edgar b. davis community school k -8 title i … · edgar b. davis community school k -8 title i...

Brockton Public Schools Brockton, Massachusetts

Darlene M. Campbell Principal

Edgar B. Davis

Community School K -8

TITLE I SCHOOLWIDE IMPROVEMENT

PLAN

2007 - 2008

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II. Table of Contents I. Cover Page........................................................................................................................................i II. Table of Contents ...........................................................................................................................ii III. Mission and Vision Statements.....................................................................................................1 IV. Council Roster and Statements.....................................................................................................2 V. Descriptive Data..............................................................................................................................3 A. Student Demographics

B. Massachusetts Comprehensive Assessment System (MCAS) C. Performance Level Comparison (MCAS) D. Additional Assessment Information

VI. Executive Summary……………………………….………………………………………………..11 VII. Results and Discussion: Degree of Attainment for 2006 - 2007................................................12

VIII. Academic Performance Improvement Mapping Goals 2007 – 2008……………………………13

A. English Language Arts.......................................................................................................................17

1. Needs Assessment 2. Goals

3. Student Learning Objectives

4. Improvement Objectives 5. Action Plans 6. Activity Persons Responsible 7. Resources or Funding 8. Timeline Measures of Implementation

B. Mathematics...........................................................................................................................................21

1. Needs Assessment

A. Goals B. Student Learning Objectives C. Improvement Objectives

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D. Action Plan E. Activity F. Persons Responsible G. Resources or Funding H. Timeline I. Measures of Implementation

C. Davis School Student Attendance ………………………………………………………………………30

1. Needs Assessment A. Goals B. Improvement Objectives C. Action Plan D. Activity E. Persons Responsible F. Resources or Funding G. Timeline H. Measures of Implementation

VIII. Davis and title One Parent Involvement……………………........................................................32

A. Needs Assessment

B. Specific Objectives

C. Action Plan Activity and/or Professional Development

D. Person(s) Responsible E. Resource(s) and/or Funding F. Timeline

G. Evaluation

IX. Appendix ……………………………………………………………………………………………35 A. Title I Components

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1. Ongoing 2. Strategies 3. Transition from Preschool to Kindergarten to Grade One

4. Coordination/Interpretation of Federal State and Local Services and Parental Involvement Programs

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III. MISSION AND VISION STATEMENTS

MISSION STATEMENT of BROCKTON PUBLIC SCHOOLS The mission of the Brockton Public Schools is to provide education of the highest quality that motivates all students to excel, meets their individual needs, and prepares them for the future.

MISSION STATEMENT of DAVIS SCHOOL

The Edgar B. Davis School promotes its cultural, social, physical and academic diversity through a wide range of specialized programs, lessons, events and activities. Staff and parents share the belief that our children are our most valuable resource and work together to address the needs of each student so that every child can succeed academically and socially. The school aggressively promotes a positive sense of self worth, confidence and achievement.

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IV. DAVIS SCHOOL COUNCIL ROSTER

This School Council has reviewed the school's budget including the professional development allocations. Name and Position Signature ______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _____________________________________________________________________ ________________________________________________________________ ________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _______________________________________________________________________

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V. DESCRIPTIVE DATA A. Student Demographics

Edgar B. Davis School Student Demographics

Enrollment by Gender 2003-2004 2004-2005 2005-2006 2006-2007 Male 483 464 457 428 Female 459 485 470 427 Total 942 949 927 855

Enrollment by Race/Ethnicity Race 2003-2004 2004-2005 2005-2006 2006-2007 African American 49.5 51.7 50.1 52.1 Asian 2.1 1.8 2.4 1.5 Hispanic 12.7 13.6 11.1 13.5 Native American 1.8 1.7 1.07 2.6 White 33.9 31.2 27.93 31.4

Selected Populations 2003-2004 2004-2005 2005-2006 2006-2007 First Language not English 28.2 29.9 30.8 13.6 Limited English Proficient 13.3 18.3 18.7 14.8 Low-income 60.8 70.8 72.06 72.7 Retentions 0.7 Special Education (total) 9.4 11.4 9.49 10.4 General Ed Modified 5.2 4.2 5.28 7.9 Up to 20% Separate 2.9 1.8 1.8 1.8 21-60% Separate 0 0 0 0 Substantially Separate 2.8 2.1 2.1 1.0

Average Class Size 2003-2004 2004-2005 2005-2006 2006-2007 Kindergarten 17 19 20.8 First 17 19 19.0 Second 14 15 20.5 Third 19 19 18.3 Fourth 22 24 23.5 Fifth 23 23 25.0 Sixth 22 23 23.5 Seventh 23.5

Academic Support Programs: • Title I • English Immersion Program – Gr.K-3 • Partners in Excellence Volunteer Program • Read First Grant

Student Enrichments Programs: • After School Programs • Davis School Chorus • Instrumental Band Program • Smart Start Extended Day Program • Peer Leaders and Peer Mediation

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B. Massachusetts Comprehensive Assessment System

Edgar B. Davis School

MCAS Results GRADE 03 ENGLISH LANGUAGE ARTS 2004 2005 2006

ADVANCED 9PROFICIENT 52 50 48NEEDS IMPROVEMENT 38 46 39WARNING 10 4 3

GRADE 03 MATHEMATICS 2004 2005 2006ADVANCED 2PROFICIENT 51NEEDS IMPROVEMENT 40WARNING 7

GRADE 04 ENGLISH LANGUAGE ARTS 2004 2005 2006ADVANCED 2 4 0PROFICIENT 30 33 20NEEDS IMPROVEMENT 53 61 59WARNING 15 2 21

GRADE 04 MATHEMATICS 2004 2005 2006ADVANCED 1 7 3PROFICIENT 17 17 16NEEDS IMPROVEMENT 54 68 57WARNING 28 8 25

GRADE 05 ENGLISH LANGUAGE ARTS 2004 2005 2006ADVANCED 3PROFICIENT 46NEEDS IMPROVEMENT 41WARNING 10

GRADE 05 MATHEMATICS 2004 2005 2006ADVANCED 8PROFICIENT 20NEEDS IMPROVEMENT 42WARNING 30GRADE 05 SCIENCE AND TECHNOLOGY 2004 2005 2006ADVANCED 3 1 2PROFICIENT 14 11 11NEEDS IMPROVEMENT 45 66 58WARNING 37 22 29

GRADE 06 ENGLISH LANGUAGE ARTS 2004 2005 2006ADVANCED 1PROFICIENT 55NEEDS IMPROVEMENT 34WARNING 10

GRADE 06 MATHEMATICS 2004 2005 2006ADVANCED 4 26 14PROFICIENT 18 35 43NEEDS IMPROVEMENT 51 32 20WARNING 27 7 23

Adequate Yearly Progress History 2003 2004 2005 2006 Aggregate Yes Yes Yes Yes English Language

Arts All subgroups Yes Yes Yes No Aggregate Yes Yes Yes Yes

Math All subgroups Yes Yes Yes Yes

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C. Edgar B. Davis School

MCAS Results Performance Level Comparison

MCAS Tests of Spring 2003 Needs Warning/ Students

Advanced Proficient Improvement Failing Included Grade and Subject School State School State School State School State GRADE 03 - READING NA NA 38 63 46 30 16 7 115 GRADE 04 - ENGLISH

LANGUAGE ARTS 2 10 29 45 46 34 23 10 109 GRADE 04 -

MATHEMATICS 4 12 10 28 60 43 26 16 110 GRADE 05 - SCIENCE AND TECHNOLOGY 5 18 13 33 46 34 36 15 102

GRADE 06 - MATHEMATICS 3 16 11 26 35 32 51 26 98

MCAS Test of Spring 2004 Needs Warning/ Students



MATHEMATICS 1 14 17 28 54 44 28 14 102 GRADE 05 - SCIENCE AND TECHNOLOGY 3 20 14 35 45 33 37 13 97

GRADE 06 - MATHEMATICS 4 17 18 25 51 32 27 25 111

GRADE 06 – READING NA NA 52 63 38 30 10 7 115

MCAS Test of Spring 2005 Needs Warning/ Students



MATHEMATICS 6 14 16 26 64 44 14 15 88 GRADE 06 -

MATHEMATICS 24 17 33 29 30 30 13 23 91

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MCAS Tests of Spring 2006 Percent of Students at Each Performance Level

