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1 Table of Contents Salisbury Elementary School School Improvement Plan 2012 – 2015 James L. Montanari, Principal

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Table of Contents

Salisbury Elementary School

School Improvement Plan

2012 – 2015

James L. Montanari, Principal

2

SALISBURY ELEMENTARY SCHOOL

School Improvement Plan

2012-2015

SIGNATURE PAGE

Reviewed by the SES Faculty: January 3, 2014

Approved by the SES School Council: January 6, 2014

Signature of Principal: James L. Montanari

Signature of Co-Chair of School Council: Martha Tatro

School Committee Approval: _________________________________

School Council Members

Martha Tatro, Co-Chair - Parent

James L. Montanari, Principal

Denise Hudson, Parent

Michelle Howard, Teacher

Deb Dennehy, Teacher

Tiffany Nigro, Community Member

3

TABLE OF CONTENTS COMPONENT PAGE

Salisbury Elementary School Staff 4

Executive Summary 5-7

Goal I 8

Goal II 9

Goal III 10

Professional Development Plan 11-12

4

SALISBURY ELEMENTARY SCHOOL - STAFF Principal: James L. Montanari Title I Data Clerk: Diane Appolloni Nurse: Heidi Fernandes

Assistant Principal: Shannon L. Nolan Nurse Clerk: Lisa Davis ETC / Special Education Teacher: Cathy Gerry

Administrative Assistant: Joanne Levesque

Office Clerk: Cheryl Smith

Pre-Kindergarten:

Julie Deschenes, Molly Atanasoff Kindergarten:

Aimee Farrell, Jane Keeler, Kathleen Orroth

Grade 1:

Lisa Bissell, Maureen Clarke, Laura Savey,

Maureen Doyle-Winn

Grade 2:

Kelly Clayton, Deborah Dennehy, Michelle

Howard, Bethany Marshall

Grade 3:

Megan Campbell, Sandie Foley, Jen Sheats, Linda

Shorey

Grade 4:

Donna Castantini, Toni-Marie Evans, Becky

Hathaway, Kim Peterson

Grade 5:

Drew Castantini, Graham Eaton, Johanna Leate,

Beth Sayre-Scibona

Grade 6:

Dennis Donoghue, Joan Flink, Terri Gilbert, Ashley

Spence

Title I:

Kara Balkus, Kelly Buckley, Katelyn Noonan,

Cara O’Connor

Math Specialist:

Kathy Comins Reading Specialist:

Darlene White ESL Teacher:

Jeanne Arango

Art:

Shannon O’Brien , Amy Merluzzi Curriculum Integration Team:

Anne O’Brien, Brendan Stokes Music / Instrumental:

Deb Walton, Laura Cyr

Physical Education:

Linda Gangemi Social Worker:

Ellen Lincoln Adjustment Counselor:

Sue Golden

Physical Therapists:

Lori Kelley, Caryn Indingaro Occupational Therapist:

Barbara Oswald Speech and Language Pathologists:

Colleen Poulin, Katherine Katin

School Psychologist:

TBD

Special Education:

Lorrie Anderson, Jennifer O’Rourke, Kara Purdie,

Jean Tardiff, Amy Wall

Early Childhood Instructional Assistants:

Lisa Chapman, Barbara Coleman, Neale Dunn, Dee

Shaw, Sonia Stacy

Instructional Assistants:

Debra Carbone, Dina Hinton, Dawn LeSage, Linda

Roberts

Cathy Boyce, Julie Crampsey, Ellen Hill-Murphy

Grade Level Instructional Assistants:

Elizabeth Barsalou, Emily Deutsch, Terry Griffin,

Samantha Howland, Maryellen Jamieson, Lorraine

Pollard, Val Ryan

Custodial Staff:

Ron Tatro, Larry Allard, Leary Chase, Don Quill

Cafeteria Staff:

Tammy Souther, Jackie Bolduc, Jill Doucette,

Deborah Gaumont, TBD

5

EXECUTIVE SUMMARY PREVIOUS PLAN

GOAL I: By the end of each school year, 80% of students will be reading at ‘core’ / grade level as measured by the DIBELS, GRADE, and DRA2 end of

the year benchmark assessments.

o Achieving this goal will have a direct impact on the District reaching Goal I and Goal III of the District Development Plan and improving MCAS

data.

GOAL II: By the end of each school year, 80% of students will score ‘core’ (80%) in Number Sense as measured by Aims Web Pro-Math / Early

Numeracy end of the year benchmark assessments.

o Achieving this goal will have a direct impact on the District reaching Goal I of the District Development Plan and improving MCAS data.

