NES School Improvement Plan

2012-2015

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Newbury Elementary School Improvement Plan

2012-2015

Signature Page

Approved by the NES School Council: December 21, 2012 Reviewed by the Faculty on: December 20, 2012 Signature of Principal: __________________________ Signature of Co-Chair of School Site Council: __________________________ Superintendent Approval: __________________________

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Table of Contents

Component Page Signature Page……………………………………………… 1 Table of Contents…………………………………………... 2 Executive Summary………………………………………… 3 Newbury Elementary School Council………………… 4

Newbury Elementary School Mission…………………….. 5

2010-2012 SIP Progress Report…………………………….6-7 Newbury Elementary School’s Goals……………………….8 Literacy Goal and Action Steps……………………………...8-13 Mathematics Goal and Action Steps……………………..14-16

Newbury Elementary Data………………………………….17-23 Professional Development Annex………………………….24

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Executive Summary

As a result of a collaborative process with educators and parents, the N.E.S. School Council is submitting a school

improvement plan for approval with two SMART goals that focus on student performance in literacy and mathematics.

The Massachusetts Department of Elementary Education (DESE) was granted a waiver from the accountability requirements of No Child Left Behind. Moving away from the previous measure of Adequate Yearly Progress, the DESE now requires that schools and districts narrow the proficiency gaps by half by the year 2017 using the Composite Performance Index (CPI) and the Progress and Performance Index (PPI) as measures of progress toward this goal. As a result of this new accountability model, the Newbury Elementary School Improvement Plan has set literacy and mathematics SMART goals that incorporate CPI, PPI, and Student Growth Percentiles (SGP) among other measure of effective progress toward achievement of our goals. With the District Development Plan and the District Literacy Plan as a guide, this plan outlines action steps necessary to improve the literacy skills of our students. Using a similar goal structure, the plan also focusses on the mathematical performance of Newbury students while setting rigorous benchmarks for improvement. The action steps necessary for sustained improvement involve implementation of curriculum maps linked to the Common Core, a comprehensive three-tiered Response to Intervention Model (RTI), differentiated instructional practices, data-driven decision making, implementation of the District Development Plan and the District Literacy Plan, and strengthening of practices with Fundations, Keys to Literacy, and Investigations through active coaching. Student performance data indicates that we are currently 2.1 CPI points behind for the English Language Arts target and 2.9 CPI points behind for the Mathematics target needed to halve the proficiency gaps by 2017.

The Progress and Performance Index for all students is 88 exceeding the minimum target of 75. The PPI for our high needs subgroup (low income and special education combined) is 56 and falls 19 PPI points below the proficiency minimum target of 75. Grade 4 ELA and Math and Grade 5 math had Student Growth Percentiles below 55 on the MCAS (there are no SGPs for Grade 3) with the goal of establishing and maintaining Student Growth Percentiles of 55 and above for Grades 4-6 in all subjects tested on MCAS.

The NES Leadership and Professional Development Committee, with direction from the District Professional Development Committee, have identified professional development priorities included in the annex to support progress towards attainment of these goals.

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Triton Regional School District

Newbury Elementary School School Council

2012-2013

The following constitutes the membership of the 2012-2013 School Council:

Principal/Co-Chair: Michael Tracy Grade 1: Robin Harper Grade 1: Sarah Byrnes Grade 3: Maureen Dolphin Grade 4: David Williams Grade 5: Moriah Lucy Reading Specialist: Margot Ryan Special Education/ETC: Bonnie Langendorfer Special Education: Jessica Raymond

Parent/Co-Chair: Tom Strickler Parent: Troy Carr Parent: Danielle Kingsbury Parent: Rebecca Cook Parent: Patrick Mulligan Parent: Steve Zukowski Parent: Maureen Heffernan Parent: David Toth Parent: Belen Wieler-Hawes

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Mission Statement

Newbury Elementary School will provide students with an intellectually stimulating learning environment. Teachers will continue to seek professional development, and students will be encouraged to apply their individual talents, abilities, and natural curiosity. Students will acquire social and academic skills in the classroom, and become active learners and productive citizens. Curriculum will be disseminated in a conceptual and skill-based manner. Students will learn responsibility, integrity, and independence through adult nurturing and role-modeling.

