Annual Report of the
PIERCE SCHOOL COUNCIL
JULY 2014
Pierce School Improvement Plan
2014-2015
Submitted to the Superintendent of Schools July 2014
Table of Contents
The Pierce School Council Membership 2013-2014...... 3
Executive Summary of 2013-2014 Goals...... 4
2014-2015 Pierce School Improvement Plan Executive Summary...... 8
2014-2015 School Improvement PlanGrid…………………………………………………………….. 10
Appendix…………………………………………………………………………………………………17
2013-2014 School Council Members
Name / Position / Status / Term ExpiresPipier Smith-Mumford / Principal / Permanent / NA
Jennie Roffman / Parent / YR 2 (second term)/Co-Chair
Brian Bergstein / Parent / YR1 / June 2015
Liz Erdman / Parent / YR1 / June 2015
Marcia Ferrigno / Parent / YR2 / June 2014
Lauren Kelly / Teacher / YR1 / June 2015
Melissa London / Teacher / YR3 / June 2014
Caroline Babbidge / Teacher / YR2 / June 2015
Sandra Sicard / Teacher / YR2 / June 2014
Tracy Bare / Teacher / YR2 / June 2014
Serene Srouji / Parent / YR2 / June 2015
Naomi Sweitzer / Parent / YR2 / June 2015
Ellie Dunford / Community Representative / YR1 / June 2015
Executive Summary
The Pierce School Council met regularly throughout the 2013-14 school year. Meetings were posted and members of the public were welcome to attend. Annual elections were held in June 2013. Openings were filled by the re-election of parent Jennie Roffman and teacher Melissa London, and the election of new members, parents, Liz Erdman and Brian Bergstein, and teachers, Tracy Bare and Caroline Babbidge. We also welcomed community member Ellie Dunford, owner of KooKoo’s Café and Innerspace Studio in Brookline Village. Allthe new members joining the council were trained on council procedures. We thank those members of the council who are moving on. They were instrumental in helping to shape our plans and make progress in achieving these goalsover the last two years and for the coming years.
The council conducted its annual school survey through Survey Monkey. Highlights help to shape our goals. Findings suggest that both parents and teachers feel that Pierce School continues to provide a powerful academic and social environment that fosters a love of life-long learning. The School Improvement Plan for 2014-15 focuses on continuing to support and refine ongoing improvement efforts in literacy, math, and home/school communication and differentiation strategies based on multiple measures of student achievement, parent and staff surveys, current educational research and informal feedback from staff, parents and students. We have also added new goals which include a focus on executive function skills, identification and implementation of these strategies, as well as identifying space and funding for the growing enrollment of our school.
Below is a brief update of our goals from this year followed by next year's goals.
Executive Summary 2013-2014 Goals
Goal 1: Increase the achievement of all students by creating learning environments that successfully balance content, pedagogy and student-teacher relationships.
Literacy Goal: Pierce as a Literacy Collaborative (LC) School
In this third year of participation in the Literacy Collaborative, teachers and students started to more directly see the results of being a Literacy Collaborative school. All K-2 teachers completed a twenty-hour course with literacy coach Mary Gabriel, including a significant increase in the number and frequency of classroom teachers’ receiving individual coaching with Ms. Gabriel. Furthermore, all K-5 and 6-8 ELA teachers continue to express greater comfort and reliability in the administration of the Benchmark Assessment System (BAS) at least twice during the year. The BAS continues to provide a single data point with common language that all teachers understand. More practice and opportunities for teachers to administer the BAS, training for new teachers and the ongoing use of the BAS results to plan instruction has helped to address the range of student needs in reading and writing.
Furthermore, students continue to be identified for intervention as a result of BAS. More students were able to receive Levelled Literacy Intervention (LLI) because of the additional literacy support provided by the district in adding a .5FTE to a part time literacy position so that we were able to hire a .7FTE literacy specialist to primarily provide LLI. Results from LLI continue to be overwhelmingly positive, with students making significant gains in their reading progress in a short period of time (six to eight weeks).
Staff survey results continue to highlight the desire of teachers in grades 3 and above for more opportunities for collaborative learning focused on the implementation of the LC framework, and Guided Reading in particular. The success of the K-2 coaching model and the opportunities of the Literacy Team workshops have led these teachers to request more professionaldevelopment. This will be our focus going forward in this area.
Math Differentiation:
The collaboration in grade 5 and grade 2 for math differentiation continued with the support of ECS specialists and classroom teachers to implement "more math/flexible grouping" and more consistent differentiation to reach the range of learners. This model continues to have promising results, based on Beginning of the Year Assessments (BOYA), End of the Year Assessments (EOYA), and feedback from teachers. Based on these results, all the 5th grade classes participated and all 2nd grades continued with their prior scheduling. More teachers across grades kindergarten and 3 demonstrated how differentiation works in their grade.
In response to a need identified in the parent survey, there was a concerted effort for teachers to communicate current differentiation practices to parents. An evening forum for parents was heldwhich highlighted these practices in kindergarten, 3rd, 5th, 7th and 8th (see appendix for overview of this forum entitled, “Math Differentiation: Meeting the Range of Student Needs”). A feature of this evening included examples ofhow teacher/specialist collaborations support and explore additional ways to provide differentiation, including through the use of technology.
