, assignments, make-up work, etc.

Daily Administration, Teachers

A11 Provide on-going professional development opportunities for teachers.

A. Incorporate time for department and inter-departmental planning for PARCC and SAT style questions.

After-School Monthly/PD Days

Administration

B. Implement notice and note signposts and strategies in common planning and departments PLCs. As scheduled, weekly or monthly


A12 Recognize and encourage students’ academic achievement through assemblies, awards and certificates that promote academic excellence, improvement and exemplary grades on report cards.

A. Publicize award programs for academic achievement on the morning show, in class orientation assemblies, display cases, brochures, posters and on the television information channel as a means of encouraging student goal setting and accelerating academic achievement for all students.

All Year SCIT, Web Editor, Media Specialist

B. Continue to provide incentives for students meeting academic, behavioral and attendance requirements.

Quarterly PBIS, Administration

C. Award student academic achievement with awards such as Advanced Academic Recognition Program, Scholastic Achievement Awards Program, Minds in Motion, Student of the Month, Tribe Pride Awards and quarterly incentives.

2nd Marking Term, May, Seasonally, Monthly, May, Quarterly

SCIT, SCIT, Athletic Director, SCIT, SCIT, PBIS

D. Provide knowledge of higher level learning institutions including the use of Naviance. This will allow students to map out the needs of their education so that they make informed career choices

Monthly Guidance, Teachers, Media Specialist


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Attendance Data (Please report data as shown in Aspen at the end of May):

We will increase (maintain) the percentage of student attendance to (at or above) 94%.)

Student Group: 2014-15 2015-16 2016-17

All Students 90.68% 88.94% 88.73%

American Indian/Alaskan Native * * *

Asian 99.16% 97.52% 93%

Black or African American 90.78% 88.8% 90.91%

Hispanic/Latino of any race 90.08% 87.5% 89.82

Native Hawaiian/Other Pacific Islander * * *

White 90.62% 89.77% 86.92%

Two or more races 87.42% 84.08% 79.43%

FARMS 90.35% 88.48% 89.25%

Special Education 87.99% 89.13% 90.7%

Limited English Proficient * * *

Attendance Data through May 31st for each year. * Categories not reported, fewer than 5 students.

Strengths:

• Black or African American, and Hispanic/Latino both had attendance increases from 2015-16 school year

• Special Education Students had two consecutive years of increased attendance

• Offering incentives and opportunities to encourage attendance

• Personal phone-calls to encourage kids to come back to school

Areas of Need:

• Overall attendance is slightly down, continue to communicate with students, parents and community about the importance of regular attendance

• Small percentage of students drag down the overall results

• Reduce walking distance and increase bus routes to mitigate weather related attendance fluctuations


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Focus Area B: Improve Student Attendance



B1 Review and analyze student attendance and graduation rate data.

A. Refer students for attendance and dropout intervention when a teacher or staff member is concerned that a student is not responding to in-class or in-school interventions.

Monthly SST, Teachers, Student advisor, Guidance, Administration, PPW

B. Run data reports regarding students with a 2.0 or lower G.P.A., 5 days or more absence since the beginning of the school year, more than 2 office referrals, or any students not promoted from the previous year in order to identify, interact with and monitor these at-risk students to prevent them from dropping out of school.

Bi-Quarterly

Student advisor, Intervention & Data Analysis Team Administration, PBIS Team, Guidance

C. Consider alternative programs for students at risk of dropping out of school. Consider alternative scheduling to accommodate special needs in specific circumstances.

All Year

Guidance, Education Support Associate, student advisor, Administration, Secondary Initiative Coordinator, Intervention & Data Analysis Team

D. Adhere to Wicomico County attendance policies and procedures for identified students. On going Guidance, Education Support Associate, student advisor, Administration, Secondary Initiative Coordinator, Intervention & Data Analysis Team

E. Use automated attendance calling system, School Messenger. On going Administration F. Analyze student attendance data to identify students for the attendance recovery program. On going Administration, Guidance

B2 Improve student graduation rate and reduce the dropout rate.

A. Provide opportunities for students to plan, participate, and engage in remediation opportunities. All year

Guidance, Teachers, Testing Coordinator, Tribe After-School Staff (TAP)

B. Use community outreach events to relay graduation requirements and school expectations. PTSA Meetings, April Administration, Guidance C. Utilize student services process for students with discipline problems through administration

and through guidance when they fail to reach academic standards (e.g. Student Advisory; tutoring; career counseling; Psychologist; Guided Study Hall Period).

