Norwood Public Schools Norwood, Massachusetts Principal : Dr. P. Manaday Mission Statement : The mission of the John P. Oldham School is to provide all students with the tools necessary to become lifelong learners through a challenging education focused on intellectual, emotional, and social development. The students will strive to reach high standards that maximize personal potential with support from dedicated teachers, parents and school community members.
SCHOOL DATA Demographics Enrollment by Gender 2013-2014 2014-2015 2015-2016 2016-2017 Male 121 120 117 118 Female 108 107 112 116 Total 239 227 230 234 Enrollment by Race/Ethnicity % Race 2013-2014 2014-2015 2015-2016 2016-2017 African American 12.2 13.72 12.66 12.0 Asian 6.5 3.3 5.68 7.7 Hispanic 6.6 5.75 8.74 8.1 Native American.44 0.0 0.0 0.0 White 72.93 73.89 71.18 70.9 Selected Populations % 2013-2014 2014-2015 2015-2016 2016-2017 First Language not English 8.3 13.71 11.7 15.4 Limited English Proficient 2.6 9.29 8.7 6 Low-income 31.0 28.76 32.0 25.2 Retentions 0.0 0.0 0.0 0.0 Special Education (total) 20.9 14.6 18.3 19.2 Average Class Size 2013-2014 2014-2015 2015-2016 2016-2017 All Grades 20.9 20.5 19.2 16.35 Mobility Rate % Stability All Grades (Aggregate) 95 90.4 93.9 No Data Reported Limited English Proficient 78.9 81.0 87.0 No Data Reported Special Education 98 86.7 90.4 No Data Reported No Data Low Income 94.7 83.6 86.9 Reported
PARCC and MCAS PARCC Test of Spring 2015 Achievement Levels (%) Students Levels 4 and 5 Level 3 Level 2 Level 1 Included Grade and Subject School State School State School State School State Grade Level 3-Reading 76 51 19 23 5 16 0 11 37 Grade Level 3-Math 70 52 24 26 5 15 0 6 37 Grade Level 4-ELA 76 59 20 25 6 11 0 5 41 Grade Level 4-Math 46 50 46 28 7 17 0 5 41 Grade Level 5-ELA 79 60 16 23 5 12 0 5 43 Grade Level 5-Math 44 54 33 44 19 15 5 6 43 Advanced Proficient Needs Improvement Warning/Failing Students Included MCAS Grade Level 5-5 16 41 35 48 37 7 13 45 Science/Tech/Eng
PARCC Test of Spring 2016 Achievement Levels (%) Students Levels 4 and 5 Level 3 Level 2 Level 1 Included Grade and Subject School State School State School State School State Grade Level 3-Reading 91-6 - 0-3 - 32 Grade Level 3-Math 97-3 - 0-0 - 32 Grade Level 4-ELA 62-33 - 2-2 - 42 Grade Level 4-Math 71-19 - 7-2 - 42 Grade Level 5-ELA 65-35 - 0-0 - 43 Grade Level 5-Math 58-33 - 7-2 - 43 Advanced Proficient Needs Improvement Warning/Failing Students Included MCAS Grade Level 5-2 16 54 51 39 37 7 14 46 Science/Tech/Eng
MCAS MCAS Next Generation Spring 2017 Meeting or Exceeding Expectations Exceeding Expectations Meeting Expectations Partially Meeting Expectations Not Meeting Expectations Students Included Grade and Subject School State School State School State School State School State Grade Level 3-Reading 50 47 6 8 44 39 48 42 2 10 52 Grade Level 3-Math 65 49 8 7 58 42 33 38 2 13 52 Grade Level 4-ELA 47 48 8 7 38 41 47 42 6 10 34 Grade Level 4-Math 79 49 9 6 71 43 18 39 3 13 34 Grade Level 5-ELA 34 49 5 6 30 43 64 42 2 10 44 Grade Level 5-Math 36 46 0 7 36 39 64 44 0 10 44 Proficient or Higher Advanced Proficient Needs Improvement Warning/Failing MCAS Grade Level 5- SC/Tech/Eng 36 46 2 17 34 29 52 39 11 15 44 Students Included Cumulative Progress and Performance Indices 2013 2014 2015 2016 2017 School Accountability Level 1 2 2 1 No Status Accountability Target (75 PPI) All Students 86 78 72 85 Baseline Accountability Target (75 PPI) High Needs Students 88 72 79 81 Baseline English Language Arts (CPI) All Students 88.4 87 92.3 92.0 Baseline High Needs 81.6 75.8 84.5 86.3 Baseline Math (CPI) Science (CPI) All Students 86.5 87.2 84.3 91.8 Baseline High Needs 80.3 80.7 79.1 89.7 Baseline All Students 78.1 76.9 79.0 84.8 Baseline High Needs 76.9 75 69.7 78.1 Baseline
