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NES School Improvement Plan
2012-2015
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Newbury Elementary School Improvement Plan
2012-2015
Signature Page
Approved by the NES School Council: December 21, 2012 Reviewed by the Faculty on: December 20, 2012 Signature of Principal: __________________________ Signature of Co-Chair of School Site Council: __________________________ Superintendent Approval: __________________________
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Table of Contents
Component Page Signature Page……………………………………………… 1 Table of Contents…………………………………………... 2 Executive Summary………………………………………… 3 Newbury Elementary School Council………………… 4
Newbury Elementary School Mission…………………….. 5
2010-2012 SIP Progress Report…………………………….6-7 Newbury Elementary School’s Goals……………………….8 Literacy Goal and Action Steps……………………………...8-13 Mathematics Goal and Action Steps……………………..14-16
Newbury Elementary Data………………………………….17-23 Professional Development Annex………………………….24
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Executive Summary
As a result of a collaborative process with educators and parents, the N.E.S. School Council is submitting a school
improvement plan for approval with two SMART goals that focus on student performance in literacy and mathematics.
The Massachusetts Department of Elementary Education (DESE) was granted a waiver from the accountability requirements of No Child Left Behind. Moving away from the previous measure of Adequate Yearly Progress, the DESE now requires that schools and districts narrow the proficiency gaps by half by the year 2017 using the Composite Performance Index (CPI) and the Progress and Performance Index (PPI) as measures of progress toward this goal. As a result of this new accountability model, the Newbury Elementary School Improvement Plan has set literacy and mathematics SMART goals that incorporate CPI, PPI, and Student Growth Percentiles (SGP) among other measure of effective progress toward achievement of our goals. With the District Development Plan and the District Literacy Plan as a guide, this plan outlines action steps necessary to improve the literacy skills of our students. Using a similar goal structure, the plan also focusses on the mathematical performance of Newbury students while setting rigorous benchmarks for improvement. The action steps necessary for sustained improvement involve implementation of curriculum maps linked to the Common Core, a comprehensive three-tiered Response to Intervention Model (RTI), differentiated instructional practices, data-driven decision making, implementation of the District Development Plan and the District Literacy Plan, and strengthening of practices with Fundations, Keys to Literacy, and Investigations through active coaching. Student performance data indicates that we are currently 2.1 CPI points behind for the English Language Arts target and 2.9 CPI points behind for the Mathematics target needed to halve the proficiency gaps by 2017.
The Progress and Performance Index for all students is 88 exceeding the minimum target of 75. The PPI for our high needs subgroup (low income and special education combined) is 56 and falls 19 PPI points below the proficiency minimum target of 75. Grade 4 ELA and Math and Grade 5 math had Student Growth Percentiles below 55 on the MCAS (there are no SGPs for Grade 3) with the goal of establishing and maintaining Student Growth Percentiles of 55 and above for Grades 4-6 in all subjects tested on MCAS.
The NES Leadership and Professional Development Committee, with direction from the District Professional Development Committee, have identified professional development priorities included in the annex to support progress towards attainment of these goals.
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Triton Regional School District
Newbury Elementary School School Council
2012-2013
The following constitutes the membership of the 2012-2013 School Council:
Principal/Co-Chair: Michael Tracy Grade 1: Robin Harper Grade 1: Sarah Byrnes Grade 3: Maureen Dolphin Grade 4: David Williams Grade 5: Moriah Lucy Reading Specialist: Margot Ryan Special Education/ETC: Bonnie Langendorfer Special Education: Jessica Raymond
Parent/Co-Chair: Tom Strickler Parent: Troy Carr Parent: Danielle Kingsbury Parent: Rebecca Cook Parent: Patrick Mulligan Parent: Steve Zukowski Parent: Maureen Heffernan Parent: David Toth Parent: Belen Wieler-Hawes
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Mission Statement
Newbury Elementary School will provide students with an intellectually stimulating learning environment. Teachers will continue to seek professional development, and students will be encouraged to apply their individual talents, abilities, and natural curiosity. Students will acquire social and academic skills in the classroom, and become active learners and productive citizens. Curriculum will be disseminated in a conceptual and skill-based manner. Students will learn responsibility, integrity, and independence through adult nurturing and role-modeling.