All Year Administration, Guidance, Teachers, Faculty, Student Advisor

D. Refer students for special services to address the drop-out rate (e.g., Student Advisor; tutoring; All Year Administration, Guidance,


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Focus Area B: Improve Student Attendance



career counseling; Psychologist; Guided Study Hall Period; Student Leadership Outreach Association).

Teachers, Faculty, PBIS Team, Intervention & Data Analysis Team

E. Continue to maintain credit recovery program. All year

Administration, Guidance, Teachers, TAP

F. Continue to support the Exam Exemption and PBIS Incentive Programs. Exam: January, June PBIS: Quarterly

SCIT, PBIS, Administration, Guidance

B3 Improve student attendance rate.

A. Refer students for special services to address attendance concerns (e.g., Student Advisor; tutoring; career counseling; Psychologist; Special Education; Guided Study Hall Period, Student Services Team).

All Year Administration, Guidance, Teachers, Faculty, SST

B. Provide co-curricular periods that are of high interest to students to build rapport and encourage exemplary attendance.

Monthly Teachers, Guidance, Intervention & Data Analysis

C. Continue an Exam Exemption Incentive and PBIS Programs to encourage good student attendance.

All Year (Focused January, June)

SCIT, Teachers, Administration, Guidance

D. Continue to maintain attendance recovery program. All Year Administration, Guidance, Teachers, TAP

E. Encourage the use of the Wellness Center to maintain optimal all around health as a means to improve attendance.

All Year (Especially in September)

Administration, Teachers, Guidance, School Nurses


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Culture and Climate

Strengths:

• Decreased the number of suspension days by 84

• Decrease in tarty referrals over both 2015-16 and 2014-15

Opportunities for Improvement: • Target Habitual offenders with pyramid of interventions

• Continue interventions and use of the Guided Study Hall Period

• Investigate the jump in disruptions

2014-2015 (7/1/14 to 6/2/15)

2015-2016 (7/1/15 to 6/2/16)

2016-17 (7/1/16-6/2/17)

Total Number of Referrals 5759 6252 7372

Number of Students with Referrals 634 622 649

Number of Suspensions 532 367 379

Suspension Days 1307 941 857

Tardies 2385 2626 2348

Class Cutting 321 689 759

Classroom Disruptions 341 670 1197

Referral Subgroup Data

African American 4283 4585 5056

White 684 903 1430

2 or More 447 340 479

Hispanic 315 421 372

FARMS 4515 5208 5928

Special Education 680 1138 1401


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Focus Area C School Structure: Improve school climate to ensure a safe, drug-free environment conducive to learning


(Use titles, not names.) C1 Maintain and implement the school’s Crisis Management Plan.

A. Review and revise the Crisis Management Plan to ensure compliance with MSDE and local requirements.

Ongoing Administration, School Safety Team

B. Review the Crisis Plan and safety drill procedures during faculty meetings. Monthly Administration, School Safety Team

C. Conduct safety drills with students, (fire evacuation, civil defense, code red) as mandated. Monthly Administration D. Conduct tabletop Crisis Drill and mock evacuation drill every year. Annually Administration, School Safety Team

E. Conduct a comprehensive review of building facility to ensure ability to execute crisis plan (i.e. check blinds, locks, etc.)

August Building Services Manager, Administration

F. Inventory and stock crisis management kits including radios August School Safety Team, Administration

C2 Review and analyze student behavior data

A. Identify areas of need using student behavior data and follow up utilizing the pyramid of interventions.

Monthly Administration, ILT, Teachers, Guidance, SST

B. Review referral data at ILT, administrative staff meetings and team meetings. Monthly, Weekly, Monthly

Administration, ILT, Teachers, Guidance, Faculty, SST

C. Create and continue initiatives, such as Tribe After-School Program and Quarterly Incentives, to increase student work ethic and decrease negative student behavior.

On Going Administration, PBIS, TAP

D. Utilize an “X2 Journaling” to record positive referrals/parent contact as well as progressive discipline steps so that teachers can track their own interactions with students and parents as well as those by other teachers and administrators.

Daily Administration, PD Team, Teachers

E. Direct students to Academic Recovery Room (ARR) to maintain rigorous educational activities while removing classroom distractions. Review data to provide appropriate interventions.

