GROTON-DUNSTABLE 2016-2017 School Improvement Plans December 13, - - PowerPoint PPT Presentation

GROTON-DUNSTABLE

2016-2017 School Improvement Plans

December 13, 2016 Presenters:

• Russ Hoyt
• Liz Garden
• Pete Myerson
• James Lin
• Mike Woodlock

BOUTWELL

Highlights from 2015-2016

1. In our second year of full implementation of Lively Letters students demonstrated growth by a 24% improvement in their ability to Retell Facts From a Story Read to Them; and a 23% improvement in their ability Recognize and Provide Spoken Words that Rhyme. 2. Full implementation of the Everyday Math program. 3. The Developmental Checklists indicated strong growth in children’s social development highlighted by a 23% increase in their ability to Identify Feelings; and a 25% increase in their ability to Independently Seek Out Peers. 4. According to our Family Survey completed in June of 2016 we were able to increase our families’ knowledge of their child’s social development. a. 96% of families indicated they were either satisfied or very satisfied with their child’s social and emotional development at Boutwell. b. 84% of families were either satisfied or very satisfied with our ability to inform them about their child’s social and emotional learning at Boutwell (through things like TWIB Notes, Three for Thursday Emails and Developmental Checklists).

SMART Goal #1 - By June 2017, establish a School-based Positive Behavior Intervention and Supports (PBIS) Team and Action Plan, as measured by a completed action plan. Action Steps

• By November 2016 establish a School-based Positive Behavior Intervention and

Supports (PBIS) Team as measured by committed members attending the first meeting

• In collaboration with the School-based PBIS Team by June of 2017 complete a

school-wide PBIS action plan, as measured by the plan itself

FLORENCE ROCHE

Vision: The Florence Roche Elementary School community is committed to a comprehensive education that is dedicated to high academic achievement for all students & development of the whole child through staff, family & community partnerships.

Highlights from 2015-2016

1. 88% of our students finished the school year at or above benchmark in reading as reported by the Fountas and Pinnell Benchmark Assessment 2. After surveying our parents and our staff, both groups selected the top four social emotional core values to focus on in terms of positive behavioral interventions and supports - safety, perseverance, respect and kindness 3. Completed first year of implementation of the new math program, Eureka 4. Added a second co-taught classroom in 2nd grade and planned for addition of a third co-taught classroom in 3rd grade 5. PARCC Test Improvement: ○ 2015 - ELA 70% Level 4 or 5 / Math 69% Level 4 or 5 ○ 2016 - ELA 77% Level 4 or 5 / Math 71% Level 4 or 5

SMART GOAL #1 - During the 2016-2017 and 2017-2018 school years, all teachers will implement the units of study for writing and as a result, at the end of the second year of implementation, 80% of all students will achieve an overall score of 3 based on the rubric from the final unit assessment. Action Steps

• Provide time during staff meetings, collaborative team time, and curriculum half days

for planning and reviewing student writing

• Purchase resources to allow for full implementation of the units of study
• Monthly admin meetings with the K-4 ELA Supervisor to discuss writing and evaluate

how implementation process is going

• Focused mini-observations and walkthroughs during writer’s workshop, provide

mastery oriented feedback to staff

• Provide education to parent community about writer’s workshop and how they can

support writing instruction

• During the first year of implementation, everyone will begin recording the

informational unit data which will be used as a check in for progress towards the goal

SMART GOAL #2 - In order to meet the diverse needs of all learners, increase student engagement in Eureka Math and have students demonstrate understanding of key concepts, staff will collaborate and develop a plan for implementing a variety of hands

• n learning activities, as measured by student feedback, teacher feedback and the

development of a plan for increasing student engagement. Action Steps

• Provide time during staff meetings, curriculum half days, and collaborative team

time to discuss and develop hands on activities.

• Research options for measuring student engagement.
• Purchase resources that support increased student engagement and hands on

learning.

• Monthly admin meetings with K-8 Math Supervisor to discuss math instruction.
• Share out best practice resources focused on student engagement.

