Cushing School Improvement Plan

2017-2018

Cushing School Council Members

Faculty Representatives

Donna Moffat, Principal, Co-Chair

Ellen Davis, Secretary

Lori Shally, Co-Chair

Parent Representatives

Nicole Brandolini, Parent Representative

Elizabeth Horne, Parent Representative

JD Norman, Parent Representative

Community Representative

Mary Tennaro, Community Representative

School Committee Liaison

Michael Long, School Committee Liaison

Curriculum
District Curriculum SMART Goal
By September 2018, 100% of the Scituate Public Schools Curriculum will be horizontally and vertically aligned across and between grades and schools, and aligned with state frameworks to provide a guaranteed, comprehensive, accessible, relevant, and rigorous 21st Century educational program as evidenced by published written UbD curriculum guides, observable classroom instruction, and proficiency on state assessments.
Theory of Action: IFwe align our curriculum with state frameworks and vertically and horizontally across and between grades and schools, and provide teachers with adequate training in Understanding by Design and Project-Based Learning, and the time to collaboratively create units of study, and implement this written curriculum with fidelity, THEN we will ensure a common Scituate Educational Experience that provides a guaranteed, comprehensive, accessible, relevant, and rigorous 21st Century educational program allowing each student to reach their full potential and graduate college, career and life ready.
2017-2018Cushing School Curriculum SMART Goal
By September 2018, 100% of the Scituate Public Schools Curriculum will be horizontally and vertically aligned across and between grades and schools, and
aligned with state frameworks to provide a guaranteed, comprehensive, accessible, relevant, and rigorous 21st Century educational program as evidenced by
written, published UbD curriculum guides, observable classroom instruction, and proficiency on state assessments.
  • By September 2018, two (2) additional grade level UbD Units will be completed and entered into Atlas Rubicon, one being interdisciplinary
  • By September 2018, teachers will teach and revise as needed UbD units created in 2016-2017
  • By September 2018, the K-6 Departments (Physical Education, Art, Music) will complete a minimum of two additional UBD Units per the framework span and entered into Atlas Rubicon.
  • By September 2017, the Counseling Department will create one new UbD Unit and enter into Atlas Rubicon.
  • By May 2018 the K-5 Literacy Committee will evaluate pilot and recommend whether or not to adopt standards-based literacy program, Journeys, for K & 1.

2017-2018 Strategy
  • Provide Professional Development in Understanding by Design (UbD) and PBL, as well as sufficient collaborative faculty meeting, grade level, and district-wide time, so that all teachers PK-5 work in teams in the creation of standards-driven curriculum units to help focus learning goals, devise appropriate assessments of student understanding, and craft effective and engaging learning activities.
  • Kindergarten and Grade 1 teachers, K-5 Literacy Committee, principals, and Literacy curriculum coordinator, will participate in the process of researching, piloting, and considering full implementation of a K-1 literacy program that is strongly aligned to the Massachusetts Curriculum Frameworks.
  • Elementary principals, Literacy Curriculum Coordinator, and Assistant Superintendent will meet to plan curriculum development work.
  • Monthly faculty meetings will focus on linking high caliber and high impact instruction (Target Learning goals/success criteria addressing HOTS, Growth Mindset/Self-Assessment) with curriculum development work.
  • Coordinate Instructional Rounds’ to focus on observing high impact instructional strategies and components of UbD.
  • Encourage sharing of successes and displays of learning (informal and formal).
  • Coordinate and align celebration of learning across schools led department chairs and their curriculum meetings.
  • Identify supplies and materials required for implementation new UbD units prior to budget submission.