NORWOOD PUBLIC SCHOOLS PROGRESS REPORT OF THE 2016-2018 SCHOOL IMPROVEMENT PLAN Year 1 PROGRESS REPORT: Please give a status report on each objective that was identified in your 2016-2018 School Improvement Plan. If the objective has been accomplished, please indicate when and how it has benefited the school. If the objective has not been accomplished, please explain why and when you anticipate the objective will be completed. 2014-2016 OBJECTIVES STATUS ENGLISH LANGUAGE ARTS 1. A schedule for classrooms will be developed for use of the ChromeBooks and ipad carts. Students in Grades 1-5 will publish student writing several times a year using a variety of digital tools including: flip cameras, tape recorders, Stationery Studio, Microsoft Word, PowerPoint, Microsoft Presentations, Photo Story and Kidspiration. 2. Teachers in Grades 1-5 will teach at least five (5) Tier 2 vocabulary. Students will record their new learning in vocabulary logs and use the words appropriately in their writing and speaking. 3. teachers will implement small group instruction based on best practice research in order to provide Tier 1 RTI reading support to struggling readers at least 3 times a week. The Reading Specialist will provide additional Tier 3 reading support to readers who made limited progress despite Tier 1 and Tier 2 interventions. 4. Teachers in Grades 3-5 will meet with at least 3 strategy groups or book clubs every This goal was met as a schedule was implemented. In addition to all of the digital tools listed in the left column, ChromeBooks and Ipads carts expanded students opportunities to publish their writing. Teachers found the time to do this. We built school wide consistency in our vocabulary program development and are moving away from using workbooks. Teachers along with the Reading Specialist, successfully reached this goal. At Grade Level Team and All Staff Meetings we continue to explore ways that we could make small group instruction more effective. We continued to strive for consistency throughout the school as teachers were
day. Primary Grades 1-2 will continue to meet with 3 guided reading groups. 5. Teachers will continue to meet monthly to assess student writing and explore ways to improve students topic development. MATH 1. We will meet at grade level team meetings during professional development time and Common Planning Time Meetings to implement the adopted EnVisions 2.0 Math Program. 2. Continue to implement and sustain the Problem of the Day math calendars on a monthly basis in Grades 3-5 in school and at home to practice, review and reinforce math skills and strategies. 3. Continue to implement a Tier 1 Response to Intervention (RTI) model by developing a weekly school wide common math center time where teachers differentiate instruction using manipulatives, technology, games, and problem solving activities to address individual needs. 4. Meet monthly as a Math Team to discuss curriculum alignment and RTI implementation. encouraged and supported to meet with at least 3 reading groups every day. Teachers continued to meet formally and informally. We have also found ways to meet more frequently to improve topic development in students writing. The district continued to use grant money to provide substitute teachers so we can have Common Planning Time Meetings by Grade Levels for all schools in the district. The school principal and substitute teacher also covered recess duties to give teachers more time to have discussions at their Grade Levels. 2016-2017 was the third year of the implementation of Envisions 2.0 Math Program in our school. With the support of the School District Math Curriculum Coordinator, this objective was fully accomplished and sustained with professional development. These practices were consistently implemented and sustained in Grades 3, 4, and 5. The Tier 1 Response to Intervention (RTI) model was implemented and sustained by all grade level teachers. The Math Team met monthly to discuss curriculum alignment as it implemented the EnVision 2.0 Math Program.
