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Clark Avenue Middle School
School Improvement Plan
2017-2018
Michael Talbot Dr. Stacey Jones Mulligan Matthew Webb
Principal Assistant Principal Assistant Principal
Clark Avenue Middle School
8 Clark Avenue
Chelsea, Massachusetts 02150
Telephone: 617-466-5100
Email: [email protected]
School Site Council 2017-2019
Mike Talbot - Principal Classroom Teachers - TBA
Marlene Garcia – Parent Liaison Alexis Rivera
McCaskill, Vicky
School Administration
Michael Talbot-Principal
Dr. Stacey Jones Mulligan -Assistant Principal
Mathew Webb-Assistant Principal
Michele Vaccaro-Special Education Coordinator
Accelerated Improvement Team
Mike Talbot, Principal Stacey Mulligan, Assistant Principal Matthew Webb, Assistant Principal
Michele Sodergren, Humanities Coordinator 5-12 Matt Messina, STEM Coordinator 1-6
Shannon O’Brien, Literacy Coach Katherine Schneeberger, Math Coach Annabelle Tarek – 5th grade Science Stephanie Buruca – 6th grade Math
Anne Boyd – 7th grade History Kelly McInnis – 8th grade Special Education
Stephanie Haffa – 7/8 Social Communications
Description of the Strategic Planning Process
This Turnaround Plan was developed with the help of the school site council, teachers, and administrators. The team collected and reflected
upon data related to student achievement and demographics, classroom processes and supports, and school management and resources.
Addition data was collected through a Community Needs Assessment. Surveys were sent to teachers, students, and parents and the results were
reviewed and analyzed. In addition, Schoolworks conducted its annual review and the information gathered helped to inform our decision
making regarding areas of critical need and next steps for improvement. The team met several times, with support from DSAC to analyze the
data collected, formulate goals for the upcoming year, create a thematic goal, theory of action, strategic objectives and benchmarks. Using the
Logic Model template the team was able to articulate problem statements, propose solutions, identify goals and resources, and articulated
measures of change for student and teacher growth. Once completed the Turnaround Plan will be submitted to the Site Council for review.
This plan supports district goals and complies with local, state, and federal mandates.
School Mission
District Mission
Chelsea Public Schools is a gateway school system that welcomes and educates ALL students and families.
District Vision
By June 30, 2021 Chelsea Public Schools will ensure diverse opportunities and pathways for ALL students to succeed in college, career, and
life through our commitment to collaborative leadership, reflective practice, supportive classroom climate, purposeful and rigorous teaching and
learning, and ongoing assessment to adjust our practice.
District Thematic Goal
Design, implement, and monitor a comprehensive and coherent instructional system embedded in a safe and supportive learning environment
across the school district.
District Theory of Action
In 2017-2018, if the Chelsea Public Schools educators strengthen Tier I instruction in each classroom through purposeful teaching that is: 1)
alignment to the MA Frameworks 2) creating a positive classroom climate; 4)ensuring purposeful teaching 3) assessment 5) promoting the
development of social-emotional skills then Chelsea Public Schools will have a comprehensive and coherent instructional system that will
support student achievement and resiliency.
Essential Questions
How can we provide high quality instruction that meets the needs and challenges all students to impact student achievement?
How can we create a focused, rigorous, and engaging learning environment in every classroom to impact student achievement?
How can we promote the development of the core SEL competencies from CASEL to impact student achievement?
How can we create emotionally and physically safe and supportive classrooms that impact student learning?
District Strategic Objective (to achieve Thematic Goal)
Strengthen Tier I Instruction
Elements of Strong Instruction
Student-Centered
Teaching for Understanding
Teaching for Learner Differences
Teaching from Standards to Rigor & Depth
Using Assessment to Inform Instruction
Promoting the Development of Social-emotional Skills
District Strategic Initiative
1. Provide standards aligned, student-centered instruction rooted in teaching for understanding and responsive to learner differences.
2. Create classroom climates and school environments that provide opportunities for students to grow in the areas of engagement,
motivation, persistence and collaboration.
To improve student learning by inspiring students to find their strengths and talents by giving them skills and knowledge they need to become
successful and productive members of the community and the 21st century. To accomplish our mission and promote learning for all students, we
will become better educators through collaboration and the use of research based teaching practices.
School Vision
By 2021, the Clark Avenue Middle School will ensure diverse opportunities and pathways for all students to succeed in High School, College,
Career and Life through our commitment to collaborative leadership, reflective practice, supportive classroom climate., purposeful and
rigorous teaching and learning, and ongoing assessment to adjust our practice.
Thematic Goal
Implement Design, implement, and monitor a comprehensive and coherent instructional system embedded in a safe and supportive learning
environment across the school district.
Theory of Action
In 2017-2018, if we view student work regularly and make adjustments to instructional practice responsive to student needs; If we plan and implement lessons that address Common Core standards, the content practices and shifts, and are student-centered with high expectations; provide strategic and flexible intervention and challenge for identified students, with students setting specific goals: provide effective social emotional resources and supports for students and teachers, the learning environment will be more conducive for students, then we will see increased student achievement.
Student Learning Goals 2017-2018
Target Goal on State Assessments
Move 10% of students from:
Level 1 to Level 2
Level 2 to Level 3
Level 3 to Level 4
Level 4 to Level 5
Resulting in a total move of 40% of students
Strategic Objective (to achieve thematic Goal) Create a sustained culture around improving professional practice in which all stakeholders own student achievement
Strategic Initiatives (1) Enhanced opportunities for collaboration and professional development
(2) Clear communication of high academic expectations, and support with lesson panning and effective implementation
(3) Specific, targeted intervention and enrichment/challenge in classrooms and intervention blocks across all content areas, using multiple strategies based on
data
(4) Build Social Emotional Competencies in students and adults.
Turnaround Practice 1: Leadership, Professional Responsibility, and Professional Collaboration
1 2 3 4 5 6
Proposed
Solutions
Goals (Desired
Impact)
Measures of Change (Outcomes) Strategies Resources
Measures of
Implementation (Outputs)
What elements of this TA practice will
be addressed ?
What are the
sustained effects or
consequences we
expect to see over the school year?
What intermediate and longer-term results do we expect to achieve as measured by changes
in skills, knowledge, and behavior?
What are the specific
means, methods, or approaches we will use
to solve the problem(s)
we identified?
What supports are
available to the district or our schools to
implement our
strategies?
How will we know whether the
strategies we described were
implemented by the adults? How will we know they had an
impact on our students?
Enhanced
collaboration
and PD
opportunities
within the
existing
structures in
order to build a
culture of
collaboration
and reflective
practice. (PLT,
Faculty
Meetings, grade
level, co-
planning).
Strategically
schedule
intervention
periods using
data to flexibly
group students.
Create a
sustained culture
around
improving
professional
practice in
which all
stakeholders
own student
achievement.
Adults Students
Score in
focused
instruction will
go from 50% to
75% in 3 or 4
by the end of
the year and by
mid-year we
will be at 65%.
Score in
feedback will
go from 23% to
75% in 3 or 4
by the end of
the year and by
mid-year we
will be at 50%.
Score in
instructional
strategies will
go from 34% to
75% by the end
Students will
receive feedback,
reflect on their
work and make
appropriate
adjustments to
their work and
therefore scores
on district
performance
assessments will
show growth.
Student outcomes
on 5dp
assessments will
be within 3% or
beat the network.
Looking at student
work and adjusting
practice to meet
student needs in
order to increase
student
achievement will be
a priority in PLT.
Dedicate one PLT
per month for grade
level teams to focus
on examining,
progress
monitoring,
responding to
intervention data
and re-grouping
students when
appropriate based
on data.
Identify and
monitor the
Coaches/Leads
Curriculum
Coordinators
Administration
Looking at Student
Work protocols.
PDP’s and potential
funding from the
district for
professional
development.
Additional PD
opportunities
Teachers will look at student
work at least once per month
in PLT and make adjustments
to their practice based on
outcomes as shown by PLT
agendas.
Teachers will progress
monitor an identified cohort
of students and track progress
of the implementation of
instructional practices on
student learning.
Observations will be done
daily by administrators and
coaches and feedback will be
provided to staff within five
school days.
Maintain a spreadsheet on
identified cohort.
of the year and
by mid-year it
will be 55%
MSV score for
1.6 will move
from Providing
to Sustaining.
progress of a cohort
of students
throughout the
year.
Analyze feedback
trends to identify
areas for PD.
Expand
professional
development
opportunities
beyond Faculty
Meetings, PLT, and
district PD days.
Celebrate successes
frequently.
Maintain a log of additional
PD opportunities topics and
participation.
PROGRESS MONITORING 2017-2018
Leadership, Professional Responsibility, and Professional Collaboration INDICATOR How will we monitor the measures of change, measures of implementation, and impact (quick
wins and lag measures of success)? Identify measure and benchmark or monthly progress target. CHANGE: TEACHERS 1. Teachers will look at student work at least once per month in PLT and make
adjustments to their practice based on outcomes.
2. Score in focused instruction will go from 50% to 75% in 3 or 4 by the end of the
year and by mid-year we will be at 65%.
3. Score in feedback will go from 23% to 75% in 3 or 4 by the end of the year and by
mid-year we will be at 50%.
4. Score in instructional strategies will go from 34% to 75% by the end of the year
and by mid-year it will be 55%
5. Teachers will progress monitor an identified cohort of students and track progress
of the implementation of instructional practices on student learning.
6. MSV score for 1.6 will move from Providing to Sustaining.
CHANGE: STUDENTS 1. Students will receive feedback, reflect on their work and make appropriate
adjustments to their work after meeting with their teacher.
2. Scores on district performance assessments will show growth.
3. Student outcomes on 5dp assessments will be within 3% or beat the network.
MEASURE OF IMPLEMENTATION
1. PLT agendas that include Looking at Student Work.
2. Observations and feedback.
3. Maintain a spreadsheet on identified cohort.
4. Maintain a log of additional PD opportunities topics and participation.
IMPACT 1. Create a sustained culture around improving professional practice in which all
stakeholders own student achievement.