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Progress Update on 2010-2012 School Improvement Plan
The NES School Improvement Plan for 2012-2015 focusses on two newly established goals in literacy and mathematics while maintaining
focus and progress on the previous school improvement plan goals from 2010-2012 reported below:
Goal Area:
School Climate and Social Emotional Well Being for the Improvement of Student Learning
Producing Resilient Students with a Growth Mindset.
Progress Report:
Staff training provided on Responsive Classroom program’s principles and practices provided by trained Teacher Coaches and Assistant
Principal-Included lunch and recess monitors
Morning meeting block established on Master Schedule K-6.
Monthly CARES assembly program established with a monthly focus on each aspect of CARES with guest presenters on the monthly topic—
included anti-bullying assembly and implementation of the Be a Buddy, Not a Bully Initiative.
Social Thinking curriculum developed and shared with staff with observations of lunch and recess periods by adjustment counselor and speech
and language pathologist-Develops flexible thinking and preparing students for expected and unexpected events in their lives
Social Thinking student groups formed for small group sessions and practice implementing social pragmatics
Teachers freely implement the use of a second recess block as needed
No homework nights declared periodically
District assessment schedule examined and revised to better match implementation of units of study
Reading Buddies across grade levels established on ad-hoc basis
Study Island brought in on a Pilot Basis as alternative to Rocket Math-Math Specialist has program under review
Goal Area:
Increasing Technology Integration into the classrooms and promoting 21st Century Thinking Skills for student success in a global
economy.
Progress Report:
Technology partnerships and connection to Mike Strem-still under development
Parent volunteers sharing of technology applications to work force-still under development
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Library Media Specialist and Technology Specialist collaboration developing curriculum and co-taught Grade 5 and 6
classes
All Grade 3-6 classrooms now Smart Board equipped; All K-6 classrooms now have ceiling mounted projection capacity
Two pre-K classrooms have portable Smart Boards from private donation
10 iPads being piloted in Grade 1 and 4
4 Nook Tablets piloted in Grade 1 through Donors Choose funding
Two early release professional development days dedicated to technology-based professional development-included
Smart Notebook, Smart Boards, Office Suite, iPads, iPod Touch, Elmos, Wi-Fi session, Live Scribe Pen, Google Docs, X2
Website development and blogs, and Test Wiz.
Net Smartz training for students completed
Student application of technology tools for demonstrations of learning-power point projects, Digital Story Telling, Live
Scribe Pen compositions, use of Skype to telecast with are experts,
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The NES School Improvement Plan for 2012-2015 focusses on two newly established goals while maintaining focus and progress on the
previous school improvement plan goals listed below:
2010-2012 Goals
1. Establishing the conditions for a School Climate and School Culture that promote social-emotional well-being and the
attainment of the highest levels of student learning. We seek to produce a growth mindset in our students where students take risks to challenge themselves and value effort as a means to building intelligence. We will use AYP data and Student Growth Percentiles to identify trends and achievement gaps for the improvement of teaching practice and student performance.
2. Increasing Technology Integration into the classrooms and promoting 21st Century Thinking Skills for student success in a global economy.
NES School Improvement Plan: 2012-15
Goal I: Literacy Goal: 90% of students will read with comprehension and write effectively for purpose at grade level.
Goal II: Mathematics Goal: 90% of students will demonstrate mathematical literacy and application of mathematical skills and
concepts at grade level.
Goal I: Literacy Goal: 90% of students will read with comprehension and write effectively for purpose at grade level.
We know we have met the goal when the following criteria have been achieved:
90% of students will read and comprehend text proficiently within their grade level band as measured by performance on the DRA (K-3), the
GRADE reading assessment (4-6), and the MCAS (3-6).
Students will score CPI values of 95.0 in the aggregate, 91.2 in the low income subgroup, and 83.3 in the special education subgroup thus
reducing the proficiency gaps as required by the DESE’s No Child Left Behind accountability waiver.
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90% of students will be able to produce writing in multiple genres across content - areas that demonstrate proficiency of grade-level expectations
established by the MA Curriculum Frameworks and Common Core Standards (CCS).
We will maintain a median Student Growth Percentile of at least 55 in ELA MCAS and attain a cumulative Progress and Performance Index >75
in the aggregate and high needs subgroup.