Advanced/ Above

Proficient

Proficient Needs Improvement

Warning/ Failing

Grade and Subject

School State School State School State School State

Students Included

CPI

GRADE 03 - READING 9 18 48 40 39 34 3 8 95 84.7

GRADE 03 - MATHEMATICS 2 4 51 48 40 32 7 16 95 80.5

GRADE 04 - ENGLISH LANGUAGE ARTS

0 8 20 42 59 39 21 12 115 67.0



3 15 46 44 41 31 10 9 90 83.9


GRADE 05 - SCIENCE AND TECHNOLOGY

2 17 11 33 58 39 29 11 90 60.0


1 10 55 54 34 28 10 8 91 84.6


D. Additional Assessment Information

Read First Davis

5 Components of READ First 1. Phonemic Awareness 2. Phonics 3. Fluency 4. Vocabulary 5. Comprehension

Assessments:

DIBELS- September, January, June GRADE- September, June

Three Tier Model of Curriculum

Core- (No risk) Scott Foresman 2007 Reading Street Flexible Groupings with leveled readers – (Guided Reading)

Supplement- (Some Risk)

• Phonemic Awareness and Phonics Manipulatives Kits • Strategic intervention according to core program • ELL readers – Grade 1 – 3 • Scott Foresman Fresh Reads • Leap Track • Great Leaps

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Read First Continued Intervention- (At Risk)

• ERI- Early Reading Intervention (Kindergarten only) • Sidewalks (Grades 1 – 3) • Recipe for Reading • Read 180

Professional Development (K – 8)

1. Balanced Literacy- Yvette Robida (Scott Foresman consultant) 2. DIBELS Training 3. Theme Schemes – ILT/Katherine Lord 4. Reciprocal Teaching – ILT/Katherine Lord 5. Oral Language – ILT/Katherine Lord\ 6. Comprehension Strategies – ILT/Katherine Lord 7. Vocabulary Development – ILT/Katherine Lord 8. Soar to Success – Grades 6, 7 & 8 9. 6 + 1 Traits of Writing and Empowering Writers 10. Brockton City-Wide ELA Trainings 11. Summer Institute - ILT 12. Leap Frog Training – Grade 3 13. EduSoft Training for Formative Assessments in ELA and Math 14. Monthly Grade-Level Meetings 15. Weekly Math Coach Visits

School Multi-Test Frequency Distribution Report

25 (24%)

43 (41%)

37 (35%)35 (32%)

45 (41%)

29 (27%)

0

5

10

15

20

25

30

35

40

45

50

At Risk Some Risk Low Risk

Risk Level

DIBELS Gr. 1 WinterBenchmark 06

DIBELS Gr. 1 WinterBenchmark 07

8

47 (55%)

17 (20%)

21 (25%)

55 (47%)

20 (17%)

41 (35%)

0

10

20

30

40

50

60


DIBELS Gr. 2 Winter Benchmark 06DIBELS Gr. 2 Winter Benchmark 07

School Multi-Frequency Distribution Report

School Multi-Frequency Distribution Report

29 (31%)30 (32%)

36 (38%)

64 (60%)

24 (22%)

19 (18%)

0

10

20

30

40

50

60

70


DIBELS GR.3 Winter Benchmark 06DIBELS GR.3 Winter Benchmark 07

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SME/Success Maker Results

Gains Made in ELA October 2006 - May 2007

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0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Gai

ns in

Mon

ths

10

Gains Made in Math October 2006 - May 2007

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

Gai

ns in

Mon

ths

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VI. Executive Summary The Edgar B. Davis School is unique as it is the first and Kindergarten through Grade 8 organization in the system. The two year transition will be complete with the addition of grade 8 as of September 2007. We also celebrate another first as we have become a Professional Development School in collaboration with Bridgewater State College. We are a training ground for pre-practicum/practicum experiences benefiting both the Davis and BSC students. Our school culture is based on a motivational program called “Play by Play”. The program is carried out every day, in every classroom. Play by Play emphasizes to students the importance of team and their responsibility in their educational success. The motivational techniques used with this program permeate the atmosphere of the Davis educational community. The “I think I can; I know I can” motto delivers a message that truly empowers each student to believe in their ability to succeed. We will continue to implement assessment based Math programs which have proven to be successful with the Davis population. Arithmetic Developed Daily is used as a daily reinforcement for basic computation, problem solving and mental math skills. This program will also be implemented with 8. Along with the rest of the district, Every Day Counts is done daily, but we also do the monthly assessment from Practice Counts and the Seasonal Assessments. Also in Investigations, the students do an assessment task in Grades 1 – 5 and unit tests for Grade 6 at the end of each investigation or unit. Grade 7 and 8 will be using the Connected Math Project II and will also complete the unit tests. Grade-wide five-minute math facts tests are given in grades 2-5 periodically for assessment purposes. In the SME Lab the first five minutes of every session is dedicated to mathematic drill for all grades. Trans Math will also be used as a fill-the-gap intervention in grades 4-8.

In English Language Arts, Scott Foreman 2007 will be used 4 - 6 and Reading Street Grades K – 3. Benchmark tests are analyzed after each unit and results are used by the classroom teachers to better inform their instruction. The Grade 7 and 8 ELA curriculum will use a literature-based anthology, a grammar and writing text, and trade books. Assessments will drive the degree of difficulty for the Grade 7 and 8 levels along with adherence to local and state objectives. The Read First Grades K – 3 grant provides specific programs to address children in need intervention. The Read First Specialist and RRS conference with the teachers in regards to the students’ overall performance. Read 180 for struggling students will expand through grade 8. Title I and MSN teachers will implement this program. An integral component of ELA will be the John Collins Writing Program. We will also be initiating Empowering Writers to enhance the Collins Program.

MCAS Mathematics, ELA, Science, and Long Composition simulations are a grade-wide endeavor. These simulations will continue to be led by the Instructional Leadership Team and done at least twice monthly. Each classroom/grade level will also use simulations following a specific schedule generated by administration/ILT. All simulation results are reviewed by administration/ILT as a means of better targeting areas that are exposed as problematic. The simulations for Long Composition will be expanded to all grades 3 -8 as a means of encouraging proficient writing and eliminating gaps in untested grades.

Fluid folders containing vital statistics on each student are maintained by the teachers. The children are grouped according to assessments and teacher observation into no risk, some risk, and high risk categories. Monthly grade level meetings include time to examine benchmark data with respect to student growth and problematic areas. The groups created in the Fluid Folders are constantly adjusted to keep a current record of student progress and needs. The groups are used to drive classroom instruction with immediate instructional response to targeted weaknesses.

To facilitate effective communication between the principal, the Instructional Leadership Team, the classroom teachers, and the support staff, regular meetings are held. Grade level articulation meetings convene monthly. At these meeting the administration and ILT discuss areas of concern based on observation and examination of testing data. In addition, teachers discuss problematic areas and concerns. The administration and ILT follow through with either immediate suggestions or schedule meetings with teachers once specific material has been determined to target the problem.

The SME lab manager creates bi-weekly reports in ELA and Math that are distributed to the teachers and the principal. The principal frequently conferences with teachers and students to discuss progress and goals.

The Davis School will continue its commitment working towards every child’s social, emotional, and academic success and growth with respect to the state of Massachusetts’ curriculum frameworks strands and standards.