GOAL III: By the end of each school year, 90% of students will be able to identify an adult at school they are comfortable talking to if they have a

problem or concern.

o Achieving this goal will have a direct impact on the District reaching Goal II of the District Development Plan and improving MCAS data.

REVIEW

Salisbury Elementary School is a unique learning institution made up of dedicated educators, supportive parents, and knowledgeable students.

Currently SES has the following “subgroups” within our learning community:

50% of students are living in poverty.

17% of students are considered homeless.

Since summer 2013:

o 41 students have “moved-in”.

o 52 students have “moved-out”.

GOAL I: READING at ‘Core’ / Grade Level

GRADE LEVEL DIBELS GRADE DRA2

Fall - 2012 Spring – 2013 Fall - 2012 Spring – 2013 Fall - 2012 Spring – 2013

Kindergarten 47% 72% NA NA 44% 83%

1st Grade 62% 53% NA NA 58% 61%

2nd

Grade 71% 68% NA NA 62% 88%

3rd

Grade 62% 68% NA 85% 36% 75%

4th

Grade NA NA 78% 83% 53% 83%

5th

Grade NA NA 57% 80% 52% 80%

6th

Grade NA NA 75% 87% 77% 87%

6

GOAL I: READING at ‘Core’ / Grade Level - continued

GRADE LEVEL 2013 ELA MCAS - Composite Performance Index 2013 ELA MCAS - Student Growth Percentile

Aggregate Salisbury-ites Aggregate Salisbury-ites

3rd

Grade 82.0 82.7 NA NA

4th

Grade 79.5 82.3 62.0 62.0

5th

Grade 77.2 79.1 47.0 50.0

6th

Grade 84.3 84.9 57.0 57.0

Salisbury-ites are students who have attended SES for at least 3 consecutive years.

GOAL II: MATH – Early Numeracy, Problem Solving Skills and Computation

GRADE LEVEL Early Numeracy

Oral Counting Number ID Quantity Discrimination Missing Number

Fall – 2012 Spring – 2013 Fall - 2012 Spring – 2013 Fall - 2012 Spring – 2013 Fall - 2012 Spring – 2013

1st Grade 56% 70% 48% 71% 54% 78% 56% 78%

GRADE LEVEL Mathematics Concepts and Applications (MCAP) Math Computation (MCOMP)

Fall – 2012 Spring – 2013 Fall – 2012 Spring – 2013

2nd

Grade NA 82% NA 68%

3rd

Grade NA 88% NA 93%

4th

Grade NA 84% NA 97%

5th

Grade NA 87% NA 89%

6th

Grade NA 87% NA 84%

GRADE LEVEL 2013 MATH MCAS - Composite Performance Index 2013 MATH MCAS - Student Growth Percentile

Aggregate Salisbury-ites Aggregate Salisbury-ites

3rd

Grade 90.6 92.3 NA NA

4th

Grade 82.5 84.5 58.0 55.0

5th

Grade 81.6 83.2 59.0 59.0

6th

Grade 80.4 82.4 55.5 55.5

Salisbury-ites are students who have attended SES for at least 3 consecutive years.

7

GOAL III: RELATIONSHIPS – Creating a Sense of Belonging

GRADE LEVEL Students Connected to Adults at SES (Fall – Spring)

Fall – 2012 Spring – 2013

1st Grade 98% 94%

2nd

Grade 87% 84%

3rd

Grade 92% 88%

4th

Grade 95% 92%

5th

Grade 95% 95%

6th

Grade 86% 70%

ADJUSTMENTS

Goal I

o Use Tier 3 Interventions: Soar to Success and Early Reading Intervention

o Keys to Literacy / Comprehension – Keys Coaches Walk-Throughs; Yearlong Professional Development

o Keys to Writing – Yearlong Professional Development; ANSWER Key Routine Study Group

Goal II

o Revision: Omit Number Sense and add Math Problem Solving Skills and Computation

o Aims-Web Data Analysis

o Data Collection – 3x / year

Goal III

o Implement a Social Thinking Philosophy

o Develop an Effort and Attitude Program

o Apply for a NEADS Therapy Dog

o Data Collection – 3x / year

REVISED PLAN

GOAL I: By the end of each school year, 80% of students will be reading at ‘core’ / grade level as measured by the DIBELS, GRADE, and DRA2 end of

the year benchmark assessments.

o Achieving this goal will have a direct impact on the District reaching Goal I and Goal III of the District Development Plan and improving SES MCAS Data.