Communication:
Parent survey results continue to indicate that communication remains an area for continued examination. Enhancing/improving parent-teacher-student-administrator communication has gotten better with weekly Principal’s Corner of the PTO Newsletter and with the 6-7-8 Corner of the PTO website. It continues to be raised as it's about strengthening our community. The council will look at research into best practices for regular communication among these groups -- finding out what are the most effective methods of communication between admin and home; between admin and faculty; between classroom and home; so as to try to establish norms or encourage teams to adopt similar practices if some more effective ones are identified.
Goal 3: Prepare students with the intellectual, interpersonal, and reflective skills needed to thrive in an increasingly complex and diverse global society.
Summary of the areas outlined for Technology and the Impact on Education:
1) Students will complete at least one research project using digital resources for either gathering or presenting information. (Grades 3-8)
This initiative is still ongoing and depends on collaborative time between classroom teacher, technology specialist and librarian. All 5th, 6th, 7th and 8th graders have/will complete a technology-enhanced research project this year. (7th and 8th students have completed multiple projects) Some 3rd and 4th grade classrooms will, as well.
2) Teachers will have improved access to multimedia carts. (At least two projectors will be available at each grade level.)
All 3-8 classrooms have their own projector and speaker. K-2 classrooms have at least 2 per grade level to share. All classrooms should be outfitted by the end of 2014-15.
3) Teachers in grades 1-5 use technology to help differentiate math instruction
Grades 3, 4, and 5 have used technology to differentiate fraction instruction. Grade 1 differentiates lessons depending on students' needs and timing of lab visits.
4) Create a study group to explore technology use as it relates to homework, with a focus on how the flipped classroom concept might work at Pierce
We are using Google Drive in 7th and 8th classrooms for students to complete work, turn in, and receive feedback from teachers. Teachers provide handouts in Drive for students to access. Most classrooms in our middle school are not lecture based but rather inquiry focused as such, a flipped classroom model is not seen as an effective strategy. Study group will help determine the impact of the technology use on student performance.
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Goal 4: Foster a cycle of continuous improvement by using data to effectively examine system-wide programs and practices.
Middle School Grades Focus:
During the 2011-2013 school years, a design/process team of teachers and parents was established to exam the 6-8 grades’ practices and to take a fresh look at the experiences of students, teachers, administrators and parents to highlight what works well and employ innovative practices. In addition a district wide Homework Study Group and a subcommittee of the School Council on homework practices was also created. Results of the work of these groups and teacher and parent surveys are outlined in two documents in the Appendix of this SIP. Significant insights were gain about the structures which impede communication goals as well as the experience with homework, among other areas of concern for this age group. Below is an update of this work for this year.
Substantial gains were made on the goals for the Middle School Grades. We continue to refine themiddle grades’ experience by implementing the recommendations developed throughthe 2012-13 Design Team process. (Recommendations detailed in document Final Recommendations for the 6-7-8 Initiatives, June 2013 SIP Appendix.) Below we highlight two areas which proved to have a significant and favorable impact according to survey of parents and students and informal feedback from teachers.
1.) Teachers of grades 6-8 identified the multiple purpose(s) for homework assignment. (Purposes will reinforce the habits of mind andwork habits explicitly developed in grades 6-8.) All classrooms with 6th-8th grade students had a single poster which gave the possible reasons that homework might be assigned (see Appendix).
Most of our teachers of 7th and 8th graders began posting week-long homework schedules, with descriptions of assignments, to their Twitter accounts so that parents and students could keep up to date on their workload. They also utilized Google Drive to communicate with students and provide feedback while assignments were in progress. Informal feedback on these strategies from teachers, parents and students suggest that this is a more effective and timely use of technology. Students were also permitted to bring in their own technological devices and use under the direction of their classroom teacher. As this was a pilot year, additional data will be collected and analyzed in the coming year about all of these new practices and procedures.
2.) Forums on differentiation in instruction, and relaxation response and mindfulness techniques were held for parents and teachers (see Appendix for more details). Eighth graders completed a survey which asked about the highlights of the year. Many named the increased use of technology by teachers and having the ability to use their own device as improvements in the teaching and learning experience. They reported that having their own device meant being assured of a device that worked and allowed for others without their own to utilize the working devices available at school. Both students and teachers also reported that the more immediate feedback provided through Google Docs was a big plus in improved writing assignments. Informal parent reports indicated that the use of Twitter by teachers was very helpful in knowing homework and other assignments thereby enhancing regular communication.
Substantial increase in technology devices are planned for Pierce as a result of the department’s data collection and inventory. Results showed inequitable access at Pierce (8:1) in comparison to other elementary schools (avg. 4:1) in the district. We look forward to the utilization of these new devices as a means to continue to improve the teaching and learning experience with technology usage.
