U.S. Department of Education November 2002
2002-2003 No Child Left Behind—Blue Ribbon Schools Program
Cover Sheet
Name of Principal: Mr. John D. Desmone
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
Official School Name: Timonium Elementary School
(As it should appear in the official records)
School Mailing Address: 2001 Eastridge Road ______
(If address is P.O. Box, also include street address)
Timonium Maryland _21093-4399______
City State Zip Code+4 (9 digits total)
Tel. ( 410 ) 887-7661 Fax ( 410 ) 887-7662
Website/URL www.bcps.org / schools / Timonium Elementary Email
website under construction / link from system site
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge all information is accurate.
Date__March 24,2003 ______
(Principal’s Signature)
Private Schools: If the information requested is not applicable, write N/A in the space.
Name of Superintendent Dr. Joe A. Hairston
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name Baltimore County Public Schools Tel. ( 410 ) 887-4281
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date______(Superintendent’s Signature)
Name of School Board
President/Chairperson Mr. Donald L. Arnold
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
I have reviewed the information in this package, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date______
(School Board President’s/Chairperson’s Signature)
PART II DEMOGRAPHIC DATA
DISTRICT (Questions 12 not applicable to private schools)
1. Number of schools in the district: 104 Elementary schools
27 Middle schools
26 High schools
2 Jr. High
11 Alternative
170 TOTAL
2. District Per Pupil Expenditure: $7,521
Average State Per Pupil Expenditure: $7,971
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ x ] Suburban
[ ] Small city or town in a rural area
[ ] Rural
4. 3 Number of years the principal has been in her/his position at this school.
If fewer than three years, how long was the previous principal at this school?
5. Number of students enrolled at each grade level or its equivalent in applying school:
Grade / # of Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalK / 25 / 27 / 52 / 7 / NA / NA / NA
1 / 36 / 33 / 69 / 8 / NA / NA / NA
2 / 41 / 31 / 72 / 9 / NA / NA / NA
3 / 32 / 39 / 71 / 10 / NA / NA / NA
4 / 37 / 40 / 77 / 11 / NA / NA / NA
5 / 40 / 34 / 74 / 12 / NA / NA / NA
6 / NA / NA / NA / Other
TOTAL STUDENTS IN THE APPLYING SCHOOL / 415
Enrollment as of 03/12/03
* Timonium Elementary is also a regional autism center and houses 3 self-contained autism/ other health impaired classes. Enrollment numbers include those classes (27). Test data results after 1998-1999 do not include those classes as their students take an alternative state assessment (see narrative).
6. Racial/ethnic composition of 88 % White
the students in the school: 02 % Black or African American
Rounded to Whole Numbers 01 % Hispanic or Latino
08 % Asian/Pacific Islander
00 % American Indian/Alaskan Native
100% Total
7. Student turnover, or mobility rate, during the past year: 11.3%
(This rate includes the total number of students who transferred to or from different schools between October 1 and the end of the school year, divided by the total number of students in the school as of October 1, multiplied by 100.)
Note: The State of Maryland and the Baltimore County Public Schools measure from September 1.
(1) / Number of students who transferred to the school after October 1 until the end of the year. / 26(2) / Number of students who transferred from the school after October 1 until the end of the year. / 21
(3) / Subtotal of all transferred students [sum of rows (1) and (2)] / 47
(4) / Total number of students in the school as of October 1 / 416
(5) / Subtotal in row (3) divided by total in row (4) / .113
(6) / Amount in row (5) multiplied by 100 / 11.3
8. Limited English Proficient students in the school: 2.4%
10 Total Number Limited English Proficient
Number of languages represented: 4
Specify languages: Spanish, Korean, Vietnamese, and Tagalog (Philippines)
9. Students eligible for free/reduced-priced meals: 4.0%
17 Total Number Students Who Qualify
10. Students receiving special education services: 16%
68 Total Number of Students Served
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act.
