School Improvement Plan – Wessagusset Primary School
DISTRICT VISION
Educational excellence for every Weymouth Student: Students graduate from Weymouth Public Schools with the academic skills, knowledge and mindsets necessary to succeed in college and career and are prepared to tackle and solve the most important problems in our local and global communities.
DISTRICT THEORY OF ACTION
IF we increase collaborative problem solving among all educators; used data as part of an aligned system of curriculum, accountability and inquiry; and engage parents and community members as partners,
THEN we will elevate instructional practices, better personalize instruction, increase support to students, and produce learners that meet high standards and are prepared to succeed in college and career.
DISTRICT STRATEGIC LEVERS
PROFESSIONAL LEARNING FOCUSED ON THE INSTRUCTIONAL CORE:Provide professional learning and opportunities for collaboration that improve educator practice by focusing on the instructional core. / EFFECTIVE USE OF DATA:
Implement aligned system of curriculum, accountability and inquiry that uses multiple sources of data. / PARENT AND COMMUNITY ENGAGEMENT:
Engage and partner with parents and community members in supporting excellence in academic skills, knowledge and mindsets.
SCHOOL COUNCIL MEMBERSHIP
NAMEPOSTION
Jean McLeanPrincipal
Erin KeenanTeacher
Marcia StoddardCommunity Representative
Carolyn DonahueParent
Shannon TolandParent
PERFORMANCE NARROWING GAP GOALS
2014 English Language Arts Proficiency Gap Narrowing0 10 20 30 40 50 60 70 80 90 100 / Baseline CPI / 2013 CPI / 2014 CPI / CPI Change / 2014 Target / 6 Year Goal / Percentile in School Type / N / PPI Points / Rating
All students / / 84.2 / 88.5 / 90.4 / 1.9 / 88.2 / 92.1 / 76 / 149 / 100 / Above Target
High needs / / 81.1 / 80.2 / 86.6 / 6.4 / 85.8 / 90.6 / 95 / 41 / 75 / On Target
Low income / 85.8 / - / - / - / - / 92.9 / - / 30 / - / -
ELL and Former ELL / - / - / - / - / - / - / - / 2 / - / -
Students w/disabilities / - / - / - / - / - / - / - / 17 / - / -
Amer. Ind. or Alaska Nat. / - / - / - / - / - / - / - / - / - / -
Asian / - / - / - / - / - / - / - / 8 / - / -
Afr. Amer./Black / - / - / - / - / - / - / - / 5 / - / -
Hispanic/Latino / - / - / - / - / - / - / - / 7 / - / -
Multi-race, Non-Hisp./Lat. / - / - / - / - / - / - / - / 2 / - / -
Nat. Haw. or Pacif. Isl. / - / - / - / - / - / - / - / - / - / -
White / / 83.8 / 88.9 / 90.2 / 1.3 / 87.9 / 91.9 / 66 / 127 / 100 / Above Target
.
PERFORMANCE NARROWING GAP GOALS
2014 Mathematics Proficiency Gap Narrowing0 10 20 30 40 50 60 70 80 90 100 / Baseline CPI / 2013 CPI / 2014 CPI / CPI Change / 2014 Target / 6 Year Goal / Percentile in School Type / N / PPI Points / Rating
All students / / 85.6 / 89.1 / 86.0 / -3.1 / 89.2 / 92.8 / 56 / 148 / 0 / Declined
High needs / / 76.2 / 84.3 / 78.0 / -6.3 / 82.2 / 88.1 / 64 / 41 / 0 / Declined
Low income / 79.2 / - / - / - / - / 89.6 / - / 30 / - / -
ELL and Former ELL / - / - / - / - / - / - / - / 2 / - / -
Students w/disabilities / - / - / - / - / - / - / - / 17 / - / -
Amer. Ind. or Alaska Nat. / - / - / - / - / - / - / - / - / - / -
Asian / - / - / - / - / - / - / - / 8 / - / -
Afr. Amer./Black / - / - / - / - / - / - / - / 5 / - / -
Hispanic/Latino / - / - / - / - / - / - / - / 6 / - / -
Multi-race, Non-Hisp./Lat. / - / - / - / - / - / - / - / 2 / - / -
Nat. Haw. or Pacif. Isl. / - / - / - / - / - / - / - / - / - / -
White / / 85.1 / 87.9 / 85.4 / -2.5 / 88.8 / 92.6 / 40 / 127 / 25 / No Change
2014 English Language Arts Extra Credit
Extra credit for increasing % Advanced (10% or more) / Extra credit for decreasing % Warning/Failing (10% or more)
2013
% Advanced / 2014
