School Improvement Plan 2014-2015 - Chelsea Public · PDF file · 2016-12-21Student...

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School Improvement Plan

2014-2015

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District Vision

By June 30 2016, Chelsea Public Schools will be a model for other school districts in the way we utilize reflective practice and

leverage family and community partnerships to ensure that ALL students achieve at high levels, think critically, and graduate from

our school system college and career ready.

District Mission

Student success is our job and we will do whatever it takes.

District Values

• All children can learn. • The life and mind of every student are precious and it is our job to take students from where they are to where they need to be. • Results matter more than intentions and it is the job of all the adults in the community to help children achieve academic success,

high aspirations, and the skills they need to be successful. • The diversity of our school community (race, ethnicity, ability, and socioeconomic status) is a source of strength and a resource for

the education of all learners.

Excellence in Teaching and Learning

Core Instructional Strategies

• Professional Learning Communities

• Tiered Classroom Instruction and Intervention Model

• Technology: Using Technology to Improve Student Achievement

• Student Engagement and Discourse (APT, RT etc.)

• Robust Style Vocabulary Instruction

• RETELL Strategies and Training

• Understanding by Design (UbD) Lesson Planning and Curriculum Development

• Writing Workshop

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School Mission All John Silber Early Learning Center students will develop the fundamental academic and social skills to meet grade-level benchmarks. All

students will be prepared to attain a proficiency level or above on state achievement standards and academic assessments in later grades.

The John Silber Early Learning Center:

� Develops all students’ early literacy and mathematics readiness skills

Literacy Assessment (DIBELS), Math Assessment and Exit Criteria Data

� Fosters student emotional development and social competence

Assessment Data (Work Sampling System)

� Promotes parental involvement to establish a home/school partnership for future academic success

Parental Needs Survey Results, Parental Participation Attendance Record

Vision (3 Year Strategies) By spring of 2014, consistent communication, collaboration, and engagement will be embedded into our daily practices. The PLTs will be

effectively and efficiently working to improve instruction and subsequent student achievement, through aligned Common Core standards

with the ELC Learning Standards/Objectives, the effective implementation of Writing Workshop, and by maximizing students’ oral language

skills.

Thematic Goal

Design and implement a comprehensive and coherent plan to strengthen teachers’ ability to implement Tier I Core Instruction

focusing on Teaching for Learning Differences.

Theory of Action

In 2014-2015, if the ELC staff focuses on UbD implementation (stages 1-3) using Looking At Student Work (LASW) to revise

stages 2 and 3 and deepens our work in Professional Learning Communities by using the LASW protocol and other assessment

data analysis to improve instruction, then we will have strengthened teachers’ ability to implement Tier I Core Instruction

focusing on Teaching for Learning Differences.

Analysis of Student Learning Goals

Per spring data, 79% of Kindergarten students received a standard score of 85 or above on the Spring PPVT. 88% of Extended

Day Pre-Kindergarten students received a standard score of 85 or above and 63% of Half Day Pre-Kindergarten students received

a standard score of 85 or above. We reached our goal of 75% in both Kindergarten and Extended Day pre-Kindergarten. We did

not reach our goal of 75% in our Half Day Pre-Kindergarten program.

Student Learning Goals

1. 79% of Kindergarten students will receive a standard score of 85 or above on the Spring PPVT.

2. 90% of Extended Day Pre- Kindergarten students will receive a standard score of 85 or above on the Spring PPVT.

3. 65% of Half Day Pre-Kindergarten students will receive a standard score of 85 or above on the Spring PPVT.

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Strategic Objectives

Strengthen Tier I Core Instruction -Focusing on Teaching for Learning Differences

Teachers Plan Purposeful Lessons and Activities that Allow Students to:

-Understand what they are learning and why it is important -Make connections between classroom learning and real world applications

-Work together to answer questions and solve problems -Use higher order skills to generate and answer questions about their

learning

Strategies Initiatives (to achieve the strategic objective)

1. Deepen understanding of UbD by focusing on UbD implementation of stages 1 through 3 and using LASW to drive subsequent revisions

of Stage 2 and 3 of UbD.

2. Deepen the work in Professional Learning Communities by utilizing protocols and agendas to anchor the work and improve the quality

of PLC work around LASW and other assessment data analysis to improve Tier 1 instruction.

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Benchmarks

Strategic

Objectives

Teaching for Learner Differences

Strategic

Initiatives

1. Deepen understanding of UbD by focusing on UbD

implementation of stages 1 through 3 and using Looking at

Student Work (LASW ) to drive subsequent revisions of

Stage 2 and 3 of UbD.

2. Deepen the work in Professional Learning Communities

by utilizing specific and proven strategies that anchor the

work and improve the quality of PLC collaboration

around Looking At Student Work (LASW) and other

assessment data analysis to improve Tier 1 instruction.

SMART

GOAL

By the end of the 2014-2015 school year 100% of teachers

will implement at least one science or social studies UbD

unit per Kindergarten/Prekindergarten Theme.

By the end of the 2014-2015 school year, 100% of PLC

members will have participated in monthly PLC time using

protocols for LASW to guide and inform their instruction

around UbD units and other curriculum.

Benchmark

Learning—Teachers will attend at least three school-

based UbD trainings that use LASW to revise and

enhance existing UbD units.

Learning—All staff members will receive training

around strategies for improving the quality of PLC

collaboration and training in the use of the LASW

protocol.

Benchmark

Calibration—Teachers will use at least one Teacher

Time per month to LASW and collaboratively plan and

revise UbD units with a focus on stages 2 and 3.

Calibration—PLCs will use staff meeting time to discuss

the effectiveness of current practices and structures for

LASW and data collaboration as well determine

strategies for improvement and additional avenues for

collaboration amongst peers.

Benchmark

Practice—Teachers will implement a minimum 6 science

or social studies UbD units (one per theme) by end of the

school year.

ractice— Staff members will provide agendas for a

minimum of 7 monthly PLC meetings that incorporate

appropriate protocols for LASW.

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Appendices School Information 7 Contact Information

School Site Council Members

Administration

School Improvement Team

Description of Strategic Planning Process

School Review

Organizational Chart

Data 11 Conditions for School Effectiveness Self Assessment

School Achievement Analysis

Demographic Background

Attendance

Teacher Qualifications

Community Needs Assessment

Program and Support Services 25 Tiered Model of Instruction

Special Education

English Language Learners Program

Title I

After School

Procedures for Homeless/Mobile/Migratory Students

Transition Plans

Accommodations for Diverse Learners (DCAP)

Student Safety 33 Student Outreach

Safe and Drug Free Schools

Anti-Bullying Policy

Parent Involvement 35 Parent Involvement Plan

Home-School Compact

School Site Council

Professional Development 44

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School Information

John Silber Early Learning Center at the Shurtleff School

99 Hawthorn Street

Chelsea, Massachusetts 02150

Telephone: (617) 466-5150

Facsimile: (617) 889-8425

Email: [email protected]