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VII. RESULTS AND DISCUSSION

ATTAINMENT OF 2006 - 2007 GOALS GOAL #1 Math Goal Statement: Edgar B. Davis School will increase the percent of students in the Proficient/Advanced and High Needs Improvement category from 50% of the student population to 55% on the 2006 Math MCAS and to 57% on the 2007 Math MCAS. Degree of Attainment to Date: Based on the Grades 4 and 6 2006 MCAS Math results, the Davis School continues a steady move toward increasing the number of youngsters scoring high needs improvement, proficient and advanced. Based on 2006 results it is anticipated that the Davis will meet or exceed the targeted gains. Based on the grades 4 and 6, 2006 MCAS Math results, the Davis School continues to gain significant ground scoring a CPI of 70.25 overall math attainment. Together these two grades scored an average of 55.6 % for Advanced, Proficient, and High Needs Improvement categories. It is anticipated that the two grades will meet or exceed the projected attainment of 57% for Advanced, Proficient, and High Needs Improvement for the 2007 MCAS. GOAL #2 ELA Goal Statement: Edgar B. Davis School will increase the percent of students in the proficient/advanced and high needs improvement category from 80% of the student population to 82% on the 2006 ELA MCAS, and to 83% on the 2007 ELA Degree of Attainment to Date: It should be noted that the above Goal projections were based on the entire Needs Improvement category not just the High Needs Improvement. The results below have narrowed the category to only High Needs Improvement, Proficient, Advanced. The Davis continues to make gains and projects a 3 point increase, based on the CPI calculations for the 2007 MCAS results. Based on the Grade 3 and 4 2006 MCAS ELA results, the Davis School continues a steady move upward scoring a CPI of 75.85 % in the combined grades. The combined attainment for grades 3 & 4 in the areas of Advanced, Proficient, High Needs Improvement moved to 69.0% on the 2006 MCAS. Based on 2006 results and the original projections for the end of the cycle in 2007, it is anticipated that the Davis will meet or exceed the targeted gains.

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III. Academic Performance Improvement Mapping Goals

Davis School Goals

GOAL #1 ELA With MCAS CPI including grades 3, 4, 5, 6 for ELA, the Davis will include these grades and scores in making projections for the 2007 MCAS. The results of 2006 MCAS produced a CPI for those given grades of 73.9. Edgar B. Davis School will increase the CPI for the combined grades 3, 4, 5 & 6 from the present CPI to 77.1 remaining on target for the attainment of 100% by 2014. Proficient/Advanced and High Needs Improvement category for grades 3, 4, 5 and 6 in 2006 attained 75.1. The projection for the 2007 MCAS for the Davis student population in those grades in the listed specific categories will be to raise the score to 78.2. We anticipate a baseline score for the first time in 2007 with the newly added grade 7 and will then include this grade with further projections. We also anticipate a baseline for the newly added Grade 8 student population for 2008 MCAS administration. Grade 7 and Grade 8 scores will be included in the School Improvement Plan as pertinent data is available. It should also be noted that particular attention will be paid to the African American/Black subgroup who did not meet the projected goal attainment in ELA for 2006.

Davis School ELA Student Learning Objectives: I. A. All students will know/be able to:

Understand and acquire new vocabulary and use it correctly in reading, through context, multiple meaning, synonyms, antonyms, homonyms, idioms, and figurative phrases.

I. B. All students will know/be able to:

Use prior knowledge and life experiences to make judgments, predictions, distinguish fact from opinion, use inference and draw conclusions.

I. C. All students will know/be able to:

Understand both the structure and conventions of different genres and rely on this knowledge to make deeper and subtler interpretation of the meaning of the text.

I. D. All students will know/be able to:

Recognize and use appropriate strategies for different test formats. Students will develop test/text management skills.

Davis ELA Improvement Objectives:

1. Teachers will identify FLNE (First Language Not English) students and provide additional support in vocabulary development.

2. Teachers will instruct students in a variety of vocabulary strategies. 3. Teachers will encourage students’ performance in the SME lab and use student interpretation of session

printouts to drive instruction in needed areas. 4. Teachers will create a positive environment where risk taking is encouraged. 5. Teachers will use cooperative learning strategies in the classroom. 6. Teachers will use various strategies to develop prior knowledge. 7. Teachers will use learning centers, literature circles, guided reading and reciprocal teaching as a means

of differentiating instruction to reach students at different levels. 8. Teachers will communicate expectations to parents. 9. Teachers will model Think-Aloud and other comprehension techniques. 10. Teachers will provide resources and opportunities necessary for research. 11. Teachers will continue the John Collins writing program integrating Empowering Writers in Grades 3 –

8 and 6 + 1 Traits of Writing in Grades 1 – 8 as a means of improving student writing skills across the

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curriculum. 12. EduSoft testing will be expanded. The Davis will continue to administer the summative assessments as

prescribed the Brockton School System. The Davis staff will be required to produce periodic formative assessments developed by the teachers to target specific learning skills based on examination of current data.

13. Teachers in Grades 6, 7, and 8 will continue their use of starboards as a valuable technology piece for downloading current applicable material beneficial to areas targeted for improvement. Starboards have the capacity to extend lessons and objectives through the use of internet applications. This technology exposes students to the everyday uses and applications of learned material.

14. Continue the use of Read 180 as an intervention for struggling students. This program will be expanded to include Grades 3 – 8 contingent upon installation of additional Read 180 units.

GOAL #2 Math

With MCAS CPI including grades 3, 4, 5, & 6 for Mathematics, the Davis will include these grades and scores in making projections for the 2007 MCAS. The results of 2006 MCAS produced a CPI average for those given grades of 72.1. Edgar B. Davis School will increase the CPI for the combined grades 3, 4, 5 & 6 from the present CPI to 75.5 remaining on target for the attainment of 100% by 2014. Proficient/Advanced and High Needs Improvement category for grades 3, 4, 5 & 6 in 2006 attained 61.0. The projection for the 2007 MCAS for the Davis student population in those grades, in those specific categories will be to raise the percent to 65.87. We anticipate a baseline score for the first time in 2007 with the newly added grade 7 and will then include this grade with further projections. We also anticipate a baseline for the newly added Grade 8 student population for 2008 MCAS administration. Grade 7 and Grade 8 scores will be included in the School Improvement Plan as pertinent data is available. Davis School Math Student Learning Objectives: I. A. All students will know/be able to:

Read, interpret, and appropriately use vocabulary in problems and directions to determine what is being instructed/asked, and apply the appropriate strategies to find a correct response.

I. B. All students will know/be able to:

Analyze attributes and other features of 2 and 3 dimensional shapes, and use them to solve problems. I. C. All students will know/be able to:

Construct, draw conclusions from, and make predictions for various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, and tallies.

Davis School Math Improvement Objectives: 1. Teachers will incorporate math vocabulary strategies into daily instruction. 2. Teachers will use a standardized vocabulary list. 3. Teachers will provide students the opportunity to engage in using math vocabulary orally and in

written explanations in problems using the John Collin’s Writing format. 4. Teachers will be trained and incorporate Empowering Writers as an additional intervention for

improving writing ability with respect to open response questions. 5. Teachers will provide learning centers that allow for differentiated opportunities for all students. 6. Teachers will provide manipulatives in an easily accessible area and model their appropriate usage 7. Teachers will use a variety of software and hardware to target objectives. 8. Teachers will use mathematical emphases as an assessment to realign strategies to accomplish

objectives. 9. Teachers will communicate student mathematical emphases progress between grade levels. 10. Teachers or support staff members will give instruction at students’ individual level. 11. Teachers will use the math professional development library to enhance math concepts.

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12. Teachers will provide opportunities for all children to succeed. 13. EduSoft testing will be expanded. The Davis will continue to administer the summative assessments

as prescribed the Brockton School System. The Davis staff will be required to produce periodic formative assessments developed by them to target specific learning skills based on examination of current data.

14. Teachers in Grades 6, 7, and 8 will continue their use of starboards as a valuable technology piece for downloading current applicable material beneficial to areas targeted for improvement. Starboards have the capacity to extend lessons and objectives through the use of internet applications. This technology exposes students to the everyday uses and applications of learned material.

15. The Davis will continue its use of Trans Math as a mathematics intervention expanding its use from Grades 5 – 7 to include Grades 4 – 8.

16. Teachers will model traditional algorithms. 17. Teachers will provide opportunities for practice of math facts. 18. Teachers will incorporate calendar math into each day’s math lesson. 19. Continuation of SME lab targeting math skills and concepts in Grades 2 – 8. 20. Teachers will use data collected from MCAS, EduSoft, SME lab, Investigation CMP and Everyday.

