The Rita Edwards Miller School 2007 2008 School Improvement Plan Professionally Submitted By: S. Jill Mullavey, Principal Rita Edwards Miller School 1 Mitchell Way
Westford, MA 01886 School Council Membership 2007-2008 Mrs. S. Jill Mullavey, Principal and Co-chair Ms. Beth Lewandowski, Teacher Representative and Co-chair Mrs. Karen Burke, Teacher Representative Mrs. Noelle Coulter, Teacher Representative Mrs. Elaine Scaramuzzo, Parent Representative Mrs. Jane Carpenter, Parent Representative Mrs. Xiaoping Feng-Bahns Mrs. Lynn Jones, Parent Representative Mrs. Daryl Alexa, Community Representative October 23, 2007
Massachusetts Educational Reform Act (MERA) School Improvement Goals Rita Edwards Miller School Report 1. The climate s conducive to high expectations and performance Fall 2006 Terra Nova: Reading (district 85%) 88% Proficient Language (district 82%) 85% Proficient Spring 2007 DRA: Kindergarten 73% exceeded the benchmark Pre-first 68% exceeded the benchmark Grade One 93% exceeded the benchmark Grade Two 80% exceeded the benchmark Spring 2007 MCAS: English Language Arts 39% Advanced 47% Proficient 11% Needs Improvement 3% Warning Mathematics 54% Advanced 31% Proficient 9% Needs Improvement 5% Warning 2. An assessment of student/teacher ratios Kindergarten 19:2 Pre-first 9:1 Multi-age 19:1 Grade One 20:1 Grade Two 20:1
3. Professional development plan to meet the school s goals Professional learning community Teachers as researchers RAVE-O training Attendance at various out of district reading and writing workshops and conferences Differentiated Instruction I & II graduate courses Sheltered Immersion graduate course MELA-O training, 97% of classroom teachers certified (state mandated assessment of listening and speaking skills in English for LEP students. Ten hours of training completed. K-2 Second Step implemented Greenhouse constructed in the courtyard for environmental learning projects Soils and Vernal Pool units strengthened using the Digital Microscope 2007 Westford Education Foundation Grant Responsive Classroom 2007 Westford Education Foundation Grant AlphaSmarts (2) Parent Book Club Odd Girl Out, Raising Cain 4. Enhancement of parental involvement Weekly electronic Bulletin (hard copy to those who request) Parent Projects Handwriting Without Tears, Guided Reading, Phonemic Awareness, Second Step, The Writing Process, Mathematical Thinking Principal Coffee 5. Health, safety, and discipline Sun safety, water safety, bus safety, hand washing presentations by the school nurse, Mrs. Claffey EPI Pen training Restraint Training Discipline Committee procedures, inappropriate behavior categorized and respective consequences selected Guidance Counselor, Mrs. Clermont problem solves with Principal Aides for a proactive approach to inappropriate behaviors on a weekly basis
6. Welcoming school environment characterized by tolerance and respect Fuzzy Pals awarded for positive behavior Code of Conduct S.M.A.R.T (Safety, Motivation, Acceptance, Responsibility, Teamwork) reinforced at school assemblies and throughout the students day Multi-cultural dinner and culturally diverse performances 7. Extra curricular activities and academic support Compassion Projects Westford Food Pantry, Hats & Mittens for the needy, Pennies for Patients drive, Lowell Wish Foundation, Chapsticks for Pine Street Inn Collaborative partnership with Westford Recreation Department After-school Science Club Student support services: Math Resource Facilitator, Reading Resource Facilitators, Reading Recovery Teachers, Kindergarten Teaching Assistants, Title I Tutor 8. Means for meeting diverse learning needs Differentiated instructional practice Least Restrictive Environment Inclusive classrooms Child Study Meetings Consultative model which includes teachers, specialists, and support personnel
GOALS English Language Arts To improve student achievement in the learning domain of ELA Reading Comprehension To increase student achievement in the learning domain of ELA Writing To improve student achievement in the learning domain of ELA Handwriting To increase student achievement in the learning domain of ELA Fluency & Comprehension To increase vocabulary development by understanding words may have multiple meanings Research and implement best practices for English Language Learners To review the Spring 2007 Grade 3 and Grade 4 MCAS results in ELA & Math Revise the Kindergarten Screening Process Mathematical Thinking To improve student achievement in mathematical thinking Technology To improve student achievement in all academic areas through the use of technology To provide appropriate technology (ESPED) to increase efficiency and communication with special education documents Science To create, design, and develop the Miller courtyard as a Growing Place for hands-on and authentic science curiosity and learning Health, Safety, and Discipline To provide grade two Miller students with additional transition security to lessen anxiety of moving to a new school To include Code Red and Shelter In Place as part of our annual safety drills To support an environment of trust, support, respect, and difference Tolerance and Respect To involve grade two students in celebrating diversity To further student social responsibility that is, a personal investment in the well being of themselves and of others, and of the world around them To influence primary students to be life-long community members Parental Involvement To improve the culture and climate of the school to strengthen the home and school connection