Instruction
District Instruction SMART Goal
Through an instructional program emphasizing high expectations for all students, Project-Based Learning (PbL), co-teaching, research-based instructional strategies, using data to inform instruction, and tiered systems of support, every student, by June 2018, will be exposed to an agreed upon, consistent approach to teaching and learning and will minimally complete and present one interdisciplinary project to meet a community need, thereby demonstrating mastery of the agreed upon standards-based PK-12 curriculum and grade-level proficiencies.
Theory of Action: IF we set high expectations for all students, consistently employ research-based instructional strategies, implement the practice of project-based learning, regularly use assessment data and a tiered system of support, increase our use of co-teaching, and hold ourselves accountable through mentoring, evaluation and monitoring by leadership, THEN learning will be relevant, engaging and personalized allowing all students to be able to fully access the curriculum and graduate college, career and life ready.
2017-2018Cushing School SMART Goal
By June 2018, teachers will have fostered the growth of their students’ ability and belief they can grow smarter. Teachers will guide students to develop a greater sense of purpose and self-efficacy by focusing on further refinement of growth mindset, learning targets, timely and effective feedback,and higher order thinking skills as evidenced by 80% implementation in classrooms. This focus willbe evidenced by data collected during instructional rounds in all classrooms.
2017-2018 Strategies: Faculty Meetings, jointly lead by the Principal and ILT, will address:
  • Monthly faculty meetings will focus on linking high caliber and high impact instruction (target learning goals/success criteria addressing HOTS, growth mindset/self-assessment) with curriculum development work.
  • Criteria Through faculty, delayed start, and grade level meetings, provide professional development in high impact strategies with an emphasis on Target Learning goals/success criteria addressing HOTS, Growth Mindset/Self-Assessment.
  • Through meetings, instructional rounds, Google hangout, and classroom observations, engage staff in exploring and featuring the successful implementation of Project-Based Learning (PBL) across all grades and schools
  • Through curriculum and instructional collaboration, Art teachers will develop an implementation plan forthe new exploratory Art classes, redeveloping instructional practices utilizing the Studio 8 Habits of Mind; enhancing the educational experiences through social/emotional mental awareness and acuity (Project Zero at the Harvard School of Education.)
High Impact Strategies will be addressed in Faculty Meetings, jointly lead by the Principal, Literacy Curriculum Coordinator, and ILT; Instructional Rounds, and Classroom Observations.
  • Classroom and school climate that signal “this is important, you can do it and I won’t give up on you even sometimes when you have given up on yourself.”
  • Teachers model the 6 components of effective effort: time, focus, persistence, resourcefulness, use of feedback, and commitment
  • Higher order thinking is embedded in all lessons.
  • Opportunities to redo work that is not up to standards.
  • Clarity is ensured through frequent checks for understanding.
  • Instruction is geared toward neuro-diversity (Differentiation, RtI, and Cooperative Learning).
  • Target learning and success criteria goals relate to the enduring understandings and leads students to higher order thinking.
  • Students reflect on and self-assess the quality of effort they have invested in their work.
  • Professional Development building based and district wide will focus on: Co-teaching training, PBL training to support exhibition of learning and Digital Literacy

Assessment
District Assessment SMART Goal
By September 2018, teams of teachers across all grades and/or departments will collaboratively create, implement and monitor between four to eight common benchmark assessments per grade and/or subject area/department, as well as two district-determined measures, to guide instruction, provide next step strategies to promote student growth, measure teacher impact on student learning, and prepare for the implementation of newly developed state assessments.
Theory of Action: IF educators develop common assessments and district-determined measures, collaboratively analyze data from these assessments, and use the data to effectively guide instruction and provide timely interventions, THENevery child’s educational needs will be met and student learning growth percentiles will, on average, be 50% or greater as measured by state assessments.
2017-2018Cushing School SMART Goal
By September 2018, Cushing School Teachers will have worked collaboratively usingvarious forms of data (STAR, DIBELS Next, envision MATH, Symphony Math, benchmark testing,SPS writing benchmarks, and other common grade level assessments) to inform instruction by identifying strategies for differentiation and interventions to obtain the recommended DESE student growth percentile (SGP) levels on state assessments.
2017-2018Strategies
  • By November 2017, analyze MCAS data and identify curriculum, technology, and assessment changes necessary to improve student performance.
  • By June, 2018, Grades K-5 will implement, score, and calibrate a minimum of four (4) common assessments.
  • By June 2018, continue the utilization of the STAR Assessment grades 2-5 and DRA2 in K & 1 to supplement DIBELS Next, SPS writing benchmarks, and enVision MATH benchmark testing to inform instruction.
  • Assess and provide technology tools to maximize laptop and Chromebook use as well as provide keyboarding instruction opportunities.