SMART GOAL #3 - In order to create and maintain a safe physical and intellectual learning environment where behaviors that interfere with learning are prevented, Florence Roche will use findings from a self-assessment and PBIS team collaboration to develop and begin implementation of a PBIS action plan by June 2018, as evidenced by the completion of said plan. Action Steps

• Create a PBIS team by January 2017. Meet 3x per year
• Use multiple means of representation to inform the parents and community about

the importance of PBIS in meeting the needs of all students, at least 3x per year

• Identify a self-assessment tool to identify school culture & needs by March, 2017
• Implement self-assessment tool by May, 2017
• Review assessment results and incorporate findings into plan draft by September

2017

• Develop and deliver 4 grade level assemblies related to SPaRK 4x per academic year

Mission Statement We believe that all students can learn. It is our responsibility to excite students about learning in a positive, safe, and engaging environment. We will challenge students to achieve high standards while fostering their intellectual curiosity as well as their emotional, social, and physical development. In a mutually respectful community of staff, students, and parents, we value the shared responsibility to help all students achieve their potential, develop confidence, and pursue their own passions. School Council Members Peter Myerson, Lisa Mitchell, Margie Lattini, Lori Chabot, Peggy Fournier, An Hee Foley, Renae Cianciotto, Atsuko Imanishi, Jessica Murphy

SWALLOW UNION

Highlights from 2015-2016

1. With our extensive work and training with our Reader’s Workshop model, 88% of

• ur students achieved end of year reading benchmark as reported by the Fountas

and Pinnell Reading Benchmark Assessment 2. According to our end of year Communication Survey, 95% of our families felt the bi-weekly e-mail information blasts were informative and timely 3. First year of implementation of our new math program, Eureka 4. First full year of Therapeutic Learning Center Program 5. PARCC Test Improvement: ○ 2015 - ELA 70% Level 4 or 5 / Math 69% Level 4 or 5 ○ 2016 - ELA 82% Level 4 or 5 / Math 84% Level 4 or 5

SMART GOAL #1 - During the 2016-2017 and 2017-2108 school year, all teachers will implement the Units Of Study For Writing. As a result, at the end of the second year, 80% of our students will achieve an overall score of 3 based on the rubric from the final unit assessment. Action Steps

• Provide a full day of professional development from a consultant from Columbia

University Teachers College, and possibly have the consultant return during the 2017-2018 school year

• On-going PD throughout the next two school years to unpack the Units Of Study,

discuss new teaching strategies, develop an assessment protocol, provide education to parent community, and promote grade level consistencies

• Share and model quality writing lessons during staff meetings
• Administrators will focus on writing lessons during mini-observations and provide

feedback

• Develop an action plan to continue this focus for the 2017-2018 school year

SMART GOAL #2 - During the 2016-2017 school year, grade level teams will continue to enhance, change, or modify Eureka lessons and assessments. This will assist us in providing the proper tiered instruction. This will be measured by teacher feedback through a survey and an improvement in our 4th grade MCAS growth average. Action Steps

• On-going PD to rewrite, strengthen, enhance, and pace our math lessons
• Review how to incorporate strategies that will support students in need
• Collect and review math facts and end of year data in order to inform teacher

instruction to enhance their lessons

SMART GOAL #3 - By the end of the 2016-2017 school year, SU will establish a PBIS (Positive Behavior Interventions and Support System) team. This team will review our current school wide behavior plan and develop positive expectations throughout our school. Action Steps

• Develop a school based PBIS Team
• Share with staff the different components of PBIS
• Receive input from our consultant about our current practices
• Develop a plan and timeline in order to start to implement strategies for the

2017-2018 school year

MIDDLE SCHOOL

Highlights from 2015-2016

• First year implementation of the Eureka Math Program.
• Math PARCC Level 4 or 5 Scores

○ Gains in every cohort

• Conducted curriculum alignment work in ELA.
• Continued work on alignment to new Mass State STE Frameworks.
• Planned and implemented the increase of co-taught sections from 12 to

16.

• Planned and implemented the NECC partnership program.
• Peace Club delivered the Big Book of Peace to the United Nations.

SMART GOAL # 1 - GDRMS staff will continue to develop, enhance, and refine middle school mathematics and literacy curricula by aligning them with Massachusetts Curriculum Frameworks and instruction with UDL principles, as evidenced by the report given in June, 2018. Action Steps

• GDRMS administrators will encourage all Year 1 and non-PTS teachers to set

student learning or professional practice goals on learning about or applying mastery-oriented feedback

• GDRMS administrators and instructional leaders will model UDL principles through

universally designed staff and department meetings

• GDRMS administration and curriculum coordinators will lead grade level meetings

to analyze student performance data and set department goals focused on improving the performance of all students

SMART Goal # 2 - By Sept 2018, GDRMS state accountability rating for students with disabilities in the categories of ELA and Math proficiency gap narrowing will be “improved” or “on target”, as measured by the state accountability report. Action Steps

• GDRMS administration and K-8 Math Supervisor will lead grade level meetings to

analyze student performance data in mathematics and set department goals focused on improving the performance of the students with disabilities population.

