Marshfield Public Schools

School Improvement Plan

2017 -2018

School Council Members

Member / Role
Patrick E. Sullivan / Principal
Cindy Burke / Teacher
Maryann Cohan / Teacher
Kim Bouressa / Teacher
Heather Guerriero-Dans / Parent
Kerri Doble / Parent
Michelle Collins / Parent
Collins Fay-Martin / Parent
Heidi Church / School Committee

Section I. District Improvement Plan goals

(Draft)

  • Develop and implement PK-12 vertically aligned curricula to address the diverse needs of all students.
  • Promote the well-being of all students through the development of their social and emotional learning (SEL) competencies.
  • Utilize instructional practices that challenge and equip all students to succeed to the 21st century
  • Build and strengthen community support and partnerships that enhance teaching and learning.
  • Improve and maintain facilities to meet the needs of all students.

Section II. Marshfield Core values, core purpose, Mission statement, and vision statement

Core Values of Marshfield Public Schools

  • Respect self and others
  • Hold and reach high standards
  • Promote collaboration in the school community
  • Employ a comprehensive approach to continuous learning
  • Embrace innovative practices
  • Demonstrate responsibility
  • Ensure a safe and healthy environment

Core Purpose

To educate students in a safe, respectful, and inclusive learning environment where everyone thrives

The Mission Statement

Marshfield provides a safe, healthy and collaborative learning environment that fosters respect and responsibility, empowering all to achieve their maximum potential.

The Vision Statement

To inspire and engage our learning community in the quest for excellence

FBMS Mission Statement:

To create a developmentally appropriate educational environment where individual needs are supported,diversity is respected and all are encouraged to strive for academic, artistic and physical excellence.

Section III. State Testing Results

Section IV. 2015-2016 School Improvement plan – Annual progress report

Goal I: Improvement of Instructional Practices / Assessment: 21st Century Skills: Improve professional practice in the classroom by creating 21st century assessments and / or activities, which encourage higher-ordered thinking skills on the part of the students.

Progress: Teachers engaged in PD regarding 21st century skills and Bloom’s thinking skills (critical thinking and problem solving in real world scenarios)

  • Established PD regarding 21st century assessments and higher-ordered thinking skills.
  • PD in-service “Most Likely to Succeed” on October 13, collaboration meetings and co- departmental meetings with MHS on November 17.
  • On-going faculty meeting PD regarding 21st Century Skills
  • Departments and clusters worked with IT and Instructional Technology Specialist to identify the existing types of software, hardware, and internet based capabilities (on-going)
  • Developed a pool of 21st Century assessment or activity replacements.Goal was to replace a dated assessment with a modern one.
  • Conducted PLCs in October; Techapalooza II in December
  • ImplementedCanvasLearning Management System
  • Explored Canvas (sharing during collaboration meetings) Teachers working in teams with coaches to utilize Canvas as a frame for 21st century learning.
  • Departments and clusters meet to discuss 21st century assessments and activities. Clusters and departments presented a developed list of such assessments and activities (PLCs on on October 25, 26 & 27)
  • Techapalooza 2, Viewed and discussedMost Likely to Succeed, November17 co-departmental conversations
  • Adjusted curriculum maps and sharing with colleagues during cluster and department meetings

(Departmental discussions regarding 21st Century Skills)

Goal II: Improvement of Instructional Practices / STEAM - Problem Solving: Established a model throughout the building and create and implement Problem-Based Learning opportunities for all students.

Progress:

  • Sixth grade engaged in monthly STEM activities, all eight graders engaging in STEM, all seventh graders engaging in STEM activities in Math Applications. Other STEM opportunities offered throughout the curricula of all three grades.
  • All FBMS educators received training regarding STEAM and problem-based learning

PD in-service “Most Likely to Succeed” on October 13, collaboration meetings and co- departmental meetings with MHS on November 17.

  • Teachers collaborated concerning cross-curricula opportunities and applying problem-solving and STEAM skills across the curriculum Some interdisciplinary STEAM lessons in sixth grade…(each early release day)
  • Interdisciplinary lessons took place within each cluster regarding problem-solving activities

Ongoing

  • All eighth grade students engaged in programming and Introduction to Lego Mindstorm Robotics as an extension of STEAM activities within Introduction to Computer Science, STEM and STEAM classes.

Goal III: Improvement of Instructional Practices / RTI: Further develop academic and behavioral intervention opportunities for all students.

