1. Reading: Increase Percent of Students Reading at Grade Level and Decrease Percent Of

Western Elementary School Strategic Plan 2015-16
Educating All Students Today for Tomorrow’s Future
Mission: Our mission is to create a community of learners who:
●Are responsible and engaged community members
●Demonstrate initiative, persistence and adaptability
●Are curious and value risk taking as part of the learning process
●Access and analyze information and formulate an opinion
●Communicate effectively
●Work individually and on teams to solve real world problems
Western Elementary School Beliefs
We believe:
➢All children deserve a high quality education
➢All children have capacities for learning that exceed our current expectations
➢Educators, families and community must work together to support student learning
➢Rigorous standards must be in place to define expectations for leaders, teachers, students and families
➢Every school, educator and student in our district must be continuously improving
➢The District must be organized and function in support of teaching and learning

School Goals

1. Reading: Increase percent of students reading at grade level and decrease percent of students substantially below grade level.

●46% of Western Elementary School students were reading at or above average (Tier I) according to the Fall 2015 NWEA MAP Reading Assessment. By Spring 2016, the percent of students reading at or above average will increase to 56% or higher.
●33% of Western Elementary School students were reading substantially below grade level (Tier 3) according to the Fall 2015 NWEA MAP Reading Assessment. By Spring 2016, the percent of students will decrease to 28% of lower.

2. Mathematics: Increase percent of students performing at grade level and decrease percent of students substantially below grade level.

●41.5% of Western Elementary School students in math were performing at or above average (Tier 1) according to the Fall 2015 NWEA MAP Math Assessment. By Spring 2016, the percent of students at or above average in math will increase to 51.5% or higher.
●32.1% of Western Elementary School students in math are performing substantially below grade level (Tier 3) according to the Fall 2015 NWEA MAP math Assessment. By Spring 2016, the percent of students will decrease to 27.1% or lower.
3. Student Attendance: Chronic Absenteeism - Decrease percent of students who miss more than 10 % of school (18 days)
●Continue efforts to decrease chronic absenteeism. 2014-2015 / 6.8% (Tier 3)

4. Student Behavior: Decrease the number of offenses reported to the CT State Department of Education (CT SDE) and decrease the number of students with chronic offenses (3 or more).

●Increase fidelity of record keeping utilizing Power School tools.
●Maintain minimal number of suspensions.
●Reflect and refine School Wide Positive Behavior Supports.
●Continue to implement Behavior SRBI (Scientifically Research Based Interventions.)
●Implement Developmental Guidance lessons throughout the year.

6. Family and Community Engagement: Increase parent and community participation in student academic endeavors and school improvement efforts

●Maintain or increase the percent of parents (parent to family ratio) who attend parent teacher conferences from 94% (fall 2015) as measured by the Winter 2016 Parent Teacher Conferences.
●Increase percent of parents who respond respond to the Panorama survey from 23% to 50% as measured by the 2016 winter administration.

7. Survey feedback:

Parent Feedback Goal:
●The percentage of parents responding positively will increase from 65% to 75% in regards to the survey question "There are groups of students at my child's school that exclude others and make them feel bad for not being part of the group.”
Student Feedback Goal:
●The percentage of students responding positively will increase from 66% to 76% in regards to the survey question “How interested are your teachers in what you want to be when you grow up?”
Western Elementary School Strategic Plan 2015-16
Educating All Students Today for Tomorrow’s Future
Strategic Priority #1 Share an Inspiring School Vision with Coherent Strategic Plan
Rationale for this Goal: If we share an inspiring vision and coherent strategic plan, then all members of our community will be eager to align their collective and individual efforts to accomplishing our shared goals.

Priority 1 Strategy #1 Communicate a shared vision and mission that has high expectations for children and clearly communicates what Naugatuck Public Schools is striving to become

Action Step # / Specific Steps / Evidence that this action step is being implemented/completed / Staff
Responsible / Outcome Indicators
1.1.1 / Continue to publish and communicate our vision and mission / ❏Meeting invitations and notes
/ Goodrich / Administrator Survey; Teacher Survey; Parent Survey; Student Survey
1.1.2 / Explicitly connect all communication to vision and relevant portion of mission (new math program implementation) with intentionality / ❏Design activities for teachers to reconnect to mission/vision for new math program
❏Teachers design grade appropriate activities for students with new math program
❏Parent Math programs with explicit connections to mission / Goodrich
Classroom Teachers
Del Signore / Survey Results
1.1.3 / Publish and communicate a shared vision for Naugatuck Public School / ❏ Widely published and communicated vision
❏All documents include vision and mission
❏Visibly posted in school and classrooms / Goodrich / Survey Results
1.1.4 / Provide opportunities for the Western family to ‘live” Naugatuck’s vision / ❏Fundraisers to support the Naugatuck Food Bank
❏Support in helping the food pantry prepare for the needs of the community
❏School Committees assisting families in need
❏Free Monthly Nights -Movie Night, Game Night, Book Bingo, Gingerbread Night, Read In…
❏Supporting individual family needs / Goodrich
Western Staff
Community Partners / Attendance at functions
Survey Results