Action Steps Resources Measures of Implementation Responsibility Deadline Budget
Curriculum Map
Roll Out and
Review Process
Faculty meeting and
Professional
Development time
Use of existing
technology resources to
support data analysis
ELA Maps are posted online and
reviewed
Reading specialists formally
introduce each ELA map and
review requirements for
implementation with teachers
Curriculum maps followed
with common assessments,
end of units, and benchmark
assessments to determine
progress
Literacy Specialist and
Coaches visit classrooms and
coach teachers on
implementation of unit maps
Rewrite district maps to align
with Fundations 2nd
Edition
Add differentiation practices
including morphology to
Fundations units
Teachers
Reading Specialist
Math Specialist
Principal
Assistant Principal
Ongoing
Funds for
supplementary
books
Key Vocabulary
Training grades
3 – 6
Basic Training
Guided Practice
Coaching
Data Analysis and
Data-driven
Instruction
Ongoing Research for
Better Teaching data
coach training
Establish base-line data and
targets using classroom,
district and state assessments
Principal
Assistant Principal
Data Coaches
Ongoing and
Data
meetings are
10
Scheduled Professional
Development time for
data meetings
Use of technology
resources for data
analysis
Grade level data meetings
conducted with Data Coaches
to analyze assessment data
and adjust instructional
practices
Establish need for re-teaching,
remediation, or intervention
Review all pertinent
Benchmark results with staff
(GRADE, DRA, DIBELS,
and MCAS)
Teachers aligned with
District
Benchmark
and
Common
Assessment
Calendar
October
RTI - 3 Tiered
Intervention
Model
Professional
development
Differentiation Coach
Wilson Training
Fundations Coach
Fundations Training
Establish base-line data and
targets using classroom,
district and state assessments
Strengthen core instruction
(Tier I) and the practices that
support an effective
intervention system (Tiers II
and III)
Regular data meetings held
and data is used to drive
instruction
Students requiring
intervention are identified,
provided targeted supports,
and progress is monitored
Student learning problem and
goal established and
monitored; reviewed and
adjusted
Principal
Assistant Principal
Data Coaches
Specialists
Special Education
Teachers
Fundations Coach
Ongoing
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Identify specific curricular
areas for intervention and
extension
Flex blocks scheduled and
implemented within Master
Schedule
Grade level flex blocks
reviewed and adjusted for
effectiveness and efficiency
RTI pull out based on data
and specific guidelines/rubric
Double dose and targeted pull
out for Fundations in literacy
Specialists and Literacy
Interventionist provide
targeted intensive
intervention on small scale
while building teacher
capacity for intervention
through coaching
Link Instructional Support
Team with a comprehensive
Response-To-Intervention
(RTI) model
Implement
District
Literacy Plan
See separate Plan
Skills for Literacy
Training
Fundations Training
(Level 3)
Data Coaches and teaching
teams monitor data to ensure
progress toward meeting
goals set forth in the SIP,
District Development Plan,
and District Literacy Plan.
Literacy Specialist
Literacy
Interventionist
Principal
Assistant Principal
Teachers
Keys to Literacy
Ongoing
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Wilson Training
Fundations Coaching
Keys to Literacy
Training
Literacy
Interventionist
support
Specialists model and co-plan
lessons designed to meet the
diverse student needs within
Tier 1 instruction
Specialists support teachers in
designing Tier 2 interventions
Specialists deliver some
interventions based on data
Implement Fundations with
fidelity in grades K - 3
Fundations study groups,
Keys to Literacy study
groups, and training for
teacher preparedness and for
new teachers for collaborative
lesson planning
Implement Keys to Literacy
practices with support from
trained teacher coaches
Coaches
Fundation Coach
Differentiated
Instruction
Integrate existing
technology hardware
and software for
students’ use for
enrichment and
remediation
Differentiated lesson
elements are added to existing
maps
Principals and district
leadership conduct
walkthroughs with an eye
toward differentiated
instruction.
Differentiation Specialist
residency and lesson study
Differentiated instruction
Principal
Assistant Principal
Math Specialist
Literacy Specialist
Differentiation
Specialist
Teachers
Ongoing
13
book study group conducted
Instructional Support Team
support teacher differentiation
for accommodating all
students
End Goal 1
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Goal II: Mathematics Goal: 90% of students will demonstrate mathematical literacy and application of mathematical skills and
concepts at grade level.