All year Teachers, Administration

F. Conduct “State of the Class” addresses to review school-wide data. Semi-Annually Administration

C3 Advertise school initiatives in the community.

A. Partner with local community agencies and parents. All year Teachers, Administration, Guidance

B. Solicit local businesses to partner with the school. All year

Sport Coaches, SCIT, Administration, Intervention & Data Analysis Team, Guidance

C4 Improve school culture

A. Celebrate student success and improvement using closed-circuit TV system (Student of Month). Monthly Teachers, Administration, SCIT Team


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Focus Area C School Structure: Improve school climate to ensure a safe, drug-free environment conducive to learning


(Use titles, not names.) B. Plan events including field trips, assemblies, motivational guest speakers and special programs. Ongoing Teachers, SCIT

C. Build culture by celebrating old and creating new school traditions to improve student, staff and parent morale.

All year Teachers, Staff, Administration, Students, Parents, SCIT

D. Encourage activities that will develop camaraderie between staff and students. All year

Teachers, Administration, SCIT, PBIS Team

E. Offer a variety of after school clubs and activities, including Tribe Pride After-School enrichment. All Year Administration, Teachers

F. Provide various incentives for students who are successful with grades, behavior, attendance, etc.

All year PBIS Team, Adm.

G. Publicize various “interest events” on Channel 49, such as “Math Month” problems, “Poetry Month”, trivia, etc.

All year Teachers, Media Specialist

H. Utilize “Tribe MVP” Award to recognize students All year Teachers, Administration I. Celebrate students’ post-high school success plans. Spring Guidance, Teachers, Administration

J. Recognize students who have received scholarships for college. Spring Guidance, Teachers, Administration

K. Provide grief counseling for students and staff as the need arises. All Year Guidance

L. Utilize school discipline strategies, tips and best practices from National Conference on School Discipline.

All Year Teachers, Administration, Guidance

C5 Promote student achievement with cultural proficiency A. Provide teachers with a better understanding of cultural differences by examining the values,

beliefs and assumptions of our diverse community to achieve cultural proficiency. Ongoing Staff, Administration, PBIS Team

B. Explore strategies to address/improve our Tribe’s current reality by reviewing available data. Ongoing Staff, Administration, PBIS Team

C. Continue to provide cultural awareness activities through student forums and highlighting different cultures through geography class.

Ongoing Teachers

D. Discuss with the School Resource Officer about presenting to the staff about community activity to provide better background understanding of the pressures students face including gang activity

Ongoing Administration, SRO, Teachers


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Parent Involvement: The research is clear: family involvement, more than financial well-being, is a better predictor of a student’s academic and social success. Children whose families are involved in their learning display more positive attitudes toward school, behave better in and out of class, earn better grades, and are more apt to pursue higher learning. Wicomico High School is committed to working with all parents to ensure they have information about their child’s classes and have information about how they can support their child’s academic learning. Administrators and teachers are committed to nurturing and supporting family involvement in a variety of ways.

• In the fall of each school year – to kick off American Education Week - the Wicomico County Board of Education sponsors a family involvement conference for parents. This conference brings together the resources of the community and schools to benefit parents. Held on a Saturday, the conference covers a wide range of topics that are of interest to parents in supporting their child academically and socially. There are also topics that support strengthening families: how to buy a home, financial advice, etc. The conference is free, interpreters and childcare are provided; a light breakfast is served; businesses donate door prizes for attendees. Parents can register online, through a paper registration or on the day of the conference. Parents also serve on the organizing committee for the conference.

• In the spring of each school year, the Wicomico County Board of Education sponsors the Summer Engagement Expo & More to connect families with engaging summer activities in our community in which their child can be involved. Different community organizations that provide activities for children during the summer months set up a table and share information about their programs. To support parents, mini-sessions are held to discuss Career & Technology Education; Visual and Performing Arts; Dual Enrollment, Honors and AP classes and the new SAT. This event is held the first week of March, prior to middle and high school scheduling; therefore, guidance counselors from middle schools and high schools are available to answer questions parents and students have about scheduling for classes for the next school year.


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Priority D Parental Involvement Opportunities at WiHi: Opportunity Description Date Rising Seniors Parent/Student Night To get a jump start on the preparations for senior year!

We will have WiHi alumni there to give you a first-hand account of the college process, and your counselors will share info about college applications, FAFSA, scholarships, Dual Enrollment, College and Career Readiness updates, and much more!