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Progress Update on 2010-2012 School Improvement Plan

The NES School Improvement Plan for 2012-2015 focusses on two newly established goals in literacy and mathematics while maintaining

focus and progress on the previous school improvement plan goals from 2010-2012 reported below:

Goal Area:

School Climate and Social Emotional Well Being for the Improvement of Student Learning

Producing Resilient Students with a Growth Mindset.

Progress Report:

Staff training provided on Responsive Classroom program’s principles and practices provided by trained Teacher Coaches and Assistant

Principal-Included lunch and recess monitors

Morning meeting block established on Master Schedule K-6.

Monthly CARES assembly program established with a monthly focus on each aspect of CARES with guest presenters on the monthly topic—

included anti-bullying assembly and implementation of the Be a Buddy, Not a Bully Initiative.

Social Thinking curriculum developed and shared with staff with observations of lunch and recess periods by adjustment counselor and speech

and language pathologist-Develops flexible thinking and preparing students for expected and unexpected events in their lives

Social Thinking student groups formed for small group sessions and practice implementing social pragmatics

Teachers freely implement the use of a second recess block as needed

No homework nights declared periodically

District assessment schedule examined and revised to better match implementation of units of study

Reading Buddies across grade levels established on ad-hoc basis

Study Island brought in on a Pilot Basis as alternative to Rocket Math-Math Specialist has program under review

Goal Area:

Increasing Technology Integration into the classrooms and promoting 21st Century Thinking Skills for student success in a global

economy.

Progress Report:

Technology partnerships and connection to Mike Strem-still under development

Parent volunteers sharing of technology applications to work force-still under development

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Library Media Specialist and Technology Specialist collaboration developing curriculum and co-taught Grade 5 and 6

classes

All Grade 3-6 classrooms now Smart Board equipped; All K-6 classrooms now have ceiling mounted projection capacity

Two pre-K classrooms have portable Smart Boards from private donation

10 iPads being piloted in Grade 1 and 4

4 Nook Tablets piloted in Grade 1 through Donors Choose funding

Two early release professional development days dedicated to technology-based professional development-included

Smart Notebook, Smart Boards, Office Suite, iPads, iPod Touch, Elmos, Wi-Fi session, Live Scribe Pen, Google Docs, X2

Website development and blogs, and Test Wiz.

Net Smartz training for students completed

Student application of technology tools for demonstrations of learning-power point projects, Digital Story Telling, Live

Scribe Pen compositions, use of Skype to telecast with are experts,

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The NES School Improvement Plan for 2012-2015 focusses on two newly established goals while maintaining focus and progress on the

previous school improvement plan goals listed below:

2010-2012 Goals

1. Establishing the conditions for a School Climate and School Culture that promote social-emotional well-being and the

attainment of the highest levels of student learning. We seek to produce a growth mindset in our students where students take risks to challenge themselves and value effort as a means to building intelligence. We will use AYP data and Student Growth Percentiles to identify trends and achievement gaps for the improvement of teaching practice and student performance.

2. Increasing Technology Integration into the classrooms and promoting 21st Century Thinking Skills for student success in a global economy.

NES School Improvement Plan: 2012-15

Goal I: Literacy Goal: 90% of students will read with comprehension and write effectively for purpose at grade level.

Goal II: Mathematics Goal: 90% of students will demonstrate mathematical literacy and application of mathematical skills and

concepts at grade level.

Goal I: Literacy Goal: 90% of students will read with comprehension and write effectively for purpose at grade level.

We know we have met the goal when the following criteria have been achieved:

90% of students will read and comprehend text proficiently within their grade level band as measured by performance on the DRA (K-3), the

GRADE reading assessment (4-6), and the MCAS (3-6).

Students will score CPI values of 95.0 in the aggregate, 91.2 in the low income subgroup, and 83.3 in the special education subgroup thus

reducing the proficiency gaps as required by the DESE’s No Child Left Behind accountability waiver.

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90% of students will be able to produce writing in multiple genres across content - areas that demonstrate proficiency of grade-level expectations

established by the MA Curriculum Frameworks and Common Core Standards (CCS).

We will maintain a median Student Growth Percentile of at least 55 in ELA MCAS and attain a cumulative Progress and Performance Index >75

in the aggregate and high needs subgroup.

