Elmwood School’s Improvement Plan 2012-2013
Elmwood School
2012-2013
School Improvement Plan
Developed by: Elmwood School Council
Ilene S. Silver, Principal
David Ljungberg, Assistant Principal
Table of Contents:Elmwood School Council Members Page 3
Summary of Progress – 2011-2012 Pages 4-9
Goal 1 Consistent Literacy Instruction and Assessment will Improve Student Achievement Pages 10-16
Goal 2 Consistent Instruction and Assessment in Mathematics will lead to Improved Student
Understanding and Achievement Pages 17-18
Goal 3 Creation of a Respectful School Environment Pages 20-21
Elmwood School Council
2011-2012
Parent Representatives:Maureen Belger
Elizabeth Guerra
Alexis Miller
Cate Doherty-Waldeck
Community Representative:
Lesley Nelson / Teacher Representatives:
Grade 2:
Amelia Hamwey
Meaghan Winters
Grade 3:
Dena O’Shaughnessy
Special Education:
Cissy Coutinho/Heather Crowley
Principal:
Ilene S. Silver
Assistant Principal:
David Ljungberg
Summary of Progress – 2011-2012
Plan Title: CONSISTENT LITERACY INSTRUCTION AND ASSESSMENT WILL IMPROVE STUDENT ACHIEVEMENT
Standards
Student Academic Success
Learning Environment
Qualified and Dedicated Staff
Organizational Effectiveness
Summary of Progress:
As recommended by the Elmwood School Council, the school will make pro-active informed decisions to maintain and/or improve student reading proficiency through the use of various data sources to allocate Response to Intervention supports, and other school-based resources to improve reading fluency and comprehension. Teachers will strategically measure reading progress of identified students at set intervals to ensure appropriate student placement and allocation of school resources.
All Elmwood students were administered the Group Reading Assessment and Diagnostic Evaluation (GRADE) test the first week of October. Results were mailed home to parents. In addition, every Elmwood student was individually administered the Benchmark Assessment System (BAS), purchased the previous year to ensure that all students, Grades 1-5 were assessed using the same tool. Those students scoring at the sixth stanine or below on the fall GRADE and/or below the grade level benchmark on the BAS in the fall (I for Grade 2; M for Grade 3) were administered the BAS in January. All students were once again administered the BAS in May. The Benchmark for May was Grade 2 – L; Grade 3 – O. This included both the oral and written comprehension sections. All students receiving Remedial Reading services, on Individual Educational Plans for ELA, or those falling below the benchmark were given the GRADE shortly before April vacation. Based upon the October results, additional students received remedial reading support, some were assigned additional time with a teacher or teaching assistant to support their reading needs. Other support was provided by integrated classroom assistants when the class to whom they were assigned was participating in a special—if their attendance was not required for specific students. Second grade students, who fell below the benchmark in the fall and were not recommended by Center School for remedial reading support, were added to the reading teachers’ rosters, without the need to first meet with the Learning Support Team in the fall. This helped streamline the process and get students needed support promptly.
As stated in the current School Improvement Plan: By April of 2012, 90% of students scoring at or below a total Group Reading Assessment and Diagnostic Evaluation (GRADE) stanine of 5 during the fall 2011 testing will improve their total score by a minimum of 1 stanine.
The following charts indicate growth demonstrated on the GRADE for students on the Watch List which includes all students who scored at or below the 5th stanine for the total test score. *Students scoring at a Stanine 6 were also given the GRADE in the spring. The data included in the following chart indicates only those scoring at Stanine 5 or below as indicated in the School Improvement Plan. Those scoring below Stanine 6 demonstrated more growth than those at Stanine 6—which is considered by the authors’ of the GRADE as high average based upon national demographics.
Students scoring in the first through fifth stanines in the fall, gained on average, more than 1 stanine from October through April.
Student Watch List2011-2012 Grade 2
Test Date / Total Stanine for those scoring at stanines 1-5
Fall 2011 63 students / 3.76
Spring 2012 62 students / 4.9
Increased Growth / +1.14
Student Watch List
2011-2012 Grade 3
Test Date / Total Stanine
Fall 2011 41 students / 4.2
Spring 2012 40 students / 5.07
Increased Growth / +.88
Students, who were assessed in October 2011 and then again in May 2012, grew on average 1.06 and 1.25 years in the span of 6.5 months.