School Site Council 2013-2014

Jacqueline Bevere Maloney, Principal

Margo Dibiasio, Assistant Principal

Kim Overbaugh, Assistant Principal

Cindy Rosenberg, Special Education Coordinator

Barbara Krol-Sinclair, Intergenerational Literacy Project

Natalia Cepeda, Parent Liaison

Tracey Podol, Classroom Teacher

Kristen Faiella, Classroom Teacher

Valerie Smith, Classroom Teacher

Brian Hatleberg, Parent

Flor Aldana, Parent

Laura Perez, Parent

Maria Feliciano, Parent

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School Administration

Ms. Jacqueline Bevere Maloney, Principal

Ms. Kim Overbaugh, Assistant Principal

Ms. Margo DiBiasio, Assistant Principal

School Leadership Team

Jacqueline Bevere Maloney, Principal

Margo DiBiasio, Assistant Principal

Kim Overbaugh, Assistant Principal

Cindy Rosenberg, Special Education Coordinator

Diane Loycano, Literacy Coach

Kristen Kent, Early Childhood Curriculum Coach

Sara Almeida, Early Childhood Curriculum Coach

Carolyn Bean, Inclusion Coach

Corine Haener, Inclusion Coach

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Description of the Strategic Planning Process

This plan was developed with the help of the school site council, teachers, and administrators. The school based planning team

reflected upon past accomplishments, evaluated weaknesses, developed a needs assessment plan, and organized for the future.

The team collected data related to student achievement and demographics, classroom processes and supports, and school

management and resources. The School Effectiveness tool was completed and used to identify specific strengths and weaknesses.

Together with the school site council, the planning team developed and distributed surveys to students, parents, and all faculty

members. The team met several times to analyze the data collected, formulate goals for the upcoming year, create a thematic

goal, theory of action and strategic objectives. Once completed the plan is submitted to the Site Council for final review,

recommendations, and approval. The planning process was useful because it served as a reminder that continued dedicated work

is required to bring students to a high level of achievement. This plan supports district goals and complies with local, state, and

federal mandates.

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Organization Chart

Principal

Assistant Principal

Extended Day

Kim Overbaugh

Assistant Principal

Clerks Early Childhood Curriculum

Coaches

Literacy Coach

Guidance Counselor

Social Worker

Inclusion Coaches

Classroom Teachers

Title 1 Instructors

Speech and Language

Occupational Therapy

Maintenance

Health Services

Food Service

Special Education

Coordinator

Paraprofessionals Literacy Tutors

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DATA

Conditions for School Effectiveness Self Assessment

The district and school take action to attract, develop, and retain an effective school leadership team that obtains staff commitment to improving

student learning and implements a clearly defined mission and set of goals.

Answer Options Little Evidence Developing Providing Sustaining Rating Average

Focus on Learning X

Effective Planning X

Effective Decision Making X

Shared Learning and accountability X

The school’s taught curricula are aligned to state curriculum frameworks and the MCAS performance level descriptions, and are also aligned

vertically between grades and horizontally across classrooms at the same grade level and across sections of the same course.


Curricular guidance X

Target curriculum X

Ongoing improvement X

Instructional practices are based on evidence from a body of high-quality research and on high expectations for all students and include use of

appropriate research-based reading and mathematics programs; the school staff has a common understanding of high-quality evidence-based

instruction and a system for monitoring instructional practice.


High expectations X

Differentiated instruction X

Common understanding X

Monitoring practice X

The school uses a balanced system of formative and benchmark assessments.


Answer Options X

Answer Options X

Answer Options X

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The principal has the authority to make staffing decisions based on the School Improvement Plan and student needs, subject to district personnel

policies, budgetary restrictions, and the approval of the superintendent.


Staffing decisions X

Support and intervention X

Professional development for school staff includes both individually pursued activities and school-based, job-embedded approaches, such as

instructional coaching. It also includes content-oriented learning. The school has structures for regular, frequent collaboration to improve

implementation of the curriculum and instructional practice. Professional development and structures for collaboration are evaluated for their

effect on raising student achievement.


PD Plan/system X

Accessing PD X

Impact of PD X

The school schedule is designed to provide adequate learning time for all students in core subjects. For students not yet on track to proficiency in

English language arts or mathematics, the school provides additional time and support for individualized instruction through tiered instruction, a

data-driven approach to prevention, early detection, and support for students who experience learning or behavioral challenges, including but not

limited to students with disabilities and English language learners.


Core instruction X

Screening and monitoring X

Supports and interventions X

The school creates a safe school environment and makes effective use of a system for addressing the social, emotional, and health needs of its

students that reflects the behavioral health and public schools framework.


Learning environment X

Physical and behavioral health X

Systems and procedures X

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The school develops strong working relationships with families and appropriate community partners and providers in order to support students’

academic progress and social and emotional well-being.


Strategic relationships X

Communication X

The principal makes effective and strategic use of district and school resources and has sufficient budget authority to do so.


Strategic use of resources X

Coordination between school and district X

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John Silber Early Learning Center Achievement Analysis

Kindergarten Literacy Assessment Results

The John Silber Early Learning Center (ELC), along with the other elementary schools in the district, administers the DIBELS Next assessment tool

three times per year, Fall, Winter and Spring. DIBELS stands for Dynamic Indicators of Basic Early Literacy Skills. Fall assessment data is used for

screening purposes and to determine a base line for the students’ skills. Winter data is used for a mid-year benchmark and progress monitoring.

Spring data is used to measure students’ outcomes at the end of the year. The ELC also implements the Peabody Picture Vocabulary Test two times

per year, Fall and Spring. The use of these normed assessments provides us with specific diagnostic data and allows for more precise identification of

areas of need in both student learning and professional development. Information obtained from the combined data is used to inform instruction, to

modify and supplement the implementation of the core reading program and to enhance the Title 1 delivery of services for students identified as At

Risk and Some Risk in the areas of literacy. Currently students receive a minimum of 30 minutes of whole group explicit code-related skill

instruction. In addition, they spend approximately 40 minutes receiving differentiated instruction during “workshop time” to build upon strengths and

meet needs of students in their code-related skills and overall vocabulary. Based on need, additional one-on-one support or small group support is

provided to students.

During the 2013-2014 school year, the ELC implemented the DIBELS Next 2012 Recommended Benchmark Goals which are considerably higher

than the previous versions. This was a significant change from the benchmark goals used in previous years. Therefore, the data from the results of

this year’s DIBELS assessments cannot be compared to data collected from previous years.

To represent student growth, the following graphs represent the data from the Phoneme Segmentation and Nonsense Word Fluency portions of the

DIBELS assessments. Both of these measures are strong predictors of students who experience early reading success. Both subtests are administered

during the Winter and the Spring benchmark periods.

The 2013-2014 Phoneme Segmentation graph indicates that the number of students in the Low Risk category increased 41.6% from the Winter to

Spring benchmarks. The number of students in the At Risk category significantly decreased 45.1%. The slight increase in the students in the Some

Risk category represents those students who made progress from the At Risk category but are not yet in the Low Risk category.

The 2013-2014 Nonsense Word Fluency graph indicates student progress from Winter to Spring. However, the results appear to be less dramatic

because the focus of instruction shifted to the skill of decoding rather than the production of sound symbol correspondence, which is actually a more

advanced skill for our students.