June 6, 2017

Freshman Orientation Meetings Freshman orientation is an opportunity for freshman families to see your new school and answer any questions you may have about your new journey. Freshman orientation will be held during the month of August in order to inform you of the rules and guidelines here at Wicomico High School.

August 2017

Freshmen Back To School Night The freshman back to school night is a chance for students, families, teachers, and administrators to make first time introductions. Student also get a tour of the school, BBQ, and class schedules. Students will have the opportunity to meet with WiHi clubs, organizations, and athletics.

August 28-31, 2017

Prom Steering Committee 20 students and parents will be actively part of raising money and planning prom

Monthly from September to April. The meetings will occur generally during the school day.

PTSA Meeting PTSA holds their organizational meeting, followed by opportunities for parents to visit classrooms and conference with teachers.

September 2017

Wicomico County College Application Day Held on a Saturday for Seniors and their families is an opportunity for guidance and assistance in the college application process.

October 2017

College Night PTSA In addition to our regular activities College Night PTA will bring SU and Wor Wic representatives into the school to answer questions of students/parents at every grade level

October 2017


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Opportunity Description Date

American Education Week Will allows WiHi students to demonstrate pride in their accomplishments by working with teachers during American Education Week escorting visitors to various classrooms where students may demonstrate their skills, and to encourage parent /community involvement.

November 2017

Advanced Academic Achievement Awards Presentation of awards for students and parents is to recognize and encourage students to take the Advanced Academic Program. In order to earn this award, students must have a weighted GPA of 3.5 the first marking term while meeting the requirements of an advanced academic course load.

December 2017

FAFSA Night A Wor Wic Representative will be conducting a brief presentation promptly at 5pm, followed by the opportunity for students/parents to work on their FAFSA applications on the computers. WiHi Counselors and Wor Wic will be available for assistance.

January 2018

Success for the Best Community Event We help encourage and engage our students (and their families) towards College and Career readiness by hosting a success fair in the student’s neighborhood! There will be food, music, and fun for everyone, but more importantly, representatives from our community that can offer real world postsecondary opportunities. The event will also include the following:

• Local colleges

• Trades schools

• Local employers

• Military recruiters

• Giveaways and much more!

April 2018


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Opportunity Description Date

Tribe Pride Awards The final awards ceremony of the year where students and their families are invited to be recognized for awards including Solid Citizen, Scholastic Achievement, Perfect Attendance, Straight A’s, SGA, Career Day Essay Contest, as well as others determined by the committee. A dessert reception follows the awards presentation.

May 2018

Senior Awards An evening honoring and celebrating seniors who will be recognized with scholarships. Dress for your student is business attire. Please encourage your student to attend, as many business and community leaders are taking time out of their evening to present these awards. You are also invited to join us for refreshments immediately following the presentation. We look forward to celebrating with you!

May 2018


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Focus Area D: Family & Community Engagement: Increase parent and community involvement



D1 Enhance parent communication and family involvement in the educational process.

A. Advertise school events on school website, social media, and school messenger. All year

Web Editor, guidance, Journalism Class, SCIT, Administration

B. Interview and select student and parent members for action teams. August/September ILT

C. Hold assemblies and rallies to promote school spirit. Homecoming Week and Spring

SGA,

D. Plan and implement programs to improve PTSA attendance via special events (student work exhibits, guests, College/FAFSA night and attendance incentives).

4 Times yearly SCIT, Guidance,

E. Plan and implement programs to improve AP enrollment, performance and access. All year

Teachers, Administration, Guidance, GearUp

F. Continue to participate in BOE mentor program and School Leadership Outreach Association and challenge individuals in the community and in our school to mentor our students.

All year Teachers, SCIT, Mentor Coordinator

G. Build culture by creating new school traditions such as Success for the Best Community Event to improve student, staff and parent morale.

All year Teachers, Administration, Staff, Parents, Students, SCIT, Guidance

H. Utilize American Education Week to welcome parents and encourage PTSA involvement. November Administration, SCIT, Teachers, JROTC

I. Conduct a parent involvement night in August for freshmen to include transition information for both parents and students.