2. Safe Harbor will be reached by moving 10% of students in each category.
Turnaround Practice 2: Intentional Practices for Improving Instruction
1 2 3 4 5 6
Proposed
Solutions
Goals (Desired
Impact)
Measures of Change (Outcomes) Strategies Resources
Measures of
Implementation (Outputs)
What elements of this TA practice will be
addressed ?
What are the sustained effects
or consequences
we expect to see
over the school
year?
What intermediate and longer-term results do we expect to achieve as measured by
changes in skills, knowledge, and behavior?
What are the specific means, methods, or
approaches we will use
to solve the problem(s) we identified?
What supports are available to the district
or our schools to
implement our strategies?
How will we know whether the strategies we described were
implemented by the adults? How will we know they had an
impact on our students?
Adults Students
Clear
communication of
high academic
expectations, and
support with lesson
planning and
effective
implementation.
Purposeful and
intentional
planning and
implementatio
n of lessons
that address
Common Core
Standards,
meet the
content
practices and
shifts, are
student-
centered, and
are responsive
to cultural
differences.
Consistent
Scores in
Common Core
alignment will
go from 60 in
ELA and 50 in
Math to 75% in
both. By mid-
year we will be
at 65%.
Scores in
focused
instruction will
go from 50% to
75% and by
mid-year we
will be at 65%
Scores in
instructional
Students will
reach safe harbor
by moving 10%
in each level of
MCAS.
Access scores
will show 60%
median SGP.
In ELA
classrooms an
audit of student
engagement for
minutes will
reflect a positive
change in time
students spend
reading, writing,
and
Communicate
clearly academic
expectations and
support with
instructional
practice by
building and
district
administrators and
coaches during
faculty meetings,
PLTs, feedback
sessions, co-
planning times,
professional
development.
Conduct
walkthroughs by
building and
Professional
development from
administration
around CVT.
Professional
development for
coaches from RBT.
Professional
development from
the Cultural
Learning
Community.
Professional
development for
teachers/coaches
from WriteBoston.
Teachers will thoughtfully
plan and implement lessons
that meet Common Core
Standards, the content
practices and shifts, that
include student-centered
practices, and that effectively
incorporate elements of the
PTTC web, based on monthly
administrator and/or coach
observations and feedback.
Observations will be done
daily by administrators and
coaches and feedback will be
provided to staff within five
school days.
implementatio
n of high
expectations in
all classrooms.
High
expectations
for all
students, every
day, all day;
push and
increase
expectations
based on
needs.
Strategic
placement of
staff based on
strengths to
maximize
student
growth.
strategies will
go from 42% to
75% and by
mid-year, we
will be at 60%
Score in
cognitive
engagementwil
l go from 39%
to 75% and by
mid-year, we
will be at 55%
Scores in
Higher order
thinking will
go from 0% in
4s to 20% and
overall 3 and 4
will be 60%.
Our score on
MSV for 2.1
will go from
providing to
sustaining.
speaking/discussi
ng. Audit data
will be taken in
September, mid-
year and end-of-
year for progress.
district
administrator /
coach observations
and feedback, using
the CVT tool
(certified only).
Ensure that lessons
are aligned to the
Common Core and
shifts in the content
practices by
reflecting and
tuning lessons with
colleagues,
coaches, and/or
administrators
during PLT, co-
planning or
feedback meetings.
Provide
professional
development
around cultural
awareness and our
responses to
cultural
differences,
including high
expectations for all
students.
Provide
professional
development to
support ELA,
history, and special
education teachers
DSAC
Mentors
Administrators
Coaches
around effective
literacy practices.
Providing support
to coaches around
feedback and
tuning lessons.
Continue to build
knowledge and
calibration around
CVT for coaches
and other staff.
Administration
assesses strengths
of staff and re-
assigns based on
student need.
Recognize and use
staff that have
strong instructional
practices in
certain areas to
support others.
Progress Monitoring
Turnaround Practice 2: Intentional Practices for Improving Instruction INDICATOR How will we monitor the measures of change, measures of implementation, and impact (quick wins
and lag measures of success)? Identify measure and benchmark or monthly progress target. CHANGE: TEACHERS 1. Scores in Common Core alignment will go from 60 in ELA and 50 in Math to 75% in both. By
mid-year we will be at 65%.
2. Scores in focused instruction will go from 50% to 75% and by mid-year we will be at 65%
3. Scores in instructional strategies will go from 42% to 75% and by mid-year, we will be at 60%
4. Scores in cognitive engagement will go from 39% to 75% and by mid-year, we will be at 55%
5. Scores in Higher order thinking will go from 0% in 4s to 20% and overall 3 and 4 will be 60%.
6. Our score on MSV for 2.1 will go from providing to sustaining.
7. Teachers will plan lessons incorporating elements of the PTTC web that match Common Core
Standards and meet the content practices and shifts.
8. Teachers will thoughtfully plan and implement lessons that are student-centered.
CHANGE: STUDENTS 1. Students will reach safe harbor by moving 10% in each level of MCAS.
2. Access scores will show 60% growth.
3. Students will be completing work that aligns with Common Core Standards and meets the
content practices and shifts.
4. Students will be engaged in learning tasks that align with elements of the PTTC web.
5. In ELA classrooms an audit of student engagement for minutes will reflect a positive change in
time students spend reading, writing, and speaking/discussing. Audit data will be taken in
September, mid-year and end-of-year for progress.
MEASURE OF IMPLEMENTATION
1. Teachers will implement lessons that meet Common Core Standards, the content practices and
shifts, that include student-centered practices, and that effectively incorporate elements of the
PTTC web, based on monthly administrator and/or coach observations and feedback.
2. Observations and feedback from coaches and administrators.
IMPACT 1. Purposeful and intentional planning of lessons that address Common Core Standards, meet the
content practices and shifts, are student-centered, and are responsive to cultural differences.
2. Consistent implementation of high expectations in all classrooms.
3. High expectations for all students, every day, all day; push and increase expectations based on
needs.
Turn Around Practice 3: Student Specific Supports and Instruction to All Students
1 2 3 4 5 6
Proposed
Solutions
Goals (Desired
Impact)
Measures of Change (Outcomes) Strategies Resources
Measures of
Implementation (Outputs)
What elements of this TA practice will
be addressed ?
What are the
sustained effects or consequences we
expect to see over
the school year?
What intermediate and longer-term results do we expect to achieve as measured by changes
in skills, knowledge, and behavior?
What are the specific
means, methods, or approaches we will use
to solve the problem(s)
we identified?
What supports are
available to the district or our schools to
implement our
strategies?
How will we know whether the strategies we described were
implemented by the adults? How will we know they had an
impact on our students?
Specific, targeted
interventions and
enrichment/challe
nge in classrooms
and in specific
intervention
blocks, across all
content areas,
using multiple
strategies based
on data.
Provide strategic
and flexible
interventions and
enrichment/challe
nge for all
students using available data.
Implement a
Literacy
Leadership Team
in order to support
teachers in
understanding and
responding to data
at least
once/month
Adults Students
MSV score on
3.1 will move
from developing to providing.
75% of students
will meet their
expected growth goals that they set.
Student outcomes
on 5dp assessments
will be within 3% or beat the network.
36% of our students
currently read at
grade level. By the
end of the year,
50% will be at or above grade level.
Strategically identify
and place staff in
positions that best
meet the needs of our
students.
Identify Tier 1
students in math and
ELA who will
participate in challenge math.
Group students into
Tiers 2 and 3 based
on data, and receive
specific intervention
using targeted
programs and
strategies.
Flexibly group
students based on data.
Establish goal setting
and progress
monitoring with
students monthly.
Coaches
Coordinators
Grade level PLT data
meetings.
Students will collaborate with
teachers to create their own goals
regarding SRI, fluency, problem
solving, Math skills, or social
emotional.
Consistent and effective
implementation of defined and
targeted strategies through observations and feedback.
Collaboration with different
stakeholders on effectiveness of
interventions and
enrichment/challenge in monthly grade level PLTs.
Grade level teams will meet
once/month to discuss and
analyze student data to monitor
progress and flexibly group
students based on need.
Using timely data to flexibly
group students.
Progress Monitoring
Student Specific Supports and Instruction to All Students INDICATOR How will we monitor the measures of change, measures of implementation, and impact (quick
wins and lag measures of success)? Identify measure and benchmark or monthly progress target. CHANGE: TEACHERS 1. Consistent and effective implementation of defined and targeted strategies.
2. MSV score on 3.1 will move from developing to providing.
3. Collaboration with different stakeholders on effectiveness of interventions and
enrichment/challenge in monthly grade level PLTs.
4. Grade level teams will meet once/month to discuss and analyze student data to
monitor progress and flexibly group students based on need.
CHANGE: STUDENTS 1. 75% of students will meet their expected growth goals.
2. Student outcomes on 5dp assessments will be within 3% or beat the network.
3. 36% of our students currently read at grade level. By the end of the year, 50%
will be at or above grade level.
MEASURE OF IMPLEMENTATION
1. Students will collaborate with teachers to create their own goals.
2. Using timely data to flexibly group students.
3. Teachers will guide students in creating their goals based on expected growth.
4. Observations and feedback.
IMPACT 1. Provide strategic and flexible interventions and enrichment/challenge for all
students using available data.
2. Implement a Literacy Leadership Team in order to support teachers in
understanding and responding to data at least once/month.
Provide professional
development on
intervention and data u
Teachers will guide students in
creating their goals based on
expected growth.
Observations will be done daily
by administrators and coaches
and feedback will be provided to staff.
Turnaround Practice 4: School Climate and Culture
1 2 3 4 5 6
Proposed
Solutions
Goals (Desired
Impact)
Measures of Change (Outcomes) Strategies Resources
Measures of
Implementation (Outputs)
What elements of
this TA practice will
be addressed ?
What are the sustained effects or
consequences we
expect to see over
the school year?
What intermediate and longer-term results do
we expect to achieve as measured by changes
in skills, knowledge, and behavior?
