Worcester Public Schools

Transcription

1 SCHOOL ACCOUNTABILITY PLAN Worcester Public Schools Delivering on High Expectations and Outstanding Results for All Students Midland Street School Michele Wilson Principal or Administrator Maureen Binienda Superintendent

2 Coordination and Integration of funds All Worcester Public Schools must integrate services and programs with the aim of upgrading the entire educational program of the whole school and to help all students reach proficient and advanced levels of achievement. Integration of services will include the following areas of focus: Equity of Access: Ensuring all students have access to high quality instruction/materials and resources. For example: through Title I, II and III, Focused Instructional Coaches; through Title I, II and Title III supplemental activities including After School and Out-of-School Time activities; Title IVA, technology, supplemental activities and payment of AP fees; SRG, support of additional time for teachers including activities that address equity of access; IDEA activities that support individualized learning, and through Perkins funding, access to materials and credentials for college/career readiness. Engagement: Engagement with families and the various sectors of our community in developing opportunities for all students; Support through Title I of our Parent Information Center and community engagement; Title II, coordination of professional development activities involving engagement; Title III, supplemental parental engagement activities; IDEA, contracted services for health and through Perkins funding, career exploration activities. Safe and Healthy Students: Create supportive, safe, and orderly learning environments marked by respectful interactions, acceptance, inclusiveness, and responsibilities to one another: Title I, personnel including Wraparound coordinators; Homeless Liaison; Title II coordination of all professional development including PD on SEL; Title III, professional development on co-teaching; Title IV, safety training, safety planning and school safety supplies; IDEA; professional development and through Perkins, professional development on safety training. High quality teaching and learning: To support excellent instruction that improves student skills to prepare them for global citizenship; through Title I, II and III, coaches; Title II, support of professional development activities; Title IV, professional development on technology; IDEA professional development and through Perkins, professional development for teachers. College and Career Readiness: In support of current standards, activities that help students become college and career ready: Through Title I and Title III, supplemental academic support for struggling students; Title II, coordination of professional development for all college/career readiness activities; Title IV, support of technology and accompanying professional development to increase teacher proficiency and payment for AP fees; IDEA, funding for instructional assistants and Perkins, funding for college/career readiness contractual service provider at our vocational-technical high school.

3 Worcester Public School Transition Plan for Assisting Preschool Children Worcester Public Schools support a transition plan for assisting preschool children to schoolwide Title I programs, which is based upon best practices promulgated by the National Center on Parent, Family, and Community Engagement (NCPFCE) and the National Center on Quality Teaching and Learning (NCQTL). Smooth transitions from preschool to kindergarten depend on connections made between participants in the process, such as those between schools and families, and between preschool teachers and kindergarten teachers and classrooms, especially connections made prior to kindergarten entry. The WPS transition plan incorporates NCPFCE models to implement best practices. Child-School activities foster the familiarity of children with the classroom setting and those people within it. Preschool teachers and children visit a kindergarten classroom, children practice kindergarten rituals, and a spring orientation is held for preschool children. These activities are designed to increase comfort, decrease anxiety, and build teacher-child relationships. Family-School activities foster family collaboration and involvement with the school transition process through school visits, open houses, and meetings with principals and kindergarten teachers. WPS has prepared and disseminates literacy resource materials for in-home learning activities. School-School activities foster inter-school collaboration among preschool teachers and kindergarten teachers to align programs and classroom practices. Community: The WPS collaborates with an extensive network of interagency and community service organizations which support childspecific programs and enables WPS to get accurate information into the community, including the kindergarten registration process. WPS transition activities effectively introduce preschool children into schoolwide Title I programs.

4 I. School Instructional Leadership Team Members School Instructional Leadership Team (ILT) Members shall include: Teachers (Representation of each grade level or dept. /team-specify position, i.e. 2 nd grade teacher, mathematics chair, etc.) Representatives of support populations (Special Education, English Language Learners, and other support staff) Administration (Principal, Assistant Principal) The Instructional Leadership Team s primary role is to help lead the school s effort at supporting the improvement of teaching and learning. The ILT makes decisions about the school s instructional program and leads and monitors the implementation of a sound instructional focus. This instructional focus is unique and tailored to the needs of each school. The ILT carefully monitors student performance data regarding progress toward goals, conducts several internal audits and self assessments to help determine future action plans for the school. In order to maintain steady progress, Instructional Leadership Teams meet regularly and frequently, at least twice a month. Name Position ILT Meeting Dates Michele Wilson Principal Sept: 19 Kelly Boyd Focused Instructional Coach Oct: 10, 24 Ann Robert Grade 6 Teacher Nov: 9, 28 Melissa Gingras Grade 4 Teacher Dec: 5, 19 Allyson Snow Kindergarten Teacher Jan: 9, 23 Diane Mallgren English Learners Teacher Feb: 6, 27 Mar: 13, 27 Apr: 4, 25 May: 15, 29 June: 5