Counts benchmark testing to drive daily instruction. 21. Teachers will create a positive environment where risk taking is encouraged. 22. Teachers will communicate expectations to parents.

Goal #3 Student Attendance and Tardy

Although the Davis school attendance has not been problematic this past year, after analyzing current data the concern for certain subgroup populations, that in past years has been an issue, appears to be resurfacing and thus we feel a proactive approach would be beneficial. In the area of student tardies, there has been an increase from select individuals. Again, our intention is to take a proactive approach in decreasing the number of daily tardies. Davis School Attendance and Tardy Objective(s):

1. The Davis administration and Counselors will continue to track daily attendance and tardy students. 2. The Davis administration and counselors will target previous students who were problematic in the areas

of absent and tardy. 3. The parent liaisons will continue to call daily and confirm absences 4. Teachers will continue to require written excuse notices for their children who are absent. 5. Parents will be required to enter the school and sign their children in daily if they are tardy. 6. Referrals will be made to the school system’s attendance officer once a student surpasses nine

unexcused absences. 7. Middle school rules and regulations as put forth in BPS student/parent handbook will be implemented in

September 2007 in Grades 6 – 8. 8. Calls will continue to be made by counselors and administration to parents of students who continue the

yearly pattern of excessive absences or tardies. 9. Written letters will continue to be sent home listing total absences or tardies for students who are

problematic. 10. Principal will continue to emphasize the importance of daily on-time attendance in the monthly

Grapevine newspaper sent home to all families. 11. Awards will continue to be given at yearly assemblies to those youngsters who had perfect

attendance/tardy records. 12. The Davis will implement an incentive program for perfect attendance for each of the four marking

periods beginning September 2007.

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Action Plans

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A. English Language Arts DAVIS SCHOOL ELA

ACTION PLAN CONTINUED FROM 2006 – 2008

Student Performance Goal: I.

The Edgar B. Davis Community School, K – 8 will increase the percent of students in the Proficient/Advanced and High Needs Improvement category for grades 3, 4, 5 and 6 in 2006 from 75.1 to 78.2 on the 2007 MCAS for ELA. (Grade 8 will not be included as the start date for that population is September 2007. Grade 7, however, will mark a baseline as that population will test for the first time under the new reorganization). Grade 8 will not produce a benchmark until the 2008 administration of MCAS.

Student Learning Objectives: I All students will know/be able to: A. Understand and acquire new vocabulary and use it correctly in reading, through context, multiple meaning, synonyms, antonyms, homonyms, idioms, and figurative phrases. B. Use prior knowledge and life experiences to make judgments, predictions, distinguish fact from opinion, use inference and draw conclusions. C. Understand both the structure and conventions of different genres and rely on this knowledge to make deeper and subtler interpretations of the meaning of the text. D. Recognize and use appropriate strategies for different test formats. Students will develop test/text management skills.

Instructional Change Objective(s):

1. Teachers will identify SEI (Sheltered English Immersion), ISEI (Integrated Sheltered English Immersion and FLEP (Former Limited English Proficiency) students and provide additional support in vocabulary and oral language development. 2. Teachers will instruct students in a variety of vocabulary and comprehension strategies. 3. Teachers will strive for student grade-level attainment in the SME lab.

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Activities Who is Responsible?

Resources Needed

Specific Timeline

Measures of Implementation

What strategies/actions need to be taken?

Who is involved in the action? Who is responsible?

What resources are needed to carry out the action?

When will the action take place? When will it be completed?

How will progress be measured?

1. Daily use of Scott Foresman K-6 Reading Street/2007 series and Gr. 7 & 8 McDougal/Little Anthology of Literature program according to BPS guidelines,

2. Provide professional

development and implement comprehension and oral language strategies utilizing literature circles and reciprocal teaching .

3. Survey students to determine

language spoken at home

4. Provide professional development in the effective use of SF2007 series Sidewalks, Early Success, and Soar to Success, and their various intervention and support components

5. Continue to implement

vocabulary strategies and techniques acquired from professional development

6. Use technology (SME labs and READ 180 Program) to assess student needs and use appropriate software targeting student skill level

7. IRC specialist will provide opportunities for students to enhance their vocabulary and prior knowledge through research in Grades 3-6

1. Classroom teachers, RRS, ELA Coordinator, Read First Grant Specialist K-3, Title I 2. ILT, ELA Coordinator, Consultants, Read First Consultant 3. Administration, classroom teachers, ESL staff, parent liaison

4. RRS, SF consultant, Read First Specialist, Houghton-Mifflin consultant 5. Teaching staff, RRS, Read First Specialist, Title I, City-wide trainer

6. Teaching staff, lab manager, principal 7. IRC Specialist, ILT, teaching staff

1. Local Funds, Read First Grant 2. Title I funds, Read First Grant, CFC 3. Survey form

4. Read First Grant, local funds 5. Title I funds, local funds, Read First Grant, Scott Foresman, Houghton – Mifflin

6. SME software, Title I grant 7. IRC resources

1. School year 2007-2008 2. School year 2007-2008 3. September 2007, Open House

4. School year 2007-2008 5. School year 2007-2008


1. Plan books, classroom observations, assessments 2. Attendance sheets from training, classroom observation, plan books 3. List of FLNE students by class

4. Attendance sheets from training, plan books, classroom observation 5. Reflected in plan books, observations, grade level discussions, assessments

6. Record of SME lab gains for each student, biweekly generated assessment report for teachers and ILT 7. Plan book, library check-out logs, student projects

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DAVIS SCHOOL ELA

ACTION PLAN CONTINUED FROM 2006 – 2008


The Edgar B. Davis Community School, K – 8 will increase the percent of students in the Proficient/Advanced and High Needs Improvement category for grades 3, 4, 5 and 6 in 2006 from 75.1 to 78.2 on the 2007 MCAS for ELA. (Grade 8 will not be included as the start date for that population is September 2007 Grade 7, however, will mark a baseline as that population will test for the first time under the new reorganization. Grade 8 will not produce a benchmark until the 2008 administration of MCAS.

Student Learning Objective(s): All students will know/be able to:

E. Understand and acquire new vocabulary and use it correctly in reading, through context, multiple meaning, synonyms, antonyms, homonyms, idioms, and figurative phrases. F. Use prior knowledge and life experiences to make judgments, predictions, distinguish fact from opinion, use inference and draw conclusions. G. Understand both the structure and conventions of different genres and rely on this knowledge to make deeper and subtler interpretation of the meaning of the text. H. Recognize and use appropriate strategies for different test formats. Students will develop test/text management skills.


5. Teachers will create a positive environment where risk taking is encouraged. 6. Academic collegiality through articulation across grade levels.


Resources Needed

Specific Timeline





(material, people, funds)

When will the action take place?

When will it be completed?


8. Continue implementation of critical text/test management strategies through motivational program sessions, (Play by Play), with students 9. Use common planning time, grade level meetings, individual teacher conferencing, and workshops to share successes, strategies, provide mutual support

8. Administration, ILT, Teaching Staff 9. Principal, ILT, Teaching Staff, Read First Specialist

8. Grade-wide simulations using MCAS release items, and Steck Vaughn’s ELA Achieve used in targeted small group instruction. 9. Local funding, Read First Grant


8. Improved results of simulations focusing on open response, short answer and long composition 9. Cohesiveness in curriculum and increased collegiality among staff, meeting records

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DAVIS SCHOOL ELA

ACTION PLAN CONTINUED FROM 2006 - 2008 Student Performance Goal: I.

The Edgar B. Davis Community School, K – 8 will increase the percent of students in the Proficient/Advanced and High Needs Improvement category for grades 3, 4, 5 and 6 in 2006 from 75.1 to 78.2 on the 2007 MCAS for ELA. (Grade 8 will not be included as the start date for that population is September 2007. Grade 7, however, will mark a baseline as that population will test for the first time under the new reorganization.

Student Learning Objective(s): I All students will know/be able to:

I. Understand and acquire new vocabulary and use it correctly in reading, through context, multiple meaning, synonyms, antonyms, homonyms, idioms, and figurative phrases.