MCAS AND PARCC 1. Increase the average score on the content portion of the Grades 4 and 5 ELA from the results of the PARC 2016 Test. 2. Reduce the number of students in Levels 1, 2, and 3 for Grades 4 and 5 ELA from the results of the PARCC 2016 Test. 3. Reduce the number of students in Levels 1, 2, and 3 in Grades 4 and 5 Math from the results of the PARCC 2016 Test. The Grade Level Teams continue to submit monthly student writing samples and analyze student work, focusing on student progress. The results for MCAS Next Generation 2017 is being used as a baseline to determine the Cumulative Performance Indices for MCAS Next Generation 2018. Since the MCAS results typically are not available until October of each school year, we will know we are making progress to achieving this goal in year 2 Priority Areas of this School Improvement Plan by monitoring: DRA spreadsheets to track progress; Words Their Way (Grades 1 and 2) test results; and student writing samples with rubrics. The ELA results of the MCAS Next Generation 2017 is being used as a baseline to determine the Cumulative Performance Indices for MCAS Next Generation 2018. As stated above, since the MCAS results typically are not available until October of each school year, we will know we are making progress to achieving this goal in year 2 Priority Areas of this School Improvement Plan by monitoring: DRA spreadsheets to track progress; Words Their Way (Grades 1 and 2) test results; and student writing samples with rubrics. The Math results of the MCAS Next Generation 2017 is being used as a baseline to determine the Cumulative Performance Indices for MCAS Next Generation 2018. Since the MCAS results typically are not available until October of each school year, we will know we are making progress to achieving this goal in year 2 Priority Areas of this School Improvement Plan by monitoring: beginning of year tests results; topic tests
4. Reduce by 20% the number of students identified in the Warning and Needs Improvement Levels of the MCAS Spring 2016 Test in Science and Technology/ Engineering for Grade 5. results; fact fluency tests results (administered quarterly); and the analysis of past MCAS items. The results of the Science and Technology/Engineering MCAS Next Generation 2017 is being used as a baseline to determine the Cumulative Performance Indices for MCAS Next Generation 2018. Since the MCAS results typically are not available until October of each school year, we will know we are making progress to achieving this goal in year 2 Priority Areas of this School Improvement Plan by monitoring: unit tests from the Norwood Science Department results; school developed science vocabulary tests results; and student responses in science journals.
NORWOOD PUBLIC SCHOOLS PRIORITY AREAS OF THE 2016-2018 SCHOOL IMPROVEMENT PLAN Year 2 PRIORITY AREAS: Please outline below the objectives to be targeted for improvement at your school this year. These objectives should be identified by the School Council upon examining data on student performance and achievement and selected as priorities identified by data collected last year showing a concern about the progress of all students. This statement should be submitted by the Principal to the Superintendent of Schools after extensive consultation and review by the School Council. PRIORITY AREAS ENGLISH LANGUAGE ARTS MATH 1. Continue to use the computer lab and carts to publish student writing using a variety of digital tools including the use of Chromebooks, ipads and Google Drive. 2. Continue to build consistency in vocabulary development. 3. Continue to refine our Response to Intervention (RTI) model so that each student makes at least one (1) year s worth of progress within the school year as determined by the Developmental Reading Assessment (DRA). 4. Continue to strive for consistency to have teachers meet with at least 3 small groups in Reading Workshop each day. 5. Continue to use common planning time to discuss best practices to improve topic development. 1. Continue to build consistency at all grade levels in implementing Problem of the Day math calendars on a monthly basis. 2. Continue to improve upon our Tier 1 Response to Intervention (RTI) model by developing grade level common math center time in which teachers differentiate instruction using manipulatives, technology, games, and problem solving activities to address the individual needs of students. 3. Continue to maintain no less than 75 minutes of uninterrupted math instructional time each day.