% Advanced / N / PPI Points / 2013
% Warning/Failing / 2014
% Warning/Failing / N / PPI Points
All students / 5.9 / 9.4 / 149 / 25 / 4.6 / 2.0 / 149 / 25
High needs / 2.3 / .0 / 41 / 0 / 9.3 / 2.4 / 41 / 25
Low income / - / - / 30 / - / - / - / 30 / -
ELL and Former ELL / - / - / 2 / - / - / - / 2 / -
Students w/disabilities / - / - / 17 / - / - / - / 17 / -
Amer. Ind. or Alaska Nat. / - / - / - / - / - / - / - / -
Asian / - / - / 8 / - / - / - / 8 / -
Afr. Amer./Black / - / - / 5 / - / - / - / 5 / -
Hispanic/Latino / - / - / 7 / - / - / - / 7 / -
Multi-race, Non-Hisp./Lat. / - / - / 2 / - / - / - / 2 / -
Nat. Haw. or Pacif. Isl. / - / - / - / - / - / - / - / -
White / 6.3 / 9.4 / 127 / 25 / 5.5 / 2.4 / 127 / 25
2014 Mathematics Extra Credit
Extra credit for increasing % Advanced (10% or more) / Extra credit for decreasing % Warning/Failing (10% or more)
2013
% Advanced / 2014
% Advanced / N / PPI Points / 2013
% Warning/Failing / 2014
% Warning/Failing / N / PPI Points
All students / 28.3 / 19.6 / 148 / 0 / 3.3 / 3.4 / 148 / 0
High needs / 14.0 / 2.4 / 41 / 0 / 7.0 / 4.9 / 41 / 25
Low income / - / - / 30 / - / - / - / 30 / -
ELL and Former ELL / - / - / 2 / - / - / - / 2 / -
Students w/disabilities / - / - / 17 / - / - / - / 17 / -
Amer. Ind. or Alaska Nat. / - / - / - / - / - / - / - / -
Asian / - / - / 8 / - / - / - / 8 / -
Afr. Amer./Black / - / - / 5 / - / - / - / 5 / -
Hispanic/Latino / - / - / 6 / - / - / - / 6 / -
Multi-race, Non-Hisp./Lat. / - / - / 2 / - / - / - / 2 / -
Nat. Haw. or Pacif. Isl. / - / - / - / - / - / - / - / -
White / 26.6 / 19.7 / 127 / 0 / 3.9 / 3.9 / 127 / 0
2014 English Language Arts Growth
0 10 20 30 40 50 60 70 80 90 100 / 2013 SGP / 2014 SGP / SGP Change / 6 Year Goal / Met Safe Harbor? / N / PPI Points / Rating
All students / / 44.0 / 49.0 / 5.0 / 51.0 / No / 75 / 50 / Below Target
High needs / - / - / - / 51.0 / - / 23 / - / -
Low income / - / - / - / 51.0 / - / 17 / - / -
ELL and Former ELL / - / - / - / 51.0 / - / 1 / - / -
Students w/disabilities / - / - / - / 51.0 / - / 8 / - / -
Amer. Ind. or Alaska Nat. / - / - / - / 51.0 / - / - / - / -
Asian / - / - / - / 51.0 / - / 6 / - / -
Afr. Amer./Black / - / - / - / 51.0 / - / 2 / - / -
Hispanic/Latino / - / - / - / 51.0 / - / 4 / - / -
Multi-race, Non-Hisp./Lat. / - / - / - / 51.0 / - / 2 / - / -
Nat. Haw. or Pacif. Isl. / - / - / - / 51.0 / - / - / - / -
White / / 47.5 / 46.0 / -1.5 / 51.0 / No / 61 / 50 / Below Target
SCHOOL VISION NARRATIVE
The Wessagusset Primary School Council met on November 1, 2013 and again October 2014 to develop a vision for our school. Looking ahead five to ten years, the council members voiced a clear consensus that an enhanced curriculum in the areas of art, music, science, and technology is necessary for the successful development of our students. This vision would embrace the integration of art and music projects into our core curriculum areas. Our students would have the opportunity to discover a multitude of musical instruments in addition to the recorders that we now offer in Grade 4. Additionally, science specialists would be working with our students to develop a firm foundation in all science areas so that they are better prepared for the more content driven science standards. To support the science specialist, classrooms will require more current science instructional materials to ensure the needs of all students are met as well as challenged. In the area of technology, in addition to keeping our school computer lab up to date, all of our classrooms will be equipped with portable netbooks or similar devices so that all of our students have ready access to technology throughout their school day.