J. Use prior knowledge and life experiences to make judgments, predictions, distinguish fact from opinion, use inference and draw conclusions. K. Understand both the structure and conventions of different genres and rely on this knowledge to make deeper and subtler interpretation of the

meaning of the text. L. Recognize and use appropriate strategies for different test formats. Students will develop test/text management skills. M. Provide a clear purpose and sequence for their ideas in order to make their writing coherent, logical, and expressive. N. Demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and word choice. O. Use knowledge of correct mechanical, usage, and sentence structure when writing and editing.


7. Teachers will use differentiated instruction strategies in the classroom. 8. Teachers will use various strategies to develop prior knowledge 9. Teachers will use learning centers to reach students at different levels. 10. Teachers will model think-aloud, literature circles, reciprocal teaching, and other comprehension techniques. 11. Teachers will model the use of graphic organizers to improve student writing. 12. Teachers will provide directed lessons in brainstorming 13. Teachers will provide more practice in topic development and conventions. 14. Teachers will instruct according to the Collins method integrating Empowering Writers and 6 + 1 Traits of Writing techniques to improve

organization of student writing. 15. Teachers will expect students to create a graphic organizer independently.

21


Resources Needed

Specific Timeline





(material, people, funds)


When will it be completed?


10. Continue to use elements of differentiated instruction in the classroom through the use of learning centers

11. Continue to use literature circles and reciprocal teaching 12. Model think-aloud techniques for students during oral reading

13. Use strategies for activating prior knowledge with reading and writing activities

14. Continue use of Read 180 intervention

15. Reading Developed Daily

16. Isabel Beck’s Three Tier Vocabulary Model including the 2.5 words

10. Principal, ILT, teaching staff

11. Principal, ILT, teaching staff 12. Principal, ILT, teaching staff

13. Principal, ILT teaching staff

14. Teachers, Title I, Principal, RRS, Literacy Tutors

15. Teachers, Principal

16. Teacher, ILT, Principal

10. Local Funds, Read First Grant

11. Literacy closet, local funds, Read First Grant 12. Scott Foresman 2000 and 2007 reading series

13. Scott Foresman 2000 and 2007

14. Local Funds

15. Local Funds

16. Local Funds

10. School year 2006-2007

11. Beginning November, 2006 12. School year 2006-2007



15. School year 2007 – 2008

16. School year 2007 - 2008

10. Reflected in plan books, observations, grade level meeting discussions

11. Reflected in plan books, the use of literacy closet, classroom observation 12. Reflected in plan books, observations

13. Reflected in plan books, classroom observation

14. Program generated assessments

15. Plan books

16. Plan books

17. Continue to use graphic organizers for required writing pieces

18. Model the use of graphic organizers using the gradual release of responsibility model

19. Require students to recognize and choose appropriate graphic organizer for writing folder pieces

20. Use Collins method with appropriate FCA’s and revisions for all writing products as outlined in BPS requirements

21. Provide professional development to all staff in Collins Writing Program, Empowering Writers, and 6 + 1 Traits of Writing

22. Use MCAS long composition simulations to improve topic development and conventions

17. ILT, ELA Coordinator teaching staff

18. Principal, ILT, teaching staff

19. Principal, ILT, Teaching Staff

20. Principal, ILT, teaching staff, ELA Coordinator

21. Consultants, ILT, ELA Coordinator

22. Teaching staff, ILT

17.Collins Writing Program

18. Collins Writing Program



21. Local funds 22. MCAS materials






17. Writing folders

18. Plan book entries, writing folder review

19. Review of writing folders

20. Review of writing folders 21. Attendance records 22. Long composition writes

22

B. Mathematic

DAVIS SCHOOL MATH ACTION PLAN CONTINUED FROM 2006 - 2008


The Edgar B. Davis Community School, K – 8 will increase the percent of students in the Proficient/Advanced and High Needs Improvement category for grades 3, 4, 5 and 6 in 2006 from 61.0 to 65.87 on the 2007 MCAS for Mathematics. (Grade 8 will not be included as the start date for that population is September 2007. Grade 7, however, will mark a baseline as that population will test for the first time under the new reorganization.


A. Read, interpret, and use appropriate vocabulary in problem solving and apply the appropriate strategies to find a correct response. Instructional Change Objective(s): 1. Teachers will incorporate math vocabulary strategies into daily instruction.

2. Teachers will use a standardized vocabulary list 3. Teachers will provide students the opportunity to engage in using math vocabulary orally and in written assignments.


Resources Needed

Specific Timeline







1. Daily use of Investigations and CMP programs and the vocabulary according to BPS guidelines 2. Continue to develop vocabulary strategies and vocabulary 3. Include daily vocabulary strategies in math instruction

1. Teaching staff, Math Coaches, IRS 2. ILT, teaching staff 3. Teaching staff

1. Local funds, math curriculum materials 2. Math curriculum 3. Math curriculum, Collins Writing method

1. School year 2007-2008 2. School year 2007-2008 3. School year 2007-2008

1. Plan books, observations, Investigations and CMP assessments 2.Classroom observation, plan books 3. Plan books, classroom observations

23

DAVIS SCHOOL MATH




B. Analyze attributes and other features of 2 and 3- dimensional shapes, and use them to solve problems. C. Construct, draw conclusions from, and make predictions for various representations of data sets, including tables, bar graphs,

pictographs, line graphs, line plots, and tallies. Instructional Change Objective(s):

4. Teachers will provide learning centers which allow for differentiated opportunities for all students. 5. Teachers will provide manipulatives in an easily accessible area and model their appropriate usage. 6. Teachers will use a variety of software and hardware to target objectives.

24


Resources Needed

Specific Timeline


What strategies/actions need to be taken? Who is involved in the action?

Who is responsible?

What resources are needed to carry out the

action?



4. Use manipulatives as an extension in learning centers or other choice time to develop number sense. 5. Continued use of Arithmetic Developed Daily according to grade level guidelines extending its use to Grades 7 & 8. 6. Continued use of SME labs and EduSoft testing to target instruction in basic skills at the students’ skill level. 7. Continue direct instruction of geometry development according to the grade level frameworks 8. Continue direct instruction of use of data sense, i.e. graphs, tables, and charts according to the grade level frameworks 9. Incorporate use of data charts and various graphs from science and social science lessons into math lessons

4. Principal, teaching staff 5. Teaching Staff 6. Principal, teaching staff, I.R.S., Data Specialist 7. Teaching Staff 8. Teaching Staff 9. Teaching Staff

4. Math curriculum materials 5. Math curriculum materials 6. Title I 7. Math curriculum materials 8. Math curriculum materials 9. Science and Social Science curriculum materials

4. School year 2007-2008 5. School year 2007 - 2008 6. School year 2007-2008 7. According to pacing charts for Investigations and CMP 8. When included in math Investigations and CMP 9. During data analysis and graphing in Math Investigations and CMP

4. Plan books and observations 5. Plan books and observations 6. Biweekly generated lab reports 7. Performance on assessment tasks and unit tests, plan books, observations 8. Performance on assessment tasks and unit tests, plan books, 9. Performance on assessment tasks and unit tests, plan books, observations

25


Student Performance Goal: I. The Edgar B. Davis Community School, K – 8 will increase the percent of students in the Proficient/Advanced and High Needs Improvement category for grades 3, 4, 5 and 6 in 2006 from 61.0 to 65.87 on the 2007 MCAS for Mathematics. (Grade 8 will not be included as the start date for that population is September 2007. Grade 7, however, will mark a baseline as that population will test for the first time under the new reorganization.

Student Learning Objective(s): All students will know/be able to: D. See and read kid-friendly, posted mathematical emphases/objectives to better understand purpose and direction of lessons.

Instructional Change Objective(s): 7. Teachers will use mathematical emphases as part of best practices to realign strategies to accomplish objectives. 8. Teachers will communicate student mathematical emphases progress between grade levels.


Resources Needed

Specific Timeline

Measures of

Implementation What strategies/actions need to be taken?