CURRICULUM & INSTRUCTION ENGLISH LANGUAGE ARTS
The climate s conducive to high expectations and performance Pursuing Excellence in a Learning Community Promoting Individual Growth and Development School Improvement Plan Goal: To improve student achievement in the learning domain of English Language Arts Reading Comprehension Strengthen student reading comprehension through differentiated reading instruction that accommodates diverse learning abilities and styles. Also, through the utilization of Reading Recovery Teachers, Reading Resource Facilitators, the Title One Tutor and the Special Needs Teachers in grades one and two during scheduled literacy blocks. In addition, we will expand our shared guided reading library through the purchase of a variety of leveled texts. To support teachers in the selection of leveled texts for their students, a user-friendly and efficient system will be implemented. Compare End of Year 08 DRA II Benchmarks with 07 to determine if the end of year expectation needs to be adjusted. Continued funding of reading personnel $2,000 for Guided Reading Books Shelving to be installed in the Guided Reading Book Room no funding needed Book Collector (scanner & software) will be purchased $200 Technology budget September 2007 - June 2008 Indicators of Accomplishment Qualitative and 95% of kindergarten students will meet or exceed the end of year level 2 benchmark 50% of Prefirst students will meet or exceed the end of year level 6 benchmark 77% of first grade students will meet or exceed the end of year level 16 benchmark 65% of second grade students will meet or exceed the end of year level 28 benchmark Evaluation of reading instruction K-2 Classroom Teachers Support personnel including Reading Recovery Teachers, Reading Resource Facilitators, Special Education Teachers, Title I Tutor and Grade One Teaching Assistant School Administration MERA School Improvement
The climate s conducive to high expectations and performance Pursuing excellence in a learning community Promoting individual growth and development School Improvement Plan Goal: To increase student achievement in the learning domain of English Language Arts - Writing Revise the district writing rubric to clarify expectations and interpretations in Kindergarten and Prefirst. Provisioned for in Teacher s Contract (after-school meetings) September 2007 June 2008 Indicators of Accomplishment Qualitative and Teacher feedback as to the clarity of using the new writing rubric. Common anchor packets will be created This goal was created due to teacher feedback on the subjectivity and confusion between Meeting the Standard and the rubric descriptor Working Beyond. Kindergarten Teachers Prefirst Teacher K-5 Language Coordinator School Administration One Professional Development day, Fall 2007 Two Curriculum Meetings second and third trimester Revised 9/10/07 Improvement MERA School
The climate s conducive to high expectations and performance Pursuing Excellence in a Learning Community Promoting Individual Growth and Development School Improvement Plan Goal: To improve student achievement in the learning domain of English Language Arts - Handwriting Implement the multi-sensory Handwriting Without Tears curriculum in Grade One. Monitor the effectiveness of the Additional materials may include September 2007 June 2008 program in both Kindergarten and Prefirst classrooms. These initiatives will be accomplished through reflective conversations with teams of teachers, classroom observations by school administration and the K-5 Language Arts Coordinator. Teachers will compare student work samples during professional development and curriculum meetings. specialized paper Indicators of Accomplishment Qualitative and Student work samples that consistently demonstrate correct letter formation. 80% of students will demonstrate correct letter formation in June 08. Revised 9/10/07 Improvement Two school based Curriculum Meetings (second and third trimester) One Professional Development day (Fall 2007) Parents will receive the Handwriting Without Tears alphabet at Kindergarten Registration held in March 2008 Kindergarten Teachers Prefirst Teacher First Grade Teachers Occupational Therapist Language Arts Coordinator School Administration MERA School