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Pre-Kindergarten Assessment Results

The John Silber Early Learning Center’s Extended Day Pre-kindergarten program was part of the Early Reading First grant from 2007-2011.

Funding from the grant was used to train teachers and provide coaching in the areas of developing oral language and vocabulary skills as well as the

implementation of a new literacy program, Opening the World of Learning (OWL). Children in the Extended Day Pre-Kindergarten program were

assessed in the fall and spring of every school year from 2007-2012 using the Peabody Picture Vocabulary Test, 3rd Edition (PPVT-III).

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During the 2012-2013 school year we began implementing the OWL program into the Half-Day Pre-kindergarten programs. We continue to support

teachers in implementing the program and developing children’s oral language and vocabulary skills through intensive coaching and further

professional development. During the 2013-2014 school year all Half-Day Pre-Kindergarten students children, in addition to our full-day students,

were assessed using the most current version of the Peabody Picture Vocabulary Test 4th Edition (PPVT-IV). The graphs below demonstrate the

growth that students have made in the oral language development from fall to spring in both our Extended Day and Half Day classrooms.

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Math Assessment Results We have completed our eight year using the Scott Foresman / Addison Wesley “Mathematics” series. The children were assessed using a tool that

was developed in 2006, and revised in 2009, by the ELC Math Lead Teachers. All results are school wide. 653 students were tested. Children on

Individual Education Plans are included within the results.

Kindergarten Math Assessment Comparison Results 2012-2013-2014

% Not Yet % In Progress % Proficient

2012 2013 2014 2012 2013 2014 2012 2013 2014

Positional terms 1 12 11 17 26 29 82 61 60

Comparative terms 9 8 4 9 14 10 82 79 84

Counts 1-31 6 6 13 9 17 18 85 62 68

Counts objects 1 4 2 4 15 14 95 81 84

Writes # 0-20 12 14 8 19 28 26 69 59 65

Identifies # 0-31 7 21 5 26 24 16 67 70 79

Counts by 10s 5 10 16 4 10 7 91 80 87

Adding/Subtracting 2 3 4 4 8 22 94 89 74

Total 4 9 8 13 16 18 83 75 75

The comparison data shows an increase in proficiency in all but one area from spring 2013 to spring 2014. Moving forward kindergarten classrooms

will be the Ready Common Core (RCC) Math Program as a supplemental math program along with core math program: Scott Foresman-Addison

Wesly. RCC is aligned with the Common Core State Standards.

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Demographic Background

Enrollment Data

Enrollment by Race/Ethnicity (2013-14)

Race % of School % of District % of State

African American 5.0 7.1 8.7

Asian 1.0 1.9 6.1

Hispanic 83.0 82.1 17.0

Native American 0.2 0.3 0.2

White 9.2 7.8 64.9

Native Hawaiian, Pacific Islander 0.0 0.0 0.1

Multi-Race, Non-Hispanic 1.7 0.8 2.9

Enrollment by Gender (2013-2014)

School District State

Male 476 3,150 489,422

Female 457 2,968 466,317

Total 933 6118 955,739

Enrollment by Grade (2013-2014)

PK K 1 2 3 4 5 6 7 8 9 10 11 12 SP Total

District 283 650 598 577 522 507 305 381 420 407 448 356 308 292 4 6,118

ELC 283 65 0 0 0 0 0 0 0 0 0 0 0 0 0 933

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Selected Populations (2013-14)

% of School % of District % of State

First Language Not English 74.9 80.1 17.8

Limited English Proficient 26.9 18.9 7.9

Low-income 85.6 83.4 38.3

Special Education 8.6 12.7 17.0

Free Lunch 76.8 76.3 33.6

Reduced Lunch 8.8 7.2 4.7

High risk 90.6 88.2 48.8

Student First Language

Language % of School

Spanish 73.6

English 20.2

Arabic 1.7

Somali 1.1

Amharic 0.5

Vietnamese 0.5

Portuguese 0.4

Serbo-Croatian 0.4

Other 1.6

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Mobility Rate

18.3

Attendance Summary

2010-2011

94.5

2011-2012

94.5

2012-2013

93.2

2013-2014

93.1

Teacher Highly Qualified License

2010-2011 100%

2011-2012 100%

2012-2013 100%

2013-2014 100%

It is our goal that 100% of the teachers meet Highly Qualified status. Outreach to perspective

employees is accomplished through extensive advertising through regional newspapers, internet

sites and networking. In addition a partnership exists with Teach For America to review and hire

qualified candidates. Once hired, all new teachers are provided with a mentor. All teachers

working in the Chelsea Public Schools are offered numerous and extensive professional

development and tuition reimbursement opportunities.

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Community Needs Assessment

Summary of Parent Survey Results

The results of the parent surveys were overwhelmingly positive. 99% of parents reported that they are satisfied with the education their children are

receiving at the Early Learning Center. 99% of parents feel satisfied that their children are safe at school. 98% of parents feel adequately informed

about the curriculum and 98% of parents reported that staff at the Early Learning Center was helpful. 99% of parents feel satisfied with the amount

of communication they have with their child’s teacher.

In the comments sections of the survey, the most commonly reported strengths of the Early Learning Center were curriculum and teaching staff. The

most common request reported was more parent involvement and smaller class size.

Summary of Teacher Survey Results

The results of the teacher surveys were also extremely positive. 100% of teachers feel that they have a solid understanding of the curriculum and

report that they differentiate instruction regularly. 100% of teachers reported that student progress is monitored on a regular basis and that

assessment data is used to modify instruction. 100% of teachers feel that they are part of a Professional Learning Community. 100% of teachers

reported that professional development provided by the ELC has positively affected their teaching. 82% of teachers reported that Teacher Time

(PLT) meetings were beneficial and 90% of teachers reported that participating in Learning Walks was beneficial.

Summary of Parent Survey Results

Summary of Paraprofessional Survey Results

The results of the paraprofessional surveys were extremely positive as well. 100% of paraprofessionals surveyed reported that they enjoy working at

the Early Learning Center. 96% of paraprofessionals surveyed also reported that they understand the curriculum and 89%reported that they feel

comfortable leading small and whole group instruction in their classrooms. 100% or paraprofessionals feel that the Early Learning Center provides a

supportive environment that promotes learning.

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Programs and Support Services

Tiered Instruction/Intervention Model Description

English Language Intervention

Language for Learning 2 or 5times a week

ELC

3-Tier Model

OCR: Workshop Time Intensive Intervention:

ERI, Lexia software

40 minutes, 5 days/week

Progress Monitoring 2x/month

OCR: Workshop Time Supplemental Instruction:

Open Court + other materials

40 minutes, 5 days/week

Progress Monitor as needed

Assessments: DIBELS Fall, Winter, Spring

PPVT Fall, Spring

Core Program: Open Court Reading All Students, whole class

90 minutes

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Special Education

The Early Learning Center provides a range of services for children receiving Special Education Services. All students are educated in the Least

Restrictive Environment. Children who are not enrolled at the ELC and do not require a special education placement come into school to receive

services. Children enrolled at the ELC receive services during the school day.