5 I. Massachusetts Department of Elementary and Secondary Education Accountability Data

6 II. Student Attendance Student Attendance ( ) Student Group Attendance Rate Average # of Absences Absent 10 or more days Chronically Absent (10% or more) Unexcused > 9 days All Student Female Male Economically Disadvantaged High Needs LEP English language learner Students with disabilities African American/Black Asian Hispanic or Latino Multi-race, non-hispanic or Latino White

7 Student Retention ( ) Student Retention by Percent Student Group Enrolled # Retained # Retained % 01 % 02 % 03 % 04 % 05 % 06 % All Students Female Male Economically Disadvantaged High Needs LEP English language learner Students with disabilities African American/Black Asian Hispanic or Latino Multi-race, non- Hispanic or Latino White

8 State Targets: (To be given to principals when released by DESE in November 2018)

9 III. Comprehensive Needs Analysis Complete this summary of strengths and concerns after you have completed a thorough data analysis. Please limit your response to three strengths and three concerns. Strength In English Language Arts, students Met or Exceeded the Achievement Target In Mathematics, students Exceeded the Achievement and Growth Targets In Science and Technology/Engineering, students in Grade 5 scored the highest in the District Areas of Concern Concern In English Language Arts, students performed below the district and state in Writing Areas of Strength Evidence 2018 MCAS Results All students met the Achievement Target Students in the High Needs subgroup Exceeded the Achievement Target Students in the English Language Learners and Former English Language Learners subgroup categories Exceeded the Achievement Target 2018 MCAS Results All students exceeded the Achievement and Growth Targets Students in the High Needs subgroup Exceeded the Achievement Target Students in the Economically Disadvantaged subgroup Exceeded the Achievement Target 2018 MCAS Results 30% of Grade 5 students scored Advanced 48% of Grade 5 students scored Proficient Grade 5 students scored above the state results by 30 percentage points Evidence 2018 MCAS Results Students in Grades 3-6 earned an average of 34.5% of the possible points in Writing.

10 In English Language Arts, students were below the Growth target In Mathematics students fell below the state` 2018 MCAS Results All students and students in the High Needs and Economically Disadvantaged subgroup categories were below the Growth target Only 41% of students in the High Needs subgroup Met or Exceeded grade level proficiency 2018 MCAS Results Students in Grade 3 scored below the state in all areas under the Measurement and Data domain Students in Grade 6 scored below the state in all areas under the Expressions and Equations domain

11 IV. Action Plan Leadership, Shared Responsibility, and Professional Collaboration Establishing a community of practice through leadership, shared responsibility for all students, and professional collaboration (Focus on improving core instruction and tiered interventions systems using a variety of data) Prioritized Best Practices or Strategies (Include differentiation to ensure access for targeted student populations and PLC practices) Instructional Leadership Team Implementation (Explain how ILT members implement and measure schoolwide strategies.) 1.2. High Expectations and Positive Regard Collect, analyze and review data 1.4. Monitoring Implementation and School Progress Looking at student work in Grade Level meetings, Instructional Leadership Team (ILT) meetings and Staff meetings 1.6. Use of Time for Professional Development Bi-Monthly Grade Level meetings Targeted Professional Learning based on student data 1.2. High Expectations and Positive Regard Conduct Meetings to collect, analyze and review data 1.4. Monitoring Implementation and School Progress Looking at Student work Analyze and review student data Rounds Protocol with ILT members 1.6. Use of Time for Professional Development Monthly staff meetings, bi-monthly grade level meetings Model lessons School Performance Indicators and Data Sources ADULT IMPLEMENTATION INDICATOR STUDENT RESULTS INDICATOR Grade level student data Workshop conference feedback in writing Instructional Leadership Team minutes Reading Response journals Grade Level Professional Learning agendas Student work samples Teacher Lesson Plans BAS, STAR, envision and MCAS results Classroom visit notes Other formative and Summative Assessments Coaching Cycle - Focused Instructional Coach Modified Assessments from Teacher of Moderate Special Needs