What are the specific means, methods, or
approaches we will use
to solve the problem(s)
we identified?
What supports are available to the district
or our schools to
implement our
strategies?
How will we know whether the
strategies we described were implemented by the adults?
How will we know they had an impact on our students?
Provide
effective social
emotional
resources and
supports for
students and
adults.
Build social
emotional
competencies (5
CASEL pillars)
in both students
and adults.
Build staff
knowledge and
awareness of
SEL and
develop
competencies.
Strengthen
implementation
and monitoring
of SEL and
competencies.
Adults Students
Our scores in
CVT on
behavioral
expectations
will go from
61% to 80%
and the number
of 4s will go
from 28% to
40%. Our mid-
year will be
70% and 35%
Our scores on
the CVT for
structured
learning
environment
will go from
45% to 75%.
Our mid-year
will be 60%
100% of students
will show an
increase of one
level in at least
three of the five
CASEL
competencies as
measured by an
assessment under
development.
Educate staff on
MindUp
curriculum.
Implement MindUp
curriculum one day
per week during
advisory.
Implement SEL
into teacher
instructional
practices.
Emphasize
connections
between SEL and
academic
curriculum.
Model SEL
competencies.
SEL Team
MindUp
curriculum
District AIP and
Kim Huffer
Staff will incorporate SEL
practices into their daily
classroom practices.
Students will further develop
SEL competencies.
Students can self-identify
SEL strategies that they can
use.
MindUp curriculum is
implemented with fidelity
during advisory period.
Students are observed using
self regulation practices and
common language.
Teaching practices that
promote SEL are observed.
Our scores on
the CVT for
supportive
learning
environment
will go from
56% to 80%.
Our mid-year
will be 70%.
Our MSV score
in 4.2 will
move from
providing to
sustaining.
Progress Monitoring
School Climate and Culture INDICATOR How will we monitor the measures of change, measures of implementation, and impact (quick wins and lag
measures of success)? Identify measure and benchmark or monthly progress target. CHANGE: TEACHERS 1. Our scores in CVT on behavioral expectations will go from 61% to 80% and the number of 4s will go from 28%
to 40%. Our mid-year will be 70% and 35%
2. Our scores on the CVT for structured learning environment will go from 45% to 75%. Our mid-year will be
60%
3. Our scores on the CVT for supportive learning environment will go from 56% to 80%. Our mid-year will be
70%.
4. Our MSV score in 4.2 will move from providing to sustaining.
CHANGE: STUDENTS 1. 100% of students will show an increase of one level in at least one of the five CASEL competencies as
measured by an assessment under development.
MEASURE OF IMPLEMENTATION
1. Staff will incorporate SEL practices into their daily classroom practices.
2. Students will further develop SEL competencies.
3. Students can self-identify SEL strategies that they can use.
4. MindUp curriculum is implemented with fidelity during advisory period.
5. Students are observed using self regulation practices and common language.
6. Teaching practices that promote SEL are observed.
IMPACT 1. Build staff knowledge and awareness of SEL and develop competencies.
2. Strengthen implementation and monitoring of SEL and competencies.
Professional Development Calendar
Staff Meetings
Faculty meeting date Topic
9/12 Mind Up
9/26 Early release – no faculty meeting – Possible
CPI?
10/10 Grading/Transitions/PBIS (15)
10/24 Restorative Practices
11/14 No faculty meetings – P/T conferences
12/12 Two-hour faculty meeting – PD?
1/9 Civil Rights/PBIS (30)
1/23 Cultural Learning
2/13 Early release – no faculty meeting
2/27 PBIS (15)
3/13 MCAS Training - Mandated
3/27 Cultural Learning/Mind Up
4/10
4/24 Early release – no faculty meeting
5/8 PBIS (15-30)/surveys
5/22 End of year.
6/12
Monthly Social Emotional Learning PD opportunities September PD Opportunities:
Day/ Date Time Topic
Friday September 8th
2:45- 3:45 Staff Restorative Justice Circle
Tuesday September 12th
3:45-4:15 Glitter jar making ( following faculty meeting)
Thursday September 14th
2:45-3:45 SEL Team Meeting
Wednesday September 20th
3-5 Movie Viewing: Room to Breathe and Circle Discussion on Restorative Justice
Friday September 22nd
2:45-3:45 Staff Restorative Justice Circle
October PD Opportunities:
Day/ Date Time Topic
Thursday October 12th
2:45-3:45 SEL Team Meeting
Friday October 13th
2:45- 3:45 Staff Restorative Justice Circle
Tuesday October 24th
2:45-3:45 Faculty meeting on Restorative Practices ( tentative)
Friday October 27th
2:45-3:45 Staff Restorative Justice Circle
November PD opportunities:
Day/ Date Time Topic
Thursday November 9th
7-8am 2:45-3:45
Staff Restorative Justice Circle SEL Team Meeting
Monday November 13th
2:45-3:45 Clark Avenue Academy Topic: At Risk Students
Friday November 17th
2:45-3:45 Staff Restorative Justice Circle
December PD opportunities:
Day/ Date Time Topic
Friday December 8th
2:45- 3:45 Staff Restorative Justice Circle
Monday December 11th
2:45-3:45 Clark Avenue Academy Topic: At Risk Students
Thursday December 14th
2:45-3:45 SEL Team meeting
Thursday December 21st
7:00-8:00 Staff Restorative Justice Circle
January PD opportunities:
Day/ Date Time Topic
Friday January 12th
2:45- 3:45 Staff Restorative Justice Circle
Thursday January 11th
2:45-3:45 Clark Avenue Academy Topic: Family Engagement
Monday January 22nd
2:45-3:45 Clark Avenue Academy Topic: At Risk Students
Tuesday January 23rd
2:45-3:45 Faculty Meeting Topic: Cultural Learning Community( tentative)
Thursday January 25th
2:45-3:45 SEL Team meeting
Friday Jan 26th
2:45-3:45 Staff Restorative Justice Circle
February PD opportunities:
Day/ Date Time Topic
Thursday February 8th
2:45-3:45 SEL Team Meeting
Friday February 9th
2:45- 3:45 Staff Restorative Justice Circle
Monday February 12th
2:45-3:45 Clark Avenue Academy Topic: At Risk Students
Tuesday February 13th
Early Release Time Topic: MindUp training ( tentative)
March PD opportunities:
Day/ Date Time Topic
Thursday March 8th
2:45-3:45 SEL Team meeting
Friday March 9th
2:45- 3:45 Staff Restorative Justice Circle
Monday March 12th
2:45-3:45 Clark Avenue Academy: At Risk Students
Friday March 23rd
2:45-3:45 Staff Restorative Justice Circle
Tuesday March 27th
2:45-3:45 Faculty Meeting Topic: Cultural Learning
Community ( tentative)
April PD opportunities:
Day/ Date Time Topic
Thursday April 12th
2:45-3:45 SEL Team Meeting
Friday April 13th
2:45- 3:45 Staff Restorative Justice Circle
Monday April 9th
2:45-3:45 Clark Avenue Academy: At Risk Students
Thursday April 12th
2:45-3:45 Clark Avenue Academy: Family Engagement
Friday April 27th
2:45-3:45 Staff Restorative Justice Circle
May PD opportunities:
Day/ Date Time Topic
Thursday May 10th
2:45-3:45 SEL Team Meeting
Friday May 11th
2:45- 3:45 Staff Restorative Justice Circle
Friday 2:45-3:45 Staff Restorative Justice
May 25th Circle
June PD opportunities:
Day/ Date Time Topic
Friday June 8th
2:45- 3:45 Staff Restorative Justice Circle
Appendices
Data
School Achievement
Student Attendance
Teacher Qualifications
Community Needs Assessment
Programs and Support Services
Tiered Model of Instruction
Special education
English Language Learners Program
Title I
After School
Procedures for Homeless/Mobile/Migratory Students
Transition Plans
Accommodations for Diverse Learners (DCAP)
Student Safety
Student Outreach
Safe and Drug Free Schools
Anti-Bullying Policy
Parent Involvement
Parent Involvement Plan
Home-School Compact
Parent Involvement Plan
Professional Development
CPLA Calendar
DATA
2016-2017 MCAS
Clark Avenue School - MCAS English Language Arts
Grade 5
% Exceeding
Expectations
% Meeting
Expectations
% Partially Meeting
Expectations
% Not Meeting
Expectations Median SGP
Achievement
Percentile
All Students 1% 16% 60% 23% 27.0 8
Students w/ Disabilities 38% 62% 18.0 14
ELL
Former ELL 0% 5% 68% 27% 18.0 2
Grade 6
% Exceeding
Expectations
% Meeting
Expectations
% Partially Meeting
Expectations
% Not Meeting
Expectations Median SGP
Achievement
Percentile
All Students 2% 29% 47% 22% 60.0 19
Students w/ Disabilities 40% 60% 19
ELL
Former ELL 17% 67% 17% 13
Grade 7
% Exceeding
Expectations
% Meeting
Expectations
% Partially Meeting
Expectations
% Not Meeting
Expectations Median SGP
Achievement
Percentile
All Students 16% 52% 31% 40.0 8
Students w/ Disabilities 12% 88% 1
ELL
Former ELL
Grade 8
% Exceeding
Expectations
% Meeting
Expectations
% Partially Meeting
Expectations
% Not Meeting
Expectations Median SGP
Achievement
Percentile
All Students 2% 20% 51% 28% 54.0 12
Students w/ Disabilities 38% 62% 17
ELL
Former ELL
All Grades
% Exceeding
Expectations
% Meeting
Expectations
% Partially Meeting
Expectations
% Not Meeting
Expectations Median SGP
Achievement
Percentile
All Students 1% 21% 53% 26% 44.0 7
Students w/ Disabilities 34% 66% 29.0 5
ELL 27% 73% 4
Former ELL 9% 66% 25% 29.0 4
Clark Avenue School - MCAS Mathematics
Grade 5
% Exceeding
Expectations
% Meeting
Expectations
% Partially Meeting
Expectations
% Not Meeting
Expectations Median SGP
Achievement
Percentile
All Students 2% 28% 56% 14% 26.0 18
Students w/ Disabilities 50% 50% 21.0 9
ELL
Former ELL 5% 27% 59% 9% 23.0 32
Grade 6
% Exceeding
Expectations
% Meeting
Expectations
% Partially Meeting
Expectations
% Not Meeting
Expectations Median SGP
Achievement
Percentile
All Students 2% 25% 53% 20% 34.0 17
Students w/ Disabilities 45% 55% 19
ELL
Former ELL 8% 83% 8% 15
Grade 7
% Exceeding
Expectations
% Meeting
Expectations
% Partially Meeting
Expectations
% Not Meeting
Expectations Median SGP
Achievement
Percentile
All Students 2% 14% 58% 25% 44.0 13
Students w/ Disabilities 44% 56% 7
ELL
Former ELL
Grade 8
% Exceeding
Expectations
% Meeting
Expectations
% Partially Meeting
Expectations
% Not Meeting
Expectations Median SGP
Achievement
Percentile
All Students 2% 24% 56% 18% 63.0 19
Students w/ Disabilities 48% 52% 16
ELL
Former ELL
All Grades
% Exceeding
Expectations
% Meeting
Expectations
% Partially Meeting
Expectations
% Not Meeting
Expectations Median SGP
Achievement
Percentile
All Students 2% 23% 56% 19% 41.0 12
Students w/ Disabilities 47% 53% 31.0 11
ELL 33% 67% 3
Former ELL 2% 20% 64% 14% 23.5 14
ACCESS
2016-2017
All Grades* # of Students at Level % of Total Tested
1- Entering 0
2- Emerging 8 53%
3 - Developing 5 33%
4 - Expanding 2 13%
5 - Bridging 0
6 - Reaching 0
Mobility Rate 6.5
Attendance Summary 2016-2017 95.7%
2015-2016 96.1%
014-2015 96.0%
Teacher Data
% Licensed in Current Assignment
2016-2017 100. %
2015-2016 100.%
2014-2015 97.4% It is our goal that 100% of the teachers meet Highly Qualified Status. Outreach to
perspective employees is accomplished through career fairs, internet sites, local universities,
and networking. In addition a partnership exists with Teach for America to review and hire
qualified candidates.