The Wessagusset Primary School is committed to providing a safe, supportive, and challenging learning environment. This will be accomplished as we move forward with our vision which will be supported through the combined efforts of a knowledgeable and dedicated faculty, informed and involved parents, and a supportive community.
PERFORMANCE CHALLENGE
The improvement of individual literacy performance for all students through a deeper understanding of the analysis of data as it relates to the individual, grade level, and the school.
SCHOOL AND CLASSROOM SOURCES OF DATA ANALYZED / ROOT CAUSESThe 5 WHYs / PROBLEM OF PRACTICE
DIBELS
i-Ready
SRI
BATTELLE
MCAS
Curriculum Based Assessments / As a result of the 5 WHYs process the root cause determined for this priority was the development of common assessments and the analysis of data to improve classroom instruction and individual student performance. / Do students at the WessagussetSchool have the opportunity to demonstrate reading knowledge in a multitude of ways? Is the staff working collaboratively at grade levels incorporating data when making literacy instructional decisions?
OBJECTIVE / GOAL: To provide support for educators on how to effectively use data and build educator understanding of individual student learning needs in order to improve individual student performance in literacy.
DistrictLever
1,2,3 / Objective/Goal Action Steps/Tasks / Proposed Instructional Change / Plan for Measurement / Responsible Person / Begin / Due / Complete
1, 2 / Develop a schedule that allows grade levels
(1-4) to have a common literacy block allowing for the development of a “Walk to Read” model / Students will be appropriately matched to RTI/challenge groups / Assessments scheduled throughout the school year which include: benchmark, diagnostic, and progress monitoring / Administration, Teachers / 10/2013 / 6/2015 / ongoing
1, 2 / Develop a schedule that incorporates grade level as well as building level time for Professional Learning Communities / Teachers will have the opportunity to focus on student work as well as the analysis of student data as it relates to instruction / Grade level/building level PLC schedules and agendas / Administration, Teachers / 10/2014 / 6/2015 / ongoing
1, 2 / Collaboration with Hill for Literacy at the school level as well as district level as part of the Literacy Leadership team. /
Teachers will effectively use data when grouping their students and will be better able to understand trends in literacy at the school as well as district level.
/ Attendance records at school level meetings as well as at scheduled district literacy leadership meetings. / Administration, Teachers, Hill for Literacy / 9/2013 / 6/2015 / ongoing3 / Classroom teachers will provide parents and students the access information to the online Reading Street Portal / Students and parents will have access to Reading Street and parents will be better able to support their children’s literacy instruction / Usage data and Parent/Student feedback / Administration, Teachers / 10/2013 / 6/2015 / ongoing
1,2 / Principal and teachers will collaborate to improve student performance in ELA on open response and short answer questions / PLC time will analyze ELA MCAS data relevant to open response and short answer questions
Grade level assessments/rubrics will be developed for written responses
Teachers will incorporate orally more open response/short answer questions in their daily lessons / Grade level assessments and classroom observations / Administration, Teachers / 12/2014 / 6/2015 / ongoing
1, 2 / Provide professional development opportunities that promote UDL / Implementation of new strategies in the classroom / Observations, walkthroughs, discussion at PlC’s / Principal Teachers / 11/2014 / 6/2015 / ongoing
Objective/Goal and Action Steps/Tasks / Based on recent assessments and other appropriate data, what evidence can you share demonstrating progress with this goal? / What refinements or revisions to currently-employed strategies are recommended so that progress toward this goal will continue? / What resources are/were
needed.
Develop a schedule that allows grade levels
(1-4) to have a common literacy block allowing for the development of a “Walk to Read” model / Walk to Read block now runs three days per week for forty minutes. This is an increase in time from last year. / Progress is monitored with assessments such as Dibels and iReady. Students requiring more frequent checks are progress monitored. / Time for meetings and time to group
students to better fit their instructional
needs.