Student Watch List2011-2012 Grade 2
Test Date / Average grade equivalency for cohort
Fall 2011 63 students / 1.78
Spring 2012 62 students / 2.84
Increased Growth / +1.06
Student Watch List
2011-2012 Grade 3
Test Date / Average grade equivalency for cohort
Fall 2011 41 students / 2.71
Spring 2012 40 students / 3.95
Increased growth 2011-2012 / +1.25
As stated in the current School Improvement Plan: By April of 2012, 80% of all Elmwood students will reach the Benchmark Assessment System (BAS) score for their grade.
o Grade 2 = Level L
o Grade 3 = Level O
We are delighted to report that 86% of the 237 second graders achieved an instructional BAS score of L or above.
88% of our 297 third grade students scored at a Level O or higher surpassing our target goal.
Plan Title: CONSISTENT INSTRUCTION AND ASSESSMENT IN MATHEMATICS WILL LEAD TO IMPROVED STUDENT
UNDERSTANDING AND ACHIEVEMENT
Standards
Student Academic Success
Learning Environment
Qualified and Dedicated Staff
Organizational Effectiveness
Summary of Progress:
As recommended by the Elmwood School Council, a research based assessment tool, correlated to the Common Core and Massachusetts Standards will be administered three times per year to assess student growth. We were not able to accomplish this goal due to unanticipated budget constraints—Elmwood School was not given access to Galileo. Students were administered three mathematics assessments during the year. These assessments were aligned by teachers to the Everyday Math program and the Massachusetts Standards for secure goals for grades 2 and 3, as an interim measure. Progress was assessed three times during the year. The results were informative to teachers in terms of growth and needs for additional instruction; but the three tests cannot be compared to equate growth, as can a test asking the same questions at regular intervals. The plan is that next year Galileo will be administered three times during the year; as was our expectation when the 2011-2012 School Improvement Plan was submitted in May of 2011.
Plan Title: Improving Consistency in Elmwood School’s Ability to Continue to Promote a Respectful School Environment for
Students.
Standards
Student Academic Success
Learning Environment
Qualified and Dedicated Staff
Summary of Progress:
As recommended by the Elmwood School Council, all Elmwood School teachers will be trained, over time as the budget permits, in Responsive Classroom strategies. Second grade students will be introduced to Second Step in guidance classes. Steps to Respect will be taught during health classes in third grade. Using a scientifically research based program, approved by the Department of Education in both grades, will help to ensure consistency of instruction and behavior expectations. Teachers leading discussion groups based upon read-alouds will help students understand that the expectations are the same throughout the school.
To date, 10 classroom teachers and one specialist have been trained in Responsive Classroom; one teacher had participated in both Responsive Classroom 1 and 2. Additionally three teachers, although not formally trained, are holding Morning Meetings, having studied the Responsive Classroom materials. The school’s Principal attended a one day workshop for administrators during the summer of 2011 to familiarize herself with the philosophy of the program. All teachers read and discussed Chapter 1 of “The Power of Their Words” during a faculty meeting. Our goal for the future is to train three teachers who have already taken Responsive Classroom-1 in Responsive Classroom-2, and have them become in-house trainers for the remaining teachers who have yet to be trained.
Additional Happenings at Elmwood School
We, the members of the Elmwood School Council, wish to share with you some of the exciting things that have been happening at Elmwood School this year. All general education classrooms have now been equipped with Smart or Epson boards and Smart software. In addition, the Health classroom, visited by all students, also has a Smart Board and the three Health teachers use it daily. They continue to make a remarkable difference in the way in which students learn. Teachers with Smart Boards have learned to adapt the way in which they previously taught. Additionally, document cameras have been purchased for all classroom teachers; as well as the art and music rooms. This enables teachers to spontaneously share a piece of writing or a three dimensional object without the need to make a transparency in advance. There continues to be much collaboration amongst teachers in terms of shared lessons that are accessible to all through their “Shared Folders” as part of the intranet. Our fall Professional Day was devoted to the Writing Process with a presentation by the Elementary Principals and Director of Elementary Education, and then time was devoted to working in horizontal teams of teachers. Dr. Ilda King, reading consultant worked with classroom teachers and learning specialists throughout the year. The School Council sponsored an Evening with Dr. King for parents that was very well attended. Three grants, all for types of technology to support student learning were submitted to the Hopkinton Education Foundation. We eagerly await their decision in terms of funding.