The climate s conducive to high expectations and performance Means for meeting diverse learning needs Pursuing excellence in a learning community Promoting individual growth and development Supporting creativity and innovation School Improvement Plan Goal: To increase student achievement in English Language Arts Fluency & Comprehension Two grade one teachers will continue curriculum work with Dr. Maryanne Wolf from Tufts University on RAVE-O, a research based program for fluency and comprehension. Mrs. Ellison and Mrs. Lelless will deliver a 10-minute whole group lesson and then work with two small groups of 6 students during the literacy block to further develop their fluency and comprehension skills following the RAVE-O curriculum and supplementary materials. Students will be tested by Tufts researchers in October of 2007 and post tested in late Spring of 2008. All results will be provided to the school and to the parents of the students participating in the study. One control group (Mrs. Nair Grade One) will be pre and post tested and results will be correlated and disseminated at years end. Indicators of Accomplishment Qualitative and Post testing results indicate those students who received the training had fluency and comprehension gains higher than those in the controlled first grade group. Teacher anecdotal notes documenting transfer of skills and student connections Revised 9/10/07 Impr All training and testing will be conducted by Tufts University and no funds need to be allocated by the Westford Public Schools September 2007 June 2008 RAVE-O training began in the Fall of 2006 and teachers as researchers commenced in January of 2007. Mrs. Ellison, Mrs. Lelless, Mrs. Nair Principal & Assistant Principal Tufts University MERA School
The climate is conducive to high expectations and performance Means for meeting diverse learning needs Pursuing excellence in a learning community Promoting individual growth and development Supporting creativity and innovation School Improvement Plan Goal: To increase vocabulary development by understanding words may have multiple meanings Students in grade one and two will explore more than 70 words and their multiple meanings. Each week two words will be introduced by classroom teachers and fully examined by the students. For example, the word jam can mean a traffic jam, to jam to music, eat jam, to jam a finger, or jam something into a drawer. The words of the week will be written on freestanding white boards at all the intersections of the school. No funding needed List of words for each staff member 6 free standing white boards @ $132 Office Supplies September 2007 on going Indicators of Accomplishment Qualitative and Teacher observations Students making connections in reading Students recognizing multiple meanings of words Teachers Mrs. Ellison list of words Mrs. Mullavey Revised 9/10/07 Improvement MERA School
The climate s conducive to high expectations and performance Means for meeting diverse learning needs Professional development plan to meet the school s goals Pursing excellence in a learning community Promoting individual growth and development Fostering connection with local and global communities School Improvement Plan Goal: Research and implement best practices for English Language Learners (ELL). Study group: Reading Instruction for English Language Learners Sylvia Linan-Thompson, Sharon Vaughn Purchase books at $25 x 12 = $300 Professional Development Line Item December 2007, February 2008, April 2008 Support ELL instruction with ELLIS Kids software program November 2007 On-going Purchase ELLIS Kids English instruction program $1,000 Indicators of Accomplishment Qualitative and Spring MELA-O show next level proficiency in Listening (comprehension) and Production (fluency, vocabulary, pronunciation, grammar) Levels range from 0-5 in each category Successful teacher lessons supporting second language learners students making text to self connections ELL learners meeting grade level reading benchmarks Revised 9/10/07 28% of the Miller School student population is from homes where another language is spoken. Classroom teachers Mrs. Hayes, ESL Teacher Mrs. Mullavey, Principal Mrs. McNamee, Assistant Principal
The climate is conducive to high expectations and performance Pursuing excellence in a learning community School Improvement Plan Goal: To review the Spring 2007 Grade Three and Grade Four MCAS results in ELA and Math. Test item analysis will provide teachers at the Miller School with direction for instructional improvement. Compare the State, District, and Day School s scores. Review each test item to determine relative strengths and weaknesses Determine areas of improvement the Miller School can undertake to increase student achievement Submit to Kevin Regan our findings and our next steps Invite Kevin Regan to share the Day Schools comprehensive data analysis and their next steps Identify grade two students who will need early intervention in Fall 2008 in grade three by subgroup and submit to the Day School, Kevin Regan January June Curriculum Meetings Test Wiz data MCAS tests downloaded from the DOE January 2008 June 2008 Indicators of Accomplishment Qualitative and Meeting requirements of NCLB by earning a positive AYP rating in the aggregate as well as each reported subgroup We will focus our attention in FY08 on the Grade 3 MCAS Reading test In FY09 we will add the Grade 3 MCAS Math test for review and next steps. Mrs. Mullavey, Mrs. McNamee, Miller teachers K-2 including specialists, Mr. Regan