Priority 1 Strategy #2 Monitor Strategic Plan implementation to ensure the entire system is working toward accomplishing the vision and mission

1.2.1 / Collaboratively analyze and utilize student performance data and feedback from surveys / ❏Meeting Dates and Agendas
❏Common Planning, Data, Staff meetings
/ Goodrich
Masliuk
Western Staff / School Strategic Plan adjustments
1.2.2 / Students, teachers goals aligned with Strategic Plan / ❏ School strategic plan and teacher and student goals are set in service of accomplishing school goals
❏ Student goal setting connected to school goals / Goodrich
Western Staff / Survey results
% students that meet projected growth
1.2.3 / Outcome data is regularly monitored and the plan is adjusted to continuously improve effectiveness / ❏Data analyzed in efforts to meet goals at Data Meetings, Reading/Math Meetings and Leadership Meeting
/ Goodrich
Masliuk
Western Teachers/ Interventionists / Meeting Agendas
SRBI Data
Trimester reports on student performance (Fall, Winter and Spring)
1.2.4 / School plans and progress toward goals are communicated frequently and are easily accessible to the community / ❏School plan presentation as scheduled by district
❏School plan on the Western website / Goodrich
Swiatek
Del Signore / Survey Results
Western Elementary School Strategic Plan 2015-16
Educating All Students Today for Tomorrow’s Future
Strategic Priority # 2 Grow a Rigorous Academic Program with a Focus on Continuous Improvement of Teaching and Learning

Rationale for this Goal: If we cultivate a professional culture in our district that values growth and collaboration at all levels of the system; and sets high standards for teaching and learning; and strengthens the capacity of educators to meet the needs of students, then our students will continue to meet or exceed our high expectations.

Priority 2 Strategy #1 Cultivate a professional culture relentlessly focused on improving teaching and learning

Action Step # / Specific Steps / Evidence that this action step is being implemented/completed / Staff
Responsible / Outcome Indicators
2.1.1 / Through daily interactions and ongoing communication, infuse the school with a natural, cohesive purpose of improving our collective practices to accelerate student learning / ❏Administrator visible in the school and community
❏Staff lead collaborative efforts to improve teaching and learning (KLT, Committees, Book Study, Peer Observations. etc)
❏Leaders establish high and clear expectations-Placemat of effective instruction
❏Teval / Daily feedback
❏Model reflective practice and learning
❏ Frequent communication regarding student learning goals and accomplishments / Goodrich
Team Leaders
Western Staff / Survey Results
Meeting Agendas
2.1.2 / Cultivate a collaborative culture of reflection and growth / ❏ Develop trusting relationships
❏Inspire growth mindset
❏Model reflective practice
❏Focus on adult actions and effective teaching practices
❏Celebrating and acknowledging teacher risk taking
❏ Provide teachers with opportunities for collaboration to grow their instructional practice
❏Teachers participate in curriculum development
❏ Encourage teachers to engage in personal reflection and growth through queestioning during post observation meetings
❏Monitor classroom visits for instructional practice shifts based on feedback
❏Support staff in personalized professional learning opportunities / Goodrich
Del Signore
Masliuk
Western Staff / Teacher Practice Data,
Survey results,
2.1.3 / Create shared accountability for achieving school and district goals / ❏ Align Strategic School Plan and Teacher SLOs to District
❏Collaboratively develop SLOs and complete at least one observation together for all resource room teachers
❏ Prior to mid-year conferences, administrators who share teachers will collaborate about teacher practice and growth areas
❏ Administrators ensure special education teachers have access to NWEA data by enrolling special education students in PowerSchool / Goodrich
Special Education Resource Teacher/ Administrators / Survey Results and TEVAL Documentation
2.1.4 / Participate in Instructional Rounds (IR) for collaborative growth / ❏Develop Focus for Instructional Practice
❏Implement professional development aligned with data and staff needs / Goodrich
Del Signore / Survey Results
FIP
Student Achievement Data
2.1.5 / Expand KLT Teams (professional teams of teachers who collaborate to discuss formative assessment) / ❏Develop schedule for monthly KLT meetings
❏District to provide 90 minutes per month for KLT meetings
❏District will provide professional development to Year 2 trainers and participants / Goodrich
KLT Leaders / Survey results
2.1.6 / Ensure time and structure for collaborative inquiry and monitoring instructional improvement / ❏Instructional Rounds
❏ Focused PLC for consultants and coaches
❏ Weeky meetings will focus on math or reading, facilitated by consultants and/or teachers in order to ensure increased effectiveness of instruction and thus student achievement / Goodrich / Survey Results and Teacher Practice data
2.1.7 / Celebrate academic success and growth of student outcomes as well as teacher and leader practice that reinforces values and goals / ❏Public celebrations of success and growth (web site, data walls, shout outs, Bee awards, class visits)
❏Along with BEE assemblies, Special area teachers will select a child to be recognized for achievements
❏Staff meeting acknowledgements for innovation and risk taking
❏Acknowledge gains at Board of Education Meetings / Goodrich
Western Staff