New teachers attend a three day orientation prior to the beginning of school year, and are
assigned a building based mentor. The mentor and mentee meet routinely throughout the
school year to discuss issues related to curriculum, instructional practices, classroom
management, and organization. Teachers in their second year also have a mentor teacher and
attend monthly meetings.
All teachers working in the Chelsea Public Schools are offered numerous and extensive
professional development and tuition reimbursement opportunities. Workshops are offered
throughout the year after school and at the June Professional Development Seminar. In
addition, all teaching staff and administrators participate in Professional Learning
Communities.
There are coaches and/or lead teachers assigned to every school. Coaches and lead teachers
are available to assist teachers with curriculum, materials, instructional practice, data
collection, and analysis.
Teachers have the opportunity to observe in another teachers classroom. Peer Observations
provides an opportunity to observe a lesson, instructional strategy, transitions, management,
or any aspect of teachers’ interest of need.
Needs’ Assessment
Teacher Survey
How effective were we (the school and the district)in providing PD Highly
Effective
Mostly
Effective
Somewhat
Effective
Ineffective N/A
Topics that promote high expectations and are relevant/important to staff. 5.65% 61.11% 27.78% 5.56% 0%
Student-Centered Learning 16.67% 55.56% 11.11% 11.11% 5.56%
Looking at Student Work 20% 26.67% 40% 0% 13.33%
Action planning based on data 27.78% 38.89% 22.22% 5.56% 5.56%
Setting classroom routines and expectations 23.53% 52.94% 23.53% 0% 0%
Reflecting/improving on our instruction 22.22% 66.67% 11.11% 0% 0%
Social-emotional learning (i.e. mindfulness and/or trauma sensitive practices) 0% 61.11% 33.33% 0% 0%
Patterns and trends from ILT classroom visits 22.22% 44.44% 33.33% 0% 5.56%
Purposeful Text and Task Complexity 22.22% 44.44% 11.11% 5.56% 16.67%
Unpacking observation tools and indicators (CVT) 0% 33.33% 44.44% 5.56% 16.67%
Write Boston 33.33% 5.56% 5.56% 5.56% 0%
Math Labs 22.22% 11.11% 5.56% 0% 61.11%
Keys to Literacy 0% 16.67% 16.67% 0% 66.67%
Science and Engineering Practices (Museum of Science) 0% 16.67% 16.67% 0% 66.67%
Implementation of Mastery Connect 5.56% 38.89% 22.22% 5.56% 27.78%
Effective Implementation of PBIS 33.33% 44.44% 11.11% 11.11% 0%
Supporting Special Educators through PLT 5.56% 27.78% 5.56% 5.56% 55.56%
How effective were you in the implementation of: Highly
Effective
Mostly
Effective
Somewhat
Effective
Ineffective N/A
All three stages of UbD 22.22% 38.89% 22.22% 11.11% 5.56%
Tuning/vetting UbD units 16.67% 50% 16.67% 5.56% 11.11%
Student-centered learning 16.67% 50% 33.33% 0% 0%
Looking at student work 27.78% 38.89% 27.78% 0% 5.56%
Action plans based on data 27.78% 27.78% 38.89% 5.56% 0%
Setting classroom routines and expectations 33.33% 44.44% 22.22% 0% 0%
Reflecting/Improving on our instruction 27.78% 50% 22.22% 0% 0%
Social-emotional learning (i.e mindfulness and/or trauma sensitive practices 22.22% 33.33% 38.89% 5.56% 0%
Purposeful and complex text and tasks 5.56% 55.56% 22.22% 5.56% 61.11%
Write Boston strategies 11.11% 22.22% 0% 5.56% 61.11%
Math Lab strategies 16.67% 11.11% 5.56% 0% 66.67%
Keys to Literacy 5.88% 5.88% 11.76 5.88% 70.59%
Science and Engineering Practices (Museum of Science) 0% 0% 0% 5.56% 94.44%
Mastery Connect 11.11% 33.33% 5.56% 11.11% 38.89%
PBIS 33.33% 50% 11.11% 5.56% 0%
In addition to the PD that we will provide to support our school and
district AIP, if there is additional time or resources, we would like to
provide interest-based professional development. Please identify up to
three areas that you’d like to pursue in professional development:
First
Choice
Second
Choice
Third
Choice
Total Weighted
Average
Inclusion 66.67% 0% 33.33% 3 1.67
Differentiated Instruction 14.29% 14.29% 71.43% 7 2.57
RTI ( Response to Intervention such as Reading Intervention, Math 2) and
interventions for struggling learners.
33.33 16.67% 50% 6 2.17%
Literacy in the content area 0% 0% 100% 1 3.00
Teaching and addressing the needs of ELL students 0% 100% 0% 3 2.00
Student Engagement and motivation 44.44% 44.44% 11.11% 9 1.67
Effective use of technology to improve teaching and learning 0% 100% 0% 1 2.00
Classroom management 100% 0% 0% 2 1.00
Understanding and using data to improve classroom practice and student
learning
0% 0% 100% 1 3.00
Strategies for involving families 28.57% 28.57% 42.86% 7 2.14
Performance based assessments 33.33% 0% 66.67% 3 2.33
UbD 0% 0% 0% 0 0.00
Working successfully with difficult or disruptive students 36.36 54.55% 9.09% 11 1.73
Detailed teachers responses and recommendations for improvement are on file in the school.
Student Survey 2016-2017
Always Sometimes Never
I carry out the five Cougar Traits of Citizenship, Leadership, Accountability, Respect, and Knowledge. 25.99% 70.82% 3.17%
Education is important to me 75.07% 23.34% 1.59%
On most school days I feel I am learning something important 33.42% 61.01% 5.57%
I feel that I can ask my teacher for help when I don’t understand something that was taught in class 43.77% 43.77% 6.10%
I feel challenged by the work in school 22.55% 67.90% 5.04%
I know what behaviors are expected in school 76.66% 17.51% 1.59%
Teachers have high expectations for the work that I produce in school 59.15% 34.48% 2.12%
I feel my school is a safe place to be 50.% 40.32% 5.04%
There is an adult at school I can speak to when I need advice or have a problem 48.54% 27.85% 18.57%
If I need help, there is someone at home to help me with my homework 37.97% 41.38% 15.38%
I have a special time and place to do my homework 42.44% 35.81% 19.36%
I can use a computer with internet access at home 59.15% 24.40% 12.20%
My parents have visited the school this year 26.26% 48.24% 16.98%
Detailed students responses and recommendations for improvement are on file in the school.
Parent Survey Do You as a Family: Always Sometimes Unable
Know what programs are available at school for your child? 40% 58% 2%
Ask for extra meeting or conferences with teachers at school? 335 42% 25%
Talk to your child about safety at school? 65% 35% 0%
Understand what you child is expected to learn in school? 65% 33% 3%
Attend parent meetings or family functions at school? 42% 46% 12%
Feel welcome when you visit the school? 83% 17% 0%
Limit how much your child watches television & video games? 52% 42% 6%
Help your child with homework and provide a place to work? 56% 33% 10%
Volunteer to help at school? 13% 30% 57%
Does The Clark Avenue Middle School
Offer teaching and activities that are helping your child? 57% 34% 9%
Provide a safe place for your child to learn? 81% 17% 2%
Provide you with information about attendance and promotion? 64% 32% 4%
Show respect for all children and adults? 98% 2% 0%
Give you enough opportunities to talk with the teachers? 72% 26% 2%
Communicate with your family about important topics? 66% 51% 4%
Suggest ways for you to express your opinions and ideas? 45% 51% 4%
Propose ways that you could volunteer or help at school? 36% 43% 22%
Supply the types of training that you want? 38% 53% 9%
Programs and Support Services
Tiered Instruction/Intervention Model Description
The Clark Avenue Middle School has a Tiered Model of Instruction and Intervention for delivery of instruction to all students. The
tiered model of instruction is supported through ongoing professional development and the faculty’s commitment toward becoming a
Professional Learning Community. Tiered instructional groups are established through data, SRI, 5dp performance assessments,
performance assessments, fluency, problem solving, Math skills, or social emotional. Tiered instruction is delivered in student-
centered classrooms using an inquiry based/problem solving model. Students in performing at high levels in Tier I math and ELA will
participate in challenge math. Students needing more support are grouped into Tiers 2 and 3 and receive specific intervention using
targeted programs and strategies. Additionally, students are flexibly group based on data. Using data we establish goal setting and
progress monitoring with students monthly.