The Early Learning Center also hosts an integrated program in which students with disabilities are integrated into a classroom with their age

appropriate peers. Two kindergarten classes and one pre-kindergarten class are maintained at lower enrollments (total of 15 students) to better serve

students with disabilities who would benefit from such an environment. In these classrooms the number of students with disabilities always

represents a percentage less than their peer mentors. Each year, the disabilities of these students range from mild to moderate.

The Early Learning Centers also hosts three Learning Center Classrooms (two Pre-Kindergarten and one Kindergarten) for students with moderate to

severe disabilities And the Early Learning Centers hosts four Social Communications Classrooms (three Pre-Kindergarten and one Kindergarten) for

children have been diagnosed with PDD/Autism. Each year, the number of identified students’ whose disability affects their cognitive ability

fluctuates.

In addition to these classrooms there are numerous identified students with special needs in regular mainstream classrooms who receive services

including:

• Physical Therapy: Services are provided by a licensed physical therapist to instruct students who are identified as having gross

motor and school mobility and function disorders. The therapist also screens referred students.

• Adaptive Physical Education: provided by a certified Adaptive Physical Education teacher to assist students who have been

identified with significant delays in coordination and larger muscle group manipulation.

• Speech and Language Therapy: provided by a licensed speech and language pathologist to instruct students who are identified as

having communication disorders (expressive/receptive/articulation). The speech pathologist also evaluates potential special

education students.

• Occupational Therapy: provided by a licensed occupational therapist to instruct students who are identified as having delays in

visual/fine motor, visual perceptual, and/or self help skills. The therapist also evaluates potential special education students.

• Vision Specialist: services students with vision impairment, legal blindness or deaf/blindness and intellectual disability.

• Orientation and Mobility Specialist: services students to bring the individual back to the independent travel, one had before vision

loss, or to provide the more experienced traveler with orientation to a new environment.

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Second Language Learners

84.9% of the ELC student population consists of students who have a primary home language other than English. As a result, many students qualify

for English as a Second Language (ESL) support. A smaller percentage of students are identified through language dominance testing as English

Language Learners (ELL’s). This group consists of children who have very limited to no English language skills. ELL students entering at the K

level are placed in general education classrooms and be given ESL support. All classroom teachers have been provided with intensive training in ESL

strategies through Category 1-4 training. In addition, ELL students receive ESL support services through a pull-out model during “Literacy

Workshop Time” until January. The students were provided with intensive language instruction through the use of the oral language program,

Language for Learners. ELL students also received literacy skill intervention during Workshop Time, through the use of Early Reading Intervention

(ERI) that was provided by either the classroom teacher or Title 1 support. They then continued to receive their ESL support at a different time.

In order to strengthen instruction and better support the academic achievement of ELLs, the state Board of Elementary and Secondary adopted new

regulations in June 2012. These new regulations require that allt core academic teachers of ELLs earn a Sheltered English Immersion (SEI) Teacher

Endorsement by July 1, 2016. To meet the objectives of the kindergarten curriculum, the teachers will use the following strategies to ensure effective

instruction for all ELL learners;

- provide opportunities for active listening, utilizing props, visuals and real objects.

- surround students with language: chants, songs and simple poems.

- pair or group students with more advanced learners.

- conduct shared reading and storytelling with ample visual support and incorporation of prior knowledge.

- use physical movement and language activities.

- encourage use of art, mime, music and other forms of creative expression to represent meaning and increase students’ sense of aesthetics.

- allow students to show comprehension by pointing to appropriate responses. Example: ‘point to the red square.’

- ask yes/no, either/or and listing type of questions.

- rephrase questions.

- use concrete language.

- have students label or manipulate pictures and/or real objects.

- expose students to a variety or experiences with understandable texts, such as, patterned or predictable books.

- focus on communication in meaningful texts where students express themselves in speech and print for a wide range of purposes and audiences.

- have students describe personal experiences and objects.

- use puppetry and flannel boards to aid retelling or role-playing.

- model, expand, restate and enrich student language.

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Title I, Title II Title I funds are used to support parent involvement activities, professional development of staff, consultants, and 3 reading/literacy teachers. The

district’s Title I grant funds staffing positions that provide direct services and intervention to ‘at-risk’ students at the John Silber Early Learning

Center (ELC). Title I money funds three reading teachers and three reading tutors. The reading teachers and tutors provide direct services to children

through small group differentiated instruction. This small group intervention is provided to those students who demonstrate difficulty acquiring grade

level reading skills and are identified as at risk through the ELC’s literacy assessments. On-going progress monitoring in literacy assists in the

flexible grouping of students by assisting teachers in evaluating both the progress or regression of identified students, as well as identifying students

who were not originally identified but have remained stagnant or who have fallen behind in their literacy skills.

The district’s Title II grant currently funds coaching positions at the John Silber Early Learning Center (ELC). The ELC has one Literacy Coach,

two Early Childhood Curriculum Coaches and two Inclusion Coaches.

After School/Extended Day Programs

The Early Learning Center has an extended-day program for 60 of its pre-kindergarten students whose parents work or go to school during the hours

of the day that require an extension of the school day. There are a total of three (3) pre-kindergarten classrooms that are available to students from

7:30 until 5:30 PM each school day. Students are eligible to attend the Summer Program during July and August. Parents are required to pay a fee for

the program. The Early Learning Center also has a Kindergarten After School Program for 75 of its Kindergarten students which runs from 2:20-5:30

each day. Parents are required to pay a fee from a program. The Early Learning Center also works with other agencies that provide after school care.

Daily, students of the ELC who are enrolled in community programs such as CAPIC or the East Boston Social Center are escorted by ELC staff to

the appropriate transportation. Information concerning these programs is provided to any parents who inquire.

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Procedures for Homeless/Migratory/Mobile Students All New & Mobile Students: Within the first couple of days of entry (but no more than one week) into the district, new students are assessed in literacy, and

math to determine skill levels. If necessary, students are assigned to the tiered level of support suitable for their needs. Office staff contacts the previous school

requesting the student’s records. Records are reviewed by appropriate staff and changes are made to the students schedule as needed. Students entering with an

IEP, receive services per the IEP. In order to ensure continuation of services an amendment to the IEP is promptly developed by the Team members. Non-

English speaking, or limited English speaking students entering the district are screened and assessed at PIC by trained professionals to determine level of

English proficiency and assigned to the appropriate program. Students and parents receive a copy of the Student Handbook to ensure an understanding of the

policies, procedures, and expectations for academic excellence and behavior in the Chelsea Public Schools.

Homeless Students: A homeless student can attend either the local school or continue in the school of origin, if this is in their best interest.

The students have access to the same programs and services that are available to all Chelsea students including, but not limited to,transportation to and from the

school of origin, supplemental programs, special education services, school nutrition program, Title I services, school nurse services, before and after school, and

summer enrichment programs. In determining the type of transportation to be offered, the homeless liaison for the Chelsea Public Schools will take into

account the best interest of the student, the student’s age, the distance to be traveled, access to public transportation,

and the parent’s circumstances.