Means for meeting diverse learning needs Promoting Individual Growth and Development School Improvement Plan Goal: Review Scheduling Revise the Kindergarten Screening Process K-2 Administration to coordinate with Director of Pupil Services to revise K Screening Process. Change from fall to spring time frame for screening incoming students prior to the start of kindergarten. Inform parents and communicate change in schedule at kindergarten registration in March. Funding for substitute teachers. 1 day for each kindergarten teacher (12 subs) Early Screening Inventory Materials Sep 2007 June 2008 Indicators of Accomplishment Qualitative and Successful screening process conducted and students with potential learning issues identified and parents notified prior to the start of kindergarten year. Benefits include appropriate placement to best meet the needs of students and no loss of critical instructional time at the onset of the school year. By law, all kindergarten students must be screened for special needs. Currently that screening is conducted during the fall of the kindergarten year. K-2 Administrators, Director of Pupil Services, SPED staff MERA School Improvement
CURRICULUM & INSTRUCTION MATHEMATICAL THINKING
The climate s conducive to high expectations and performance Means for meeting diverse learning needs Pursuing excellence in a learning community Promoting individual growth and development School Improvement Plan Goal: To improve student achievement in mathematical thinking Implement the Everyday Math comprehensive mathematical thinking program in grades one and two. Support the effectiveness of this new program through reflective conversations with grade level teachers and math resource facilitators, classroom observations of math lessons, and the program s differentiated assessments. We will analyze the grade two end of unit open response assessments to draw conclusions of student gains, challenges and address areas of need. No funds or materials needed at this time September 2007 June 2008 Indicators of Accomplishment Qualitative and Lesson observations and teacher evaluations Teacher feedback Student work samples that demonstrate accurate and varying solutions to a variety of math problems. Record baseline data on grade two open response assessments using the program s 4-point rubric to focus on future instructional needs. One Professional Development day October 2007 Two Curriculum Meetings, second and third trimester Classroom Teachers Math Resource Facilitators K-5 Math Coordinator School Administration Revised 9/10/07 Improveme MERA School
CURRICULUM & INSTRUCTION TECHNOLOGY
The climate s is conducive to high expectations and performance Pursuing excellence in a learning community School Improvement Plan Goal: To provide appropriate technology (ESPED) to increase efficiency and communication with special education documents Administration and special needs teachers will create and maintain all special education documents. Training workshops in Fall of 2007 On-going support from SPED department personnel No funds needed September 2007 June 2008 Indicators of Accomplishment Qualitative and The decreased amount on paperwork and increased productivity in TEAM meetings. School Administration Special Education Staff Revised 9/10/07 Improvement MERA School
The climate s conducive to high expectations and performance Means for meeting diverse learning needs Pursuing excellence in a learning community Promoting individual growth and development Supporting creativity and innovation Fostering connections with local and global communities School Improvement Plan Goal: To improve student achievement in all academic areas through the use of technology Increase the utilization of technology to enhance curriculum through teacher completion of Technology Integration Plans (TIPS). Provide on-site Professional Development to insure integration of technology across the curriculum including art, music and physical education. Topics: Data collection/grahing & sorting, Kidspiration & Inspiration, NCET Read Write and Think, Timeliner, NCEE ECONEDLINK, EDSITEMENT & NATIONAL Geographic Xpeditions & Smithsonian website, AAAS ScienceNetLinks Purchase of four (4) Alpha Smarts $800 Technology Budget Purchase a multimedia cart, LDC projector, Airport, Speakers - $1200 SAC Funds Purchase Boardmaker $300 SAC Funds September 2007 June 2008 The integration of AlphaSmarts, Smart Board technology, Infocus machines, digital microscope and software as part of classroom instruction.
Indicators of Accomplishment Qualitative and Increased use of state-of-the-art technology in classrooms including the computer lab, as evidenced by the successful completion of three (3) integrated projects Teachers and the Instructional Technology Specialist share the process and product of exemplary projects during faculty or curriculum meetings 100% of classrooms use the Computer Lab on an on-going basis throughout the school year as evidenced by Computer Log sign-in Revised 9/10/07 Improvement To increase the use of technology throughout the school system, teachers are asked to work with the Instructional Technology Specialist to develop three high quality integrated lessons which they will teach, assess and reflect on the improvement thereof. K-2 Classroom Teachers Instructional Technology Specialist School Administration Technology Director MERA School
CURRICULUM & INSTRUCTION SCIENCE
The climate s conducive to high expectations and performance Means for meeting diverse learning needs Pursuing excellence in a learning community Promoting individual growth and development Supporting creativity and innovation School Improvement Plan Goal: To create, design and develop the Miller courtyard as a Growing Place for hands-on and authentic science curiosity and learning. Two raised beds will be constructed in the courtyard. These beds will allow students in grade K-2 to have handson science experiences as they study changes, life cycles, and the four seasons. Staff, parent volunteers, and Miller students will provide the manpower necessary to construct the site. Student Activity Account Planning January 2008 Construction Spring 2008 Contact WPS Elementary Science Coordinator to maximize and extend WPS curriculum links in Science and Technology/Engineering Frameworks: Strand 1, Earth and Space Science, Strand 2, Life Science, and Strand 4, Materials and Tools Indicators of Accomplishment Qualitative and Student accurately depicting in pictures and in words that animals and plants are living things that grow, reproduce, need food, light and water. Recognize that plants and animals have life cycles and that life cycles vary for different living things. Students can describe ways in which plants and animals closely resemble their parents in observable appearance. Linda Garvey Volunteer staff Parent volunteers Mrs. Mullavey
CURRICULUM & INSTRUCTION HEALTH, SAFETY, AND DISCIPLINE
Pursuing excellence in a learning community Promoting individual growth and development Ensuring safety and well-being Health, safety, and discipline Welcoming school environment characterized by tolerance and respect School Improvement Plan Goal: To support an environment of trust, support, respect, and difference Solution Wheel painted on the hardtop surface of the school playground area. Artist to draw the wheel May 2008 Games led by the Principal Aides during outdoor recess Cooperative game activities September 2007 June 2008 Purchase additional playground equipment that meets the needs of our diverse student population Purchase rhythm instructions & Bean Toss boards PTO bonus points October 2007 Indicators of Accomplishment Qualitative and Students using the wheel to solve conflicts at recess Students fully participating in organized games Student feedback on choice of outdoor play equipment Principal, Mrs. Mullavey Contractor TBD Principal Aides Guidance Counselor, Jonna Clermont Revised 9/10/07 Improvement MERA School
Health, safety, and discipline Pursuing excellence in a learning community Promoting individual growth and development Ensuring safety and well-being School Improvement Plan Goal: To provide grade two Miller students with additional transition security to lessen anxiety of moving to a new school January Grade 4 Day students read to Grade 2 Miller students March - Grade 2 Miller students read to Grade 4 Day students April Grade 2 students travel to Day for the Grade 5 play May Kevin Regan visits Miller Grade 2 students with several Day students (Life at Day) June Grade 2 students tour Day and stay for lunch and recess August 45-minute classroom tour for new students and a Scavenger Hunt of the Day School Bus transportation - Student Activity Funds January 2008 August 2008 Indicators of Accomplishment Qualitative and Survey students in June to see how many students feel secure about going to a new school Survey the same population in September to find out if the students were familiar with navigating the school and comfortable with the transition. June & September surveys Mrs. McNamee, Assistant Principal Revised 9/10/07 Improvement MERA School
Health, Safety and Discipline Ensuring safety and well-being School Improvement Plan Goal: To include Code Red and Shelter In Place as part of our annual safety drills Create an all present system for fire drills. Form a Crisis Management Team, which will consist of the school nurse, custodian, school secretary, teachers, guidance counselor and school administration. Create a uniform place in each classroom for easy access to student/family crisis information and WPS easy reference flip chart in case of an emergency. In addition, pictures will be taken of each classroom s special place in case of a Code Red. and placed with other documentation. Plastic bins bought and installed in all rooms in the school $500 General School Supplies September 2007 June 2008 Design a floor plan for Shelter In Place in the Gymnasium Identify personnel of first resort in case of emergencies Notify parents in writing when Code Red and Shelter-in-Place safety drills will be performed Make red/green card for each classroom teacher to hold up to administration during a fire drill indicating all accounted for or not.
Indicators of Accomplishment Qualitative and Teachers report student s transition readily to the special place Crisis Team: Julie Sullivan, John upon the Code Red announcement. Shelter-in-Place drills conducted with efficiency and confidence of group leaders. Winn, Carol Steele, Jean Claffey, Kathy Mancini, Jonna Clermont, Jill Mullavey, Marie McNamee Revised 9/10/07 Improvement MERA School
TOLERANCE AND RESPECT
Welcoming school environment characterized by tolerance and respect Means for meeting diverse learning needs Pursuing excellence in a learning community Ensuring safety and well-being Fostering connections with local and global communities School Improvement Plan Goal: To involve grade two students in celebrating diversity Grade two students will audition for roles in two short plays; Raspberries: An American Tale of Cooperation and One Fine Day, a play that informs and builds sensitivity about those who suffer from food allergies Props Volunteers April - May 2008 Students will practice their parts weekly beginning in April 2008. Students will perform the plays at our Multi-Cultural evening held in May. Indicators of Accomplishment Qualitative and Miller community applauding our message and theme for this event. Students write stories that reflect on what they had learned from either play (cooperation and/or differences). Revised 9/10/07 Improvement Drama is a sure way to engage students. It helps students internalize scripted messages, encourages student to work together, express their talents and create a shared understanding in creative ways. MERA School
Welcoming school environment characterized by tolerance and respect Ensuring safety and well-being Promoting individual growth and development Fostering connections with local and global communities School Improvement Plan Goal: To further student social responsibility that is, a personal investment in the well being of themselves and of others, and of the world around them. Each month, each grade level will synthesize an assigned character trait (for example: honesty, truthfulness, responsibility). Teacher and students will examine and relate to real-life situations during morning meetings, reading books whose main characters are dynamic role models who reason through difficult dilemmas, during library read-aloud, Miller Reads Fiction evening, and during monthly Community Meetings with the Principal and Assistant Principal. No funding required Wet Cement Productions, Character Education program. Hang banners throughout the school depicting character trait and descriptor September 2007 June 2008 Indicators of Accomplishment Qualitative and Teacher observation and anecdotal records of empathy and self-discipline skills Student writing describing a personal problem and positive outcome. Decreased Guidance referrals Positive feedback of student problem solving at recess Mrs. Mullavey, Principal Mrs. McNamee, Assistant Revised 9/10/07 Improvement MERA School
Welcoming school environment characterized by tolerance and respect Fostering connections with local and global communities School Improvement Plan Goal: To influence primary students to be life-long active community members Establish a community service club titled Helping Hands for students in grade two to be held after school once a month for eight months. Students will conduct a bake sale to raise money for a charity, make pillows for the elderly in nursing homes, collect hats and mittens for needy children in Lowell, adopt an outside Miller space to spruce-up, send letters and cards to people who may be alone during the holiday season, etc. No funding needed. Teachers volunteer their time. October 2007 May 2008 Indicators of Accomplishment Qualitative and Written acknowledgement of time and thought given to others. Student attendance at each meeting. Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it is the only thing that ever has. Amy Ellison, First Grade Teacher Donna Burkett, SPED Assistant Jill Mullavey, Principal Parent volunteers Program evaluation form. Revised 9/10/07 Improvement MERA School
Welcoming school environment characterized by tolerance and respect Ensuring safety and well-being Promoting individual growth and development Fostering connections with local and global communities School Improvement Plan Goal: To further student social responsibility that is, a personal investment in the well being of themselves and of others, and of the world around them. Each month, each grade level will synthesize an assigned character trait (for example: honesty, truthfulness, responsibility). Teacher and students will examine and relate to real-life situations during morning meetings, reading books whose main characters are dynamic role models who reason through difficult dilemmas, during library read-aloud, Miller Reads Fiction evening, and during monthly Community Meetings with the Principal and Assistant Principal. No funding required Wet Cement Productions, Character Education program. Hang banners throughout the school depicting character trait and descriptor September 2007 June 2008 Indicators of Accomplishment Qualitative and Teacher observation and anecdotal records of empathy and self-discipline skills Student writing describing a personal problem and positive outcome. Decreased Guidance referrals Positive feedback of student problem solving at recess Mrs. Mullavey, Principal Mrs. McNamee, Assistant Revised 9/10/07 Improvement MERA School
PARENTAL INVOLVEMENT
Enhancement of parental involvement Ensuring safety and well-being School Improvement Plan Goal: To improve the culture and climate of the school to strengthen the home and school connection The School Advisory Council will create a survey that will ask for parent input on the following: student achievement, academic support, school climate, communication, and school events. Data will be shared with Miller families. Purchase chairs, benches and couches for the school lobby. Place the furniture well into the lobby for parent seating. This will enable our parents to get a good view and feel for the positive comings and goings of the Miller School. Showcase student work in the school lobby Create a Miller News bulletin board with up to date school information Adopt a Site at the Miller School families may adopt their very own area to spruce-up and maintain this school year. For example, beautifying the front entrance with seasonal plants, planting bulbs, weeding, spreading mulch, etc. $2000 Office Supplies Miller membership - $50 from PTO Spruce-up Funds January 2008 June 2008 September 2007 September 2007 June 2008 September 2007 June 2008 September 2007 June 2008
Create and maintain a lending library for parents with easy access to materials in the school lobby Offer parent workshops: Handwriting Without Tears, Everyday Math, Second Step, The Writing Process, Phonemic Awareness, Living Lab: Integrating Art & Science $800 Lending carousel, books, magazines, videos (PTO Funds) Stipends for teachers $55 x 6 presentations September 200 7 June 2008 November 2007 Parent Book Club The Pressured Child by Michael Thompson Parents and staff members will read (voluntary) and discuss the psychological journey that school demands. Indicators of Accomplishment Qualitative and No funding needed books purchased by group members January 2008 May 2008 Survey: 80% return School Advisory Council Members Furniture: Parent use Student work displayed observation of students and families spending time viewing the collection Bulletin Board Parent feedback, observation of parents reading the material Adopt-a-Site: All areas assigned and improvements made Lending Library: Record of reference materials being checked-out and returned in a timely manner Parent Workshops: 10 or more parents attending each workshop. Parent evaluation with positive feedback of relevancy Parent Book Club: 8 or more parents attending each of the three book talk sessions Principal Pam Perron, Art Teacher Front Office & Administration Kathy Butler, PTO & Mrs. Mullavey, Principal Audrey Alenson, Library Media Specialist, Mrs. Mullavey, Principal, Front Office Staff Lillian Lelless,Teacher/Coordinator Mrs. Mullavey, Principal, Mrs. Ellison, Mrs. Pappenfort, Mrs. Clermont