10. Use common planning time; grade level and articulation meetings; and workshops to share successes, strategies, provide mutual support, and communicate student progress 11. Use Investigations and CMP “mathematical emphasis” to assess student mastery and provide appropriate extensions through learning centers or choice time

10. Principal, ILT, teaching staff 11. Teaching staff

10. Local funds 11. Math curriculum

10. Beginning in October, 2007 and then at least monthly 11. School year 2007-2008

10. Attendance record and agenda of scheduled meeting 11. Math assessment tasks, plan books, observations

26





E. Select, use, and explain appropriate strategies including make a list, guess and check, draw a picture, make a table, and sequencing to solve problems. F. Practice pre-testing strategies to improve motivation, stamina and confidence.

Instructional Change Objective(s): I.

9. Teachers or well trained support staff members will give instruction at students’ individual levels. 10. Teachers will use the math professional development library to enhance math concepts. 11. Teachers will provide opportunities for all students to succeed. 12. Teachers will provide Algebra classes for qualifying Grade 8 students. 13. Teachers will provide opportunities for students to feel confident through interventions, differentiated instruction and positive

reinforcement. Activities Who is Responsible?

Resources Needed

Specific Timeline

Measures of

Implementation What strategies/actions need to be taken?


What resources are needed to carry out the action? (material, people, funds)



12. Continue to use elements of differentiated instruction in classroom instruction along with targeted centers 13. Continue to use appropriate math literacy books and I.R.C. resources in math class

12. Teaching staff, ILT 13. ILT, IRC Specialist, teaching staff

12. Math curriculum 13. IRC, Local Funds


12. Plan books, observations, grade level meeting discussions 13. Library book log, inventory of books

27



The Edgar B. Davis Community School, K – 8 will increase the percent of students in the Proficient/Advanced and High Needs Improvement categorygrades 3, 4, 5 and 6 in 2006 from 61.0 to 65.87 on the 2007 MCAS for Mathematics. (Grade 8 will not be included as the start date for that populationSeptember 2007. Grade 7, however, will mark a baseline as that population will test for the first time under the new reorganization.

Student Learning Objective(s): All students will know/be able to: G. Provide a clear purpose and sequence for their ideas in order to make their problem solving strategies coherent and logical Instructional Change Objective(s): 14. Teachers will allow students to validate their written answers in oral discussions. 15. Teachers will model and give problem solving opportunities, including multiple step problems, for children to implement appropriate strategies.


Resources Needed

Specific Timeline




What resources are needed to carry out the action? (material, people, funds)



14. Continue to use math open response questions and other work involving higher order thinking skills 15. Provide students with the opportunity to share their solutions and strategies with the class or a small group 16. Continue to encourage use of Collins editing and revision strategies for math writing folders

14. Teaching staff, ILT, principal 15. Teaching staff 16. ILT, teaching staff

14. Local funds 15. Local funds 16. Local Funds

14. School year 2007-2008 15. School year 2007-2008, beginning in October 2007 16. School year 2007 - 2008

14. Plan books, observations, MCAS practice tests 15. Plan books, observations 16. Review of writing folders and plan books

28

DAVIS SCHOOL MATH




H. Practice pre-testing strategies to improve motivation, stamina and confidence Instructional Change Objective(s):

16. Teachers will provide motivational activities to improve their students’ confidence and pride. 17. Teachers will provide opportunities for students to feel confident through differentiated instruction and positive reinforcement. 18. Teachers will provide simulations using a variety of practice test materials.


Resources Needed

Specific Timeline







17. Continue implementation of critical text/test management strategies through motivational program sessions, (Play by Play), with students 18. Use MCAS anchor papers with students at least once per term to provide them with a reference for assessing their own work

17. ILT, teaching staff 18. ILT, teaching staff

17. Local funds, 18. MCAS anchor papers, local funds

17. Beginning in October, 2007 18. Beginning in November, 2007

17. Davis School calendar, Play-by-Play curriculum materials 18. Plan books, observations

29

DAVIS SCHOOL MATH ACTION PLAN


The Edgar B. Davis Community School, K – 8 will increase the percent of students in the Proficient/Advanced and High Needs Improvement categorygrades 3, 4, 5 and 6 in 2006 from 61.0 to 65.87 on the 2007 MCAS for Mathematics. (Grade 8 will not be included as the start date for that populationSeptember 2007. Grade 7, however, will mark a baseline as that population will test for the first time under the new reorganization.

Student Learning Objective(s): I. Use traditional algorithms as a strategy in problem solving. J. Complete fact drills with 98% accuracy.

Instructional Change Objective(s): 19. Teachers will incorporate calendar math into each day’s math lesson. 20. Teachers will model traditional algorithms. 21. Teachers will provide opportunities for fact practice. 22. Teachers will provide interventions (i.e. Trans Math)


Resources Needed

Specific Timeline



Who is involved in the action?

Who is responsible?

What resources are needed to carry out the

action?



19. Continue to use Every Day Counts practice book

20. Continued daily use of Every Day Counts calendar math in Grades K-8

21.Continued use of frequent math facts drill in Grades K-8

22. Implementation of math fact drills in SME Labs 23. Daily practice of basic algorithms through the use of Everyday Counts, Arithmetic Developed Daily and Trans Math

19. Teaching staff, IRS, principal

20. Teaching Staff, IRS, principal

21. IRS, teaching staff, Data Specialist, principal 22. Data Specialist, teaching staff, principal, IRS 23. Teachers

19. Every Day Counts 20. Math curriculum

21. Addition, subtraction, Multiplication, Division flash cards, SME/EMAC lab

22. Local funds, SME lab 23. Math curriculum and Local Funds

19. School year 2007-2008 20. School year 2007-2008 21. School year 2007-2008 22. School year 2007 – 2008 23. School year 2007 – 2008

19. Plan books, observations, monthly assessments 20. Plan books, observations 21. Plan books, grade-wide timed tests, contests, classroom observations

22. SME lab assessments 23. Plan books, observations

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Davis School Student Attendance and Tardy

ACTION PLAN

School Goal: Although the Davis school attendance has not been problematic this past year, after analyzing current data the concern for certain subgroup populations, that in past years has been an issue, appears to be resurfacing and thus we feel a proactive approach would be beneficial. In the area of student tardies, there has been an increase from select individuals. Again, our intention is to take a proactive approach in decreasing the number of daily tardies.


Resources Needed

Specific Timeline







1. The Davis administration and Counselors will continue to track daily attendance and tardy students.

2. The Davis administration and counselors will target previous students who were problematic in the areas of absent and tardy.

3. The parent liaisons will continue to call daily and confirm absences 4. Teachers will continue to require written excuse notices for their children who are absent. 5. Parents will be required to enter the school and sign their children in daily if they are tardy. 6. Referrals will be made to the school system’s attendance officer once a student surpasses nine unexcused absences.

1. Administration, counselors, nurse 2. Administration, counselors, nurse 3. Parent liaisons 4. Teachers and staff 5. Secretarial staff 6. Administration, counselors, nurse

1. Daily attendance and tardy reports 2. 2006 – 2007 attendance and tardy reports 3. Continue to use parent call-in absent line and daily reports from the office 4. Daily parental notes 5. Office sign-in book 6. Starbase reports

1. School year 2007 – 2008 2. School year 2007 - 20081. 3. School year 2007 - 20081. 4. School year 2007 - 20081. 5. School year 2007 - 20081. 6. School year 2007 - 20081.

1.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy 2.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy 3.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy 4.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy 5.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy 6.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy

31

7. Middle school rules and regulations as put forth in BPS student/parent handbook will be implemented in September 2007 in Grades 6 – 8. 8. Calls will continue to be made by counselors and administration to parents of students who continue the yearly pattern of excessive absence or tardy. 9. Written letters will continue to be sent home listing total absence and tardy for students who are problematic. 10. Principal will continue to emphasize the importance of daily on-time attendance in the monthly Grapevine newspaper sent home to all families. 11. Awards will continue to be given at yearly assemblies to those youngsters who had perfect attendance/tardy records. 12. The Davis will implement an incentive program for perfect attendance for each of the four marking periods beginning September 2007.