26 Autism __ Orthopedic Impairment
__ Deafness 03 Other Health Impaired
__ Deaf-Blindness 06 Specific Learning Disability
__ Hearing Impairment 29 Speech or Language Impairment
__ Mental Retardation __ Traumatic Brain Injury
04 Multiple Disabilities __ Visual Impairment Including Blindness
* This total includes the 3 previously noted self-contained autism/other health impaired classes although we also have a small number of autistic students fully included in the regular program along with those with other disabilities who do take the state assessments.
11. Indicate number of fulltime and parttime staff members in each of the categories below:
Number of Staff
Full-time (or equivalent) Part-Time (.2 equals 1 day)
Administrator(s) 2.0 0.0
Classroom teachers 16.0 0.0
(includes kindergarten)
Special resource teachers/specialists 11.0 1.7
(includes special areas, reading, SLP, OT, autism, library, etc.)
Paraprofessionals 14.0 1.4
(includes Para educators (instructional assistants), personal assistants (for autism classes), etc.)
Support staff 8.0 2.2
(includes nurse, guidance, custodial, cafeteria, secretaries, etc.)
Total number 51.0 5.3
12. Student-“classroom teacher” ratio: 23.9 to 1
(regular education classrooms only)
13. Show the attendance patterns of teachers and students.
2001-2002 / 2000-2001 / 1999-2000 / 1998-1999 / 1997-1998Daily student attendance / 97.3% / 97.2% / 97.6% / 96.9% / 96.8%
Daily teacher attendance / 99.5% / 99.2% / 98.8% / 99.3% / 98.9%
Teacher turnover rate / 10% / 8% / 4% / 10% / 13%
PART III SUMMARY
Timonium Elementary School is located in the central area of Baltimore County in a well-established community north of Towson, the county seat. The residents who live here represent a wide variety of backgrounds and occupations including various labor and service careers, small and large business owners and executives, technology and communications workers, and numerous professions. The families, who share in the goal of providing a quality education for their children, experience the opportunity to live, work, and play in this attractive, well-maintained community. Timonium Elementary School is an excellent environment for children to learn and grow.
Recognizing that all children can and want to learn, our mission is to inspire our students to reach their full potential. It is our responsibility to provide engaging learning opportunities that encourage and challenge every student to pursue excellence – socially, emotionally, and academically.
Timonium Elementary provides its students with a safe and positive, child-centered atmosphere where they are nurtured by people who care about their well-being. We expect that our students will grow to play important roles in their families and communities. We prepare them to live, learn, and work as productive members of a democratic and pluralistic society; helping them to develop the skills necessary to become caring, respectful, and responsible citizens.
Timonium Elementary School is proud of its academic achievements. Our assessment results continue to be well above the county, state, and national norms. Timonium Elementary was recognized in the 1998 – 1999 school year as a Maryland Blue Ribbon School of Excellence and again in 2003. It was named one of the Baltimore area’s best elementary schools by Baltimore Magazine and was cited in May 2000 by the Baltimore Sun for its outstanding reading instruction program. It has received School Performance Awards from both the Baltimore County Public Schools (BCPS) and the Maryland State Department of Education (MSDE) and academic excellence recognitions from the governor, county executive, county council, and the House of Delegates. Timonium’s students participate in and excel at various academic activities and have been named Carson Scholar and Optimist’s, National Poetry, and Peabody Institute winners to name a few. In addition, its teachers and staff consistently receive awards for excellence including the Chamber of Commerce, Disney, and Council for Economic Education awards; are invited to speak at various workshops and conferences at the local, state, and regional level; and are regularly visited by school staffs from all around the state.