Action Steps Resources Measures of Implementation Responsibility Deadline Budget

Curriculum Map

Roll Out and

Review Process

Faculty meeting and

Professional

Development time

Use of existing

technology resources to

support data analysis

ELA Maps are posted online and

reviewed

Reading specialists formally

introduce each ELA map and

review requirements for

implementation with teachers

Curriculum maps followed

with common assessments,

end of units, and benchmark

assessments to determine

progress

Literacy Specialist and

Coaches visit classrooms and

coach teachers on

implementation of unit maps

Rewrite district maps to align

with Fundations 2nd

Edition

Add differentiation practices

including morphology to

Fundations units

Teachers

Reading Specialist

Math Specialist

Principal

Assistant Principal

Ongoing

Funds for

supplementary

books

Key Vocabulary

Training grades

3 – 6

Basic Training

Guided Practice

Coaching

Data Analysis and

Data-driven

Instruction

Ongoing Research for

Better Teaching data

coach training

Establish base-line data and

targets using classroom,

district and state assessments

Principal

Assistant Principal

Data Coaches

Ongoing and

Data

meetings are

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Scheduled Professional

Development time for

data meetings

Use of technology

resources for data

analysis

Grade level data meetings

conducted with Data Coaches

to analyze assessment data

and adjust instructional

practices

Establish need for re-teaching,

remediation, or intervention

Review all pertinent

Benchmark results with staff

(GRADE, DRA, DIBELS,

and MCAS)

Teachers aligned with

District

Benchmark

and

Common

Assessment

Calendar

October

RTI - 3 Tiered

Intervention

Model

Professional

development

Differentiation Coach

Wilson Training

Fundations Coach

Fundations Training

Establish base-line data and

targets using classroom,

district and state assessments

Strengthen core instruction

(Tier I) and the practices that

support an effective

intervention system (Tiers II

and III)

Regular data meetings held

and data is used to drive

instruction

Students requiring

intervention are identified,

provided targeted supports,

and progress is monitored

Student learning problem and

goal established and

monitored; reviewed and

adjusted

Principal

Assistant Principal

Data Coaches

Specialists

Special Education

Teachers

Fundations Coach

Ongoing

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Identify specific curricular

areas for intervention and

extension

Flex blocks scheduled and

implemented within Master

Schedule

Grade level flex blocks

reviewed and adjusted for

effectiveness and efficiency

RTI pull out based on data

and specific guidelines/rubric

Double dose and targeted pull

out for Fundations in literacy

Specialists and Literacy

Interventionist provide

targeted intensive

intervention on small scale

while building teacher

capacity for intervention

through coaching

Link Instructional Support

Team with a comprehensive

Response-To-Intervention

(RTI) model

Implement

District

Literacy Plan

See separate Plan

Skills for Literacy

Training

Fundations Training

(Level 3)

Data Coaches and teaching

teams monitor data to ensure

progress toward meeting

goals set forth in the SIP,

District Development Plan,

and District Literacy Plan.

Literacy Specialist

Literacy

Interventionist

Principal

Assistant Principal

Teachers

Keys to Literacy

Ongoing

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Wilson Training

Fundations Coaching

Keys to Literacy

Training

Literacy

Interventionist

support

Specialists model and co-plan

lessons designed to meet the

diverse student needs within

Tier 1 instruction

Specialists support teachers in

designing Tier 2 interventions

Specialists deliver some

interventions based on data

Implement Fundations with

fidelity in grades K - 3

Fundations study groups,

Keys to Literacy study

groups, and training for

teacher preparedness and for

new teachers for collaborative

lesson planning

Implement Keys to Literacy

practices with support from

trained teacher coaches

Coaches

Fundation Coach

Differentiated

Instruction

Integrate existing

technology hardware

and software for

students’ use for

enrichment and

remediation

Differentiated lesson

elements are added to existing

maps

Principals and district

leadership conduct

walkthroughs with an eye

toward differentiated

instruction.

Differentiation Specialist

residency and lesson study

Differentiated instruction

Principal

Assistant Principal

Math Specialist

Literacy Specialist

Differentiation

Specialist

Teachers

Ongoing

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book study group conducted

Instructional Support Team

support teacher differentiation

for accommodating all

students

End Goal 1

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Goal II: Mathematics Goal: 90% of students will demonstrate mathematical literacy and application of mathematical skills and

concepts at grade level.