Priority 2 Strategy #2 Develop, implement and systematically evaluate and improve curriculum and instruction to ensure ALL students are meeting growth targets

2.2.1 / Create a shared understanding of how the definition, philosophy, and framework of curriculum impact teaching and learning / ❏Share philosophy and definition of curriculum
❏ Curriculum Framework creates aligned structure for Curriculum Development / Goodrich / Survey Results
2.2.2 / Use District template to collaboratively write curriculum according to processes identified by the district / ❏Western staff participate in the development of curriculum
❏Provide updates to the development of curriculum / Del Signore
Western Staff
Caroline Messenger / Published Curriculum
2.2.3 / Western staff will participate on a committee to revise math section of report cards / ❏Collect and gather examples of report cards
❏Collect input and ideas from all stakeholders regarding report cards and reporting protocols / Goodrich
Del Signore
Western Teachers / Draft of report card
2.2.4 / Revise and implement a systematic approach for tiered interventions (SRBI) / ❏Collaborate with faculty to ensure all students are being taught according to instructional focus in interventions and/or small group instruction
❏Reduce the size of the group for our neediest learners
❏Provide professional development regarding intervention resources and implementation
❏Work to align math SRBI with reading structures, best practices
❏Plan for effective intervention and SRBI
❏Create schedules to support intervention needs / Goodrich
Masliuk
Del Signore
Interventionists
Teachers / Decrease # and percent of students below the 20th percentile
2.2.5 / Provide in class support/push in model to plan for and implement flexible groupings and targeted instruction / ❏Interventionist collaborate/plan with classroom teachers / Goodrich
Masliuk
Del Signore
Interventionists
Teachers / SRBI Schedule
Decrease # and percent of students below the 20th percentile

Priority 2 Strategy #3 Develop and evaluate the capacity of leaders, teachers and staff to improve district, school and student performance indicators

2.3.1 / Identify clear standards and progression of practice/expectations for teachers and staff / ❏Standards for teachers in NPS adopted Common Core of Teaching (CCT) Rubric
/ Goodrich / Teacher Practice data and student learning results
2.3.2 / Continue to develop shared understanding of performance expectations for each domain in teacher practice rubrics. / ❏Provide ongoing professional development around indicators on teaching rubric, as needed
❏Begin to include teachers in Instructional Rounds
❏Provide feedback from classroom observation at least 3 times a year
❏Provide Co-Teaching opportunities and peer visits / Goodrich
Maslikuk
Del Signore
Teachers / Teacher Practice data and student learning results
2.3.3 / Implement the revised teacher development and evaluation plan to develop all teachers to proficient or exemplary / ❏ Reflection and growth are regular and ongoing processes connected to student, school and district improvement efforts
❏ Evaluation timelines adhered to (TalentEd)
❏Cultivate growth mindset within school / Goodrich / Teacher Evaluation data and survey data
2.3.4 / Continue to support new teachers / ❏Use data from instructional rounds to inform development of supports for new teachers
❏Provide collaborative meeting time for new teachers and mentors
❏Provide in class modeling/co-teaching with Coach/Consultants / Goodrich
TEAM Mentors
Montini
Masliuk
Del Signore / Retention and growth of new teachers
2.3.8 / Math Coach and Reading Consultant will provide embedded professional learning and support for teachers / ❏Demonstration lessons, reflective conversations, supportive conversations, differentiation support, co-teaching experience, collaborative conversations, data conversations, co-planning, facilitating peer observations / Masliuk
Del Signore
Western Teachers / Teacher Practice data and survey data and improved student performance
Western Elementary School Strategic Plan 2015-16
Educating All Students Today for Tomorrow’s Future
Strategic Priority #3 Create a safe, welcoming and respectful environment throughout the district and in every school that supports the continuous improvement of teaching and learning