We know we have met the goal when the following criteria have been achieved:
Students will score CPI values of 94.5 in the aggregate, 89.5 in the low income subgroup, and 84.4 in the special education subgroup thus
reducing the proficiency gaps as required by the DESE’s No Child Left Behind accountability waiver. We will maintain a median Student
Growth Percentile of at least 55 in Mathematics MCAS and attain a cumulative Progress and Performance Index >75 in the aggregate and high
needs subgroup.
Students in grades K – 6 will achieve or exceed average scores of 85% or higher on mathematics common assessments
Action Steps Resources Measures of Implementation Responsibility Deadline Budget
Curriculum Map
Roll Out and
Review Process
Faculty meeting and
Professional
Development time
Atlas Curriculum Map
program
Access to MA
Common Core
Standards
Mathematics maps are posted
online and continually revised
Differentiated activities are
added to the core district
maps
Mathematics specialist and
teachers meet to preview
upcoming units
Pacing guides are followed
Common assessments and
end of units are implemented
Mathematic specialist visits
classrooms and coaches
teachers on implementation of
unit maps
Teachers
Reading Specialist
Mathematics
Specialist
Principal
Assistant Principal
Ongoing
Data Analysis and
Data-driven
Instruction
Ongoing Research for
Better Teaching data
coach training
Establish base-line data for
each grade level
Set aggregate target scores
Principal
Assistant Principal
Data Coaches
Teachers
Ongoing and
Aligned with
District
Benchmark
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Scheduled professional
development time for
data meetings
Common planning time
Access to data through
use of technology
resources
for common assessments for
each grade level
Grade level data meetings
conducted with Data Coaches
to analyze assessment data
and adjust instructional
practices within Tier I
instruction
Respond to identified grade-
level student learning
problems
and
Common
Assessment
Calendar
RTI 3-Tiered
Intervention
Model
Professional
development
Differentiated
Instructional Specialist
Study Island
Problems of the Week
website and
professional
development
Origo Think Tanks
Online Math League
Exemplars and
professional
development
Strengthen core instruction
(Tier I) and the practices that
support and effective
intervention system (Tier II
and III)
Establish and implement
specific guidelines to identify
students in need of Tier II or
Tier III intervention
Students requiring
interventions are identified,
provided targeted supports,
and progress is monitored
Based on assessment data
identify specific curricular
areas for intervention and
extension for small groups
Flex blocks scheduled and
implemented within Master
Principal
Assistant Principal
Data Coach
Mathematics
specialists
Special Education
Teachers
Instructional Support
Team (IST)
Ongoing
16
Schedule
Grade level flex blocks
reviewed and adjusted for
effectiveness and efficiency
Mathematics specialist
provides targeted intensive
intervention for identified
Tier III
Mathematics specialist
builds teacher capacity to
provide Tier II intervention
through coaching
Instructional Support Team
identifies and implements
accommodations and
strategies based on individual
student need
Differentiated
Instruction
Professional
development
Differentiation
specialist
Access to Atlas
Curriculum program
Integrate existing
technology hardware
and software for
students’ use for
enrichment and
remediation
Differentiated lesson
elements are added to existing
maps
Principals and district
leadership conduct
walkthroughs with an eye
toward differentiated
instruction with feedback
provided to teachers
Differentiation Specialist
residency and lesson study
Differentiated instruction
book study group conducted
Principal
Assistant Principal
Mathematics
Specialist
Differentiation
Specialist
Teachers
Ongoing
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92.5
93.1
93.8
94.4
95.0
95.6
96.3
91.8
92.5
93.2
93.8
94.5
95.2
95.9
89.0
90.0
91.0
92.0
93.0
94.0
95.0
96.0
97.0
2011 2012 2013 2014 2015 2016 2017
ELA
Math
NES Aggregate CPI- Halving Proficiency Gap Targets
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91.8 92.5
93.2 93.8
94.5 95.2