GOAL II: By the end of each school year, 80% of students will score ‘core’ (80%) in Math Problem Solving Skills, Computation and Early Numeracy as

measured by Aims Web Pro-Math end of the year benchmark assessments.

o Achieving this goal will have a direct impact on the District reaching Goal I of the District Development Plan and improving SES MCAS Data.

GOAL III: By the end of each school year, 90% of students will be able to identify an adult at school they are comfortable talking to if they have a

problem or concern.

o Achieving this goal will have a direct impact on the District reaching Goal II of the District Development Plan and improving SES MCAS Data.

8

School Improvement Plan: 2012-2015: Effort and Attitude

Goal I By the end of each school year, 80% of students will be reading at ‘core’ / grade level as measured by the DIBELS, GRADE,

and DRA2 end of the year benchmark assessments.

Action Steps Resources Measures of Implementation Responsibility Deadline Budget What steps must be taken to

achieve this goal?

What specific supports are

needed to implement this

action step?

What change will signal this action step is being carried out? Who is responsible and

accountable for taking

this action?

When will this step

be completed?

How much

will this cost?

Strengthen the integration of

SS/Science within ELA Non-Fiction Text

Literacy Block

PD

Build capacity of explicit literacy instruction

Increase time spent on ‘reading’

Evidence of Keys’ activities

Usage of SS/Science Text in ELA Block

Classroom Teachers

Readings Specialist

Principal / AP

September 2012 -

Ongoing

$ for Text

Strengthen implementation of

the Balanced Literacy

Framework

Decodable Text

Coaching

Literacy Block

PD

Reading Specialist to provide coaching support

Lowest readers seen every day by the classroom

teacher

Specialist will support teachers in designing Tier 2

interventions

Stronger Tier 1 literacy instruction

Implementation of Journey’s Curriculum (Grades 1

and 4)

All Tier 3 students participate in independent

reading - Daily

Teacher Leaders

Reading Specialist

Principal / Assistant

Principal

September 2012 –

Ongoing

$ for Text

Ensure strong content

knowledge of the Common

Core Standards

ELA Curriculum Map

CCS Frameworks

Collaboration Time

Weekly common collaboration meetings

Mastery Objectives are clearly posted and related to

the CCS

Classroom Teachers

Reading Specialist

Data Coaches

Principal / AP

September 2012 –

Ongoing

-----

Continue to strengthen

implementation of Fundations

and Wilson with fidelity

Wilson Training

Fundations Protocol

PD

Fundations Coach will provide coaching support

Demonstration Site Visits – Barbara Wilson

Mastery objectives aligned with Fundations/Wilson

daily concepts posted and reviewed with students

Flexible Grouping – Grade 2

Fundations’ Coach

Reading Specialist

Principal / Assistant

Principal

September 2012 –

Ongoing

Stipend

Continue to implement Keys to

Literacy - Comprehension

Strategies

Writing Strategies

Answer Key Routine

Non-Fiction Text

Keys to Literacy – Coaches

PD – Guided Practice and

Group Share

Keys to Literacy Coaches will provide coaching

support

Students accessing more complex texts

Evidence of Keys activities

Development of Writing Assignment Guides (Wags)

Coaches’ walkthroughs and study groups

Keys to Literacy

Coaches

Reading Specialist

Principal / Assistant

Principal

September 2012 –

Ongoing

$ for Text

Stipend

Strengthen the implementation

of the RTI Model Progress Monitoring

Data / Grade Meetings

DIBELS/GRADE/DRA2

WIN

Targeted literacy interventions for struggling readers

Strengthen Tier I and II instruction

Fewer IST/Special Education referrals

WIN to be used for intervention / extension

Use of the Growth Scale Values in the GRADE

All Tier 3 instruction targeted at specific learning

needs

Classroom teachers provide necessary ELA

interventions

Data Coaches

Classroom Teachers

Title I Teachers

Special Ed. Teachers

Reading Specialist

Principal / Assistant

Principal

September 2012 –

Ongoing

$ for

Assessments

9

Goal II By the end of each school year, 80% of students will score ‘core’ (80%) in Math Problem Solving Skills, Computation and

Early Numeracy as measured by Aims Web Pro-Math end of the year benchmark assessments.

Action Steps Resources Measures of Implementation Responsibility Deadline Budget What steps must be taken to

achieve this goal?

What specific supports are

needed to implement this

action step?

What change will signal this action step is being carried out? Who is responsible and

accountable for taking

this action?

When will this step

be completed?

How much

will this cost?