7. Administration, counselors, nurse 8. Administration, counselors, nurse 9. Administration, counselors, nurse 10. Principal 11. Administrators, ILT, Counselors 12. Administrators, ILT, Counselors

7. Parent/student handbook 8. Starbase reports 9. Form letter 10. Grapevine home/school connection newspaper 11. Awards assembly, special certificates 12. Awards assembly, special certificates

7. School year 2007 - 20081. 8. School year 2007 - 20081. 9. School year 2007 - 20081. 10.School year 2007 – 2008 11. School year 2007 – 2008 12. School year 2007 - 2008

7.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy 8.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy 9.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy 10.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy 11.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy 12.Weekly and monthly starbase reports listing students ethnicity and percent of daily attendance and tardy

32

IX. Appendix A. Title I Components

1. Ongoing Professional Development THE PROFESSIONAL DEVELOPMENT PLAN FOR THE BROCKTON PUBLIC SCHOOLS The Education Reform Act of 1993 directs the State Board of Education and the Commissioner of Education to establish an annual statewide plan for professional development. In addition to the statewide plan for professional development, the Education Reform Act requires school districts to develop annual professional development plans. The goal of the Professional Development Plan for the Brockton Public Schools is to insure high standards, high expectations and high achievement for all by providing meaningful, ongoing opportunities with a broad range of activities appropriate to the varied needs of individuals, schools and the district as a whole. In order to address school and district goals, the amended recertification regulations require educators to align their Individual Professional Development Plans with school and district improvement goals. Additionally, except for those who received standard certification between 10/1/94 through 6/17/99, educators are required to obtain supervisor approval and endorsement indicating that 80% of the professional development points are consistent with the educational needs of the school and/or district. Teacher recertification is achieved through the completion of eligible professional development programs and activities designed to support and increase student learning. Under the new regulations, educators will need to earn professional development points (PDPs) that are relevant and meaningful to their teaching or administrative duties. The Brockton School Department has been designated as an approved Professional Development Provider by the Department of Education. As a provider, the system will offer professional development opportunities to assist all professional staff in meeting recertification requirements. Professional Development Points will be issued for appropriate activities. Guidelines for receiving PDPs, a listing of some of the offerings for this school year, and specific information on registering for each offering are distributed annually to teachers. The Professional Development Plan of the Brockton Public Schools provides for a wide variety of opportunities for professional growth, which will:

♦ align professional development activities with the educational goals of the school district, the school, and the individual educator

♦ promote excellence in teaching and learning in all areas of the curriculum ♦ provide access for all students to challenging, engaging educational experiences which prepare them for the

future ♦ create a learning environment that reflects understanding, acceptance and appreciation of all cultures and

learning styles ♦ enhance an individual’s ability to perform as an educator ♦ include training for other members of the school community ♦ reflect the Massachusetts Curriculum Frameworks.

33

High quality professional development should include:

♦ integration of the Massachusetts Curriculum Frameworks ♦ support of the goals of the district, the school and the individual educator ♦ opportunities for reflection and processing ♦ collegiality and collaboration across and within professional roles and responsibilities ♦ expansion of educators’ knowledge of subject matter ♦ incorporation of research-based strategies for teaching, learning, and assessment ♦ discipline-specific and interdisciplinary approaches to teaching, learning and assessment that reflect

increased student achievement ♦ participant involvement in the design, implementation and evaluation of professional development programs

and activities ♦ encouragement of and support for experimentation and risk taking ♦ follow-up that focuses on the application of professional development to the improvement of student

learning ♦ opportunities for training for members of the school community, classroom paraprofessionals and others ♦ strategies for reaching out to and involving families and the community ♦ support of school improvement plans.

2. Strategies to Attract High-Quality, Highly Qualified Teachers

The Brockton Public Schools makes every effort to attract and recruit highly qualified teachers for all of the Brockton Educational Programs. Some of the strategies that are used by the Human Resource Department of the Brockton Public School System are the following: • We place advertisements for available positions in the Boston Globe, South Shore Enterprise, Patriot Ledger

and cultural specific and diverse newspapers. • The Brockton School Department sends representatives to the educational job fairs that are held through out

the New England Region. Examples of such events are: Massachusetts Educational Recruitment Consortium (M.E.R.C.) Rhode Island Consortium for Educators (R.I.C.E.) New England Minority Network (NEMNET) New England Association for Employment in Education (NEAEE)

Job Fairs held at Boston College, University of Massachusetts at Amherst, and Bridgewater State College

• The Brockton School Department also uses national teacher employment web sites for job postings • Campus interviews are also conducted at Bridgewater State College, Wheelock College, Lesley University,

University of Massachusetts and Providence College. Certified candidates are invited to interview with principals and other administrators involved in the hiring process where openings exist.

• Available positions are also posted in national trade papers e.g. Education Week

34

3. Transitions from Preschool to Kindergarten and from Kindergarten to Grade One

Preschool to Kindergarten The Preschool to Kindergarten Transition form is used in the Brockton Public Schools preschool classes, the Head Start Program and in all community childcare centers for their students entering the Brockton Public Schools kindergarten. During the 2002-2003 school year the use of this form was extended to the community family childcare homes. Once the forms are completed they are returned to the Early Childhood Coordinator. The Early Childhood Coordinator is responsible for getting the transition forms to the appropriate kindergarten.

Kindergarten to Grade 1 In the 2004-2005 school year, the Kindergarten to Grade One Transition Form is used on a system-wide basis and in all community kindergarten programs. The Early Childhood Coordinator is responsible for getting the transition forms to the appropriate grade one school.

School Readiness Committee (SRC) The School Readiness Committee includes some of the members of the Early Childhood Curriculum Committee as well as: preschool, kindergarten and grade one parents; a representative from the Brockton Community Partnership for Children Council; and representatives from the following: the Head Start Program a private preschool, a private kindergarten, an after school program, a School Council, and a Bay State Readers grant representative. The School Readiness Committee will meet five times this year to work on the following initiatives:

• Collaboration and communication between and among the various early childhood community programs • Family involvement activities • Transition from preschool to kindergarten and from kindergarten to grade one

Early Childhood Articulation Committee The Early Childhood Articulation Committee is established for the purpose of discussing a variety of curriculum issues in the area of preschool, kindergarten and grade one. Representatives from the three grade levels will meet to focus on continuity of curriculum, best practices in early childhood and transitions. Members from community preschool, kindergarten and grade one programs are invited to join this committee. Other Transitional Services Transitioning and planning is a whole school, family, student and community endeavor. The Brockton Public Schools has a coordinated program that focuses on improving the academic achievement and level of functioning of students and families. Students are transitioned from grade to grade, school to school, in the community and to communities outside of Brockton. The Parent Information Center is responsible for planning and organizing orientations that assist students and families as they go from elementary to junior high school, from junior high school to high school and from high school to beyond. The Guidance Department and School Adjustment Counselors have established procedures and logs which aid in the seamless transition of students and families. There are strong ties and working bonds with community organizations, thus enabling students and families access to needed academic, social and related services.

35

4. Coordination/Integration of Federal, State and Local Services and Programs The Brockton Public Schools uses multiple funding sources to provide services and programs throughout all schools in the district. The district has established pupil to teacher ratios at specific grade span splits. Classroom and content teachers are then assigned to each school to support the established pupil to teacher ratio. Each school is provided with local funds to purchase instructional materials and supplies. The allocation for these expenses is based on the per pupil enrollment of each school. The Brockton School District also provides to each school a Challenge for Change Grant. Local funding for these building-specific professional development activities is allocated through the superintendent’s office Additional services and programs are provided to every elementary school in Brockton through the following Federal Grants:

Title I Part A Direct Instruction Model and Computer labs, lab managers, math coaches Title II Part A Improving Educator Quality, Classroom-size Reduction, Teacher Mentoring Program, Educational Leadership and Professional Development Activities Title II Enhancing Education Through Technology Title IV Safe and Drug Free Schools (Violence Prevention, Drug Awareness, Second Steps and Nutrition Education) Title V Innovative Programs Title X McKinney-Vento (Education of Homeless Children) I.D.E.A. Special Education Grant

Other Federal Grant programs that provide services to specific schools are: 21st Century Grant Title III Bilingual Education Perkins Occupational Education Grant Smaller Learning Communities Comprehensive School Reform Grants Title I SINI Grants Title I Achievement Grants

36

The state also provides support through the following grants: MCAS Support Programs - All schools Massachusetts Classroom-size Reduction Grant - Elementary Schools Summer Success Community Service Learning Enhanced School Health Services Early Childhood Grant

37

5. Parental Involvement TITLE I Parent Involvement Action Plan

Needs Assessment: Research has shown that strong home-school partnerships foster higher student achievement Objective(s)

1. To meet the standards for parent involvement established by the No Child Left Behind Legislation. 2. To provide opportunities for parents to be actively involved in the education of their children. 3. To provide information in a variety of languages and use multiple media to build parents’ capacity to impact the academic

achievement of their children.