Migratory Students: The Massachusetts Migrant Education Program provides supplemental educational opportunities to the children of migratory

agricultural workers, migratory fisherman and out of school youth. The program’s major components include regional Family Support Projects that

provide migrant students with extended learning opportunities such as homework assistance and tutoring; educational programs for out of school

youth; parent empowerment and family literacy services; student and family advocacy; outreach and recruitment services; and summer services that

provide language development instruction and academic enrichment during a six week summer program. The District Mass Migrant Liaison is

available to provide information and assistance for migrant students and families.

Transititions

In the spring principals from the Complex attend a parent coffee hour at the ELC to meet with parents and answer questions about our respective

schools. Students entering the Complex at the beginning of the school year from the Early Learning Center are invited to an ice cream social prior to

the start of the school year. They are given a tour of the building, meet their new teacher, tour their classroom, and locate their seat and their cubby.

Accommodations for Diverse Learners (DCAP) Purpose General education is the door to learning through which all students are expected to enter; it is the goal of Chelsea Public Schools to make the

general education environment the appropriate placement for all students. The plan encompasses efforts as follows:

· Analysis of diverse learning styles within the regular classroom;

· Accommodations to meet needs of the diverse learning styles within a regular education class;

· Provision of appropriate services and support within the regular education classroom;

· Services to address the needs of children whose behavior may interfere with learning;

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· Encouragement of parental involvement in their children’s education;

· Encouragement of teacher mentoring and collaboration;

· Assistance to regular education staff through professional development and collaboration.

Instructional Support Team (IST)

IST is a regular education initiative designed to allow teachers to receive support from professional peers when they have questions about a

student’s progress. Members of the IST include the Principal/Assistant Principal or designee, a regular education teacher, a special education

teacher, guidance counselor, and other building personnel determined by the principal. Parents may be invited to join IST meetings to participate

in the process.

Instructional Support and Intervention Process

1. Any teacher, counselor, administrator, or other staff member who recognizes difficulties a student is experiencing may initiate a referral to

IST. The goal of this referral is to initiate a process to develop accommodations/interventions that will allow the student to be successful in

the regular education setting. An “IST Referral Form” is completed by the referring professional and forwarded to the IST chair.

2. The IST is convened and the referred student’s teacher is included in the meeting. Discussion focuses on the needs and lack of progress

demonstrated by the student. The IST process is one of confidentiality and respect. The IST acts in a collaborative and supportive manner.

Instructional strategies are offered through a brainstorming format. Because of the varied expertise of the IST members, instructional

strategies often reflect alternative methods of instruction not yet explored by the classroom teacher. A written plan for instructional support

and intervention, including a summary of the discussion of the meeting(s) is completed.

3. Within 4 to 6 weeks, the IST reconvenes to assess the student’s progress. The classroom teacher keeps careful documentation of progress and

presents the information. Thorough documentation is a critical component of this process.

4. After careful review of the documentation and teacher’s reports of the student’s progress, the IST determines if the student is demonstrating

improved achievement.

� If improvement is demonstrated, the accommodations and strategies that have been implemented will continue as needed to sustain

improvement.

� If improvement has not been demonstrated, the IST determines if a referral for additional assessments and/or interventions is

recommended.

� If improvement has not been made and a disability is suspected, a referral for a special education evaluation is initiated. If student is

found “not eligible” the IST should reassess and intervene.

DCAP General Overview

Assistance to regular education classroom teachers, such as professional development that will help them to analyze and accommodate various

students’ learning needs.

New Teacher Training Grade Level and Department

Meetings

Individual Student Success

Plans Math Training

Mentoring Program Coffee with the Principal Data Analysis Training Differentiated Instruction

training

Professional Development

Plans

Professional Learning

Communites Curriculum Committees

Professsional Development

Activities

31

Instructional Support Teams

(IST)

Common Planning/Co-

teaching Literacy Training

Support Services available to students through regular education, including services to address the needs of students whose behavior may interfere

with learning.

ELA and Math Coaches &

Leads Alternative Program (5-12)

School Adjustment

Counselors Technology Resources

Reading Specialists Behavior Support Program

(PK-4)

Individual and group

Counseling After School Programs

Reading and/or Math

Workshop School Psychologists

Guidance Counselors/ Career

Counseling REACH Program (7-10)

Encouragement of Parental Involvement in student’s education.

School Councils School Tours Newsletters Coffee with the Principal

Open Houses Parent Conferences Class/Grade Level

Events/Activities Special Education PAC

District Website Parent Surveys Monthly Calendars

Curriculum/Instruction/ Assessment Strategies (This list is representative of suggested strategies and is not inclusive of all strategies that may be

successful with individual students)

Provide Multi-modal

Presentations

Provide Individual Help in the

Classroom Offer Oral Testing Provide Wait Time

Utilize Differentiated Instruction

& Assignments Arrange Small Group Instruction Offer un-time testing Provide Study Guides

Develop Alternative

Assessments Utilize Transition Cues

Develop Integrated curriculum

Projects Provide Strategies to Parents

Repeat or re-teach concepts with

a different approach Incorporate Incentives Provide Visual Cues Provide Manipulatives

Offer Peer Teaching/group

Activities

Use Technology Assisted

Instruction

Break Down Tasks into

Manageable Steps

Provide home copies of

reference tools/textbooks

32

Model Content Reading

Strategies

Model Use of Graphic

Organizers Shorten Assignments Provide ESL Supports

Behavioral Intervention Strategies

Individual and Small Group

Counseling

Use Charts & Graphs to Monitor

Expectations Experiment with Use of Space

Consult with School

Psychologists, Social Workers,

Special Needs Staff

Arrange Seating

Accommodations

Adjust Classroom Management

Strategies Remove Distractions

Include Positive

Reinforcements/incentives

Develop Behavior Plans Facilitate Parent

Support/Communication Provide Strategies to Parents

Organizational Strategies

Provide Daily Agenda Use flexible Grouping Use Cooperative learning

strategies Provide strategies to Parents

Implement a frequent Progress

reporting System UseTeam Teaching Co-plan by grade level teams

33

Student Safety

Student Outreach

Social Worker: The Early Learning Center has a full time social worker and full time school counselor. The Social Worker and School Counselor

provide support and outreach to teachers, students, and families. They work with teachers to develop individual behavior plans for struggling

students. They provide one on one and group counseling sessions for students in need. They work with closely with families who express concern

regarding their children’s school success and well being.

Nursing Staff: A full time nurse is assigned to the school and is on hand to manage medical emergencies and to dispense doctor and parent

authorized medication to students.

Safe and Drug Free Schools

Open Circle: The program is designed to address social emotional development and establish a safe, caring, learning environment. Safe and Caring

learning environments are fostered through community building activities, frameworks set to understand and address central needs of students and

staff, and use of a common vocabulary and approach woven consistently through all areas of the school day.

Crisis Prevention Institute: All teachers are trained in CPI techniques which enable teachers to respond to a student who is engaging in violent and

unsafe behaviors. Two members of the ELC staff are trained as trainers and will coach all staff in de-escalation techniques.