Develop a schedule that incorporates grade level as well as building level time for Professional Learning Communities / PLC’s met for thirty minutes last year with agenda’s and grade level participation / PLC time has been expanded to allow a minimum of 45 minutes to increase the number and depth of topics / Time, more training on student
protocols and best instructional
practices
Collaboration with Hill for Literacy at the school level as well as district level as part of the Literacy Leadership team. / Grade level teams met consistently with Hill for Literacy to monitor student progress and appropriately group students for Walk to Read / Grade level teams will continue to meet with Hill for Literacy with the Wessagusset School Data Coach take a more leadership role in these meetings while the Hill for Literacy act more in a coaching role. / Time for the meetings and time
for the Data Coach to coordinate
all materials
Classroom teachers will provide parents and students the access information to the online Reading Street Portal / This access was used by a limited number of teachers last year. Positive feedback from parents and students after the first year. / Continue to expand access to other classrooms with the goal of access to all Grade 3 and 4 students. / Training for teachers and getting
the information out to parents.
Principal and teachers will
Collaborate to improve student performance in ELA open
Response and short answer questions / Strategies were put into place last year, however scores remained relatively unchanged on MCAS / Open Response and short answer questions were incorporated into the School’s Problem of Practice and used in Instructional Rounds. / Training for teachers in additional
writing strategies.
Provide Professional Development Opportunities that promote UDL / During the month of November, PLC’s will have UDL as a focus. / Progress will be monitored by observations and walk throughs in classrooms / Trainings for teachers with follow
up
PERFORMANCE CHALLENGE
The improvement of individual mathematics performance for all students through a deeper understanding of the analysis of data as it relates to the individual, grade level, and the school.
SCHOOL AND CLASSROOM SOURCES OF DATA ANALYZED(include multiple sources when available) / ROOT CAUSES
The 5 WHYs / PROBLEM OF PRACTICE
DIBELS
i-Ready
SRI
BATTELLE
MCAS
Curriculum Based Assessments / As a result of the 5 WHYs process the root cause determined for this priority was the development of common assessments and the analysis of data to improve classroom instruction and individual student performance. / If the WessagussetPrimary School provides support for educators on how to effectively use data and build educator understanding of individual student learning needs then we will see improved individual student performance.
THEORY OF ACTION
If Wessagusset School provides the necessary support for teachers on the effective use of data and broaden their understanding of individual student learning then there will be an increase in individual student performance.
OBJECTIVE / GOAL: Toprovide support for educators on how to effectively use data and build educator understanding of individual student learning needs in order to improve individual student performance in mathematics.
DistrictLever
1,2,3 / Objective/Goal Action Steps/Tasks / Proposed Instructional Change / Plan for Measurement / Responsible Person / Begin / Due / Complete
1,2 / Kindergarten Teachers and the full day paraprofessional will be trained in the Roots Mathematics Intervention Program / The Roots program will be implemented with small groups of at risk Kindergarten students after a screening process / University of Oregon research support / Teachers, Paraprofessionals, Administrator, HILL/ University of Oregon Team / 11/2014 / 2/2015 / ongoing
1, 2 / Grades 1-4 will have a common math block at least two times per week. / RTI for small groups / Classroom benchmarks, assessments, Fast Math, and i-Ready data / Administration, Teachers / 9/2013 / 9/2015 / ongoing
3 / Teachers will provide parents and students access to the on-line Envision Math Support/portal. / Teachers will send home student log-in information for the Pearson website / Parent/student usage data / Teacher / 2/2014 / 6/2015 / ongoing
1,2 / Principal and teachers will collaborate to improve student performance in Math on open response and short answer questions / PLC time will analyze Math MCAS data relevant to open response and short answer questions
Grade level assessments/rubrics will be developed for written responses
Teachers will incorporate orally more open response/short answer questions in their daily lessons / Grade level assessments and classroom observations / Administration, Teachers / 12/2014 / 6/2015 / ongoing
Objective/Goal and Action Steps/Tasks / Based on recent assessments and other appropriate data, what evidence can you share demonstrating progress with this goal? / What refinements or revisions to currently-employed strategies are recommended so that progress toward this goal will continue? / What resources are/were needed.
Kindergarten Teachers and the full day paraprofessional will be trained in the Roots Mathematics Intervention Program / Trainings and delivery of instruction were met. This year, rather that utilized the Kindergarten Paraprofessionals, interventionist were hired to deliver the Math intervention / Students’ progress is monitored so that goals can be met / The hiring of interventionists allows the paraprofessional to support all students in the Kindergarten full day programs
Grades 1-4 will have a common math block at least two times per week. / Math blocks are incorporated into the schedule for two days per week during a math block, allowing for a Walk to compute type of model. / Progress of students is monitored with class assessments as well as iReady. / Time and personnel to make this work. Also need feedback from the Math Coach if time permits.