Special Education Services
In the 2017-2018 school year, the Clark Avenue Middle School will continue for the eighth year as an inclusion school utilizing the
co-teaching inclusion model of instruction for our students with disabilities. Students on IEPs are assigned to inclusion homerooms
where they learn alongside their general education peers. The co-teaching model of instruction is designed to ensure students with
disabilities access to the general curriculum in the least restrictive environment in accordance with state and federal laws. The co-
teaching model allows for both access to the general education curriculum and individualized instruction in the general education
setting. There is one Special Education teachers at each grade level. In the two, teacher co-taught classrooms, the general educator
and special educator share equally in the instructional responsibility and accountability for the students they are assigned. Small group
spaces allow flexibility in moving students between and among the three tiers of instruction according to performance data results.
Two years ago, we expanded our Social Communications program and now have two classrooms (grades 5/6 and grades 7/8) which
are tailored to meet the needs of students with autism. The goal is to mainstream these students for academic classes during the school
day.
Students with disabilities are identified for after school programming in order to increase their skills in Math and Literacy. Special
Education teachers use research-based programs and practices in order to provide explicit instruction. All Special Education teachers
have been trained in the use of Assistive Technology and employ both low and high-tech devices to support and enhance the
curriculum. Special Education teachers work with the Instructional Support Team (IST) to conduct observations of students who have
been referred to the Team.
The Clark Avenue Middle School is participating in the Massachusetts Tiered System of Support (MTSS) grant which provides
professional development that is designed to train school and district teams in their development and implementation of school and
district-wide tiered systems of support. The professional development offered for both academic and behavioral support provides a
framework for school improvement that focuses on system level change across the classroom, school, and district to meet the
academic and non-academic needs of all students, including students with disabilities, English Language Learners, and students who
are academically advanced.
English Language Learners Program
The Clark Avenue Middle School currently provides for a multi-leveled approach to meeting the needs of its English Language
Learners student population. Students entering the mainstream from the ELL program currently housed at the Browne Middle School
are supported through literacy and/or content-based instruction by an English Language Learners (ELL) teacher in Tier I and Tier II
instructional models in the regular education classroom. In accordance with the state regulation designed to strengthen the teaching
and learning of English Language Learners, every core academic teacher and administrator will become SEI endorsed. All educators
have either met the state requirements or are working toward the SEI endorsement requirements. ELLs receive Title I services and
ELL intervention during the Reading Intervention period. All ELLs students assigned to the Clark Avenue Middle School participate
in school level and state level testing programs, including ACCESS for ELLs English Language Proficiency Test, PARCC, and
MCAS. ELL students are targeted for after school intervention and enrichment programs.
Title 1
The ELA Coach oversees the school based and district based reading assessments and other informal assessments. The coach reviews
data with teachers to identify students who are “at risk”, plan intervention strategies, and provide remediation through Tier II and Tier
III instruction. Intervention is provided to at-risk students (students who are below grade level shown through reading assessments) in
a pull out model during the grade level, intervention period. Students receive instruction in a small group setting which enables
teachers to focus on their abilities to read fluently, decode unfamiliar words, and to improve their comprehension through explicit,
direct instruction.
The SRI reading assessment is given to all students in grades 5-8 and it provides immediate, actionable data on students' reading levels
and growth over time. SRI helps educators differentiate instruction, make meaningful intervention choices, and forecasts growth
toward grade-level state tests, and demonstrate accountability.
In grades 6 and 8, we use the model where Title I teachers are part of the grade level clusters and incorporated in the daily rotation.
This provides intensive writing instruction and intervention to all 6th and 8th students through the additional class of Writing. Teachers
are able to confer with students and provide instruction in repose to their individual needs.
Title I teachers participate in all staff development provided at the school level. Title I funds are used to support parent involvement
activities throughout the year.
After School/Before School/Summer School
The Clark Avenue Middle School offers its students both academic support and enrichment activities through after school and summer
school programming.
The After School programs offer enrichment activities that support students’ social, emotional, intellectual and physical development.
The classes and clubs are offered throughout the school year except for the intramural sports program which offers three sports to
students within the year. Each activity meets one to two times per week and is taught by staff from within the school. The after
school programs are open to students from all grade levels with the exception of some offerings that are specific to certain ages.
The Summer School program is available to students who have failed and/or struggled in their core academic classes during the year.
Summer School is also available to students who need the additional academic support and practice in a certain subject but who have
not necessarily failed that class for the year. These students are often recommended by teachers and/or selected by parents to help
better prepare their student for the upcoming year.
Procedures for Homeless/Migratory/Mobile Students
All New & Mobile Students: Within the first couple of days of weeks entering into the district, new students are assessed in
literacy, and math to determine skill levels. If necessary, students are assigned to the tiered level of support suitable for their needs.
Office staff contacts the previous school requesting the student’s records. Records are reviewed by appropriate staff and changes are
made to the students schedule as needed. Students entering with an IEP, receive services per the IEP. In order to ensure
continuation of services an amendment to the IEP is promptly developed by the Team members. Non-English speaking, or limited
English speaking students entering the district are screened and assessed at PIC by trained professionals to determine level of
English proficiency and assigned to the appropriate program. Students and parents receive a copy of the Student Handbook to
ensure an understanding of the policies, procedures, and expectations for academic excellence and behavior in the Chelsea Public
Schools.
Homeless Students: A homeless student can attend either the local school or continue in the school of origin, if this is in their best
interest.The students have access to the same programs and services that are available to all Chelsea students including, but not
limited to,transportation to and from the school of origin, supplemental programs, special education services, school nutrition
program, Title I services, school nurse services, before and after school, and summer enrichment programs.
In determining the type of transportation to be offered, the homeless liaison for the Chelsea Public Schools will take into
account the best interest of the student, the student’s age, the distance to be traveled, access to public transportation, and the parent’s
circumstances.
Migratory Students: The Massachusetts Migrant Education Program provides supplemental educational opportunities to the
children of migratory agricultural workers, migratory fisherman and out of school youth. The program’s major components include
regional Family Support Projects that provide migrant students with extended learning opportunities such as homework assistance
and tutoring; educational programs for out of school youth; parent empowerment and family literacy services; student and family
advocacy; outreach and recruitment services; and summer services that provide language development instruction and academic
enrichment during a six week summer program. The District Mass Migrant Liaison is available to provide information and
assistance for migrant students and families.
Transitions
Grades 4-5: In the spring, the parents of fourth grade students are invited to a coffee hour at the Complex to meet with and ask
questions of the Principals of the three middle schools. The middle schools host an open house night for fourth grade students and
their families. In addition, a group of middle school students speak at a special fourth grade assembly at the complex and answer
questions about the three middle schools. An Open House is held in the spring and tours of the school are conducted by the Principal
and Assistant Principals.
Grades 8-9: The transition from 8th grade to high school is supported in several ways at the middle school level. All 8th grade
students visit Chelsea High School where they are taken on a tour of the school and attend one class accompanied by an
upperclassman. The Chelsea High School guidance counselors also visit The Clark Avenue Middle school, speaking to each of the 8th
grade homerooms about the offerings at CHS as well as introduce them to the course registration process and distribute the course
catalogs. The actual registration process of each 8th grader at CHS is facilitated by The Clark Avenue School guidance counselor in
the spring.
Information on Northeast Vocational High School is also presented to all 8th grade students. Northeast admissions director comes to
the Clark Avenue School in the early fall to introduce the students to the offerings at and application process of his school in an
assembly format. The Clark Avenue School guidance counselor follows up in the later fall and winter by providing information to
students and their families on Northeast Open Houses. The application process which begins in the winter is also facilitated by The
Clark Avenue School guidance counselor. This includes helping students and parents decide if they want to apply and then
completing and submitting the applications.
Chelsea Public Schools
District Curriculum Accommodation Plan (DCAP)
In May 2012, the Commonwealth of Massachusetts adopted a law for school districts to implement a District Curriculum
Accommodation Plan:
“A school district shall adopt and implement a curriculum accommodation plan to assist principles in ensuring that all efforts have
been made to meet students’ needs in regular education. The plan shall be designed to assist the regular classroom teacher in
analyzing and accommodating diverse learning styles of all children in the regular classroom and in providing appropriate services
and support within the regular education program including, but not limited to, direct and systematic instruction in reading and
provision of services to address the needs of children whose behavior may interfere with learning, or who do not qualify special
education services under chapter 71B. The curriculum accommodation plan shall include provisions encouraging teacher mentoring
and collaboration and parental involvement.”
The Public Schools of Chelsea are proud of its richly diverse student body. This diversity infuses our schools and classrooms with
varied experiences and strengths, yet it also presents unique challenges. Teachers regularly grapple with how to meet the needs of
Chelsea students who represent a broad range of learning styles, life experiences, languages spoken, parent and familial expectations,
previous school experiences and background skills and knowledge. The purpose of the DCAP is to describe the strategies and
resources that are available to classroom teachers and specialists to address the diverse learning needs of our students outside of sped.
The DCAP is to be used by Instructional Support Team with teachers before and instead of students being evaluated to determine
special education eligibility. The use of the DCAP is not intended to be the beginning of the special education evaluation process. As
stated by the Massachusetts Department of Education the targeted areas for DCAP are:
1. Strategies to assist classroom teachers to accommodate various students learning needs including ELL students and to manage
students’ behaviors effectively.