Strengthen the integration of

SS/Science within Math

Non-Fiction Text

Math Block

Build capacity of explicit math instruction

Increase time spent on math

Evidence of Keys’ activities

Math Specialist to provide coaching support

Classroom Teachers

Math Specialist

Principal / Assistant

Principal

September 2012 –

Ongoing

$ for Texts

Strengthen Math Facts

Fluency

Technology

Rocket Math

Implement Rocket Math on a daily basis

Anchor Charts

Use of Montanari Minions

2-6 Classroom Teachers

Math Specialist

Instructional Technology

Specialist

Principal / AP

September 2012 –

Ongoing

-----

Strengthen the use of Math

Vocabulary

Math Concept Text

Use of Keys to Literacy

Strategies

Students / Teachers using math vocabulary across

the curriculum

Anchor Charts

Evidence of Keys’ activities

Classroom Teachers

Math Specialist

Keys to Literacy

Coaches

September 2012 –

Ongoing

Stipend

Ensure strong content

knowledge of the Common

Core Standards

Math Curriculum Map

CCS Frameworks

Collaboration Time

Weekly common collaboration meetings

Mastery Objectives are clearly posted and related to

the CCS

Math Specialist

Data Coaches

Principal / AP

September 2012 –

Ongoing

-----

Integrate Computer /

Technology Technology Use of math websites during technology classes

across grade levels

Use of LCD projectors and Elmos in the classroom

Use of Success Maker for Title I Students

IT Specialist

Teacher Leaders

September 2012 –

Ongoing

$ for

Licenses,

LCD

projectors,

and Elmos

Flexible Grouping

Pre / Post Tests

Educators will differentiate their instruction

Educators will use data to drive their instruction

Use of beginning and end of unit tests to analyze

progress toward standards

Math Specialist

2-6 Classroom Teachers

Data Coaches

September 2012 –

Ongoing

-----

Strengthen the implementation

of the RTI Model

AIMS – WEB

Benchmark Data

Data Meetings

Grade Level Meetings

WIN

Screen K-1 Students in Early Numeracy

Screen 2-6 Students in MCAP and MCOMP 3 times

a year.

Assess and Progress Monitor Grades 2-6 students in

concepts, application and computation

WIN to be used for intervention / extension

Use of Aims Web Pro-Math student growth

percentile

Tier 2 instruction targeting math computation and

application

Classroom teachers provide necessary math

interventions

Data Coaches

Math Specialist

Classroom Teachers

Title I Teacher

Principal / AP

September 2012 –

Ongoing

$ for AIMS

10

Goal III By the end of each school year, 90% of students will be able to identify an adult at school they are comfortable talking to if

they have a problem or concern.

Action Steps Resources Measures of Implementation Responsibility Deadline Budget What steps must be taken to

achieve this goal?

What specific supports are

needed to implement this

action step?

What change will signal this action step is being carried out? Who is responsible and

accountable for taking

this action?

When will this step

be completed?

How much

will this cost?

Continue with the

implementation of Responsive

Classroom

Responsive Classroom

Coach / Books Evidence of Morning Meetings

Use of Effective Teacher Language

Classroom Teachers

Responsive Classroom

Coach

September 2012 –

Ongoing

12-1

Update Maher’s Mentors Pettengill House

Staff Involvement Referrals for Maher’s Mentors

Updated list

Social Worker

Mentors

September 2012 –

Ongoing

-----

Create Social Groups at each

grade level

504 Plans

IEPs

Identified Social Skills

Curriculum

Social Thinking

Curriculum

Professional Development

Implementation of Social Thinking philosophy

Monitoring of social skills progress

Behavior Intervention Plans

Use of common social language across all grade

levels

Implementation of Tier 1 social skills lesson in K-2

Use of WIN

Guidance Counselor

Classroom Teacher

September 2012 –

Ongoing

-----

Continue Salisbury Family

Connection

PTA

Families Surveys of programs offered and attended

Consistent parent involvement

SFC Coordinator September 2012 –

Ongoing

Grant $

Schedule Parent Meetings /

Workshops

Teacher Leaders

PTA Attendance at meetings

o Soar through Summer

o Literacy Night

Principal

Teacher Leaders

Data Coaches

September 2012 –

Ongoing

Stipend

Build capacity for

understanding of the Gateway

Behaviors / 9 Second Rule

Professional Development A decrease in office referrals All Personnel September 2012 –