August SCIT, Teachers, Administration, Guidance

J. Invite parents to participate in various student award and recognition events both academic and extracurricular.

All Year SCIT, Administration, Guidance, Honor Societies, and Athletic Coaches

K. Plan and execute a spring “Success for the Best” community event 2nd Semester

Guidance, Student Advisory Panel, Administration

L. Disseminate information from ILT meetings to WiHi families All Year ILT Parent Representative


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Behavioral Interventions:

IEP, FBA’s, BIP, 504s, School Psychologist, School Social Worker, Student Discipline,

Outside Agencies, Attendance Recovery

SST, FBA’s, BAP, Student Advisor, Guidance, Outside Agencies, Behavior Contracts, Parent Conferences, Check In/Check Out, 2x10 Conversations, Red

Dot Drills, Mentor Program

Discipline Code of Conduct, X2 Journal, Bullying prevention, Quarterly and End-of-year incentives,

Increased Privileges, Academic Recovery Room, One Tribe Tribe MVP Awards, School Discipline Alternatives,


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Instructional Interventions:

IEP, 504, Academic Credit Recovery

Guided Study Hall Period, Mentors, Parent Conferences, Guidance

Conferences, Assessment Preparation Classes, Student Advisor, GEARUP, CCR

Transition Classes,

PLC’s, Essential Skills, Common Assessments, SLO's, Common Planning, SMART Goals, Differentiated

Instruction, Invited to Tribe After-School Tutoring and Enrichment, CFIP, Maryland College and Career Ready

Standards, Assessment Events,


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P5 Worksheet: PROMOTING POSITIVE PRACTICES: CREATING A POSITIVE SCHOOL CLIMATE Focus Area C: School Climate

Improve school climate to ensure a safe, drug-free environment conducive to learning. (1) Maintain and implement the school’s Crisis Management

Plan. (2) Review and analyze student behavior data. (3) Advertise school initiatives in the community. (4) Improve school culture. (5) Promote student

achievement with cultural proficiency.

SCHOOL CLIMATE DOMAIN 1: ENVIRONMENT

SCHOOL CLIMATE SUBDOMAINS Questions about elements that contribute

to a positive school climate

EXAMPLES OF STRATEGIES What can I do?

Review examples of Tier 1, 2, and 3 activities/practices

Wi Hi STRATEGIES What would you like to do?

Identify Tier 1, 2, and 3 activities/ practices you plan to do this year.

Physical Environment (School environment, inside and outside the building, is welcoming and makes the school a safe, inclusive and accepting place conducive to learning.) • What do we do to help ensure a welcoming

and safe physical environment?

• Does the physical environment (e.g., wall displays, posters) reflect the diversity of our student population and our local community?

• What processes are in place for students to safely report problems they see in their surroundings, such as broken windows/lockers or graffiti?

• What ways are students and staff encouraged to take responsibility for the physical environment?

Tier 1: School Level Activities/Practices

• Start or support a Crime Prevention Through Environmental Design (CPTED) project

• Encourage staff to actively look for ways to keep the hallways clean and clear of debris.

• Set up a “Community Work day” at the school to have staff, students and the community clean up the school grounds, or complete a garden project, picnic

table outdoor area, etc.

• Create a nice outdoor eating space for students and staff to enjoy nice weather.

• Advertise police relevant activities, explorer groups, police events, police athletic league, etc.

• Park the patrol car in the same spot each day, signaling the SRO presence to keep students and staff safe

• Walk the hallways before the beginning of school and be present in similar

locations.

• Identify problem areas on campus where there are safety hazards, lighting, walkways, blind spots, student reported issues.

Tier 2: Targeted/Some, (e.g. classroom, freshmen, club) Level Activities/Practices

• Encourage students to actively look for ways to keep the hallways clean and clear of debris.

• Display the work of all students in the classroom/lobby/ library/cafeteria.

• Look for facility issues and work cooperatively with

maintenance personnel to resolve issues. (Broken

windows, locks, slippery floors, front entry way, breezeways, etc.).

• When something breaks it is immediately noticed by SRO, staff, administration, and/or custodial staff, and

repaired/replaced within 24 hours. (Examples: graffiti,

bathroom stall doors, sinks, safety hazards including

broken glass in breezeways).

• Demonstrate an “open door” policy of the SRO/SSO location (or office) in the school by placing a sign or

marketing the office to students and others to see.

• Encourage the cleaning of walls to get relevant information up and old information down.

• Park the patrol car at strategic locations around the campus throughout the day. (Examples include parking at

the bus ramp, gymnasium/auditorium entrance, front office parking lot, E building and field area.)

• Set up and organize the cafeteria in a way that promotes a safe and inviting dining environment in collaboration with the SRO, BSM, administration, and cafeteria personnel.