Progress:

  • Further developed a system of providing intervention opportunities throughout the building.
  • Teachers utilized the E period to help students who require assistance.
  • Students who require interventions met regularly with staff in a scheduled manner to receive interventions (academic lab).
  • Established a model for a program that provides assistance for students who demonstrate anxiety, school phobia, or other emotional concerns and research a model for delivering tiered instruction for all students regarding social and emotional skills.
  • Researched a tiered delivery model for social emotional needs (First tier being general skill building for all students; second tier will be shorter term targeted intervention for some students; and tier three will be longer term and targeted intervention for all students).
  • SEL focus and research of BRYT (Bridge to Resilient Youth Transitioning Program)…guidance visitedprogram and presentation to School Council and Leadership Council.
  • Established a model where students meet regularly in an organized program that coordinates material and instruction and transitions the students back into the general-ed environment (BRYT).
  • Added to our mentoring program.
  • Developed differentiation in our classrooms:

Content, Activities, Products, Readiness, Interests and Profiles

  • PD Day of RTI techniques including a focus on differentiation in the classroom.Was replaced by TECHAPALOOZA 2. Will look for ways to promote differentiation going forward.

Other Resources for Social Emotional Learning:

For Students:

For Parents:

For Teachers:

Goal IV: Improvement of Instructional Practices / Literacy: Continue to develop the KEYS to Comprehension skills of top-down web, main idea, two column notes, summarizing, Bloom’s Taxonomy Questioning and writing or vocabulary. Utilize our new One Book, One School offering to increase literacy and promote Peace Builders activities.

Progress:

  • Support staff to continue the use of top-down webs, main idea, two column notes, and summarizing, and Bloom’s Taxonomy.
  • Throughout the year, FBMS Literacy coaches meeting with faculty members during PLCs, Professional Development Days, and flipped faculty and department meetings to reinforce these skills (PLCs during October).
  • Utilize our One Book, One School offering ( I am Malala ) to build literacy and to promote our Peace Builders’ Initiatives.
  • Use the One Book, One School selection I am Malala to enhance Common Core Literacy skills across all content areas during our I am Malala Day and throughout the year. Literacy objectives include: reading and comprehending non-fiction, understanding the elements of non-fiction and the use of primary sources / research, learning more about the writing process, learning new vocabulary, and comparing and contrasting the movie and novel book in writing and discussion.
  • Peace Builders connections include: reinforcing that everyone can be empowered to make a difference; “Help Others,” and “Praise People” through learning about people who have taken a stand and made a difference.
  • PLC and Faculty meeting follow-up regarding literacy components (During Internet Safety Presentation PLCs and during parts of the October and November Faculty Meetings)
  • One Book, One School have included:
  1. I Am Malala Day
  2. Fundraising for Razia’s Ray of Hope (throughout the year)
  3. School-wide showing of the documentary film, “He Named Me Malala” (October 13)
  4. I Am Malala speaker (Pakistan exchange student)
  5. David Harrell Presented regarding personal identity (I Am)
  • “I Am…” encouraging our school year theme of finding identity and voice and establishing social-emotional wellness throughout the year

PEACE BUILDERS ACTIVITIES 2016-2017:

I Am Malala Day Guest Speaker Razia Jan from Razia’s Ray of Hope

Various cluster activities, including Random Acts of Kindness

I Am With You….race for Talking Information Center…Helping the vision impaired (weekend activity)

Viewing of “He Named Me Malala”

Razia’s Ray of Hope Fundraiser

Internet Safety and Digital Citizenship Presentations

Social Emotional Learning Activity (self-management)

Donations and Deliveries for Boston’s Homeless

Veteran’s Day Assemblies

Community Christmas Turley Trot

Food Pantry and Community Service

Speaker: Maham Farquan (Pakastan)

Social Emotional Learning Activity: Encouragement Notes

Wonder Fair

Speaker: David Harrell (self-identity and bullying prevention)

WEB Leaders working with sixth graders

Sixth Grade writing of advice cards to in-coming sixth graders. Eighth grade students providing tours.

Section V: School Goals

Goal I: Improvement of Instructional Practices / Assessment: 21st Century Skills: Improve professional practice in the classroom by creating 21st century assessments and / or activities, which encourage higher-ordered thinking skills on the part of the students.

