About Our School
Mission and Vision Statements
Mission: As a united staff, we will collaborate to develop problem solving skills in students and in doing so ensure student proficiency in math and reading. Critical to achieving this goal are high teacher expectations.
Vision: We are students, educators, and parents, committed to developing a community of lifelong learners. At Gaithersburg, everyone has the opportunity to achieve their highest potential in a safe, nurturing, and respectful environment
Intervention and Instructional Programs
This program is a visual and kinesthetic teaching system for introducing algebraic concepts to students in grades 3 to 8. Developed by Dr. Henry Borenson, this patented teaching system enables young children, as early as 3rd grade, to gain access to algebraic concepts normally presented in the 7th, 8th, or even 9th grades. This program allows all students to gain the knowledge necessary for advanced placement opportunities later in the middle and high school years.
Junior Great Books
This program is proven to help students develop the essential skills of reading carefully, thinking critically, listening intently, and speaking and writing persuasively. Teachers in classrooms most often lead the program with students of mixed abilities as an integral part of the regular language arts curriculum. However, it is flexible enough to focus on the needs of English language learners, gifted, and Title I students or to use as an after-school program led by parents, volunteers, or librarians.
This reading program consists of short texts that are designed to be read quickly. It focuses on the areas of fluency, comprehension, and background knowledge. The use of nonfiction material helps children build background knowledge and vocabulary in a variety of social studies and science topics.
This program identifies first grade students who are significantly at risk. Students work one on one with a trained Reading Recovery teacher. Working on a text selected to provide an appropriate level of challenge, students are taught to integrate the three cueing systems: visual, meaning and structural, and to cross-check, self-monitor and self-correct while reading.
William And Mary
The program was developed by the Center for Gifted Education at the College of William and Mary specifically to meet the needs of high ability students. The program includes a series of curriculum units designed to challenge students to read advanced texts and perform a variety of tasks. The literature and tasks increase in complexity as students move from one grade to the next. Through consistent use of the curriculum’s specific teaching models students build competence in reading, writing and thinking. Instruction focuses on active learning, problem solving, research, and critical thinking. In addition to receiving direct instruction, students are encouraged to work individually and in small groups.
Gaithersburg Elementary School is a Title 1 school. Below are publications from the Title 1 office and here is a link to the MCPS Title 1 Office.
Maryland Parential Information Resource Center is another great resource for parents. MD PIRC
Website Newsletter Article
The Division of Title I Programs website has important information for parents in Title I schools. The website contains information about the No Child Left Behind Act of 2001, the Title I program in Montgomery County Public Schools, and links to county, state, and federal websites.
If you have comments or suggestions about the Title I website, please call Dr. Felicia Lanham Tarason at 301-230-0660.
Articulo del Boletín sobre el sitio en la red
El sitio de la División de Programas de Titulo I tiene información importante para los padres de las escuelas de Titulo I. El sitio contiene información acerca del decreto de Ningún Niño debe quedar atrás del 2001, el programa de Titulo I en las escuelas publicas del condado de Montgomery, enlaces con los sitios del condado, estado y federales.
Si usted tiene comentarios o sugerencias acerca del sitio de Titulo I, por favor llame a la Dra. Felicia Lanham Tarason al 301-230-0660.
Complaint Policy Newsletter Article
Montgomery County Public Schools (MCPS) has a complaint policy that provides parents and community members with a process to register their concerns. The policy is posted in our school’s website and on the Division of Title I Programs (DTP) and the MCPS website at http://www.mcps.k12.md.us
MCPS has a procedure and form for parents and community members to follow when registering a complaint. These procedures can also be found on the DTP and the MCPS website.
Las escuelas públicas del Condado de Montgomery (MCPS) tienen una politica para registrar quejas que provee a los padres y los miembros de la comunidad con un proceso para registrar sus preocupaciones. El proceso esta publicado en los sitios de nuestra escuela website, la División de Programas de Titulo I (DTP) y MCPS en http://www.mcps.k12.md.us
MCPS tiene un proceso y formas para los padres y los miembros de la comunidad para darle seguimiento a una queja registrada. Estos procedimientos también se pueden encontrar el los sitios de DTP y MCPS.
PARENT NEWSLETTER ITEM
Our school is fortunate to receive supplemental funding through Title I, a federal grant program for schools that serves communities with students who have high economic needs. The federal legislation that establishes Title I regulations is known as the No Child Left Behind Act of 2001 (NCLB Act.) The NCLB Act requires the Montgomery County Public Schools to inform you that you have the right to request information about the professional certification qualifications of your child’s teacher, substitute teacher, or paraeducator (formerly titled instructional assistant).
If you wish to request certification information about your child’s teacher, paraeducator, or
long-term substitute teacher, please submit a written request to the principal at your school. Your written inquiry may include information about the following qualifications:
- Degree status and subject area of certification
- State of Maryland certification status, including conditional certification status
- Qualifications of paraeducators or long-term substitute teachers who may be working with your student
Your request will be forwarded to the Office of Human Resources, and you will receive a written response from them within 30 business days.
Please contact the principal if you have any questions.