• GDRMS administration will lead grade level meetings to analyze student

performance data in English Language Arts and set department goals focused on improving the performance of the students with disabilities population

• GDRMS administration and K-8 Math Supervisor will collaborate with the Math

Interventionist to monitor and evaluate the progress of students in the Math Intervention Program

SMART Goal # 2 - By Sept 2018, GDRMS state accountability rating for students with disabilities in the categories of ELA and Math proficiency gap narrowing will be “improved” or “on target”, as measured by the state accountability report. Action Steps

• GDRMS administration will collaborate with the Middle School Reading Specialist to

monitor and evaluate the progress of the students enrolled in the Reading Intervention Program.

• GDRMS administration will explore opportunities (such as establishing a

collaborative relationship with the Middlesex Community College) to develop middle school enrichment programs.

SMART Goal # 3 - By June, 2018 GDRMS staff will assess current Positive Behavioral Intervention and Support systems and develop a report outlining their effectiveness and make recommendations for future implementation. Action Steps

• GDRMS administrators and Middle School PBIS committee will evaluate current

PBIS practices and determine their effectiveness

• GDRMS administrators in partnership with parents, students, and middle school

staff will evaluate current school wide behavior expectation plan and revise it if needed

• GDRMS administrators and staff will work with the district leadership team and

contracted consultants to finalize a PBIS/SEL action plan to be implemented in 2017-2018

HIGH SCHOOL

Highlights from 2015-2016

• Advisory program examined and reimagined.
• Dual Enrollment options in conjunction with MCC are introduced.
• ELA Curriculum updated and aligned.
• Scheduling Committee fulfills objective.

SMART Goal #1 - By the Spring 2017, we will have established a highly organized and developed advisory program by supporting our advisory committee, involving the student body, promoting school spirit, and building bonds between faculty and students while focusing on the social and emotional well-being of the GDRHS community. Action Steps

• Identify a theme for the school year which will be utilized to guide our sessions and

support an overarching school goal

• Recruit students to assist in planning and acquiring feedback from the student

body

• Link a portion of our advisories to service opportunities
• Survey staff and students to identify strengths and weaknesses of the program
• Provide time throughout the year for the Advisory chairs to explain individual

sessions

• Make recommendations for changes for the 2017-2018 school year

SMART Goal #2 - By spring 2017, through a representative committee, we will explore

• pportunities to integrate community service into our culture more prominently and

provide recommendations to be shared with GDRHS staff and administration. We will engage students and cultivate an interest in participating in service based projects and activities. Action Steps

• Assess faculty and community interest in service opportunities
• Meet with staff interested in participating in additional service opportunities within

the curriculum as well as extra-curricular

• Research and speak with members of other districts who have engaged in more

formalized service programs

• Identify staff and student interest as well as district approval of a service learning

class and a service learning student trip

• Based on Interest, create additional opportunities for GDRHS students to engage in

Service, develop a description for a course to be placed in the Program of Studies and plan a service learning pilot trip for students

SMART Goal #3: By June 2017, members of the GDRHS community to be trained on PBIS and form a committee to establish core behavioral expectations, in partnership with students, parents, and educators and will share the completed work with the school community. Action Steps

• By November 2016 members of the GDRHS staff will participate in PBIS training
• By December 2016 we will communicate with other district schools to examine

commonalities that could be utilized in our PBIS plans

• By January 2017 a committee will be created to begin to establish our school’s core

behavioral expectations

• By June 2017 Core Behavioral Expectations will be created and presented to the

staff

SMART Goal #4 - By spring 2017, the administration will create and convene a standing data team to examine relevant data to guide more effective and efficient decisions as well as making necessary changes to current programming. Action Steps

• By December, 2016 a committee of staff and administrators will be established
• By January, 2017 the committee will meet to examine like groups with a successful

track record in our district as well as other districts

• By June, 2017 the committee will meet four times and will create a document
• utlining the findings of the committee which will be used to guide decision making

and goal setting for the 2017-2018 school year