Student Discipline: The ELC has a discipline policy articulated within its parent handbook. This handbook is distributed annually and parents sign a

sheet indicating that they have read and support the policy.

School Security: The Early Learning Center has a full time security guard stationed in the main lobby. Staff members wear ID tags at all time when

in the building. All visitors to the building must sign in and wear a visitor’s pass at all times.

Check First Personal Safety: A “Check First” personal safety lesson is taught to every kindergarten classroom in the fall of each school year. The

lesson taught by the school guidance counselor and social worker and is loosely based on curriculum provided by " Kids and Company, Together for

Safety." The purpose of the lesson is to provide children with information on keeping safe through the use of song, video, role play and discussion

and to introduce some basic strategies that can be used by the children to help maintain their own personal safety. The lesson is designed to teach

children how to respond in various situations and encourages children to go home and talk about safety at home.

34

Anti-Bullying Policy

The Chelsea Public School System is committed to maintaining a school environment where students are free from bullying and cyber-bullying and

the effects thereof. A copy of the complete anti-bullying policy is available in the school office and is included in the student handbook. The policy

outlines expectations and procedures for reporting obligations, investigation procedures, determination, and disciplinary action. Acts of bullying and

cyber-bullying are prohibited:

(i) on school grounds, property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function or program

whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased or used by the school district; or through the

use of technology or an electronic device owned, leased or used by the school district and

(ii) at a location, activity, function or program that is not school-related, or through the use of technology or an electronic device that is not owned,

leased or used by the school district, if the acts create a hostile environment at school for the target, infringes on the rights of the target at school or

materially and substantially disrupts the education process or the orderly operation of a school.

Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information

about bullying also is prohibited.

35

Parent Involvement Plan

The Early Learning Center in consultation with the teachers, building-based administrators, program administrators, and parents of participating

children, have developed and agreed upon this parent involvement policy. This policy shall be incorporated into the Chelsea Public Schools

consolidated application for selected programs funded under the No Child Left Behind Act of 2001.

The Early Learning Center welcomes the participation of parents in support of student learning and recognizes that parental involvement increases

the opportunities for student success. It is the policy of the Early Learning Center to foster and maintain ongoing communications with parents

concerning their opportunities for involvement, their children’s eligibility for special programs, their children’s educational progress, the professional

qualifications of their children’s teachers, and the status of their children’s schools. The Early Learning Center strives to provide such information in

an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language that parents can

understand. To the extent practicable, the Early Learning Center also provides full opportunities for the participation of parents with limited English

proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section

1111 in a format and, to the extent practicable, in a language such parents understand. Communications with parents shall, at all times, respect the

privacy of students and their families.

The following policies are intended to specifically address parts A-F of section 1118 (a) of the No Child Left Behind Act of 2001:

(A) It is the policy of the ELC to consult parents, teachers, principals, and program administrators of federally funded programs in the

development and revision of the district’s consolidated application for federal funds under section 1112 and in the process of school review

and improvement under section 1116 of the No Child Left Behind Act of 2001. The process of school review includes timely publication

and dissemination of the results of its annual progress report to parents, teachers, principals, and the school community. It is the intent of the

ELC School that parents of participating children understand the process by which schools are identified for improvement, corrective action,

or restructuring, and that parents of children attending such schools are provided promptly with the following information:

1. An explanation of what the identification means, and how the school compares in terms of academic achievement to other elementary schools or

secondary schools served by the local educational agency (Chelsea Public Schools) and the State educational agency (Massachusetts Department

of Education) involved: 2. The reasons for the identification:

3. An explanation of how the parents can become involved in addressing the academic issues that caused the school to be identified for school

improvement; 4. An explanation of the parents' option to transfer their child to another public school, including the provision of transportation to the new school,

and information on the academic achievement of the school or schools to which the child may transfer.

36

Not applicable

5. If the school is in its second year of improvement or subject to corrective action or restructuring, a notice explaining how parents can obtain

supplemental education services for their child, including:

(a) The identity of approved providers of those services available within the Chelsea Public Schools:

(b) A brief description of the services, qualification, and demonstrated effectiveness of the providers; and,

(c) If requested, assistance in choosing a provider.

Not applicable

Chelsea Public Schools also publishes and disseminates to parents and to the public, information regarding any actions taken by the ELC School or

the Chelsea Public Schools to address the problems that led to the identification of a school for improvement, corrective action, or restructuring,

including:

(1) an explanation of what the school and district is doing to address the problem of low achievement; and

Not applicable

(2) a description of corrective actions or restructuring plans.

Not applicable

In order to address section 200.61 Parents’ Right to Know of the Final Regulations of the No Child Left Behind Act, it is the policy of the ELC

School to notify parents of participating children each school year that parents may request and the district will provide information on the

professional qualifications of the student’s classroom teachers and whether the child is provided services by paraprofessionals and, if so, their

qualifications.

Example: A School Report Card is sent home indicating the percentage of teachers that are highly qualified in the John SIlber Early

Childhood Center along with a letter from the Superintendent notifying parents of their right to request information regarding qualifications of

their child’s teacher. Information regarding professional qualifications of the students’ teacher will be sent in written form, within a week of

the parent’s request.

(B) It is the policy of the Chelsea Public Schools to partner with federally-funded Parent Information Resource Centers (PIRCs) and other expert

service providers to provide technical assistance and other support necessary to assist participating schools in planning and implementing effective

parent involvement activities to improve student academic achievement and school performance.

(C) Chelsea Public Schools in order to build the capacity of schools and parents for strong parental performance, partners with local PIRCs and other

expert providers to:

37

(1) provide assistance to parents of children served by the ELC School or local educational agency, as appropriate, in understanding such

topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the

requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of their children;

Example: The Early Learning Center welcomes and actively solicits parents to attend individual student/parent orientations, Open

House, Parent Coffee Hours, Winter and Spring Parent/Teacher Conferences, and Educational Family Nights. Information is

disseminated to parents through the School Site Council.

(2) provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training

and using technology, as appropriate, to foster parental involvement;

Example: The Early Learning Center supports and promotes parental involvement activities such as, Literacy Night, Math Night,

Parent Classroom Volunteers, and Guest Reader Program and the Toyota Family Literacy Project. Each of these programs provides

parents with the resources necessary to better help their child’s academic development.

(3) educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of

contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate

parent programs, and build ties between parents and the school;

Example: The ELC works closely with the Intergenerational Literacy Project and the Chelsea Family Literacy Project. The ELC

promotes and encourages parents to serve on the School Site Council. The ELC has established a Family Room. The Family Room

serves as a venue for parents to meet and talk with ELC Administration and Support Staff.

(4) ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children

in a format and, to the extent practicable, in a language the parents can understand; and

Example: Schedules and information regarding school events and parent workshops are included in the Quarterly Newsletter, which

are sent to students’ homes. In addition, calendars highlighting school events are sent home monthly. Individual flyers for parent

workshops and parent-teacher conferences are sent home in both English and Spanish.

(5) provide such other reasonable support for parental involvement activities under this section as parents may request.

Example: Translators are hired for many parent events and meetings (parent-teacher conferences, workshops, TEAM meetings, etc).