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Learning Environment (Staff/SROs/students learn about the diversity of

their world and come to understand the importance of learning and of being responsible global citizens.)

• To what extent are students and staff given authentic and relevant opportunities to learn about diverse histories, cultures and perspectives?

• How do we convey the importance of positive character attributes? How is this idea incorporated into instruction and assessment on an ongoing basis?

• Do students, staff members and parents feel a sense of belonging and connectedness to the school and to the various communities represented in it?

• How do we identify and address discriminatory biases and systemic barriers?


• Provide relevant opportunities for students and staff to learn about diverse

histories, cultures and worldviews.

• Teach students about police history during “Police Week” each May. Talk about the Law Enforcement Memorial and other events that occur during that week.

• If there are “targeted” at risk students who meet in your school as an advisory group or other group, attend and build relationship with these students.

• Start a Gentleman’s Club, Students of Character, Ladies Club or similar title, to teach at risk students age-appropriate behaviors to model, in conjunction with a community leader or mentors.

• Invite SRO/SSOs into the classroom to teach law enforcement worldview and current events in the United States.

• Reinforce, acknowledge and celebrate positive student behavior (e.g.,

presenting certificates at a school assembly, add a “student of the week” story to the main hallway or school newsletter).

• Use curriculum materials, displays, and print and electronic resources that reflect the diversity of the student population. Students should be able to recognize themselves in their learning materials and resources.

• Provide ongoing learning opportunities to explore bias and discrimination as well as the impact of the experience of exclusion – and of inclusion – on student

achievement and well-being.

• Use think-pair-share and the 7 Cs (care, control, clarify, challenge, captivate, confer, consolidate) to educate all students in classrooms about any law-related topics to build character and citizenship


• Differentiate instruction and assessment to meet the individual learning needs

of all students.

• Teach students “traffic rules and safety” and what expectations for students who park/drive to your school campus.

• Teach “Accident Reconstruction” course for students to use math skills to

calculate speed, etc. for a crash.

• Recognize and discuss qualities such as respect, social responsibility, empathy, honesty, and fairness across the curriculum.

• Teach students, “What to do during a traffic stop” so that they can know how to

act on a most basic police encounter.

• SRO will be present during large student gatherings and be engaged as much as possible with students. (Examples:

assemblies, bus ramp, cafeteria, incentives, pep rallies, hallways)

• Review and analyze the results of school climate surveys

and other data to inform school and classroom practice.

• Recognize and discuss qualities such as respect, responsibility, and integrity across the curriculum.

(Examples: Tribe Pride, PBIS, Co-Curricular, State of the Class, etc.)


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• Draw attention to the significance of those qualities in creating safe, inclusive and accepting schools.

• Start a bullying, safety club, “lunch bunch club” or other club that provides the opportunity for students to voice concerns then act on those concerns.

• Rotate classroom/lunchroom duties among all students and staff throughout

the year.

• Create a shared positive learning environment by developing classroom routines and expectations collaboratively with students at the beginning of the

school year. Revisit these throughout the year, and adjust.

SCHOOL CLIMATE DOMAIN 2: RELATIONSHIPS

Socially and Emotionally Healthy Relationships (Promotes fairness, equity, respect for all and a sense of belonging and connectedness. Creates a safe, inclusive and accepting environment to support the achievement and well-being of all.) • How do we make students, parents, school

staff and members of the diverse communities in the school feel safe, welcome and valued?

• What do we do to promote an appreciation of diversity and a culture of mutual respect?

• How do we promote an understanding of healthy relationships?

• What do we do to encourage the development of healthy relationships among staff, students and parents?

• What do we do to create an environment in which students feel comfortable asking for help?


• Support student-led presentations and activities that promote understanding

and build awareness, respect and inclusiveness among all students around issues such as bullying, homophobia, sex/gender violence and racism.

• Build an understanding of mental illness, and help reduce the stigma attached to

it, by posting information about emotional and social well-being (e.g., posters, information sheets) throughout the school.


• Promote belonging and connectedness in the classroom through “getting to

know you” activities (teacher-to-student, staff-to-student and student-to-

student).

• Start a bullying/cyberbullying awareness campaign and use student ART submissions as a part of the advertisement.

• Promote positive relationship building through peer mediation, conflict

resolution and restorative practices (e.g., teen court).

• Create a Watch D.O.G.S. (Dads of Great Students) program and encourage

relevant and appropriate male role models to come into the building.