12 IV. B. Action Plan Intentional Practices for Improving Instruction Employing intentional practices for improving teacher-specific and student-responsive instruction (Focus on refining the use of observations and student-specific data so that constructive feedback to teachers is provided and student-specific needs are clearly identified to inform instructional responses) Prioritized Best Practices or Strategies (Include differentiation to ensure access for targeted student populations including EL and students with disabilities) Instructional Leadership Team Implementation (Explain how ILT members implement and measure school- wide strategies.) 2.1. Expectations for Specific or Precise Expectations for High-Quality Instruction Fountas and Pinnell Classroom Reading Program Collect, Interpret and Apply (CIA) Reading Program Writing Workshop (Units of Study in Writing) Guided Mathematics (Provide and scaffold instruction for multiple step problems to meet the needs of all students; especially English Learners and students with special needs In Science and Engineering, students model, provide evidence to support arguments, and obtain and display data about relationships and interactions among observable components of different systems Identifying and Addressing Student Academic Needs Collect, analyze and monitor classroom data 2.7. Structures for Instructional Improvement Teachers develop Instructional Improvement Plans after the 1st quarter 2.1. Expectations for Specific or Precise Expectations for High-Quality Instruction Model lessons in writing and provide support with Focused Instructional Coach 2.3. Identifying and Addressing Student Academic Needs Collect, analyze and monitor classroom and school-wide data Survey teacher comfort level and instructional needs Monitor implementation of best practices through classroom visits 2.7. Structures for Instructional Improvement to Improve Student Achievement Provide targeted Professional Learning opportunities for best practices at Grade Level monthly staff professional learning meetings ADULT IMPLEMENTATION INDICATOR Grade level student data Instructional Leadership Team meeting minutes Instructional Improvement Plans Weekly Lesson Plans School Performance Indicators and Data Sources STUDENT RESULTS INDICATOR Workshop conference feedback in writing Reading Response Journals Student work samples BAS, STAR, envision and MCAS results

13 IV. C. Action Plan Providing Student-Specific Supports and Instruction to All Students Providing student-specific supports and interventions informed by data and the identification of student-specific needs (Focus on developing a sophisticated approach to using systems of assessments, responding to assessments to deploy interventions and resources, and continuously reviewing the impact of interventions with students). (Specifically address students not meeting targets) Prioritized Best Practices or Strategies (Include differentiation to ensure access for targeted student populations including bottom 25%) Instructional Leadership Team Implementation (Explain how ILT members implement and measure schoolwide strategies.) 3.3. Determining School-wide Student Supports Fountas and Pinnell and CIA Reading, SRSD in content areas: Provide students with appropriately leveled text for independent and guided reading Provide tools to support student learning; graphic organizers and reference sheets Writing Workshop: Provide clear and timely feedback to students Guided Mathematics: Provide and scaffold instruction for multiple step problems to meet the needs of all students; especially English Learners and students with special needs Daily support of students Math fluency Incorporate daily usage of Manipulatives 3.4. Multi-Tiered System of Support Data Meetings Student Support Process Fresh Start attendance meetings Social skills groups 3.5. Academic Interventions for English Learners Align instructional strategies to SEI SMART Card 3.3. Determining School-wide Student Supports Provide Professional Development for small group instruction 3.4. Multi-Tiered System of Support Monitor implementation of best practices through classroom visits Provide targeted professional learning opportunities for best practices at grade level meetings with the Teacher of Moderate Special Needs and Teacher of English Learners 3.5. Academic Interventions for English Learners Identify Sheltered English Immersion strategies and share with staff at meetings Collect, analyze and monitor school-wide data to identify areas of concern for English Learners Identify strategies to meet the needs of our diverse learners

14 School Performance Indicators and Data Sources ADULT IMPLEMENTATION INDICATOR STUDENT RESULTS INDICATOR Grade level and school-wide data Workshop conference feedback Instructional Leadership Team meeting minutes Reading response journals Lesson Plans - which include SMARTCARD strategies Student work samples Classroom walk throughs Responses to text dependent questions Look at work samples SRSD Modified Assessments from teacher of moderate special needs BAS, STAR, envision, MCAS Individual Student Success Plans Formative and Summative Assessments

15 IV. D. Action Plan A Safe, Respectful, and Collegial Climate for Teachers, Students and Families Establishing a safe, orderly and respectful environment for students and a collegial, collaborative and professional culture among teachers (Focus on developing a welcoming school through a safe and orderly climate that supports student learning within and outside the classrooms as well as a supportive and professional climate for teachers to collectively focus on and pursue efforts to increase student achievement) Prioritized Best Practices or Strategies (Include differentiation to ensure access for targeted student populations) Instructional Leadership Team Implementation (Explain how ILT members implement and measure schoolwide strategies.) 1. Principal s weekly communication to staff (updates/newsletter) 2. Universal tier 1, SEL building strategy (please specify) Quarterly Family Curriculum Learning Activities RSVP Worcester Area Volunteers support literacy development for (Kindergarten - Grade 3 students) Social events to engage families and community members Summer Reading Kickoff 4.1. Schoolwide Behavior Plan Collect, analyze and monitor school-wide data 4.5. Family and Community Engagement Train RSVP volunteers in Early Literacy support School Performance Indicators and Data Sources ADULT IMPLEMENTATION INDICATOR STUDENT RESULTS INDICATOR School Adjustment Counselor monthly reports Grade Level and School-wide data Instructional Leadership Team meeting minutes Office Discipline Referrals Classroom Observations Midland Monthly newsletter Parent teacher conference attendance sheets Midland Monday Staff Memo Kindness Campaign Decline in Office Discipline Referrals Student Agendas Greater Attendance at Family curriculum activities and social events Higher daily school attendance percentage