When available, childcare is provided during parent educational workshops.

(6) may train parents to enhance the involvement of other parents;

38

Example: Parents who have been trained as Guest Readers and are currently participating in the program are scheduled to train new

ELC parents.

(7) may adopt and implement model approaches to improving parental involvement; and

(8) may develop appropriate roles for community-based organizations and businesses in parent involvement activities.

Example: The School partners with organizations such as; the Chelsea Community Schools, Padres Unidos, Kiwanis, HarborCove,

and other community organizations to increase parental involvement and educational activities in the city.

(D) The ELC School to the extent feasible and appropriate, coordinates and integrates parent involvement programs and activities with other

federally-funded educational programs, and conducts other activities, such as parent resource centers, that encourage and support parents in more

fully participating in the education of their children.

Example: The ELC has a fully functioning Family Room which serves as a venue for parents to meet and talk with ELC

Administration and Support Staff.

(E) To ensure the effectiveness of this parent involvement policy, The ELC School conducts, with the involvement of parents, an annual evaluation

of its parent involvement policy in improving the academic quality of the schools served, including identifying barriers to greater participation by

parents in activities authorized under the parent involvement section on the No Child Left Behind Act of 2001. This evaluation will focus particular

attention on parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or

ethnic minority background. The ELC uses the findings of this evaluation to design strategies for more effective parental involvement, and to revise,

if necessary, the parental involvement policies described herein.

Explain how your school will evaluate its parent involvement policy (needs assessment). Explain how the findings will used to revise/develop new

strategies for more effective parent involvement.

Example: A parent survey is sent to all parents. Also, after workshops and other parent involvement activities, parents complete additional

questionnaires to evaluate the effectiveness of parental involvement activities. Results from surveys are analyzed and incorporated into the

annual school improvement plan. The School site council makes recommendations for school improvement plans based on the results of the

surveys. The School Parent Involvement Action Committee also analyzes and creates a parent involvement action plan.

(F) It is the policy of the Chelsea Public Schools to involve parents in the activities served under this part by monitoring local schools to assure that

participating schools:

(1) convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend,

to inform parents of their school's participation under this part and to explain the requirements of this part, and the right of the parents to be

involved;

(2) offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under this part,

transportation, child care, or home visits, as such services relate to parental involvement;

39

(3) carry out capacity-building activities for parents listed in (C) above;

(4) involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part,

including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide

program plan under section 1114(b)(2), except that if a school has in place a process for involving parents in the joint planning and design of

the school's programs, the school may use that process, if such process includes an adequate representation of parents of participating

children;

(5) provide parents of participating children —

(A) timely information about programs under this part;

(B) a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure

student progress, and the proficiency levels students are expected to meet; and

(C) if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in

decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible; and

(6) if the schoolwide program plan under section 1114(b)(2) is not satisfactory to the parents of participating children, submit any parent

comments on the plan when the school makes the plan available to the local educational agency. Provide an explanation of how your school

will meet with requirements listed in part F.

Example: An Annual Meeting will be conducted as part of the Fall Open House to inform parents of Title I programming and

participation. Flyers regarding the John Silber Early Learning Center’s Title I School-wide Program are available at this meeting for

parents to take home. The Early Learning Center’s School Site Council reviews and makes recommendations for the school

improvement plans. The curriculum is presented by teachers at Fall Open House and discussed during the year at the parent-teacher

conferences. Parents are also encouraged to set up meetings when necessary with administrators and teachers. The school actively

promotes and encourages participation in the School Site Council, Open House, Parent/Teacher Conferences, Family Nights and

Family Room use.

As a component of the school-level parental involvement policy, each school served under this part jointly develops a school-parent compact that

outlines how parents, the entire school staff, and students share the responsibility for improved student academic achievement and the means by

which the school and parents will build and develop a partnership to help children achieve the State's high standards. These compacts —

(1) describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment

that enables the children served under this part to meet the State's student academic achievement standards, and the ways in which each parent

will be responsible for supporting their children's learning, such as monitoring attendance, homework completion, and television watching;

volunteering in their child's classroom; and participating, as appropriate, in decisions relating to the education of their children and positive

use of extracurricular time; and

� See attached sample school-parent compact

40

(2) address the importance of communication between teachers and parents on an ongoing basis through, at a minimum —

(A) parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to

the individual child's achievement;

Explain how and when the school-parent compact will be discussed.

Example: During the first week of school the teacher schedules individual meetings with the parent and student at which time the

School/Home Compact is discussed.

(B) frequent reports to parents on their children's progress; and

Example: The John Silber Early Learning Center sends home reports on student progress throughout the school year. Early Learning

Center Progress Reports are shared and distributed in February and June at individual parent/teacher meetings.

(C) reasonable access to staff, opportunities to volunteer and participate in their child's class, and observation of classroom activities.

Example: Parents are encouraged and invited to participate in our Parent Volunteer Program, Guest Reader Program, Chelsea Family

Literacy Project, and during Observation weeks in November and April. Parents are invited to Open House and Kindergarten

Orientation. Teachers correspond with parents via the telephone, email, or in person at arrival or dismissal times. Appointments are

made on an as needed basis.

For schools identified for improvement, corrective action, or restructuring, the ELC School ensures that:

(1) Parents are consulted in the development or revision of the required two-year school improvement plan;

See section A 5:

(2) The plan includes a description of how the school will provide written notice about the identification to parents of each student

enrolled in the school; and

See section A 4

(3) The plan includes strategies to promote effective parental involvement at the school.

See section C

41

JOHN SILBER EARLY LEARNING CENTER

SHURTLEFF SCHOOL

SCHOOL/HOME INVOLVEMENT COMPACT

Dear Parent,

Please sign this School/Home Involvement Compact and return it to your child’s teacher.

TEACHER: I understand the importance of the school experience to every student and my role as a teacher and role model. Therefore, I agree to carry out the following

responsibilities to the best of my abilities

1. Teach necessary concepts to your child.

2. Be aware of the needs of your child.

3. Regularly communicate with you on your child’s progress.

4. Encourage good behavior by setting clear, concise and positive rules.

5. Support social development by establishing settings that foster cooperation.

Teacher’s Signature:

STUDENT: I know that school is important to me. Therefore, I agree to do the following:

1. Listen to the teacher and other adults who are responsible for my education.

2. Be responsible for my own behavior by following classroom and school rules.

3. Take all notices home to my parent/caregiver.

Student’s Signature:

PARENT/CAREGIVER: I will show my child that school is important. Therefore, I agree to do the following:

1. Make sure my child gets enough sleep each night, gets to school on time and attends school every day.

2. Every day, talk to my child about his/her school activities and check his/her backpack.

3. Read to my child everyday.

4. Attend open house and parent conferences.

5. I will be supportive of the school rules by encouraging my child to be responsible for his/her own behavior and reminding him/her that there are rules to follow

while in school.