Key Actions / Benchmarks / Person(s) Responsible
  1. Establish PD regarding 21st Century assessments and higher-ordered thinking skills.
  1. Continue the implementation of theCanvas Learning Management System through use of the Coach Model.
  1. Create a PLC model that facilitates the exploration and sharing of 21st Century lessons and instruction.
  1. Utilize some department meetings and potentially some faculty meetings to collaborate in subject and grade level instructional professional development that enhances the teaching of 21st Century skills.
/ EstablishingPLCs regarding 21st century skills and Bloom’s thinking skills (critical thinking and problem solving in real world scenarios)
Teachers utilizing Canvas as a foundation for housing lessons that impact 21stCentury learning and working with coaches in PLCs.
Teachers meeting regularly in PLCs to discuss and share 21st Century assessments and activities. Clusters and departments present a final product at Techapalooza 3 Professional Development.
Teachers meeting regularly in PLCs to discuss subject and grade-level appropriate 21st Century assessments and activities. / Teachers
I.T.
Coordinators and Directors
Administration and Guidance

Goal II: Improvement of Instructional Practices / Promote the well-being of all students through the development of their social and emotional learning (SEL) competencies.

Key Actions / Benchmarks / Person(s) Responsible
1.Continue our work in implementing an Social Emotional Learning (SEL) model throughout the building that reflects the CASEL competencies for Social Emotional Learning /
  • All FBMS educatorsreceiving on-going training regarding SEL implementation.
  • Documentation showing a well-developed model for SEL implementation (infusing it within the curriculum)

/ Principal/ Assistant Principals
Teachers / Guidance
All staff
2.Establish a model where students meet regularly in an organized program that coordinates material and instruction and transitions the students back into the general-ed environment
BRYT / BRYT (Bridge to Resilient Youth Transitioning ProgramImplementation:
  • Establish a model where students meet regularly in an organized program that coordinates material and instruction and transitions the students back into the general-ed environment
/ Principal/ Assistant Principals
BRYT instructor and therapeutic supports
Support Staff, as appropriate
  • Implement a delivery model for student in need of SEL services wotj the first tier being general skill building for all students; second tier will be shorter term targeted intervention for some students; and tier three will be longer term and targeted intervention for all students.
/
  • Teachers utilizing the E period to help students who require assistance
  • Students who require interventions meeting regularly with staff in a scheduled manner to receive interventions (academic lab).
/ Principal/ Assistant Principals
Teachers / Guidance
All staff

Goal III: Improvement of Instructional Practices / Literacy: Continue to develop the KEYS to Comprehension skills of top-down web, main idea, two column notes, summarizing, Bloom’s Taxonomy Questioning and writing or vocabulary. Utilize our new One Book, One School offering to increase literacy and promote Peace Builders activities.

Key Actions / Benchmarks / Person(s) Responsible
  1. Support staff to continue the use of top-down webs, main idea, two column notes, and summarizing, and Bloom’s Taxonomy.
/
  • Throughout the year, FBMS Literacy coachesmeeting with faculty members during PLCs, Professional Development Days, and flipped faculty and department meetings to reinforce these skills
/ Literacy Coaches
Teachers (grade level teams)
Coordinators and Directors
Guidance, Principal, and Assistant Principals
  1. Utilize our One Book, One School offering (Wonder) to build literacy and to promote our Peace Builders’ Initiatives.
/
  • Use the One Book, One School selection Wonder to enhance Common Core Literacy skills across all content areas during our Wonder Day and throughout the year. Literacy objectives include: reading and comprehending non-fiction, understanding the elements of non-fiction and the use of primary sources / research, learning more about the writing process, learning new vocabulary, and comparing and contrasting the movie and novel book in writing and discussion.
  • Peace Builders connections include: reinforcing that everyone can be empowered to make a difference; “Help Others,” and “Praise People” through learning about people who have taken a stand and made a difference.
/ Literacy Coaches
Teachers (grade level teams)
Coordinators and Directors
Guidance, Principal, and Assistant Principals
  1. Research Readers Workshop as a possible delivery model for grade six reading
/
  • Sixth grade teachers engage in Professional Development using the program.
  • Sixth grade teachers observe fifth grade teachers who are implementing the program.
  • Sixth grade teachers work with a Readers Workshop Coach throughout the year.
/ Reading Specialists , Sixth Grade ELA/Reading Teachers,ELA Coordinator
Assistant Superintendent, Principal, and Assistant Principals

1 | Page