2. Provide support services to students that are available through regular education
3. Direct and systematic instruction in reading for all students
4. Teacher mentoring and collaboration
5. Parental involvement
Curriculum Accommodations and Supports for General Education Classrooms
Accommodations are changes in how a student may access information in the classroom.
Accommodations are changes made to provide students with equal access to learning opportunities.
Accommodations do NOT change or alter the instructional level or content.
Accommodations do NOT change the performance criteria for a student.
Below are lists of instructional strategies all teachers can use in the classroom to maximize students’ success in general education
classrooms. The lists are broken down by domain: reading, writing, math, communication, and behavior.
Reading:
To improve phonological awareness:
Oral rhyming activities
Segmenting spoken sentences into words
Segmenting spoken words into syllables
Identifying and practicing onset and rhyme sounds
Identifying spoken words with same initial sounds
Identifying spoken words with same ending sounds
Blending orally presented phonemes into words
Segmenting orally presented words into phonemes
To improve decoding skills:
Check vision
Presenting phonemic awareness activities (see above)
Use rhyming activities
Use of multi-sensory instruction
Match letter/sounds
Use blending sounds to read real and nonsense words
Use finger/markers for tracking left to right
Present and practice syllabication rules
Synthesized words
Use a variety of texts
Use word families
Provide opportunity for daily reading
Repeated phonic rules verbally (auditory cues) and via
chart (visual cues)
Teach self monitoring
Teach use of graphic/semantic organizers
Teach use of questions to guide reading
Teach ways to generate questions
Teach story structures
Teach summarization
Teach elaboration (prediction, prior knowledge, etc.)
Discus pictures before reading text
Have student answer questions orally
Have student illustrate sentences or stories
Highlight key concepts in text
Have student write sentences for or illustrate reading
vocabulary words
Have student to list details of a story
Use sequence pictures then retold story
Have student to complete cloze sentences and/or
paragraphs
Have students finish incomplete stories
Use guided reading materials
Use high interest text at instructional and independent
reading levels
Use supplemental materials/resources
To improve fluency:
Model fluent reading
Multiple readings of the same text
Choral reading
Use log of misread words for practice
Use literature-based instruction with semantic cues
Provide instruction in small groups
Provide instruction 1-1
Send home word list for home practice sessions
Set up home reading system with parents
Use guided reading groups
Use read alouds
Pair students for practice reading aloud
To improve sight word recognition:
Provide flash cards for drill/practice
Use configuration cues
Send home word lists for home practice
Use language experience/concrete meaning
Use a word wall
To improve reading comprehension skills:
Pre-read story to student
Re-read favorite stories and independent-leveled text
Read stories with predictable text
Echo reading
Shared reading
Multiple readings of texts at independent level
To improve vocabulary acquisition:
Shorten words into basic categories
Describe common objects
Classify categories of words
Teach common synonyms and antonyms
Use known word in compound words
Teach homophones/homographs
Use dictionary/thesaurus to locate word meanings
Teach strategies of use knowledge of word origins,
synonyms, etc.
Other strategies, including consultations with specialists:
Math:
When skills/readiness are lower than grade level:
Assess for level of instruction
Provide small group instruction
Allow student to use math facts table
To improve the memorizing of math facts:
Teach and practiced in a systematic way
Provide extra opportunities to practice
Provide references to assist in fact calculation
Use mnemonic devices when possible
Use songs, rhymes, or games
To improve ability to attend to important details:
Highlight operational signs/key words and phrases in
math problems
Use vertical lines/graph paper for organizing work
Reduce the amount of problems on a page
Use a window overlay to isolate items on a page
To improve the understanding of concepts:
Use concrete objects/manipulatives
Give extra time to explore and practice
Teach/analyze new vocabulary/terms
Use simple, consistent language
Provide visuals an examples
Provide instruction in small group or 1-1
Have student repeat directions
To increase the rate of work completion:
Reduce number of problems to complete
Sent unfinished work home to complete
Gave choices
Used a timer
Broke up long assignments into parts
To improve ability to sequence steps for computation:
Provide multiple reviews of steps
Use reference guide at seat
Use acronyms and mnemonic devices
Color coded steps
Use manipulatives
Other strategies, including consultations with specialists:
Writing:
To improve spelling:
Use multi-sensory approach
Allow student to spell into a tape recorder
Use picture or color cues or word shapes
Teach sight words in a meaningful phrase or sentence
Teach specific spelling rules
Use same words for reading, spelling, and writing tasks
Reduce the number of expected words
Test the student orally
Send home spelling words for practice
Make individualized word lists to learn, using miscues
from student’s work
To improve handwriting:
Provide hand strengthening activities (e.g., clay,
squeeze ball)
Provide special paper (e.g., wider spaced lines, graphs
paper)
Use pencil grip
Use various writing tools
Break up longer written assignments into smaller parts
Allow student to vocalize while writing
Read back pieces to student to see if written works
makes sense
Teach revision skills
Give student choices regarding topics
Provide alphabet and number strips at seat
Use multi-sensory activities (e.g., sandpaper, sand,
foam)
Use cues (e.g. finger spaces) for spacing between words
Reduce copying from book or board
Seat student near board for copying
To improve written expression:
Allow student to verbalize or tape record thoughts
before writing
Use word processor for written tasks/assignments
Help student get started on written tasks
Use graphic organizer
Allow un-timed, written assessments
Use story starters or prompts
Use rubric as a guide for written assignments
Use checklists for proofing written work
Other strategies, including consultations with specialists:
Executive Functioning (Monitor, Initiate,
Plan/Organize, Memory, Shift):
To improve ability to attend to verbal information:
Shorten length of listening activities
Reduce visual distractions in the classroom
Provide pictures and/or other visual cues
Write key vocabulary on the board
Use audio material presented through headphones
Use choral speaking in a group to maintain attention
Provide opportunities for periodic rehearsal of
information presented orally
Allow student to copy notes from a peer
Use graphic organizers
Break longer presentations into shorter units
Touch or cue student when attention is waned
Change student’s seat to decrease distractions
Modify/shorten task and amount of material
Use material on the student’s instructional level
Send home extra set of texts
Use preferential seating
Allow periodic physical breaks
To improve transitions between activities:
Keep routines structured
Post expected rules and behavior
Mark student’s space and material
Post the schedule for the day
Cue students prior to transitions
Allow students opportunity for movement
Practice transition routines
To improve positive group participation skills:
Give specific feedback to student for successful
interactions
Use role-playing to teach appropriate behaviors
Provide a “cool down” space
Use written behavior contacts
Use regular feedback system between home and school
Provide frequent choices for student
Provide individual/small group
Send home extra sets of text
To improve work completion:
Use student checklists
Use study carrel
Use a timer
Use headset to block extraneous noise
Use a reinforcement system, such as stickers or tokens
Use work assignment lists
Break lengthy, long-term assignments into smaller parts
Reduce/modify assignments
Simplify worksheets/tasks
Problem solve with the student
Other strategies, including consultations with specialists:
Language: Provide visual supports (pictures, picture schedules,
objects/manipulatives)
Repeat and rephrase information
Pre-teach vocabulary
Create a quick vocabulary reference or word wall
Simplify and break down directions
Chunk information
Create a language-rich environment
Incorporate interests or prior knowledge into
instructional activities
Seating near peer models
Encouraging students to repeat and rephrase
information in their own words
Encouraging students to request repetition or
clarification
Expand on things the child has said in a positive way
Give the child forced alternatives (for example, “Do
you want juice or milk?”) to encouraged responses
Ask open ended questions
Model appropriate language
Other strategies, including consultations with specialists:
Emotional Functioning: Teach asking for a break appropriately
Teach asking for help appropriately during a demand
Have student use a regulation scale (i.e., emotional
thermometer)
Encourage daily self-calming practice in or out of the
classroom
Have student develop and use a calming box (examples
of contents include; weighted blanket, noise reduction
headphones, theraputty)
Use concise language
Work on explicit relationship building (have the student
develop a strong, positive relationship with a teacher or
staff member who likes and enjoys the student)
Develop transition warnings and strategies
Respond quickly if the student asks for help
Praise/encourage/reinforce on-task behavior (utilize the
clinically supported ratio of at least 4 positive to 1
correction)
Teacher may provide positive feedback or praise
verbally or in a note (such as a sticky note)
Allow the student to earn escape or breaks for
exhibiting appropriate behavior
Provide more time to complete certain types of
assignments in the classroom
Model appropriate behavior for the student in anxiety-
provoking situations
Provide opportunities for physical activity throughout
the day
To help build self esteem, provide opportunities for the
student to teach skills she/he knows how to perform to
another student or small group of students.
Arrange test/exam schedule with no more than one
exam/test per day
Other strategies, including consultations with specialists:
Social Skills: Model and scaffold simple imaginative play themes
Use prompts and cues to help the student initiate and
sustain participation in social interactions with peers
including cooperative play.
Provide the student with positive feedback and
reinforcement for initiating and maintaining social
interactions with peers.
Use social stories to make expectations clear to the
student about appropriate social behavior.
Each time the teacher witnesses student making an
attempt to cope with a social problem in a positive way,
provide verbal reinforcement and encouragement.
When appropriate, ask the what actions appeared to be
most effective and what actions were less effective, and
the student’s perceptions of the reasons for the
differences.
Establish classroom rules for social interactions.
Discuss and provide examples of appropriate and
inappropriate comments.
Post the rules on the wall along with the pre-established
consequences.
Other strategies, including consultations with specialists
:
Identification Checklist
Part of determining the best strategies to support a student in the general education classroom is to identify the student’s strengths and
challenges. Below is a list of elements of learning. For each element, teachers identify the student’s level of performance (excelling,
meeting expectations, struggling, inconsistent, or not applicable). Other items may be added as appropriate.