95.9
76.8
78.7
80.6
82.5
84.4
86.3
88.2
84.2
85.5
86.8
88.2
89.5
90.8
92.1
70.0
80.0
90.0
100.0
2011 2012 2013 2014 2015 2016 2017
Math Projected
SPED Math
Low Inc Math
NES-Mathematics Aggregate and
Subgroups CPI
Halving Proficiency Gap Targets
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92.5 93.1
93.8 94.4
95.0 95.6
96.3
75.0
77.1
79.2
81.2
83.3
85.4
87.5 86.8
87.9
89.0
90.1
91.2
92.3
93.4
70.0
80.0
90.0
100.0
2011 2012 2013 2014 2015 2016 2017
ELA Projected
SPED ELA
Low Inc ELA
NES-ELA CPI Aggregate and Subgroups
Halving Proficiency Gaps
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92.5
93.1
93.8
94.4
95.0
95.6
96.3
91.8
92.5
93.2
93.8
94.5
95.2
95.9
92.5
90.4
91.8
88.9
85.0
87.0
89.0
91.0
93.0
95.0
97.0
2011 2012 2013 2014 2015 2016 2017
ELA Projected
Math Projected
ELA Actual
Math Actual
NES Actual 2012 Aggregate CPI vs. Targets
ELA Actual 2012CPI
Mathematics Actual CPI 2012
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Grade and Subject CPI SGP
GRADE 03 - READING 87.1 N/A
GRADE 03 - MATHEMATICS 90.4 N/A
GRADE 04 - ENGLISH LANGUAGE ARTS 88.4 46.0
GRADE 04 - MATHEMATICS 85.9 50.0
GRADE 05 - ENGLISH LANGUAGE ARTS 93.0 55.0
GRADE 05 - MATHEMATICS 87.8 36.5
GRADE 05 - SCIENCE AND TECH/ENG 93.6 N/A
GRADE 06 - ENGLISH LANGUAGE ARTS 93.2 73.0
GRADE 06 - MATHEMATICS 93.2 68.5
ALL GRADES - ENGLISH LANGUAGE ARTS 90.4 56.0
ALL GRADES - MATHEMATICS 88.9 50.0
ALL GRADES - SCIENCE AND TECH/ENG 93.6 N/A
Target SGP > or = 55
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Organization Information
District: Triton (07730000) School type: Elementary School
School: Newbury Elementary (07730020) Grades served: PK,K,01,02,03,04,05,06
Region: Northeast Title I status: Non-Title I School (NT)
Accountability Information
About the Data
Accountability and Assistance Level
Level 2 Not meeting gap narrowing goals
This school's overall performance relative to other schools in same grade span (School percentiles: 1-99)
All students: 88
Lowest performing
Highest performing
This school’s progress toward narrowing proficiency gaps (Cumulative Progress and Performance Index: 1-100)
Student Group
On Target = 75 or higher -
Less progress More progress
All students 86 Met Target
High needs 56 Did Not Meet Target
Low income -
ELL and Former ELL -
Students w/disabilities 55 Did Not Meet Target
White 84 Met Target
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Mathematics Common Assessment Data
Average Percentiles for 2011-2012
Grade Level 2011-2012 (CA1) 2011-2012 (CA2) 2011-2012 (CA3)
MCAS 2011-2012 (raw score
Percent Correct)
K
1
2 86 82 89
3 80 82 86 80
4 74 87 78 73
5 75 72 77 74
6 85 89 72 87
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Professional Development Plan Annex
The NES Leadership and Professional Development Committee, has identified professional development priorities to support
progress towards attainment of these goals.
Ongoing training and support from teacher-coaches with Fundations, Keys to Literacy, and the reintroduction of 6+1 Writing Traits and the Lucy Calkins’ approach to balanced literacy will sustain improvement of students’ literacy skills. The data coaches will continue use of the data driven dialogue to analyze common assessment results to identify areas for providing enrichment or intervention support through our Response to Intervention (RTI) model. NES seeks to sustain a focus on differentiated instruction practices as a means to meeting the needs of all students with support from the District’s differentiation specialist residency, lesson study, and book groups. Ongoing training through in-house expertise with our increasing access to technology, like Smart Boards, Elmos, iPads, NOOK Tablets, and the iPod Touch, will support our effective integration of these interactive instructional tools to enrich teaching and learning.
Professional Development Priorities:
6+1 Writing Traits/Lucy Calkins Hybrid Literacy Model
Coaching for Fundations (to make NES a Model school – like what Pine Grove is doing this year)
Coaching for Keys to Literacy
Ongoing Data Driven Instruction and Data Meetings
Technology Device and Software Training (Smart Boards, IPADs, ELMOS, Microsoft Office Suite)
Social Thinking Skills
RTI
Differentiated Instruction