Seven times during the year the entire school has joined together in the gym to participate in our all-school Meeting of the Eagles—a favorite activity of many of our students and parents. Swoops, our life-sized eagle, is a popular component of each Meeting. Other special events included all school DEAR Days (Drop Everything and Read), Community Reading Day, the Wee Deliver Postal Service, Junior Achievement, second grade Science Fair and Math Night, third grade Colonial Crafts Day and end of the year Student Showcases, as well as our very exciting twentieth annual Boston Marathon program featuring the elite Kenyan runners and the Ambassador of Kenya—to name a few. The Elmwood Postal Service, run by parent volunteers, continues to deliver thousands of letters each year to Elmwood’s students and members of the staff. Elmwood’s students recognized the needs of others by participating in community service opportunities for Project Just Because, visited the Michael Carter Lisnow Respite Center, and raised over $11,750 for Jump Rope for Heart to benefit the American Heart Association and over $3,900 for Coins for Cures to benefit Children’s Hospital. Of all of the participating schools in New England, Elmwood was the fourth largest fundraiser and had nine of the fifty most generous homerooms in the region. Given the economy, these financial donations demonstrated our school community’s exceptional generosity and caring for others. Elmwood School was recognized by both the Massachusetts House of Representatives and Senate for our continuing connection with the Kenyan marathoners.
~2011-2012 Elmwood School Council
School:
/ELMWOOD
School Year: / 2012-2013Goal Number:
/1 of 3
Goal Title:
/ Consistent literacy instruction and assessment will improve student achievementStrategic Plan Priority Initiative
/ SMART Goal:Strategic Plan (Developed 2009)
1B. Priority Initiative: Guaranteed and viable curriculum
1C. Priority Initiative: K-12 Writing Program
2A. Priority Initiative: Assessment
· Goal #1: By June of 2012, an analysis of all instructional units in the curriculum database will demonstrate a balanced system of assessment (e.g., tests, performance tasks, and other assessments)
· Goal #2: By June of 2014, student achievement on benchmark assessments to be developed will increase by 10% in all core subjects after a baseline is established by June of 2012
4B. Priority Initiative: Interventions for Students
· Goal: By June of 2012, students who have been referred for academic intervention, enrichment, or acceleration through the school district's Response to Intervention program (RTI) will demonstrate a 15% improvement between pre- and post-intervention measures
HPS Strategic Plan Refresh:
1. Curriculum is dynamic and supports 21st Century Skills.
1B. Guaranteed & Viable Curriculum: Starting in the 2012-13 school year, 20% of related arts, world languages, and history/social studies curriculum units PreK-12 will be peer-evaluated each year and revised to reflect high quality and vertical articulation. Starting in the 2013-14 school year, 20% of ELA, mathematics and science curriculum units PreK-12 will be peer-evaluated and revised to reflect high quality and vertical articulation.
· Align ELA to common core standards
· Provide student and staff support to enable success with new common core
· Study and adjust grade to grade articulation in ELA
· Conduct peer review of curriculum
· Purchase new K-10 mathematics materials to align with common core
1C. K-12 Writing Program: By June of 2015, 100% of all core courses will integrate a common writing experience for all three types of writing defined in the ELA Common Core Standards. By June of 2015, cohort scores on the open response and long composition sections of the MCAS will increase by 10% when compared to the results of the 2009 MCAS administration.
· Align writing practices with the ELA common core (refer to 1B)
· Develop writing rubrics in student friendly language
· Provide professional development in writing instruction
2. Data for Learning (Connects to 4B Student Interventions)
2A. Analysis of Curriculum Units (see also 1B): By June of 2015 the district will have in place high quality, varied assessments that will be used with consistency by 100% of classroom teachers across grade levels and subjects to measure student progress effectively toward mastery of standards.
· Complete the district assessment framework
· Within PLCs, develop, administer, analyze and adjust benchmark assessments
4B. Student Interventions
4B.1 & 2 Interventions for Students: By June of 2014, 80% of students identified for remedial intervention will meet their individualized learning targets during the time frame of their intervention. By June of 2016, 90% of identified students will meet these targets. By June of 2016, 95% of students identified for extension or acceleration will meet their individualized learning targets during the time frame of their intervention.