Academic Profile Excelling Meeting
Expectations
Struggling Inconsistent N/A
Oral Expression
Listening comprehension and language
processing fluency
Vocabulary and concept knowledge
Language features: grammar, syntax, text
structures
Written expression and production, idea
development, writing stamina and fluency
Phonemic Awareness
Phonics, decoding, spelling
Reading fluency
Reading Comprehension
Math computation
Math reasoning
Attention Excelling Meeting
Expectations
Struggling Inconsistent N/A
Is focused and alert during whole group
activities
Initiates work independently
Completes work independently
Sits still for an appropriate period of time
Performs consistently
Is able to distinguish between important and
unimportant information
Connects new information with previous
experiences
Can focus on low interest tasks
Plans responses, anticipates concepts
Self-monitors work
Self-monitors behaviors
Transitions well
Higher Order Cognition Excelling Meeting
Expectations
Struggling Inconsistent N/A
Uses effective problem solving strategies
Can demonstrate ideas nonverbally
Understands/generates appropriate humor
Takes ideas and expands them
Uses imagination to expand on ideas
Language Expressive/Receptive
Expresses written ideas in complete
sentences
Speaks fluently w/ appropriate vocabulary
Decodes connected text effectively
Associates sounds with corresponding
symbols
Reads individual words
Comprehends what s/he reads
Understands directions
Social Cognition
Gets along well w/ peers in structures
situations
Gets along well with peers in unstructured
situations
Speaks appropriately @ appropriate times
Is able to self advocate
Can resolve conflicts with peers
Behaves appropriately to the situation
Is sensitive to the needs/feelings of others
Memory
Retains new information
Copies from board or text
Can manage multi-component tasks
Remembers facts
Remembers patterns
Remembers routines
Executive Function & Organization
Profile
If focused and alert during whole group
activities
Initiates work independently
Completes work independently
Sits still for an appropriate length of time
Can focus on low interest tasks
Self-monitors work
Works at appropriate speed
Transitions well
Keeps belongings supplies, resources
organized
Retains new information
Remembers routines
Organizes and produces ideas fluently in
speaking and in writing
Can manage multi-component tasks
Student Safety
Student Outreach
Assistant Principals: Two full time Assistant Principals are assigned to the school to assist students and families in adhering to the
established discipline guidelines in accordance with school and district policies and general laws. The Assistant Principals take
proactive measures to ensure the safety of all students by encouraging positive student behaviors, meditating with students and
families to resolve issues, assisting teachers with implementing behavior management practices, and serving as liaisons to community
organizations.
Classroom Management Coach: One full time Classroom Management coach works to support students in adhering to the established
discipline guidelines in accordance with school and district policies and general laws. The Classroom Management Coach also
supports teachers by looking at discipline data, observing classes, and offering guidance on classroom management strategies.
Social Worker: A full time social worker is assigned to the school to support the psychological and social well-being of students and
assist students and families in crisis. The social worker’s responsibilities include providing supports to students to function effectively
in the school environment, facilitating student groups, counseling students in crisis, providing parent outreach, providing supports and
strategies to teachers dealing with student behavioral issues, coordinating outside services, and assisting to ensure the well-being of
all students and families.
Nursing Staff: A full time nurse is assigned to the school and is on hand to manage medical emergencies and to dispense doctor and
parent authorized medication to students.
Safe and Drug Free Schools
PBIS: Positive Behavioral Interventions and Supports (PBIS) is a tiered behavioral framework system of teaching behavioral
expectations across the school. Our vision is that PBIS be implemented as an effective, proactive process for improving social
competence, citizenship and academic achievement for all students. Our mission is to provide leadership, professional development,
resources and on-going support in order to successfully implement PBIS with a common culture, vision and language. We are
participating in the multi-year PBIS Academy offered through the Department of Elementary and Secondary Education to support the
implementation and sustainability of this tiered behavioral framework.
Aggressors, Victims, and Bystanders: Aggressors, Victims, and Bystanders is a conflict resolution model designed for middle school
students. The program focuses on the four-step Think-First Model of Conflict Resolution which provides students with a framework
for dealing with and changing the habits of thought that can result in violence. By implementing Aggressors, Victims, and Bystanders
across the school community, we are developing students’ conflict resolution skills and helping to prevent incidences of violence and
aggression within the school.
Crisis Prevention Institute: CPI is a program that emphasizes early intervention and nonphysical methods for preventing and/or
managing disruptive behaviors. There is a building based CPI certified team and all staff members attend professional development on
CPI’s principles.
Advisory Periods: The Advisory period (30 minutes each Monday), will be used to implement the MindUp curriculum in order to
support our students’ social emotional needs during the 2017-2018 school year.
Anti-Bullying Policy
The Chelsea Public School System is committed to maintaining a school environment where students are free from bullying and
cyber-bullying and the effects thereof.
Acts of bullying and cyber-bullying are prohibited:
(i) on school grounds, property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function
or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased or used by the
school district; or through the use of technology or an electronic device owned, leased or used by the school district and
(ii) at a location, activity, function or program that is not school-related, or through the use of technology or an electronic device
that is not owned, leased or used by the school district, if the acts create a hostile environment at school for the target, infringes on the
rights of the target at school or materially and substantially disrupts the education process or the orderly operation of a school.
Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has
reliable information about bullying also is prohibited.
A copy of the complete anti-bullying policy is available in the school office and is included in the student handbook. The policy
outlines expectations and procedures for reporting obligations, investigation procedures, determination, and disciplinary action.
Parent Involvement
Parent Involvement Policy
PART I. GENERAL EXPECTATIONS
The Clark Avenue Middle School agrees to implement the following statutory requirements:
The school will put into operation programs, activities and procedures for the involvement of parents with Title I, Part A
programs, consistent with section 1118 of the Elementary and Secondary Education Act (ESEA). Those programs, activities
and procedures will be planned and operated with meaningful consultation with parents of participating children.
Consistent with section 1118, the school will work to ensure that the required parental involvement policies meet the
requirements of section 1118(b) of the ESEA, and include, as a component, a school-parent compact consistent with section
1118(d) of the ESEA.
The school will incorporate this district wide parental involvement policy into its school improvement plan developed under
section 1112 of the ESEA.
In carrying out the Title I, Part A parental involvement requirements, to the extent practicable, the school will provide full
opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of
migratory children, including providing information and school reports required under section 1111 of the ESEA in an
understandable and uniform format and, including alternative formats upon request, and, to the extent practicable, in a
language parents understand.
If the school improvement plan for Title I, Part A, developed under section 1112 of the ESEA, is not satisfactory to the
parents of participating children, the school will submit any parent comments with the plan when the school submits the plan
to the district.
The school will involve the parents of children served in Title I, Part A in decisions about how their share of the 1 percent of
Title I, Part A funds reserved for parental involvement is spent.
The school will be governed by the following statutory definition of parental involvement, and will carry out programs,
activities and procedures in accordance with this definition:
Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving
student academic learning and other school activities, including ensuring—
(A) that parents play an integral role in assisting their child’s learning;
(B) that parents are encouraged to be actively involved in their child’s education at school;
(C) that parents are full partners in their child’s education and are included, as appropriate, in decision-making
and on advisory committees to assist in the education of their child;
(D) the carrying out of other activities, such as those described in section 1118 of the ESEA.
The school will inform parents and parental organizations of the purpose and existence of the Parental Information and
Resource Center in the State.
PART II. DESCRIPTION OF HOW DISTRICT WILL IMPLEMENT REQUIRED DISTRICT WIDE PARENTAL
INVOLVEMENT POLICY COMPONENTS
1. The Clark Avenue Middle School will take the following actions to involve parents in the joint development of its school wide
parental involvement plan under section 1112 of the ESEA:
Parent Needs Assessment Surveys
School Site Councils
Parent Liaison
2. The Clark Avenue Middle School will take the following actions to involve parents in the process of school review and
improvement under section 1116 of the ESEA:
Parent Needs Assessment Surveys
School Site Councils
Parent Liaison
3. The district will provide the following necessary coordination, technical assistance, and other support to assist the Clark Avenue
Middle School in planning and implementing effective parental involvement activities to improve student academic achievement
and school performance:
Through the support and guidance of the Title I Administrator
Parent Liaison
4. The Clark Avenue Middle School will coordinate and integrate parental involvement strategies in Part A with parental
involvement strategies under the following other programs:
Title III
IDEA
5. The Clark Avenue Middle School will take the following actions to conduct, with the involvement of parents, an annual
evaluation of the content and effectiveness of this parental involvement policy in improving the quality of its school. The
evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular
attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or
are of any racial or ethnic minority background). The school will use the findings of the evaluation about its parental involvement
policy and activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the
involvement of parents) its parental involvement policies.
Parent Involvement activities are planned at via the School Site Council and Parent Liaison. The effectiveness of the activities
are assessed through the number of parents who attend each event (sign-in sheets); discussions with School Site Council
members; teacher feedback as well as the annual Parent Needs Assessment Survey.
1. The Clark Avenue Middle School will build the school’s and parent’s capacity for strong parental involvement, in order to
ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve
student academic achievement, through the following activities specifically described below:
A. The school will, with the assistance of the district, provide assistance to parents of children served by the school, as
appropriate, in understanding topics such as the following, by undertaking the actions described in this paragraph --
the State’s academic content standards,
the State’s student academic achievement standards,
the State and local academic assessments including alternate assessments,
the requirements of Part A,
how to monitor their child’s progress, and
how to work with educators
In the fall of every school year the school holds an Open House for parents/guardians which include presentations
by classroom teachers. These presentations help parents understand what their children will be learning; what the
state assessments are; the importance of the school compacts and how to monitor the progress of their children.
Our parent liaison that work directly with parents throughout the year and provide workshops on varied topics
including but not limited to how to work with your child’s teacher(s), bullying prevention, internet safety.
The school participates in the district’s annual back to school celebration which includes tables for each of the
schools to display specific school level information for parents. Many CBO’s also participate in the event to
provide information to parents regarding support services available to them and their children.
The school holds at least two Parent/Teacher Conference days to meet with parents individually on their student’s
progress. In addition the school holds various parent nights that focus on content (Literacy and Math), internet
safety, how to help students with homework, important policies such as bully prevention as well as enrichment
activities. These activities are listed in the School Improvement Plans each year.
