school improvement plan 2012 2015
TRANSCRIPT
1
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