Timonium Elementary works hard to educate the whole child. Our school-wide behavior incentive program S.T.A.R.R. (Students That are Respectful and Responsible), which emphasizes respect for others and responsibility, continues to have a positive effect on student behavior throughout the school. We are also pleased to have been recognized for civic and humanitarian awards and projects from numerous organizations including the Maryland Food Bank, Kids Helping Hopkins, the United Way, NASA, and the U.S. Navy. School and student initiated projects are a regular part of our program and students and families willingly and eagerly give of themselves to help the less fortunate.
Parent involvement is high at Timonium Elementary School, with over 200 parent/guardian volunteers regularly assisting the instructional staff. Volunteers are quite visible throughout the school day, in and out of classrooms. This help takes on many forms and includes everything from working with individual and small groups of children to chaperoning field trips. The Parent Volunteer Program has been honored by the Maryland State Department of Education for its outstanding contribution to the educational program of the school. Parents/guardians serve actively through the PTA and on the School Improvement Team, as well as on numerous school committees. They support school improvement efforts via the implementation of the school’s mission statement. They also help to develop and approve the school’s Improvement Plan, annual operating budget, and other local programs and policies.
Everyone knows that a good school is more than test results or award recognitions. To maintain excellence, it must have caring and capable teachers and staff. It needs hard working, respectful and responsible students who are supported by involved and committed parents and guardians. Timonium Elementary has those things, in, as they say, spades. It is an outstanding neighborhood school and a worthy candidate for the No Child Left Behind/Blue Ribbon School Award.
PART IV – INDICATORS OF ACADEMIC SUCCESS
The state of Maryland has used the Maryland School Performance Assessment Program (MSPAP) to assess and monitor student and school progress since 1993. MSPAP has been administered in May of each year and includes performance tasks that assess the grade 3, 5, and 8 Maryland Learning Outcomes in reading, writing, language usage, mathematics, science, and social studies. It was developed collaboratively by teachers and administrators throughout Maryland; curriculum and testing experts at the Maryland State Department of Education; and consultants whose specialty is test development. It was published by CTB McGraw Hill with new editions for each testing cycle.
MSPAP measures the performance of Maryland schools by illustrating how well students solve problems cooperatively and individually, how well students apply what they have learned to real world problems, and how well students can relate and use knowledge from different subject areas. The tasks are related to “real-life” situations and typically require students to write extensively. The assessment does not include multiple-choice questions. MSPAP assesses how well a school is achieving the standards for satisfactory and excellent performance in the Maryland learning outcome areas. For each area, results are reported through five proficiency levels, with level 1 being the highest. Satisfactory level responses include proficiency levels 3 and above. Excellent level responses include proficiency levels 2 and higher. The scores listed on the data charts included in this application represent the percentage of students scoring at the satisfactory or excellent level on each of the subject areas reported.
The numbers of students reported under the “number excluded” varies across content areas within a grade. For example, when determining the numbers of students who take MSPAP, records for special education students whose IEPs require specific accommodations are excluded from the area of accommodation. Therefore, a student who has a reading accommodation (e.g. - having the test read to him/her) would require the exclusion from the reading content area only. Although some ESOL students took the test, another very small percentage of students receiving ESOL services who had been in English speaking schools for less than 180 days were excluded from testing as decided on a case-by-case basis. These students were assessed through district developed reading and math milestone assessments and were part of the excluded number. For a small percentage of students with specific identified disabilities, the MSPAP is not appropriate because these students have different learning outcomes. Since the 1999-2000 school year, these students have participated in an alternate assessment, the Independence Mastery Assessment Program (IMAP). The IMAP is a portfolio assessment comprised of three sections: Section One – student description; Section Two – artifacts which demonstrate student achievement and progress in outcome areas; and Section Three – contains input from the student’s parent or guardian. Students presently enrolled in Timonium’s autism program are assessed in this manner and have not been included in any of the numbers noted on the data charts from the 1999-2000 school year data to the present.
Typically, disaggregated data is not reported at the school level for MSPAP if fewer than five students in any subgroup took the test. We have listed the only valid disaggregated data available for Timonium Elementary - that of males and females.