Rationale for this Strategy: If we create positive school climates that foster high expectations through caring and supportive relationships, then students and teachers will set ambitious goals and work together to accomplish them

Priority 3 Strategy #1 Ensure safe and positive learning culture with high expectations for all students

Action Step # / Specific Steps / Evidence that this action step is being implemented/completed / Staff
Responsible / Outcome Indicators
3.1.1 / All Western staff demonstrate and communicate high expectations for all students and strong values for students with different academic, social and/or physical needs / ❏Curriculum development includes culturally relevant pedagogy and materials
❏Communications available in multiple languages
❏Celebrations and recognitions demonstrate diverse population
❏Lessons focused on explicit instruction of core expectations / Goodrich
Western Staff / Survey results
3.1.2 / All teachers engage in effective classroom management practices and tiered interventions for behavior / ❏Provide behavior management/de-escalation training
❏Clear Expectations explicitly taught and reinforced
❏Train more staff in PMT
❏Create a system to include staff in the staffing process
❏Teacher practice data in Domain #1
❏Discipline data monitored monthly
❏Continued refinement of Behavior SRBI implementation / Goodrich
Western Staff
Psychologist
Guidance Counselor / Discipline data indicates decrease in time out of class
Survey results
3.1.3 / Develop consistent practices in our schools for Positive Behavior Supports and Interventions. / ❏Implement Core Expectations
❏Implement Responsive Classroom model
❏Implement Developmental Guidance Curriculum
❏Behavior SRBI implemented with fidelity
❏Provide small group/individual counseling, individualized behavior plans, check in-out system, as needed
❏Communicate and collaborate with the bus company daily / Goodrich
Guidance Counselor
Western Teachers
Social Worker
Psychologist
School Wide Data Team / Student survey results
Decreased reportable offenses and chronic offenders
Behavior data
3.1.4 / Revise and publish school comprehensive safety plan / ❏Safe School Climate plan meets CT SDE standards
❏Include Code Drills on monthly Fire Drill Report to BOE.
❏Conduct a minimum of 2 code drills per year
/ Goodrich
Butkus / All Hazards Safety Plan
Safe School Climate Plan
3.1.5 / Implement interventions to assist students and families with attendance / ❏Monthly attendance data committee meetings
❏Implementation of student behavioral interventions for tardies
❏Additional interventions: phone calls to parents, parent meetings, and home visits
❏Assist families in supporting district/school/state attendance policies
❏Attendance letters to parents to document absences and tardies
❏Schedule formal parent meetings with appropriate support staff as needed / Goodrich
School Wide Data Team
Guidance / Survey Results
Attendance Reports

Priority 3 Strategy #2 Maintain and improve our school buildings, grounds and equipment

3.2.1 / Develop systems to maintain and improve our school buildings and grounds and rapidly resolve safety issues and concerns / ❏Weekly walk throughs with head custodian and monitor work completion
❏Implement safety meetings 3X per year
❏Collect and analyze and act on safety needs reported by staff
❏Communicate with Facilities Engineer
❏Mobile Cabinet will focus management team on school needs / Goodrich
Lynch
Mobile Cabinet / Survey results
3.2.2 / Create long and short term plans through the collaborative budget process to make repairs or acquire equipment needed to support teaching and learning in our schools / ❏Budget Process includes maintenance and improvement needs of school / Goodrich
Lynch
Mobile Cabinet / 2016-17 Financial Plan with updated Facility Information
3.2.3 / Collaborate with Borough and Long Range Planning Committee to determine long term facility plans and needs / ❏Team members involved with long range planning committee / Goodrich / Survey Results
3.2.4 / Collaborate with NPS district administrators, BOE and Facilities Engineer to prioritize safety and code concerns / ❏Discussion at mobile cabinet / Goodrich
Lynch
Locke / Survey Results

Priority 3 Strategy #3 Ensure technological resources are allocated to support strategic plan