B. The school will, with the assistance of the district, provide materials and training to help parents work with their children to
improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster
parental involvement, by:
Conducting varied parent involvement activities and workshops. (Please see Parent Involvement Activities below.)
C. The school will, with the assistance of the district and parents, educate its teachers, pupil services personnel, administrators
and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility
of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and
the school, by:
Training during faculty meetings and in-district and out of district PD.
Support and guidance from the Title I Administrator
D. The school will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and
activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool
Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such
as parent resource centers, that encourage and support parents in more fully participating in the education of their children,
by:
By providing information through our district website, flyers and other notifications in the language of the
parent/guardian
E. The school will take the following actions to ensure that information related to the school and parent- programs, meetings,
and other activities, is sent to the parents of participating children in an understandable and uniform format, including
alternative formats upon request, and, to the extent practicable, in a language the parents can understand:
In-district interpreters and translators
Contracted services through Catholic Charities; Bay State Translations and International Translation Services
PART III. DISCRETIONARY DISTRICT WIDE PARENTAL INVOLVEMENT POLICY COMPONENTS
NOTE: The School Parental Involvement Policy may include additional paragraphs listing and describing other discretionary
activities that the school, in consultation with its parents, chooses to undertake to build parents’ capacity for involvement in the school
and school system to support their children’s academic achievement, such as the following discretionary activities listed under section
1118(e) of the ESEA:
providing necessary literacy training for parents from Title I, Part A funds, if the school district has exhausted all other
reasonably available sources of funding for that training during Fall Open House Events;
paying reasonable and necessary expenses associated with parental involvement activities, including transportation and
child care costs, to enable parents to participate in school-related meetings and training sessions;
training parents to enhance the involvement of other parents during School Site Council meetings and workshops
provide by the parent liaison;
in order to maximize parental involvement and participation in their children’s education, arranging school meetings at
a variety of times, or conducting in-home conferences between teachers or other educators, who work directly with
participating children, with parents who are unable to attend those conferences at school;
adopting and implementing model approaches to improving parental involvement;
developing appropriate roles for community-based organizations and businesses, in parental involvement activities; and
providing other reasonable support for parental involvement activities under section 1118 as parents may request.
PART IV. ADOPTION
This Clark Avenue Middle School Parental Involvement Policy has been developed jointly with, and agreed on with, parents of
children participating in Title I, Part A programs, as evidenced by parent needs assessment surveys and School Site Council Agendas.
This policy was adopted by the Clark Avenue Middle School on September 1, 2017 and will be in effect for the period of 5 years and
reviewed annually. The school will distribute this policy to all parents of participating Title I, Part A children on or before October
30, 2017 and will be posted on the district website.
HOME/SCHOOL INVOLVEMENT CONTRACT
Clark Avenue Middle School
School/Home Involvement Contract 2017-2018
HOMEROOM TEACHER
I understand that the school experience is important to every student. Therefore, I agree to carry out the following responsibilities:
1. Implement instructional strategies in my teaching that will assist your child in their learning.
2. Familiarize myself with the needs of your child.
3.Encourage your child to perform to the best of his or her ability.
4.Communicate regularly with you concerning your child’s progress.
5.Maintain regular contact with the other teachers involved in your child’s education.
_______________________________________________ ___________________
Teacher’s Signature Date
STUDENT
I know my education is important. I understand that participation in my child’s education will contribute to his or her achievement and motivation. Therefore, I
agree to carry out the following:
1. Perform to the best of my ability.
2.Be at school on time unless I am sick.
3.Be responsible for my own behavior.
4.Pay attention and ask for help when needed.
5.Return completed homework on time.
_______________________________________________ ____________________
Student’s Signature Date
PARENT/GUARDIAN
I realize that my child’s education is very important. I understand that participation in my child’s education will contribute to his or her achievement and
motivation. Therefore, I agree to carry out the following responsibilities:
1. Visit my child’s school, or make written or telephone contact, at least once a year.
2. Provide a quiet place for my child to study and complete homework assignments.
3. Encourage my child to read and write on a daily basis.
4. Make sure my child attends school regularly and arrives each day on time, unless he or she is sick.
______________________________________________ ___________________
Parent/Guardian’s Signature Date
Clark Ave Middle School Parent Involvement Calendar 17-18
Day Month Date Event Thursday August 25 Back to School Celebration 2-5pm
Tuesday September 5 Annual Potluck Dinner 5pm-7pm
Tuesday September 12 Open House 5-7pm
Wednesday September 20 Band Orientation 6-7pm
Wednesday September 27 School Site Council Meeting 4:00pm-5:00pm
Friday October 6 Parent Coffee Hour 8:30-9:30am
Wednesday October 25 School Site Council Meeting 4:00pm-5:00pm
Monday November 13 5th Grade Assemblies
Tuesday November 14 Parent Teacher Conferences 12:15pm
Wednesday November 15 6th Grade Assemblies
Thursday November 16 7th Grade Assemblies
Friday November 17 8th Grade Assemblies
Friday December 1 Parent Coffee Hour 8:30-9:30am
Tuesday December 12 Family Game Night
Wednesday December 13 School Site Council Meeting 4:00pm-5:00pm
Wednesday December 13 Winter Concert 6pm
Thursday January 18 AntiBullying Event
Wednesday January 24 School Site Council Meeting 4:00pm-5:00pm
Tuesday January 30 6th Grade Assemblies
Wednesday January 31 7th Grade Assemblies
Thursday February 1 8th Grade Assemblies
Friday February 2 6th Grade Assemblies
Wednesday February 28 Parent Teacher Conferences
Wednesday March 7 School Site Council Meeting 4:00pm-5:00pm
Wednesday March 14 Concert
Wednesday March 28 School Site Council Meeting 4:00pm-5:00pm
Friday April 6 Parent Coffee Hour 8:30-9:30am
Wednesday April 25 School Site Council Meeting 4:00pm-5:00pm
May TBD Parent Coffee Hour 8:30-9:30am
Wednesday May 22 School Site Council Meeting 4:00pm-5:00pm
Thursday May 23 Spring Concert
Friday June 1 Parent Coffee Hour 8:30-9:30am
June TBD Talent Show
June TBD Moving On Ceremony
Professional Development
Middle School Grades 5-8 Professional Learning Academy The Chelsea Professional Learning Academy provides a district-wide cohesive professional development to support the professional growth of
teachers and span grade-levels and content areas. Courses are offered at two levels of each month: 101 Induction Series for New teachers; 201
Series for non-first year teachers. Specific descriptions of course offerings, times and location can be found at the PD Site at chelseaschools.com. 101 Induction Series
New Teachers
101 Induction Series
New Special
Education
Service Providers
201 Series
Open to all non-first year teachers
201 Series
Open to all non-first
year teachers
September 13th ELA: Vision and Purpose: Starting the year off right
History: What Does an effective History Class Look Like
Math: Unit Design Phrase 1: Setup
Science: Planning Standards
September 13th
IEP Meetings: Process
& Eligibility
Determination
September 13th, October 11th , &
November 8
September 13th, October
11th, November 8th
Supporting ELLs
Vocabulary
October 11th
ELA: Thinking Ahead: Long –Term Planning for Success
History: Using Mini DBQs in History Classes, Session 1
Math: Unit Design Phrase 2: Introduction
Science: Performance Assessments
October 11th
IEP Writing
Classroom Culture:
How does a teacher
establish a culture
that promotes
learning?
Literacy across All
Contents December 13th, January
10th, February 14th
Supporting ELLS Reading
November 8th
Social –Emotional Learning November 8th
Social-Emotional
Learning
December 13th, January 10th &
February 14th
December 13th
ELA: How can I Engage My Students? Balanced Literacy
Lessons
History: Planning the “In Between” to prepare students
for assessment
Math: Unit Design Phrase 2: Introduction continued
Science: Formative Assessments
December 13th
Disability Types
Social- Emotional:
Trauma –Informed
Schools
Differentiation in
the Classroom March 14th, April 11th,
May 9th, June 13th
Supporting ELLs Writing
January 10th
ELA: Stage two: Rigorous, Engaging and Clearly
Communicated Tasks
History: DBQ Session 2
Math: Unit Design Phrase 3: Teach/practice w/feedback &
Differentiation Stage 1
Science: Technology in the Science Classroom
January 10th
Assessments March 14th, April 11th, & May 9th
February 14th
ELA: The Proof is in the Puddng: Looking at Student
Work
History: Formative Assessment/Looking at Student Work
Math: Unit Design Phrase 4: Teach/Practice w Feedback
& Differentiation Stage 1
Science: Inquiry Point 1 – Strategies for Hands-on Work
February 14th
SPED Law/History of
SPED
Teach in the
Classroom of the
Future: Integrating
Technology
Improving Your
Professional
Practice
March 14
ELA: Thinking Ahead: Long-Term planning for Success
History: Conferring with Historians
Math: Unit Design Phrase 4: Teach/Practice w Feedback
& Differentiation Stage 2
Science: Inquiry Point 1 – Strategies for Hands on Work
March 14th
Parent Communication
April 11th
ELA: Evaluation, Artifacts, and all the Other Burning
Questions
History: Assessing Student Growth Over a School Year
Math: Unit Design Phase 5: Fluency and Synthesis
Science: Inquiry Pt 2 – Mini Labe
April 11th
Service Delivery
Models/Related
Service Providers
May 9th
ELA: Stage 2 Rigorous, Engaging & Clearly
Communicated Tasks 2.0
History: What Does An Effective History Class Look
Like at the End of the Year
Math: Unit Design Phrase 6: Conclusion
Science: Discussing Science in the Classroom
May 9th
Supporting Classroom
Teachers
June 13th
ELA: Am I the Teacher I Want to Be: Metacognition in
the Classroom
History: Reflection
Math: Reflection and Showcase
Science: Reflection
June 13th
Reflection
***********************************************************************************************************
Consolidation of Programs
All state, local, and federal programs are consolidated to meet the needs of all of the students attending the Clark Avenue Middle
School. Funding from these resources support professional development, parent involvement, reduced class size, free and reduced
lunch, purchasing of materials, after school classes, and summer school programming.