• Integrate learning opportunities across the curriculum to teach students about building caring, supportive and healthy relationships.

• Teach the SARA problem-solving concepts through an existing course or after-school club as to empower students to solve school problems.

• Initiate or support a formal law-enforcement program for youth (e.g., police explorers club).

Tier 3: Individual (few students) Level Activities/Practices

• SRO assists with a “Prom Promise” and/or Mock Crash program to simulate a car crash scene in

cooperation with MSP, EMS, Holloway Funeral Home, Wicomico County Sherriff’s Department, and

WCBOE that teach students risky prom season

behaviors.

• Encourage students to demonstrate respect,

responsibility and integrity that promotes emotional well-being among classmates.

• SRO will check in with students after they have had an experience with law enforcement and/or the juvenile justice system.

• SRO will keep up with recent arrest record sharing within your SRO Unit, and probation officers.

• SRO will interact with students throughout the day in a positive manner to encourage positive relations and school climate.


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• Support students who are involved in unhealthy relationships or who have been victims of bullying by providing information about agencies that can help them.

• Provide students with tools to help them gain insight into building self-esteem, healthy body image and resiliency (e.g., through discussion, surveys, resources).

• Develop supportive relationships with peer rejected students (i.e., who do not have any or many friends) and spend time with them individually when possible. (Students sitting, walking or eating alone, as well as those lagging behind or avoiding crowds.)

• Establish cross-race relationships in order to improve the feelings of connectedness for students of different racial groups

• Engage in promotion (e.g., build a skill, discuss an interest, provide career advice) and prevention-focused conversations (e.g., suggest solutions to student problems).

• Shadow a student for a half or full day (during class, lunch and/or extracurricular activities) in order to understand a students’ worldview and experiences.

• Provide a listening ear to students who are dealing with family issues, video game addiction, and/or late-night social media use that may lead to poor quality and insufficient sleep

Student Voice/Engagement (Opportunity for students to provide input on matters related to their learning and school environment. Provide students various opportunities to lead and/or contribute to school activities. Schools take diverse student perspectives into account in decision-making processes, and encourage students to be involved at all levels, as part of a whole school approach.) • How do we engage students in conversations

about their own learning and their learning environment? How do we incorporate their ideas in school improvement planning?

• What kinds of opportunities are available for students to take on leadership roles in their schools and communities (e.g., leadership camps, opportunities to organize school events and clubs, Speak Up initiatives)?

• What kinds of opportunities are available for students to model positive behaviors and positive peer relationships?

• How do we support students in helping others and contributing to their school and society?


• Showcase students’ unique strengths, talents and interests through student-led assemblies, talent shows or musical events.

• Support diverse student-led clubs and teams, such as intramural sports teams; student theatre, music, and equity groups; and activities that foster healthy relationships by building awareness, understanding and respect among all students.

• Work with staff and students to start a “Fitness Club” before school to engage students early.

• Use appropriate music to get students engaged and excited about being in school, “Lunchtime Karaoke,” “arrival dance off,” “holiday time sing off.”

• Establish procedures that enable students to safely report incidents of discrimination, harassment and bullying.

• Be open to students to safely report incidents of discrimination, harassment and bullying, and be comfortable in searching and investigating social media issues.

• Teach and encourage students to use the SARA problem solving model to address the identified issues. Provide opportunity for students to report on the outcome of their project to the SRO and do an “Action Plan.”

• Invite former students who were able to overcome past challenges in their lives to share their personal stories at a school assembly.


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• Support student councils in conducting surveys of students to find out what issues are important to them.

SCHOOL CLIMATE DOMAIN 3: SAFETY

Student Behavior and Discipline (Promotes a safe environment for all students by respectfully and equitably addressing student behavior problems.) • How do we use data from students’ responses

on the school climate survey and focus group sessions to identify areas for improving school discipline?

• How do our schools enable students to safely report incidents of discrimination, harassment, and bullying/cyberbullying?

• To what extent do we model positive, inclusive and respectful behavior?

• Do we have procedures in place to address students who are performing antisocial behavior?

• How are minorities impacted by our disciplinary procedures?


• Review existing data on the adverse impact of disciplinary practices on racial/ ethnic minorities and students with disabilities

• Review and analyze policies and procedures of exclusionary disciplinary practices to reduce adverse impact.

• Co-develop a strategy for alternative forms of discipline rather than criminalize age-appropriate behavior.