We know we have met the goal when the following criteria have been achieved:

Students will score CPI values of 94.5 in the aggregate, 89.5 in the low income subgroup, and 84.4 in the special education subgroup thus

reducing the proficiency gaps as required by the DESE’s No Child Left Behind accountability waiver. We will maintain a median Student

Growth Percentile of at least 55 in Mathematics MCAS and attain a cumulative Progress and Performance Index >75 in the aggregate and high

needs subgroup.

Students in grades K – 6 will achieve or exceed average scores of 85% or higher on mathematics common assessments

Action Steps Resources Measures of Implementation Responsibility Deadline Budget

Curriculum Map

Roll Out and

Review Process

Faculty meeting and

Professional

Development time

Atlas Curriculum Map

program

Access to MA

Common Core

Standards

Mathematics maps are posted

online and continually revised

Differentiated activities are

added to the core district

maps

Mathematics specialist and

teachers meet to preview

upcoming units

Pacing guides are followed

Common assessments and

end of units are implemented

Mathematic specialist visits

classrooms and coaches

teachers on implementation of

unit maps

Teachers

Reading Specialist

Mathematics

Specialist

Principal

Assistant Principal

Ongoing

Data Analysis and

Data-driven

Instruction

Ongoing Research for

Better Teaching data

coach training

Establish base-line data for

each grade level

Set aggregate target scores

Principal

Assistant Principal

Data Coaches

Teachers

Ongoing and

Aligned with

District

Benchmark

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Scheduled professional

development time for

data meetings

Common planning time

Access to data through

use of technology

resources

for common assessments for

each grade level

Grade level data meetings

conducted with Data Coaches

to analyze assessment data

and adjust instructional

practices within Tier I

instruction

Respond to identified grade-

level student learning

problems

and

Common

Assessment

Calendar

RTI 3-Tiered

Intervention

Model

Professional

development

Differentiated

Instructional Specialist

Study Island

Problems of the Week

website and

professional

development

Origo Think Tanks

Online Math League

Exemplars and

professional

development

Strengthen core instruction

(Tier I) and the practices that

support and effective

intervention system (Tier II

and III)

Establish and implement

specific guidelines to identify

students in need of Tier II or

Tier III intervention

Students requiring

interventions are identified,

provided targeted supports,

and progress is monitored

Based on assessment data

identify specific curricular

areas for intervention and

extension for small groups

Flex blocks scheduled and

implemented within Master

Principal

Assistant Principal

Data Coach

Mathematics

specialists

Special Education

Teachers

Instructional Support

Team (IST)