4. Continue to meet twice monthly to discuss curriculum alignment for the EnVisions 2.00 Math Program in its third year of implementation throughout the school district. SCIENCE 1. Increase science instruction and activities from 90 to 120 minutes per week by teaching science across the curriculum. ASSESSMENT 1. Increase student achievement at the meeting or exceeding expectations/exceeding expectations levels and reduce the numbers of students in both the partially meeting expectations and not meeting expectations levels on the MCAS Next Generation 2018 English Language Arts Assessment (ELA) as compared to the results of the MCAS Next Generation ELA 2017. As previously stated in the year 1 Progress Report of this School Improvement Plan, since the MCAS results typically are not available until October of each school year, we will know we are making progress to achieving this goal by monitoring: DRA spreadsheets to track progress; Words Their Way (Grades 1 and 2) test results; and student writing samples with rubrics. 2. Increase student achievement at the meeting or exceeding expectations/exceeding expectations levels and reduce the numbers of students in both the partially meeting expectations and not meeting expectations levels on the MCAS Next Generation 2018 Math Assessment as compared to the results of the MCAS Next Generation Math 2017. As previously stated in the year 1 Progress Report of this School Improvement Plan, since the MCAS results typically are not available until October of each school year, we will know we are making progress to achieving this goal by monitoring: beginning of year tests results; topic tests results; fact fluency tests results (administered quarterly); and the analysis of past MCAS items. 3. Increase student achievement at the meeting or exceeding expectations/exceeding expectations levels and reduce the numbers of students in both the partially meeting expectations and not meeting expectations levels levels on the MCAS Next Generation 2018 Science/Technology and Engineering (STE) Assessment as compared to the results of the MCAS Next Generation STE 2017. As previously stated in the year 1 Progress Report of this School Improvement Plan, since the MCAS results typically are not available until October of each school year, we will know we are making progress to achieving this goal by monitoring: unit tests from the Norwood Science Department results; school developed science vocabulary tests results; and student responses in science journals.
NORWOOD PUBLIC SCHOOLS ACTION PLAN, Year 2 of the SCHOOL IMPROVEMENT PLAN OF THE PRINCIPAL AND SCHOOL COUNCIL ACTION PLAN : For each objective listed on the previous page, please describe a plan for improvement. The plan should include a list of activities; who will be involved; and over what time frames the problem will be addressed. A clear, concise explanation of how the improvement sought will be measured should be a part of this plan. ACTIVITY WHO TIME FRAME MEASURED OUTCOME ENGLISH LANGUAGE ARTS 1. Continue to use the computer lab and carts to publish student writing using a variety of digital tools including the use of Chromebooks, ipads and Google Drive. 2. Continue to build consistency in vocabulary development as we continue to incorporate rigorous instructional strategies. Candice De Boer, Literacy Specialist; Aaron Reuland and Lora Roberts, Library Media Specialist; Debbie Shook, Technology Coordinator; and Teachers Candice De Boer, Literacy Specialist; Debbie Shook, Technology Coordinator; and 9/17-6/18 Each class will publish at least 2 writing products using technology each school year. 9/17-6/18 Demonstrate an increase of vocabulary usage in reading response journals and student writing products.