16 IV.E. Action Plan Reducing Chronic Absenteeism Providing student-specific supports and interventions informed by data and the identification of student-specific needs. (Focus on developing a climate that fosters home-school communication, student engagement, provides individualized supports for students and a system to regularly review the impact of interventions with students). Prioritized Best Practices or Strategies (Include differentiation to ensure access for targeted student populations) 1. Check daily attendance in SAGE and make phone call each day students are absent without a reason 2. Review monthly chronic absenteeism with building based team. 3. Identify quarterly good attendance celebrations: Distribution of Swag Tags, Perfect Attendance certificates 4. Continue 5 week review of attendance progress reports with students grades 4 and up and send home 5. School plan to promote ongoing good attendance: Phone calls from School Adjustment Counselor, Meeting with School Adjustment Counselor and parents, Fresh Start Meetings Instructional Leadership Team Review attendance reports quarterly Implementation (Explain how ILT members implement and measure schoolwide strategies.) School Performance Indicators and Data Sources ADULT IMPLEMENTATION INDICATOR STUDENT RESULTS INDICATOR Parent Communication log Lower chronic absenteeism reports Attendance Reports Fresh Start Meetings

17 Worcester Public Schools Professional Learning Plan (PLP) District Name School Name Principal Name Plan Begin/End Dates Worcester Public Schools Midland Street School Michele Wilson August June : Professional Learning Goals: No. Goal 1 Improve the quality of instruction in Reading and Writing to increase student achievement through: the implementation of a workshop model in writing training in the implementation of Fountas and Pinnell Classroom training in the implementation of CIA training in the implementation of SRSD 2 Improve the quality of Mathematics Instruction to increase student proficiency through small guided instructional groups to support and scaffold the needs of our diverse learners Identified Group All Instructional Staff All Instructional Staff Grades K-2 teachers Grades 3-6 teachers Grades 3-6 teachers All Instructional Staff Grade level professional learning meetings Sharing of best practices (Greg Tang) at Grade level and monthly staff professional learning meetings Rationale/Sources of Evidence Rationale: During the last several years we ve noticed a decline in our students ability to respond to a variety of questions - students were unprepared to read and analyze complex text appropriately Evidence: There has been a pattern of decline in student performance from Grade 3-4 on MCAS. Running Records Rationale: Students are entering upper grades without fact fluency and the necessary prerequisite skills needed to be successful in upper level Mathematics Evidence: Summative Assessment results: STAR, MCAS District Quarterly Benchmark Assessments - all grades Formative Assessments - all grades

18 3 Improve the quality of instruction for Science and Engineering to increase student achievement through the use of standards-based units of study 2: Professional Learning Activities All Instructional Staff Utilize WPS Science and Engineering coach on a consulting basis throughout the school year Grade 2 teachers will participate in Engineering is Elementary professional learning Rationale and evidence: On the 2018 MCAS Science and Engineering assessment, 78% of students met or exceeded expectations PL Goal Initial Activities No. 1 Overview of Fountas and Pinnell Classroom for grades K-2 Overview of CIA / Reading Side by Side Teachers will revisit the writing workshop model and calibrate students writing samples 2 Revisit envision Math lesson components and District Benchmark assessments Review of teaching guided Mathematics 3 Utilize the WPS Science and Engineering coach at grade level professional learning meetings and on a consulting basis throughout the school year Teachers will use the 5E model for Science instruction Teachers will utilize ATLAS for Science planning and instruction Follow-up Activities (as appropriate) Teachers will demonstrate proficiency in the delivery of meaningful reading instruction - check-ins monthly at grade level meetings Teachers will continue to look at student writing during grade level meetings Teachers will create effective small group instruction in Mathematics Teachers will create a workshop model for Mathematics Teachers will learn how to create effective Science units of study with corresponding lessons of inquiry Teachers will create formative assessments and provide meaningful feedback

19 3: Essential Resources PL Goa Resources l No. 1 Fountas and Pinnell Classroom Other Implementation Considerations Read Side By Side SRSD Graphic Organizers 2 About Teaching Mathematics by Marilyn Burns Create standards-based Mathematics activities envision Math 3 Science Kits Identify grade level, standards-based units of study and plan appropriate activities 4: Progress Summary Identify resources and materials needed to support appropriate grade level, standards-based lessons Consider inventory and pass along items based on grade level standards PL Goal Notes on Plan Implementation No. 1 Monthly check in with ILT Notes on Goal Attainment Instructional Improvement Plan in writing 2 Teachers will share out quarterly assessment data 3 Check lesson plans for 5E implementation