Ongoing

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Schedule

Grade level flex blocks

reviewed and adjusted for

effectiveness and efficiency

Mathematics specialist

provides targeted intensive

intervention for identified

Tier III

Mathematics specialist

builds teacher capacity to

provide Tier II intervention

through coaching

Instructional Support Team

identifies and implements

accommodations and

strategies based on individual

student need

Differentiated

Instruction

Professional

development

Differentiation

specialist

Access to Atlas

Curriculum program

Integrate existing

technology hardware

and software for

students’ use for

enrichment and

remediation

Differentiated lesson

elements are added to existing

maps

Principals and district

leadership conduct

walkthroughs with an eye

toward differentiated

instruction with feedback

provided to teachers

Differentiation Specialist

residency and lesson study

Differentiated instruction

book study group conducted

Principal

Assistant Principal

Mathematics

Specialist

Differentiation

Specialist

Teachers

Ongoing

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92.5

93.1

93.8

94.4

95.0

95.6

96.3

91.8

92.5

93.2

93.8

94.5

95.2

95.9

89.0

90.0

91.0

92.0

93.0

94.0

95.0

96.0

97.0

2011 2012 2013 2014 2015 2016 2017

ELA

Math

NES Aggregate CPI- Halving Proficiency Gap Targets

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91.8 92.5

93.2 93.8

94.5 95.2

95.9

76.8

78.7

80.6

82.5

84.4

86.3

88.2

84.2

85.5

86.8

88.2

89.5

90.8

92.1

70.0

80.0

90.0

100.0

2011 2012 2013 2014 2015 2016 2017

Math Projected

SPED Math

Low Inc Math

NES-Mathematics Aggregate and

Subgroups CPI

Halving Proficiency Gap Targets

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92.5 93.1

93.8 94.4

95.0 95.6

96.3

75.0

77.1

79.2

81.2

83.3

85.4

87.5 86.8

87.9

89.0

90.1

91.2

92.3

93.4

70.0

80.0

90.0

100.0

2011 2012 2013 2014 2015 2016 2017

ELA Projected

SPED ELA

Low Inc ELA

NES-ELA CPI Aggregate and Subgroups

Halving Proficiency Gaps

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92.5

93.1

93.8

94.4

95.0

95.6

96.3

91.8

92.5

93.2

93.8

94.5

95.2

95.9

92.5

90.4

91.8

88.9

85.0

87.0

89.0

91.0

93.0

95.0

97.0

2011 2012 2013 2014 2015 2016 2017

ELA Projected

Math Projected

ELA Actual

Math Actual

NES Actual 2012 Aggregate CPI vs. Targets

ELA Actual 2012CPI

Mathematics Actual CPI 2012

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Grade and Subject CPI SGP

GRADE 03 - READING 87.1 N/A

GRADE 03 - MATHEMATICS 90.4 N/A

GRADE 04 - ENGLISH LANGUAGE ARTS 88.4 46.0

GRADE 04 - MATHEMATICS 85.9 50.0

GRADE 05 - ENGLISH LANGUAGE ARTS 93.0 55.0

GRADE 05 - MATHEMATICS 87.8 36.5

GRADE 05 - SCIENCE AND TECH/ENG 93.6 N/A

GRADE 06 - ENGLISH LANGUAGE ARTS 93.2 73.0

GRADE 06 - MATHEMATICS 93.2 68.5

ALL GRADES - ENGLISH LANGUAGE ARTS 90.4 56.0

ALL GRADES - MATHEMATICS 88.9 50.0

ALL GRADES - SCIENCE AND TECH/ENG 93.6 N/A

Target SGP > or = 55

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Organization Information

District: Triton (07730000) School type: Elementary School

School: Newbury Elementary (07730020) Grades served: PK,K,01,02,03,04,05,06

Region: Northeast Title I status: Non-Title I School (NT)

Accountability Information

About the Data

Accountability and Assistance Level

Level 2 Not meeting gap narrowing goals

This school's overall performance relative to other schools in same grade span (School percentiles: 1-99)

All students: 88

Lowest performing

Highest performing

This school’s progress toward narrowing proficiency gaps (Cumulative Progress and Performance Index: 1-100)

Student Group

On Target = 75 or higher -

Less progress More progress

All students 86 Met Target

High needs 56 Did Not Meet Target

Low income -

ELL and Former ELL -

Students w/disabilities 55 Did Not Meet Target

White 84 Met Target

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Mathematics Common Assessment Data

Average Percentiles for 2011-2012

Grade Level 2011-2012 (CA1) 2011-2012 (CA2) 2011-2012 (CA3)

MCAS 2011-2012 (raw score

Percent Correct)

K

1

2 86 82 89

3 80 82 86 80

4 74 87 78 73

5 75 72 77 74

6 85 89 72 87

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Professional Development Plan Annex

The NES Leadership and Professional Development Committee, has identified professional development priorities to support

progress towards attainment of these goals.

Ongoing training and support from teacher-coaches with Fundations, Keys to Literacy, and the reintroduction of 6+1 Writing Traits and the Lucy Calkins’ approach to balanced literacy will sustain improvement of students’ literacy skills. The data coaches will continue use of the data driven dialogue to analyze common assessment results to identify areas for providing enrichment or intervention support through our Response to Intervention (RTI) model. NES seeks to sustain a focus on differentiated instruction practices as a means to meeting the needs of all students with support from the District’s differentiation specialist residency, lesson study, and book groups. Ongoing training through in-house expertise with our increasing access to technology, like Smart Boards, Elmos, iPads, NOOK Tablets, and the iPod Touch, will support our effective integration of these interactive instructional tools to enrich teaching and learning.

Professional Development Priorities:

6+1 Writing Traits/Lucy Calkins Hybrid Literacy Model

Coaching for Fundations (to make NES a Model school – like what Pine Grove is doing this year)

Coaching for Keys to Literacy

Ongoing Data Driven Instruction and Data Meetings

Technology Device and Software Training (Smart Boards, IPADs, ELMOS, Microsoft Office Suite)

Social Thinking Skills

RTI

Differentiated Instruction