Schedules and Structures
District Schedules and Structures Smart Goal
By September 2018, schedules and structures will be researched and recreated to provide sufficient flexibility to maximize the most efficient and effective use of student learning time and provide time for staff collaboration and professional development within and outside of the school day and year.
Theory of Action: IF we create schedules and structures that are built on the implementation of district and school goals and strategies, THENstudent, staff, school, and bus schedules will be redesigned to maximize student learning, allow for staff collaboration, and fully implement the goals of the Scituate Public School’s Vision and Strategic Plan.
2017-2018CushingSchool SMART Goal
By December 2017, the effectiveness of the new elementary schedule will be evaluated and recommendations proposed as needed to achieve the goal toenrich learning opportunities and professional collaboration time.
2017-2018 Strategies
  • By January 2018, the Elementary Leadership Team (ELT) will review the recommendations to determine the feasibility (enrollment, facilities, and time on learning) and budgetary needs for potential schedule changes and implementation.
  • Beginning August 2017 provide ongoing monitoring of new schedule and how to adapt previous valued events and traditions to the new format and create new opportunities
  • By January 2018, define job descriptions for any new positions as determined by the Scheduling Committee
  • By Spring 2018, K-5 Grade Level Configuration committee recommendation

Wellness
District Wellness Smart Goal
By September 2018, the Scituate Public Schools will have evaluated, developed and implemented curriculum and programs to ensure the alignment, integration and collaboration between health and education with a focus on the development of the whole child. The Scituate Public Schools will measure alignment to this goal through the curriculum, programs, instruction, and experiences that promote healthy, resilient and responsible graduates capable of independently functioning to their full potential and positively contributing to their school, family, community, and the world.
Theory of Action: If we support the cognitive, physical, social, and emotional well-being of students, and provide the resources to fully implement these strategies across the curriculum, then we will successfully educate the whole child to succeed and thrive in life, ready to reach their full potential as global citizens in a rapidly changing world.
2017-2018Cushing School Wellness SMART Goal
By June 2017, focus will be placed on the development of a common language among all elementary schools to align current PBIS initiatives, Open Circle (K-5), Second Step (Grade 6), Social Thinking, to support the concepts of an Up-stander Program.
2017-2018 Strategies
  • By September 2017, Elementary Principals will ensure teachers have identified specific times in each homeroom schedule for Open Circle.
  • By September 2017, with continuation on a weekly basis, consistent meetings with school nurse, school adjustment counselor, and school psychologist to collaborate on students’ and families’ needs.
  • By December 2017, the school psychologist will conduct Open Circle in grades 1 to 5; and the school adjustment counselor will conduct Social Thinking curriculum in grades K to 2 addressing student input on the Social Emotional Sense of Security domain from the National School Climate Survey.
  • PBIS committee will execute school wide assemblies on the “Kindness, Caring, Community, Diversity, Respect” theme every 4 weeks.
  • Beginning October 2017 and continuing monthly through the school year, the PBIS Committee will execute school wide “Cushing Kind Cat” rallies, introduction and implementing a monthly kindness theme.
  • By October 2017, Open Circle Problem Solving Steps will have been emphasized with visuals for the steps posted around the school.
  • By November 2017 all teachers will have Calm Classroom training and will implement at least once a day in their class.
  • By March 2018 two Calm Classroom exercises will occur daily
  • By November 2017, Principals or the Building Open Circle Coach will have met with paraprofessionals to review Open Circle concepts and the Open Circle Problem Solving Steps.
  • By April 2018, Principals will have conducted at least one informal observation of an Open Circle lesson in 50% of homerooms.
  • By June 2018, Open Circle concepts will have been published in article in the Principal’s Parent Update (Cushing Kind Cat Connection) a minimum of eight times throughout the academic year.
  • By June 2018, Open Circle and Social Thinking books and resources available in “Open Circle” corner of the library.
  • Student wellness and safety will be identified in relation to educational and facility needs in this aging building and shared with district and town administration.
  • By June 2018 every grade level will have had at least one celebration of student success
  • Three opportunities for parent training in Social Media safety will occur during the school year. Social Media was noted as a concern in CSCI survey as an area of concern for Students and Parents. (Students and Parents each rated 3.33)
  • Students will be exposed to Social Media/Digital Literacy concepts in Tech Class, Health Class and Open Circle
  • By June 2018 increased community partnerships will be created such as, but not limited to: Town Library trips for all grades, Food Pantry collections/donations, Scituate Historical Society (grade 3).
  • By June 2018, Students and Staff will have participated in Cushing School’s kindness themes and experiences including:
  • School-wide PBIS assemblies – Cushing Kind Cat Rallies – acknowledging kindness, caring, community, respect, responsibility, diversity, and cultural proficiency.
  • Ambassadors – 4th graders to assist kindergarten students; 5th graders assisting first grade students
  • Kind Cat contributions shared on a daily basis during morning announcements
  • Faculty meetings will provide a venue for supporting the kindness theme, identifying and sharing ideas and strategies for classroom and school.
  • Continued development of Calm Classroom and Social Thinking strategies during faculty meetings.

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