Teachers will provide parents and students access to the online Envision Math Support portal / This was provided on a limited basis last year and is expanded to include all Grades 3 and 4 / Feedback from parents and students / Notification to parents and students
Principal and teachers will collaborate to improve student performance in Math on Open Response and short answer questions / Strategies were put into place last year, however scores remained relatively unchanged on MCAS / Open response questions were incorporated into the School’s Problem of Practice and used for Instructional Rounds. Feedback was considered and additional strategies were put into place / Training for teachers and follow up during PLC time
PERFORMANCE CHALLENGE
The continued improvement of communication between the WessagussetPrimary School and parents as well as the community
SCHOOL AND CLASSROOM SOURCES OF DATA ANALYZED / ROOT CAUSESThe 5 WHYs / PROBLEM OF PRACTICE
Parent Feedback
Attendance at School Sponsored Events
School Council Input
Enrichment enrollment
Community feedback / As a result of the 5 WHYs process the root cause determined for this priority was increased family involvement to improve family and community engagement and individual student performance. / If the WessagussetPrimary School increases parent/community communication, then we will see improved student performance and increased collaboration among all groups.
THEORY OF ACTION
If the Wessagusset School increases family involvement, then there will be an increase in student performance as well as attendance at family and parent events.
OBJECTIVE / GOAL: To increase communication between Wessagusset staff and the community in order to strengthen school/home relationships andincrease student attendance, academic ambition and participation in enrichment opportunities.
DistrictLever
1,2,3 / Objective/Goal Action Steps/Tasks / Proposed Instructional Change / Plan for Measurement / Responsible Person / Begin / Due / Complete
3 / Families will be kept current on important school events and news. / A monthly newsletter and calendar will be sent home via communication folders. / Monthly newsletters / Administration / 9/2013 / 6/2015 / ongoing
3 / Announce ParentUniversity to the community and encourage Parents/Staff participation. Parent council will add information to their newsletter / Parents will attend sessions and increase awareness regarding important school-related initiatives. / Attendance and participation in ParentUniversity / Administration,
Staff, Parents / 9/2013 / 10/23/2013 / 6/2015
2,3 / Conduct a review of attendance/tardy data and use that data to engage more families / Assess family needs, address chronic student attendance issues, suggest additional services, as needed / Future attendance data trends / Administration / 9/2013 / 6/2014 / ongoing
3 / Provide enrichment after school opportunities / Student Participation in Programs / Inclusion of programs on a scheduled basis / Principal
Parents / 10/2013 / 6/2015 / ongoing
3 / Boks program will be
run by parents at least two mornings per week / Student participation in the program / Inclusion of programs on a scheduled basis / Principal
Parents / 10/2013 / 6/2015 / ongoing
3 / Reach out to the North Weymouth Civic Association to share news /events / Collaboration with Civic Association / Communication Log / Principal
Teachers
Parents / 2/2014 / 6/2015 / ongoing
3 Our school community
will participate in
charitable activities / Staff dress down days – donations to local charities
Weymouth Food Pantry
Jimmy Fund / Schedule of Events / Principal
Staff
Students / 9/2013 / 6/2015 / ongoing
Objective/Goal and Action Steps/Tasks / Based on recent assessments and other appropriate data, what evidence can you share demonstrating progress with this goal? / What refinements or revisions to currently-employed strategies are recommended so that progress toward this goal will continue? / What resources are/were needed.
Families will be kept current on important school events and news. / This process continues with a school newsletter sent home to parents / In addition to the paper newsletter, a copy is also posted on the school website calendar. / None
Announce ParentUniversity to the community and encourage Parents/Staff participation. Parent council will add information to their newsletter / Information sent out to parents as well as posted on the Parent Council blog / Will need to spread the word via our website as well as personally informing parents of the event / None
Conduct a review of attendance/tardy data and use that data to engage more families / This is ongoing as we track attendance on a weekly basis and send letters to parents / Make personal contact with parents to try to encourage their engagement / Time
Provide enrichment after school opportunities / Staff and school continue to engage in charitable work / Get the children more involved. For example, the Kindergarten students are working on a project for homeless children called Birthdays for Homeless Children / Time and coordination of donations
Boks program will be run by parents at least two times per week / Boks ran as scheduled last year with a wait list of students to attend / Boks has been expanded to run four morning per week / Time for training and getting parent volunteers
Reach out to the North Weymouth Civic Association to share news /events / This goal did not get underway last year as planned / We are reaching out to parents who are already members of the Civic Association / Time
The Weymouth Public Schools create a supportive learning community that results in high achieving lifelong learners who actively contribute to society.