3. Continue to refine our Response to Intervention (RTI) model so that each student makes at least one (1) year s worth of progress within the school year as determined by the Developmental Reading Association (DRA). and ELL Teachers Candice De Boer, Literacy Specialist; Teachers; Special Education Teachers and Paraprofessional s; Title One Teacher; and ELL Teacher 9/17-6/18 All students will make at least 1 year s worth of progress as demonstrated on the DRA test results. ACTIVITY WHO TIME FRAME MEASURED OUTCOME 4. Strive for consistency to have teachers meet with at least 3 small groups in Reading Workshop each day. 5. Find ways to have more common planning time to discuss best practices to improve topic development. Candice De Boer, Literacy Specialist; Teachers Candice De Boer, Literacy Specialist; Teachers 9/17-6/18 Students will make at least 1 year s worth of progress as demonstrated on the DRA test results. 9/17-6/18 Students will continue to improve in topic development as demonstrated on beginning, middle, and end of school year writing samples.
MATH 1. Continue to build consistency at all grade levels in implementing Problem of the Day math calendars on a monthly basis. 2. Continue to implement a Tier 1 Response to Intervention model by developing grade level common math center time in which teachers differentiate instruction using manipulatives, technology, games, and problem solving activities to address student s individual needs. 3. Maintain 75 minutes of uninterrupted math instructional time each day. Stephen Perry, Math Team Leader; Teachers; and Special Education Teachers and Paraprofessionals (Paras) Stephen Perry, Math Team Leader; Teachers; and Special Education Teachers and Paras Stephen Perry, Math Team Leader; Teachers; and Special Education 9/17-6/18 Students will demonstrate math problem solving proficiency as demonstrated in the end of unit and common math assessments. 9/17-6/18 Students will show an improvement on their math end of unit assessment scores. 9/17-6/18 Students will show an increase of math proficiency as demonstrated on the math common assessments.
4. Continue to meet twice monthly as a Math Team on the implementation of the EnVision 2.0 Math Program. Teachers and Paras Jill Milton, School District Math Coordinator; Stephen Perry, Math Team Leader; Teachers; and Special Education Teachers and Paras 9/17-6/18 Students will show an increase of math proficiency as demonstrated on the math common assessments. SCIENCE 1. Increase science instruction and activities from 90 to 120 minutes per week by teaching science across the curriculum. Teachers; and Special Education Teachers and Paras 9/17-6/18 Students will show a 25% increase in Meeting or Exceeding Expectations/Excee ding Expectations levels as demonstrated on the MCAS Next Generation 2018 Science, Technology and Engineering Assessment. ASSESSMENT 1. Increase student achievement at the Advanced or Proficient level on the MCAS Next Generation English Language Arts (ELA) Assessment. Candice De 9/17-6/18 An increase of 8% of students in Grades 3-5 will score at the Meeting
2. Increase student achievement at the Advanced or Proficient level on the MCAS Next Generation Math Assessment. Boer, Literacy Specialist; Teachers; Special Education Teachers and Paras; Title One Teacher; and ELL Teacher Stephen Perry, Math Team Leader; Teachers; Special Education or Exceeding Expectations/Excee ding Expectations levels for the MCAS Next Generation 2018 ELA Assessment. As previously stated in the year 1 Progress Report and year 2 Priority Areas of this School Improvement Plan, since the MCAS results typically are not available until October of each school year, we will know we are making progress to achieving this goal by monitoring: DRA spreadsheets to track progress; Words Their Way (Grades 1 and 2) test results; and student writing samples with rubrics. 9/17-6/18 8% of students in Grades 3-5 will score at the Meeting or Exceeding Expectations/Excee ding Expectations levels for the MCAS Next Generation 2018 Math Assessment. As
3. Increase student achievement at the Meeting or Exceeding Expectations/Exceeding Expectations on the MCAS Next Generation Science/Technology and Engineering (STE) Assessment. Teachers and Paras; Title One Teacher; and ELL Teacher Erica Lockwood and Will Goulart, Science Teachers; Teachers; Special Education Teachers and Paras; Title One Teacher; and ELL Teacher previously stated in the year 1 Progress Report and year 2 Priority Areas of this School Improvement Plan, since the MCAS results typically are not available until October of each school year, we will know we are making progress to achieving this goal by monitoring: beginning of year tests results; topic tests results; fact fluency tests results (administered quarterly); and the analysis of past MCAS items. 9/17-6/18 8% of students in Grade 5 will score at the Meeting or Exceeding Expectations/Excee ding Expectations levels for the MCAS Next Generation 2018 STE Assessment. As previously stated in the year 1 Progress Report and year 2 Priority Areas of this School Improvement Plan,
since the MCAS results typically are not available until October of each school year, we will know we are making progress to achieving this goal by monitoring: unit tests from the Norwood Science Department results; school developed science vocabulary tests results; and student responses in science journals.