Activity and/or Professional Development Department(s)/ Person(s) Responsible

Resource(s)/ Funding Source

Timeline Evaluation

1. Title I Annual Meeting/Family Breakfast - An annual meeting will be held in each Title I building. Parents will learn of their rights, roles and responsibilities under the NCLB legislation. School improvement goals, performance profiles, curriculum initiatives and specific learning strategies will be shared and discussed. Each meeting will include opportunities for parents to have input regarding program planning, implementation and review.

Title I Parent Education Specialist Lisa Zolga Food Service Director Building Administration Leadership Team Title I Teachers

Title I Sept. 2007 – Nov. 2007 Parent Evaluation Surveys Sign-in Sheets Attendance Records

2. Recipes for Success – This monthly newsletter, in English, Spanish, Portuguese and French Creole, will be distributed to all children (K-6) in order to build parents’ capacity to support learning at home.

Title I Parent Education Specialist Lisa Zolga Parent Information Specialist Jane Feroli Bilingual Coordinator Jose Pinheiro Parent Liaisons

Title I Parent Information Center Bilingual Department

Sept. 2007 - June 2008 Sign-off Sheets and Responses to Two-Way Communication Forms Special Incentive Program

38

TITLE I Parent Involvement Action Plan

Activity and/or Professional Development Department(s)/

Person(s) Responsible Resource(s)/

Funding Source

Timeline Evaluation

3. Recipes For Success Workshops – These sessions will bring parents and children together to complete activities suggested in the monthly newsletter, and which address skills identified in the school improvement plan. Materials to complete activities will be provided for home reinforcement/practice.

Title I Parent Education Specialist Lisa Zolga Parent Information Specialist Jane Feroli Parent Liaisons

Title I Parent Information Center

Oct. 2007 – June 2008 Evaluations Attendance Sheets

4. Math, Muffins, Moms and Dads – This parent workshop series will focus on math skills introduced to students in grades K-2. This hands-on activity will allow time for parents to practice strategies and receive materials to use at home with their children.

Title I Parent Education Specialist Lisa Zolga

Title I Oct. 2007 – June 2008 Evaluations Attendance Sheets

5. Reading Connection Newsletter – This newsletter supports reading development at home. Both the primary and intermediate editions will be provided to all principals and Title I Teachers. Monthly editions in English and in Spanish will be distributed and posted on our web page.

Title I Teachers Title I Parent Education Specialist Lisa Zolga Elementary Principals Kathy Ettinger Webmaster

Title I Sept. 2007 – Aug. 2008 Parent Responses Number of newsletters sent home

6. Parents Make the Difference Newsletter – Each month four articles which address social and academic development will be selected. Newsletters, in different languages, will be sent to all Title I teachers. Teachers add personal comments to keep parents informed.

Title I Parent Education Specialist Lisa Zolga Title I Teachers

Title I Sept. 2007 – June 2008 Parent Responses Percentage of teachers adding comments

39




Timeline Evaluation

7. Parent & Child Activity Calendars – Calendars with daily at-home activities to support learning will be sent home bi-monthly. English and Spanish are distributed.

Title I Parent Education Specialist Lisa Zolga Title I Teachers

Title I Sept. 2007 – Aug. 2008 Percentage of completed calendars Special incentive program

8. Title I Web Page – This web page provides twenty- four hour school assistance, support and information to parents. Highlights include a daily parenting tip, an expert resource library and snap shots of the many parent/child activities conducted by Title I in the various schools. Supporting descriptions allow parents to “attend school events from afar.”

Title I Parent Education Specialist Lisa Zolga Kathy Ettinger Webmaster

Title I Local Funds

Sept. 2007 – Aug. 2008 Number of hits on the web page

9. Good News Post Cards – Instituted to forge strong home - school partnerships, these communication tools will keep parents informed, focus upon positive accomplishments and offer access to sometimes “unreachable” parents. All personnel in Title I buildings will be provided with a minimum of two post cards each per month. Personal notes from students are often added to the postcards.

Title I Coordinator Katie Shea Title I Parent Education Specialist Lisa Zolga Title I Teachers Building Staff

Title I Sept. 2007 - June 2008 Number of postcards sent Parent and child reactions and comments

10. Title I Family Book Bag Program – Reading at home helps children reach higher levels of academic achievement. This opportunity teaches parents to be the “at home teachers of reading.” Books, genres, and activities are selected based on school improvement plans and needs assessments.

Title I Parent Education Specialist Lisa Zolga Title I Staff Building Staff

Title I Oct. 2007 - June 2008 Parent Evaluations Attendance Sheets Response Logs

40




Timeline Evaluation

11. Book Talk – Parents and children commit to reading a chapter book at home. When they gather at school, the goal is an open conversation about the story. The importance of making text to self, text to text, and text to world connections will be stressed. Reading for pleasure should be a “family affair.”

Title I Parent Education Specialist Lisa Zolga Building Staff Parent Liaisons

Title I Sept. 2007 - June 2008 Attendance Sheets Parent Evaluations

12. Bingo for Books – This parent/child activity serves as an avenue to meet the requirements of the NCLB/Title I legislation and provide parent training in areas of student weakness identified in the individual school improvement plan.


Title I Community Partner

Sept. 2007 - May 2008 Attendance Sheets Evaluations

13. Family Fun Nights – Games can teach important skills and strategies that are contained in the curriculum frameworks. These events will bring parents and children together to learn in a fun way.


Title I Oct. 2007 - May 2008 Attendance Sheets Evaluations

14. Theme Literature Nights – Parents and children will come together to enjoy and explore a variety of genres! Family activities will address skills in the curriculum frameworks and those identified in the school improvement plan.


Title I Sept. 2007 - May 2008 Attendance Sheets Evaluations

41


Activity and/or Professional Development Department(s)/

Person(s) responsible Resource(s)/

Funding Source

Timeline Evaluation

15. Language Arts and Crafts – Thinking along aids comprehension. Parents and children will come together to actively participate in a modeled reading activity using a current literature selection. They will then go to three different centers to complete language activities and crafts which relate to the book.


Title I Oct. 2007 - May 2008 Attendance Sheets Evaluations

16. Technical Support – Title I will assist all identified schools in meeting the requirements of NCLB parent involvement.

Title I Coordinator Katie Shea Title I Parent Education Specialist Lisa Zolga Building Principals & Staff

Title I Sept. 2007 - June 2008 Successful implementation of programs

17. Outreach – Title I Teachers will contact two homes (each week) of children with positive news. Phone calls, post cards, and notes will be used.

Title I Teachers Title I Sept. 2007 - May 2008 Outreach Logs Title I Coordinator Katie Shea

18. Parent Meetings - Each fall and spring, Title I Teachers will plan, organize and conduct a Title I meeting for the parents of the children with whom they work. Each meeting will specifically address topics which enhance the efficacy of parent involvement and serve as on-going home support to student achievement.

Title I Coordinator Katie Shea Title I Teachers

Title I Oct. 2007 – June 2008 Title I Coordinator Katie Shea Attendance Sheets Parent Evaluations

edgar b. davis community school k -8 title i … · edgar b. davis community school k -8 title i...

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