Building Initiatives:
Spaces for Growing Enrollment -As enrollment at Pierce School continues to grow, we continue to adapt our current space to face new needs. For 2013-14, programming decisions as impacted by limited space continue to be made. are being made to support the instructional program, for example, moving the 6th-grade class spaces adjacent to the 7th/8th grade classrooms in Unit A to facilitate continuing efforts to create a middle grades continuum. In addition, the little has been transformed into a Fitness Center to support health and fitness in grades 5-8.
Auditorium-Renovation of the auditorium was completed on November 1st, 2013. We dedicated the auditorium during our first performance of the 7/8 play in December 2013. The community expressed positive comments throughout the year about the fresh, new multi-purpose space of the auditorium.
Executive Summary of *New and Continued Goals for 2014-2015
Goal 1: Increase the achievement of all students by creating learning environments that successfully balance content, pedagogy and student-teacher relationships.
Goal 2: Eliminate achievement gaps with respect to race, ethnicity and socio-economic status and increase the achievement of students with special needs through individualized strategies and programs.
Pierce as a Literacy Collaborative (LC) School- As Pierce continues in its 4th year as a Literacy Collaborative school, we will continue to make decisions about supporting students using data from our BAS results and determining the best way to maintain momentum with the literacy coaching model in grades K-2 since coach Mary Gabriel has retired. All K-2 teachers will receive an additional 10 hours of professional development (PD). The framework for what this will look like will be determined with the assistance of our new ELA coordinator, Joanna Leiberman. In addition, staff survey results continue to highlight the desire of teachers in grades 3 and above for more opportunities for collaborative learning focused on the implementation of the LC framework, and Guided Reading in particular. Therefore, teachers of grades 3-5 will receive 10 hours of PD using the structure successfully implemented with K-2 teachers, two and a half hour sessions either in the morning or afternoon during the school day over the course of the school year with follow up by literacy specialist. The Literacy Team will also continue to meet to support the work of teachers and serve as a resource.
Math Differentiation- The collaboration of the math and ECS specialists with classroom teachers to implement "more math/flexible grouping" as an instructional strategy will continue and expand beyond 2nd and 5th grades. The differentiated instruction will be supported with a range of new diagnostic materials for K and 5th grade, led by the district coordinator for math, Karen Wolfson. Additional first grade classes will implement the stations’ model for math instruction as a successful pilot was completed in one 1st grade classroom this past year. Summer work by the math specialist and these first grade teachers will help to launch this model. Continue to use technology throughout the grades to support differentiation.
*Implement strategies from the Executive Function Skills workshops for students in grades 4th-8th as a precursor to the implementation of the Landmark Program in 2015-2016:
1.) Teachers and specials who attended the Sarah Ward workshop will share their experience with colleagues and implement some of the strategies learned during coursework and study skill classes in grades 4-8.
2.) Follow up with the superintendent on Pierce being the next school to fully implement the Landmark Program which addresses executive function throughout the grades and provides ongoing support to teachers.
Goal 3: Prepare students with the intellectual, interpersonal, and reflective skills needed to thrive in an increasingly complex and diverse global society.
Technology and the Impact on Education –With a robust wireless environment now established, the goals for next year highlight the continued integration of additional technological devices to enhance the teaching and learning. In particular, the goals focus on how and whether the technology is directly linked to improved student performance on measures the council will identify.
*Provide a 10 hour workshop that introduces and supports the Mindfulness Techniques from the Mass General Hospital Benson-Henry Institute in order to minimize stress for students and staff.
Goal 4: Foster a cycle of continuous improvement by using data to effectively examine system-wide programs and practices.
Building Initiatives- Maintain regular updates on the district’s plans to address the enrollment needs. Continue to exam the space challenges and determine appropriate alternatives given the growing enrollment. Work closely with the Deputy Superintendent of Business and Finance to identify spaces such as the Sperber Center, and to have funds allocated for the possible renovation of this space as additional classrooms for Pierce.
PIERCESCHOOL IMPROVEMENT PLAN 2014-2015Goal 1: Increase the achievement of all students by creating learning environments that successfully balance content, pedagogy and student-teacher relationships.
Goal 2: Eliminate achievement gaps with respect to race, ethnicity and socio-economic status and increase the achievement of students with special needs through individualized strategies and programs.
Strategy 1.4: Create goals and implement actions to strengthen student-teacher relationships and improve student achievement.
Strategy 1.5: Develop home-school partnerships to increase student achievement in light of the important role our families play in the education of our children.
Action / Baseline Data / Person(s)Responsible / Timeline / Indicators of Progress/Success / Resources Needed/Anticipated Funding Source
1) Continue to participate as a Literacy Collaborative School--Year 4 in partnership with Lesley University. Specifically,
A.) continue BAS administration and BAS training for new staff using results to determine interventions when needed; and
B.) provide support for teachers of K-2 to continue the momentum of implementing the continuum of the LC; support 3rd-5th grade teachers around Guided Reading and other aspects of the LC Continuum as part of their 10 hours of training.
2) Continue to provide/support professional learning opportunities specific to literacy instruction for teachers K-8 / Results of BAS administration survey continue to indicate increased comfort level by trained teachers; K-2 literacy coaching significantly increased in number of sessions for all K-2 teachers;