PROJECTED PROFESSIONAL DEVELOPMENT and DATA MEETINGS 2017-2018 September Professional Development Day School Opening September 5, 2017 Bi-Monthly Grade Level Team Meetings in ELA/Math All Staff Meeting, Sept. 19, 2017 School Council Meeting, Sept. 20, 2017 Open House, Sept. 21, 2017 October Professional Development Day Oct. 6, 2017 Bi-Monthly Grade Level Team Meetings in ELA/Math Common Planning Time on ELA and Math Work All Staff Meeting, Oct. 10, 2017 School Council Meeting, Oct. 11, 2017 Elementary Math Support with Jill Milton, Grades 3-5, Oct. 17, 2017 Professional Development Half-Day, Oct. 25, 2017 Elementary Math Support with Jill Milton, Grades 1-2, Oct. 31, 2017 November Professional Development Nov. 10, 2017 Bi-Monthly Grade Level Team Meetings in ELA/Math Common Planning Time on ELA and Math Work All Staff Meeting, Nov. 14, 2017 School Council Meeting, Nov. 15, 2017 Parent Teacher Conferences Nov. 16 and 17, 2017 Elementary Math Support with Jill Milton, Nov. 20, 2017 December Elementary Math Support with Jill Milton, Dec. 5, 2017 Professional Development Half-Day, Dec. 7, 2017 Bi-Monthly Grade Level Team Meetings in ELA Common Planning Time ELA Looking at Student Writing All Staff Meeting, Dec. 12, 2017 School Council Meeting, Dec. 13, 2017 Elementary Math Support with Jill Milton, Dec. 19, 2017 January All Day Professional Development Day, Jan. 2, 2018 Elementary Math Support with Jill Milton, Jan. 9, 2018 Bi-Monthly Grade Level Team Meetings in ELA
January (continued) Common Planning Time ELA Looking at Student Writing All Staff Meeting, Jan. 16, 2018 School Council Meeting, Jan. 17, 2018 Elementary Math Support with Jill Milton, Jan.22, 2018 February Professional Development Day Half-Day, Feb. 7, 2018 Bi-Monthly Grade Level Team Meetings in ELA Common Planning Time ELA Looking at Student Writing All Staff Meeting, Feb. 13, 2018 School Council Meeting, Feb. 14, 2018 March Parent Teacher Conferences, March 8 and 9, 2018 Common Planning Time ELA Looking at Student Writing Bi-Monthly Grade Level Team Meetings in ELA All Staff Meeting, March 20, 2018 School Council Meeting, March 21, 2018 April Professional Development Half-Day, April 5, 2018 Common Planning Time ELA Looking at Student Writing Bi-Monthly Grade Level Team Meetings in ELA All Staff Meeting, April 24, 2018 School Council Meeting, April 25, 2018 May Common Planning Time ELA Looking at Student Writing Bi-Monthly Grade Level Team Meetings in ELA Professional Development Half-Day, Transition Planning, May 18, 2018 All Staff Meeting, May 22, 2018 School Council Meeting, May 23, 2018 June Monthly Grade Level Team Meetings in ELA Common Planning Time ELA Looking at Student Writing All Staff Meeting, June 12, 2018 School Council Meeting, June 13, 2018