• Use restraint in issuing citations for students when appropriate. Use alternative punishment such as Teen Court, etc.

• Learn more about a social media application (frequently used by students at school) and monitor it on a regular basis (if possible).

• Participate in events such as Bullying Awareness and Prevention Week (the week beginning the third Sunday in November), the National Day against Homophobia, and International Women’s Day, to show that discrimination, harassment and bullying will not be tolerated.


• Teach positive social skills through modelling and role play for students who display antisocial behavior.

• Teach positive skills to a small group or mentor a few students in the school as the SRO.

• Practice positive behavior, and give positive feedback when a student behaves well.

• Teach influential students to identify and address bullying and discrimination by helping them develop the confidence to make their own decisions and the courage to stand up for what they believe is right.

• Create “Police Bucks” or similar reward system, that is unique to the SRO in conjunction with an established school wide reward system. “Pride Bucks” etc.


• Teach skills such as understanding benefits and costs of performing acts from the student’s perspective.

• Establish behavior management plans that have built-in rewards for students with behavioral issues.

• Empower students to take responsibility for their actions. This includes thinking about their choices and decisions as bystanders.

• Utilize PBIS rewards system, in conjunction with SRO presence to support TRIBE PRIDE rewards program.

• SRO will work with administration to identify time/place/persons, where events are likely to occur and be present to proactively stop or prevent crime or victimization from occurring.

• Use data from the school climate survey to identify and address issues such as bullying and to support a positive school climate.

• Host assemblies to recognize positive student behavior and celebrate student successes.


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• Take advantage of “teachable moments” to promptly address issues that may arise in interactions between students or in student relationships.

Threat Assessment (Prevents violence by promoting an evidence-based practice of assessing potentially threatening behavior by student or staff and then intervening and managing cases). • How do we identify serious and significant

threats by students and staff to keep our school safe?

• How do we encourage a climate whereby students feel empowered and comfortable reporting potential threats?

• How do we engage the student exhibiting threats with compassion and support rather than just apply punitive consequences?


• Provide appropriate TAM training for the team.

• Develop a system for students to anonymously report concerning behavior through a call or text tip line.


• Empower a group of students (e.g., a leadership classroom or an after-school club) to market and promote the tip line.

• Train a small group of students as active bystanders (e.g., Sandy Hook Promise, Actively Caring).

• Conduct a school wide training for staff on “Red Flag Students” that informs staff on what to look for and report as it relates to school threats.


• Know when to intervene if a student exhibits a significant threat.

• Know how to conduct a school threat assessment if a student exhibits a significant threat to the school. Engage the entire school team, (Administrator/Counselor/School Psychologist/School Nurse/Etc.)

• Continue to use school safety team to provide information to the staff about policies and procedures for matters related to safety including but not limited to fire drills, evacuations, lock downs, bomb threats, etc.

• SRO contact information provided to the administrative team, so that reports of threats can be addressed after school hours prior to school opening.

Emergency Management (Promotes a multi-threat, multi-hazard approach to keep students and staff safe in the event of a hurricane, earthquake, tornado, hazardous materials, mass causality incident, active shooter, pandemic or disease outbreak) • How can we prepare for multiple types of

potential emergencies? • What role with SROs/SSOs play in emergency

preparedness and management? • How can we model calm behavior to students

and staff during emergency situations?


• Develop emergency response plans for multiple threats and hazards

• Work with the school emergency response team/administrators to discuss blocking off areas during a drill, drills at lunchtime, drills at arrival, etc.

• Regularly communicate and practice lockdown and evacuation procedures, as well as fire drill procedures.


• Empower a group of students to engage in aspects of emergency management.

• Create a student group to work on school safety issues, to be included in the School Improvement Team (SIT).


• In emergency situations, be calm, in control and set an example for the staff and students.

• In an emergency situation go to the problem, and resolve it quickly using your police training.

• Schedule and execute school-wide emergency drills.

• SRO will review, observe and report to the administrative team issues you observe during a school wide drill or real emergency.

• SRO will work with administration and the safety team to make sure that plans are relevant and conduct a tabletop exercise with emergency plans with the school team.

• The SRO will seek out new knowledge in the area of school safety, active shooter and other relevant areas, and share this knowledge with school staff in a staff training.

Documents

Wicomico High School · Advanced Placement Enrollment Data Page 11 Dual Enrollment Data Page 11 SAT Results: School Day Administration March 2016 Page 12 College and Career Ready: