School Improvement Plan Update Presentation to the School Committee 11.20.14
Sowams School Improvement Plan 2014-2015
Goals for School Improvement Plan Sowams School ELA : By June 2015, all students will show growth in their informational writing and 90% of students will achieve proficiency on the EOY district informational writing assessment Mathematics: By June 2015, all student will show growth in their mathematical skills and 90% of students will achieve proficiency in the priority standards Social Emotional: By June 2015, 90% of students will be able to state and follow school wide expectation by demonstrating respectful behavior toward peers and adults in all school settings as measured by student survey, staff survey, observation and SWIS data
Data to Support Literacy Goal Fall Baseline Percent Proficient 2014- Grade K Fall Baseline Percent Proficient 2014- Grade 1 Proficiency Level Met 0% Proficiency Level Met 9% Not Yet 100% Not Yet 91%
Data to Support Literacy Goal Fall Baseline Percent Proficient 2014- Grade 2 Proficiency Level Fall Baseline Percent Proficient 2014- Grade 3 Proficiency Level 4- strong command of the grade-level standards 0% 4- strong command of the grade-level standards 4% 3- moderate command of the grade-level standards 5% 3- moderate command of the grade-level standards 16% 2-partial command of the grade-level standards 1-limited command of the grade level standards 68% 27% 2-partial command of the grade-level standards 1-limited command of the grade level standards 44% 36%
Data to Support ELA Goals Scores Grade 2 BOY STAR % of Students Proficient 73% Grade 3 BOY STAR Levels of Proficiency % of Students Proficient 65% On Watch 3% Intervention 10% Urgent Intervention 14% Totals 100% On Watch 7% Intervention 9% Urgent Intervention 19% Total 100%
Action Steps to Support School Improvement Plan ELA Work with Solution Tree--action research on comprehension and writing (Keys to Literacy) Explore instructional strategies in writing for struggling writers Benchmark papers for prompts aligned with the district rubrics Creation of common graphic organizers (Keys to Literacy) Development of Instructional Strategy Handouts for Teachers Teacher assistants scheduled in classrooms with students needing additional support
Data to Support Math Goals Scores Grade 2 BOY STAR % of Students Proficient 61% Grade 3 BOY STAR Levels of Proficiency % of Students Proficient 80% On Watch 0% Intervention 23% Urgent Intervention 16% Totals 100% On Watch 0% Intervention 11% Urgent Intervention 9% Total 100%
Data to Support Math Goals Scores Grade 1 BOY Ten Marks % of Students (OA) % of Students (NBT) 51% 19% 7% 26-- 50% 46% 46% 0-25 % 35% 47% Totals 100% 100% Scores Grade 2 EOY Gr. 1 Ten Marks % of Students 90-100% 39% 80-89% 34% 70-79% 7% 0-60% 20% Totals 100%
Action Steps to Support School Improvement Plan Math Focus is on gap areas Re-Administer STAR testing for targeted students Provide Diagnostic Assessment for targeted students Tier 2 and 3 math intervention groups Multisensory approach to build number sense in kindergarten Strategies for pre-teaching core curriculum to Tier 2 students Strategies to DI instruction in a math workshop model Schedule teacher assistants in classrooms with students needing additional support Instructional Coach in classrooms with students needing additional support
Action Steps to Support School Improvement Plan Social/Emotional Survey staff about current school expectations and behavior Create student survey related to school expectations and behavior Explicitly teach school-wide expectations and how to respond to disrespectful behavior Train faculty on the use of and importance of SWIS Share teacher tips on classroom expectations at monthly meetings Create clear and consistent protocols for positive behavioral interventions
Primrose Hill School Improvement Plan 2014-2015
Goals for School Improvement Plan Primrose Hill Elementary School 1. ELA -All students will make progress in reading and writing by increasing their comprehension skills based on end of year testing measures. By June of 2015 90% of students will reach proficiency of grade level standards. 2. Mathematics - All students will make progress in mathematics based on performance on End of Grade Level Mathematics. By June of 2015 90 % of students will reach proficiency of grade level standards. 3. Social Emotional- By the end of the 2014-2015 school year, 90% of Primrose Hill students will know and be able to state the school-wide expectations.
Data to Support ELA Goal Grade 2 STAR Grade 3 STAR Scores % of Students Proficient 53% On Watch 11% Intervention 12% Urgent 24% 100% Scores % of Students Proficient 79% On Watch 6% Intervention 7% Urgent 8% 100%
Data to Support Literacy Goal Fall Baseline Percent Proficient 2014- Grade K Letter Sounds Fall Baseline Percent Proficient 2014- Grade 1 Proficiency Level Proficiency Level 4- strong command of the grade-level standards 1% 4- strong command of the grade-level standards 3- moderate command of the grade-level standards 13% 3- moderate command of the grade-level standards 38% 2-partial command of the grade-level standards 30% 2-partial command of the grade-level standards 51% 1-limited command of the grade level standards 56% 1-limited command of the grade level standards 11%
Data to Support Literacy Goal Fall Baseline Percent Proficient 2014- Grade 2 Proficiency Level Fall Baseline Percent Proficient 2014- Grade 3 Proficiency Level 4- strong command of the grade-level standards 2% 4- strong command of the grade-level standards 4% 3- moderate command of the grade-level standards 22% 3- moderate command of the grade-level standards 37% 2-partial command of the grade-level standards 69% 2-partial command of the grade-level standards 49% 1-limited command of the grade level standards 7% 1-limited command of the grade level standards 10%
Data to Support Math Goals Grade 1 BOY Ten Marks Scores % of Students 51+% 10% Grade 2 BOY Ten Marks Scores % of Students 51+% 54% Scores Grade 3 BOY Tenmarks % of Students 51+% 52% 26-- 50% 28% 26-50% 34% 26-50% 40% 0-25 % 62% 0-25% 12% 0-25% 8% Totals 100% Totals 100% Total 100%
Data to Support Math Goals Scores Grade 2 BOY STAR % of Students Proficient 59% Grade 3 BOY STAR Levels of Proficiency % of Students Proficient 90% On Watch 2% Intervention 25% Urgent Intervention 14% Totals 100% On Watch 0% Intervention 7% Urgent Intervention 3% Total 100%
Action Steps to Support School Improvement Plan ELA Focus on comprehension strategies to increase student achievement in reading and writing. Comprehension strategies based on STAR data will explicitly be taught. Increase use of graphic organizers Special Education, Enrichment Specialist & Reading Specialist will provide specific interventions. Focus on differentiated instruction. Kindergarten will focus on letter sounds which is one of the early literacy indicators.
Action Steps to Support School Improvement Plan Math Focus on the Mathematical Practices 1, 5, and 6. All students will be administered a baseline Eureka Math application problem. A common checklist will be developed to be used quarterly to show understanding of the practices. Establish and communicate expectations for the use of TenMarks in and out of classroom and provide related support. Math Mix up- grouping for skill based need for interventions. Special Education and instructional coach to provided specific interventions. Focus on differentiated instruction.
Action Steps to Support School Improvement Plan Social Emotional PACT team meets regularly (Positive, Active, Community Team). Use of School Wide Information System with fidelity (SWIS). Roll out school wide expectations at school wide morning meetings and classroom morning meetings. Student survey at beginning and end of year. Staff survey at beginning and end of year. PACT Team to look at data monthly to analyze areas of need.
Nayatt School Improvement Plan 2014-2015
Nayatt School Improvement Goals 2014-2015 Literacy By June of 2015, the students in grade 3 identified as having gaps in responding to text will move at least one level on the district rubric for evidence based response on the end of year assessment. By June 2015, at least 90% of the students in grade 2 will be proficient in the end of year assessment for Evidence Based Response. Mathematics By June 2015, the K and 1 students identified as lacking the pre-requisite skills in fluency/operations and Algebraic Thinking will improve their performance on the end of year assessment resulting in 90% of students demonstrating proficiency. Social Emotional By June of 2015, 100% of the staff and students will be able to state the Nayatt Expectations and 90% will be able to follow them as evidenced by SWIS data and the SET Evaluation.
Data to Support Literacy Goal Grade 2 STAR Grade 3 STAR Scores % of Students Proficient 74% On Watch 5% Intervention 9% Urgent 12% 100% Scores % of Students Proficient 83% On Watch 3% Intervention 4% Urgent 10% 100%
Data to Support Literacy Goal NECAP Reading Scores Year % Proficient Fall 2013 94% Fall 2012 91% Fall 2011 98% Area of need-analysis and interpretation of informational and literary texts. Focus on gap closure with IEP students.
Data to Support Evidence Based Response Grades 2 and 3-Fall-Evidence Based Responses Levels of Proficiency-End of year CCSS Secure Developing Beginning Grade 3 9% 73% 18% Grade 2 1% 22% 76%
Action Steps to Support Literacy Goals Solution Tree--Action Research on comprehension and writing Development of interventions for gap students in grade 3-low stakes formative assessments to be reviewed by grade level teams. Coaching/Collaboration with Reading Specialist in Keys to Literacy Strategies Alignment of Keys to Literacy strategies and tools to curriculum based common assessments. Collaborative scoring of common curriculum based assessments to deepen understanding of CCSS and instructional needs of students. Development of tracking tool aligned to CCSS for Progress Monitoring.
Data to Support Math Goal Kindergarten Eureka Fluency Assessment O & A Grade 1 Math Screener EOY K CCSS in O & A NBT Secure 3% 66% Developing 85% 21% Beginning 12% 13%
Action Steps to Support Math Goal Development of progress monitoring tools for K. Further work with TenMarks in Grade 1. Training of the K intern in intervention tools and strategies. Coaching/Collaboration with Math Specialist at grade level meetings. Review of formative assessments at grade level cpt Small group intensive interventions in grade 1 with Math Specialist. Use of Math Workshop to differentiate instruction.
Data to Support Social Emotional Goal SET Evaluation Spring of 2014-Heidi Brousseau 93% of students knew the Nayatt Expectations- safe, respectful, and responsible 100% of staff reported teaching the expectations. 60% of students received positive reinforcement for demonstrating expectations.
Action Steps to Support Social Emotional Goal The Nayatt PBIS Team will review SWIS data and faculty meeting feedback. Re-teaching of expectations to students based on SWIS data. Development of staff and student survey on PBIS expectations. Coaching of staff in Tier 2 interventions such as Check-in/checkout (CICO). Reporting of SWIS data at monthly faculty meetings. Extension of PBIS School wide practices to promote positive interactions.
Hampden Meadows School Improvement Plan 2014-2015
Goals of the School Improvement Plan HAMPDEN MEADOWS SCHOOL WRITING- 90% of all students will meet (3 or 4 on rubric) or exceed (5 on rubric) proficiency with every child raising at least one rubric score toward proficiency in writing. MATHEMATICS- All students will make progress in mathematics based on performance on End of Grade Level Mathematics Assessments. By June of 2015 88% of the students will reach proficiency as measured by STAR and TenMarks. SOCIAL-EMOTIONAL-80% of students will develop and demonstrate self management skills and resiliency to regulate emotions and to monitor and achieve behavior related to school and life success as measured by school based Respectful Behavior Survey, SWIS data and Recess Reflections.
Data to Support Writing Goals Fall Baseline Percent Proficient 2014- Grade 4 Proficiency Level Fall Baseline Percent Proficient 2014- Grade 5 Proficiency Level 5- distinguished command of the grade-level standards 0% 5- distinguished command of the grade-level standards 0% 4- strong command of the grade-level standards 5% 4- strong command of the grade-level standards 6.4% 3- moderate command of the grade-level standards 35.8% 3- moderate command of the grade-level standards 39.6% 2-partial command of the grade-level standards 51.2% 2-partial command of the grade-level standards 46.2% 1-limited command of the grade level standards 6.8%% 1-limited command of the grade level standards 7.6%
Action Steps to Support School Improvement Plan- WRITING Plan, do, study, act! Baseline assessments Keys to Literacy Cross curricular writing and strategy integration Classroom walkthroughs ELA book study options- Daily Five, CAFE, and Close Reading
Data to Support Math Goals Grade 4 BOY Ten Marks Grade 5 BOY Ten Marks Grade 4 BOY STAR Grade 5 BOY STAR Scores % of Students Scores % of Students Levels of Proficiency % of Students Levels of Proficiency % of Students 50% + 32% 50%+ 24% At/Above 80% At/Above Proficiency 90% 31-50% 40% 31-50% 41% On Watch 4% On Watch 3% 21-30 % 19% 21-30% 22% Intervention 9% Intervention 4% 0-21 % 32% 0-20% 13% Urgent Intervention 7% Urgent Intervention 3% Totals 100% Totals 100% Total 100% Total 100%
Action Steps to Support School Improvement Plan - MATH Common formative assessments Pacing guide Eureka Implementation Survey Math Walkthroughs TenMarks in and out of classroom Differentiated activities Professional study of Diving Deeper into Math Shifts from Achieve the Core
Action Steps to Support School Improvement Plan-Social Emotional SWIS data Check-in/check-out Alternative recess Buddy Bench Assemblies & PBIS Expectation Stations EXPECT RESPECT SURVEY 66% of Hampden Meadows students report almost always feeling respected by others RECESS CONSENSOGRAM 81% of Hampden Meadows students report feeling mostly positive about recess Guidance curriculum lessons, social and counseling groups Stop/Walk/Talk Protocol for Students, Teachers and Assistants
Barrington Middle School School Improvement Plan 2014-2015
The BMS Learning Community is Respectful, Responsible, and Ready to Succeed! Mission and Vision 2014-2015 BMS Mission: The Barrington Middle School will empower all students to excel! BMS Vision: In order to empower all students to excel, the BMS Learning Community will provide: A safe, caring, and supportive learning environment A challenging curriculum supported by current technology The best research based strategies to meet the unique educational, physical, emotional, and social needs of the 10-14 year old learner A deliberate and specific approach to meet the individual needs/abilities for each performance subgroup of our student body
The BMS Learning Community is Respectful, Responsible, and Ready to Succeed! School Improvement Goals 2014-2015 LITERACY- 80% of the Barrington Middle School Students will achieve their individual rigorous targeted growth goal on the STAR Reading assessment by June, 2015. - Urgent Intervention: Ambitious Goal - Intervention: Ambitious Goal - On Watch: Ambitious Goal - At/Above: Moderate +1 - Ambitious MATHEMATICS- 80% of the Barrington Middle School Students will achieve their individual targeted goals on the STAR Math assessment by June, 2015. - Urgent Intervention: Ambitious Goal - Intervention: Ambitious Goal - On Watch: Ambitious Goal - At/Above: Moderate +1 - Ambitious SOCIAL-EMOTIONAL-100% of 6th graders students will learn and apply Social and Emotional Learning (SEL) tools that will allow them to be both physically and emotionally present in the learning
The BMS Learning Community is Respectful, Responsible, and Ready to Succeed! Data to Support Literacy Plan 2014-2015
The BMS Learning Community is Respectful, Responsible, and Ready to Succeed! Data to Support Numeracy Plan 2014-2015
The BMS Learning Community is Respectful, Responsible, and Ready to Succeed! Literacy and Numeracy Data 2014-2015 Literacy Numeracy Proficiency Level At or Above 671/84% Proficiency Level At or Above 753/92% Watch 37/5% Watch 2/1% Intervention 43/5% Intervention 34/4% Urgent Intervention 54/6% Urgent Intervention 27/3%
The BMS Learning Community is Respectful, Responsible, and Ready to Succeed! Social and Emotional Data 2014-2015 Referrals Referrals School Psychologist/Social Worker 6th Grade 39 Student Assistance Counselor 6th Grade 10 7th Grade 56 7th Grade 16 8th Grade 42 8th Grade 27 Emergency Evals 16/18 Grand Total (Psychologist/Social/SAC/ Emergency Evals) 206
The BMS Learning Community is Respectful, Responsible, and Ready to Succeed! Literacy Action Steps 2014-2015 Literacy Fall, Winter, Spring Universal Screening and regular progress monitoring protocol PLP Services provided by reading specialists focus on gap closure Special education teachers focus on reading gap closure during academic support. Creation of cluster base/school wide data wall Students tracking data Key Learning Centered Questions. ELA targeted FAST Focus days ELA targeted FAST enrichment opportunities Development of menu of supports Quarterly SIT/DATA Team meetings to review school wide data and action steps Ongoing professional development of the Continuous Improvement Strategies. Classroom walkthroughs
The BMS Learning Community is Respectful, Responsible, and Ready to Succeed! Numeracy Action Steps 2014-2015 MATH Fall, Winter, Spring Universal Protocol Regular progress monitoring protocol PMP Services provided by math specialists/special education teacher focus on gap closure Special education teachers focus on math gap closure during academic support. Creation of cluster base/school wide data wall Students tracking data Key Learning Centered Questions. Math targeted FAST Focus days Math targeted FAST enrichment opportunities Development of menu of supports Quarterly SIT/DATA Team meetings to review school wide data and action steps Ongoing professional development of the Continuous Improvement Strategies Classroom walkthroughs
The BMS Learning Community is Respectful, Responsible, and Ready to Succeed! Social-Emotional Action Steps 2014-2015 SOCIAL-EMOTIONAL Trusted Adult Program Clear mechanism to transmit information Members of the BMS Learning Community receive training on Mindfulness. The BMS Learning Community will engage in frequent Mindfulness strategies Mindful Monday s and Wise Mind Wednesdays. The Collaborative Support Team will develop Mindfulness advisory lesson plans. Students will be provided with overview of Mindfulness strategies via Town Hall Meetings, Cluster Meetings, Morning Announcements, BMS Newspaper.
Barrington High School School School Improvement Plan 2014-2015
BHS Mission Statement To equip each student with the knowledge and skills necessary to be a confident, cooperative, critical decision maker and ethical contributor to a competitive and ever-changing world; this purpose is accomplished by providing an academically rigorous curriculum, diverse co-curricular opportunities, and effective instructional strategies which challenge all students to reach their highest levels of achievement. Barrington High School students will: Academic Expectations Problem Solving respectfully toward self and others. Literacy and cooperatively to achieve group goals Technology Understanding the world community physical, social, The Arts well-being. Social Expectations Act responsibly and Work actively and resolve issues. Make appropriate choices affecting their and emotional Civic Expectations
SIP Goals 2014-2015 1. Close the Gaps in Literacy - The four core content areas will focus on writing across the curriculum throughout the 2014-2015 school year. Additionally, based on our accountability report and STAR Reading data for grades 9 and 10, we have identified students with disabilities, as well as students who have achieved below the 40th percentile on STAR Reading as our targeted population for intervention strategies and supports. By the end of the year, 90% of the students will be proficient. 1. Close the Gaps in Math - Based on our accountability report and STAR Math data for grades 9 and 10, we have identified students with disabilities, as well as students who have achieved below the 40th percentile on STAR Math as our targeted population for intervention strategies and supports. By the end of the year, 93% of the students will be proficient. 1. Social Emotional Goal - The School Improvement Team continues to address Goal 4 of the District Strategic Plan which looks to provide optimal learning environments for our students and staff. This year the School Improvement Team has shifted its primary focus from the issue of bullying to the issue of student stress.
STAR Math Data STAR Math Data-Grade 9 Fall Screening (293 out of 300 9th grades student tested) Percentile Students Percent Below 25th 6 2 25th to 39th 11 3.6 40th to 49th 11 3.6 50th & above 265 88.3 not tested 7 2.3 STAR Math Data-Grade 10 Fall Screening (245 out of 250 10th grades student tested) Percentile Students Percent Below 25th 15 6 25th to 39th 7 2.8 40th to 49th 0 0 50th & above 223 89.2 not tested 5 2
STAR Reading Data STAR Reading Data-Grade 9 Fall Screening (293 out of 300 9th grades student tested) Percentile Students Percent Below 25th 12 4 25th to 39th 22 7.3 40th to 49th 23 7.6 50th & above 236 79 not tested 7 2.1 STAR Reading Data-Grade 10 Fall Screening (241 out of 250 10th grades student tested) Percentile Students Percent Below 25th 19 7.6 25th to 39th 20 8 40th to 49th 24 9.6 50th & above 178 71.2 not tested 9 3.6
Strategies for Improvement Newly established School-wide Data Team New RtI Coordinator Enhanced RtI Process Easier teacher access to STAR data New scheduling format for STAR testing Reading/Math Interventionist Utilization of OECD data