Parent/Caregiver’s Signature:

42

Parent Involvement Activities Calendar

September 2014 Classroom Orientation Meetings

Million Fathers March

Parent Coffee Hour

Parenting Series: Homework and Communication

Yoga Series for Parents (ongoing): TBD

October 2014

Pre-K/K Screening

Curriculum Night

Autism Awareness: Kick-off event, TILL Collaboration

Parent Volunteer Kick-Off Party

Parent Volunteer Program (ongoing)

Book Fair

Raising a Reader: Parent Groups

Parents Workshop: Nutrition

School Site Council Meeting (monthly through May)

Family Night: Collaboration with Cooking Matters

Health Initiative: Parent Walks, Supermarket Tours (ongoing)

Autism Support Group (ongoing)

November 2014

Parenting Series: Behavior

Parent Observation Day

American Education Week

Family Night: Literacy

Raising a Reader: Parents Groups

December 2014

Raising a Reader: Parents Groups

Holiday Drives: Shoe Box, Support the Troops

Family Night: Different Festivities

January 2015

43

Anti-bullying Project

Parent Workshop

Family Night: Fitness

February 2015

Parent Coffee Hour

Parent-Teacher Conferences

Book Fair

Family Night: Friendship

March 2015

Kindergarten Orientation

Transition to First Grade

Parenting Series: Language


Family Night: TBD

April 2015

Parent Observation Week (Week of the Young Child)

Autism Awareness Celebration


May 2015

Parent Coffee Hour

Family Night: TBD

June 2015 Teacher Appreciation Lunch

Parent Teacher Conferences

Book Fair

44

Professional Development Proposals 8/2014-8/2015

Title Audience Hours Date Presenter(s)/Facilitator(s) Funding

Source

Behavior and Classroom Management New ELC PK/K Staff 2 hours August- 2014 ELC Coach District

Scott Foresman for Math for New Teachers New ELC PK/K Staff 2 hours August- 2014 ELC Coach District

Literacy Training for New Teachers (Open

Court/OWL)

New K Staff 2 hours August- 2014 ELC Coach District

Crisis Prevention Intervention (CPI) Training Refresher for

Veteran Staff All ELC Staff 1 hours

August/

September 2014

ELC Social Worker/

Guidance District

Crisis Prevention Intervention (CPI) Training for New Staff All New ELC Staff 1 hours August/

September 2014

ELC

Social Worker/

Guidance

District

ESI-Early Screening Inventory Training All New PK and K Staff 9:00 AM-

10:00 AM

August/

September 2014 Sara Almeida N/A

SPED and IST Procedures All new ELC staff TBD August/

September 2014

Cindy Rosenberg/

Coaches District

Literacy Team Meetings K Staff and Title 1, ESL 8:00-8:45 AM

Monthly beginning

September-June

2014-2015

Title 1 and K Literacy Coach N/A

Early Childhood Curriculum Team

ELC Staff

8:00-8:45 AM

Monthly beginning

in October

2014-2015

Teachers and ELC Coaches N/A

Special Education Leadership Team

ELC Staff 7:15-8:00

Monthly beginning

in October

2014-2015

Teachers and ELC Coaches N/A

45

ELC Leadership Team ELC GC/SW, coaches,

administrators Various

Monthly beginning

in October

2014-2015

Administration facilitates N/A

Early Childhood Teacher Time (Topics: WSS,WW, PK

MATH, UbD) ELC Teachers

8:10-8:50

Monthly beginning

in October

2014-2015

Teachers/Coaches N/A

District Professional Development Day:

PK –Building Blocks Math

K Paras-ROOTs Research Project

K-Literacy and Math

ELC Staff 8:00-2:30 October 20, 2015

Building Blocks Authors

Curriculum Coaches

ELC Admin

District

ROOTS

Research

Grant

ITQ PK

Grant/UMASS

Boston

ELC Professional Development Day:

All Staff

Behavior Management For Inclusion

ELC PK and K Teaching

Staff 8:00-2:30 November 12, 2014

Inclusion Coaches

and Outside Consultants District


K Teacher: Abilitiy Grouping for Literacy Workshop

PK: Building Blocks Math ELC Staff 8:00-2:30 January 13, 2015

ELC Coaches

and Outside Consultants

District

ITQ PK

Grant/UMASS

Boston


PK Building Blocks Math

K New Literacy Program

ELC Staff 8:00-2:30 April 7, 2015 ELC Coaches

and Outside Consultants (TBD)

ITQ PK

Grant/UMASS

Boston

And District

Early Childhood Curriculum Committee/DCIT sub-

committee work ELC Staff TBD Summer 2015 TBD

Kim Overbaugh-contact

ELC Teachers District

ELC School Improvement Plan Committee ELC Staff TBD Summer 2015 TBD Kim Overbaugh-contact

ELC Teachers District

46

Professional Development- Ongoing

Mentors/Induction Series

All teachers in their first year teaching or their first year teaching in Chelsea are assigned a building based mentor. The mentor and mentee will meet

routinely throughout the school year to discuss issues related to teaching, management, and organization.

Staff Meetings

Staff Meetings are one hour long and are held after school on the second Tuesday of the month.

Department Meetings

Department Meetings are one hour long and are held after school on the third Tuesday of the month. Department Meetings focuses on professional

development and issues specific to the department. Department meetings are held for all staff.

Professional Learning Communities

A major initiative in Chelsea is developing a Professional Learning Community (PLC). All teaching staff and administrators participate in a PLC

team. Time is built into the teaching schedule to spend on PLCs.

Coaches and Lead Teachers

There are coaches and lead teachers assigned to every school. Coaches and lead teachers are available to assist teachers with curriculum, materials,

instructional practice and data collection and analysis.

Workshops

A variety of workshops are offered after school and at the June Professional Development Seminar. Workshops cover district and school initiatives

and topics of interest to teachers. All school personnel are invited to enroll in the workshops.

*Additional Professional Development Opportunities are on file in the Title I Department including information on the June Institute and additional

PD opportunities.

47

ADDRESSING THE NEEDS OF ALL STUDENTS “High Standards for All”

The expanded opportunity in Title I for school wide programs is designed to increase significantly the opportunities of schools, districts, and states to

raise the achievement of all students, but particularly those who have always been the intended beneficiaries of Title I: poor children, low-achieving

children, homeless children, migrant children, children who are neglected or at risk of dropping out, and limited English proficient children.

Consolidating all funds within a school for comprehensive planning and reform can more effectively lift the achievement of those who are farthest

behind, as long as schools understand their responsibility to serve every student and to expect every student to learn.

Schools that combine migrant funds under Part C of Title I in a school wide program must, in consultation with either parents of migratory

children or organizations representing those parents or both, first address the identified needs of migratory children that result from the effects of

their migratory lifestyle or are needed to permit migratory children to participate effectively in school and to document that service to address those

needs have been provided. Because migratory children often attend school throughout a 12-month period, a school wide school’s plan should

address all the school’s children, not just those who attend the “regular” school year.

The school wide program provisions provide new opportunities for schools developing school wide programs. By allowing schools to

integrate their programs, strategies, and resources, Title I can become the catalyst for comprehensive reform of the entire instructional program the

students in these schools receive rather than only serving as an add-on to the existing program.

School: John Silber Early Learning Center Principal: Jacqueline Bevere Maloney

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