Ongoing

-----

Continue with rigorous Lunch

/ Recess Supervision

Schedule Office referrals within the Recess / Lunch block

decline

Principal

Assistant Principal

Teachers

September 2012 –

Ongoing

-----

Create a school wide Effort

and Attitude Program

Schedule Decrease in office referrals

Increase in number of students’ recognized

Students earning Effort and Attitude cards, pencils,

and braclets

School wide Effort and Attitude grade level

meetings

Implementation of a Behavioral Team

Principal

Assistant Principal

Teachers

January 2013 –

Ongoing

$ for

Celebrations

Develop a working

relationship with parents of

students with poor attendance

Email / Phone / Letters

Salisbury Police Decrease in Truancy

Increase in Excellent Attendance

Principal

Assistant Principal

Teachers

Counselors

Ongoing -----

Utilization of a NEADS

Therapy Dog

NEADS Application

Interviews

Trainings

De-escalation of students in crisis mode

Special bond created between therapy dog and

students

Calming presence among students

Decrease in office referrals

Special Education

Teacher

January 2013 -

Ongoing

$ for

Adoption

11

PROFESSIONAL DEVELOPMENT PLAN

Salisbury Elementary School’s Big Ideas: English Language Arts – reading and writing at grade level

Math – problem solving skills and computation

Relationships – creating a sense of belonging

Topic Activity Who When

Keys to Literacy –

Comprehension

Educators will strengthen working knowledge of the Keys to Comprehension routine in

all content areas through the use of top down webs, two column notes, summarizing, and

questioning.

All Educators PD ½ Days

Keys to Literacy –

Vocabulary

Educators will learn how to integrate Keys to Vocabulary instruction into content

learning. All Educators TBD

Keys to Literacy - Coaches Coaches will review techniques and skills needed to be highly effective teacher leaders. Keys Coaches 02/2013

Keys to Writing Routine Educators will learn how to integrate a teaching routine that promotes effective

instructional practices for writing in the content classroom.

Keys

Instructors /

Coaches

08/2013

On-Going

Answer Key Routine for

Extended Response

Educators will learn how to use extended response as a classroom tool to help students

learn and remember content. 3-6 Educators On-Going

Comprehension – SOS

Educators will have a better understanding of Comprehension: Stop-Orient-

Support/Scaffold (Comprehension SOS - A teacher led interactive discussion about

written text).

Teachers 10/2012 and

12/2012

Balanced Literacy To share best practices of the literacy block including the organization and instruction of

Tier I and II and guided reading groups. All Educators On-Going

Fundations Educators will review and discuss teaching Fundations with fidelity. K-3 Teachers On-Going

Wilson Special Education and Title I Teachers will become certified in Wilson. Sped / Title I 2012-2013

Daily 5 Educators will develop a better understanding of the literacy structure – Daily Five. K-4 Teachers 09/2012

Soar to Success / Early

Reading Intervention

Special Education Teachers will learn how to use research-based programs to teach

struggling readers.

K-6 Special

Education

Teachers

On-Going

Journeys

Teachers will develop an understanding of program organization and pedagogy to daily

instruction.

Educators in

Grades 1 & 4

Reading

Specialists

August 2013

On-Going

12

Flexible Grouping - Math Educators will create flexible math groups based on the data and develop differentiated

strategies to reach all students.

2-6 Teachers

Title I

Teacher

Math

Specialist

On-Going

Investigations To review and discuss Investigations procedures and how they align with the CCS. All Educators On-Going

Aims Web Pro-Math Educators will analyze Aims Web Pro-Math data.

Interventions and progress monitoring will be provided for necessary students.

1-6 Teachers

Math

Specialist

Title I

Teacher

On-Going

Progress Monitoring

Educators will learn how to administer, read, understand and use the results of the

DIBELS, GRADE and DRA2.

Educators will use Progress Monitoring tools and develop a plan for students who will

be progress monitored.

Educators will review Math Common Assessments and Unit Tests results and plan re-

teaching/interventions for students.

Educators will learn how to administer, read, understand and use the results of AIMS-

WEB data.

All Educators

Grade Level

Data

Meetings

Collaboration

PD ½ Days

Data Meetings / Grade

Level Meetings

Educators will use a systematic improvement process to construct their understanding of

student-learning problems as well as generate and test solutions through rigorous and

frequent use of data and reflective dialogue.

All Educators Monthly

Common Collaboration

Time Educators will meet weekly to discuss and review units of study (CCS). All Educators Weekly

Responsive Classroom Educators will review Morning Meeting and Effective Teacher Language practices /

philosophies. K-6 Teachers TBD

Social Thinking

Teachers, Counselors, and Speech Pathologists will increase their understanding of

using the tiered model to deliver social thinking interventions as measured by identifying

students in need of service.

PreK-6

Educators District $

Professional Growth

System for Teachers

Educators will be able to demonstrate their understanding of the Teacher Rubric by

working collaboratively to unpack the standards.

Educators will be able to create and submit a Student / Professional Learning SMART

Goal that is linked to district / school initiatives.

All Educators

08/2012

09/2012

On-Going