columbus school improvement plan 2013-14

7/27/2019 Columbus School Improvement Plan 2013-14

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MEDFORD PUBLIC SCHOOLS

CHRISTOPHER COLUMBUSELEMENTARY SCHOOL

37 Hicks Avenue, Medford, MA 02155

SCHOOL IMPROVEMENT PLANSY 2013-2014

Kathleen KayPrincipal

2012-2013



COLUMBUS ELEMENTARY SCHOOL

SCHOOL IMPROVEMENT PLAN

SCHOOL YEAR 2013-2014

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TABLE OF CONTENTS

School Council Membership and Meeting Dates 3

Mission Statements 4

Narrative 5

Demographics 8

MCAS/AYP Status 8

MCAS Annual Comparisons – Grade 5 9

MCAS Annual Comparisons – Grade 4 & Grade 3 10

Average Class Size 11

Action Plan Goal #1 Community Building – Families 12

Action Plan Goal #2 Community Building Developmental & Social Curriculum 15

Action Plan Goal #3 All Students in Grade K-5 will Practice & ImproveWriting Skills 16

Action Plan Goal #4 All Students in Grades K-5 will Practice & ImproveReading Skills 17

Action Plan Goal #5 All Students in Grades K-5 will Practice & ImproveMathematics Skills 21

Action Plan Goal #6 All Students in Grades K-5 will Practice, Strengthen & Improve Science Skills 22

Action Plan Goal #7 All Students in Grades K-5 will Practice & ImproveSocial Studies Skills 24

Action Plan Goal #8 Columbus Elementary School will Develop aComprehensive & Consistent Response to Intervention (RtI)Model Across All Grade Levels 24

Action Plan Goal #9 Promote Healthy Living & Student Safety 26

Action Plan Goal #10 Higher Level Thinking Skills: Encourage Higher LevelThinking Skills by Promoting Increased Opportunities forChildren who Demonstrate Mastery of Grade Level

Curriculum and/or Significant Curiosity About SpecificSubjects 28

Budgetary Items 29

Closing Statement 29






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SCHOOL COUNCIL MEMBERSHIP AND MEETING DATES

Principal/Chairperson: Ms. Kathleen Kay (Year 1)

Community Representative: Mrs. Ann Engel (Year 1)Mrs. Sharon Guzik (Year 1)

Teachers: Dr. Diana Galluzzo (Year 2)Mrs. Victoria Melo (Year 2)Mrs. Gretchen Rich (Year 2)

Parents: Mr. Matthew Barlow (Year 2)Mr. Christopher Carbone (Year 2)Mrs. Kathy Dakermanji (Year 8)Mrs. Louise Merrigan (Year 2)

Ms. Lori Schwartz (Year 1)Mrs. Leslie Winslow-Keats (Year 2)

Meeting Dates for the 2012-2013 school year:The 2nd Wednesday of each month at 6:30PM in the Columbus Conference Room:

October 10, 2012November 10, 2012January 9, 2013February 13, 2013

March 13, 2013

All meetings were held at the Columbus Elementary School or via an email group where teammembers reported on discussions with other parents, teachers and colleagues. Meetings wereadvertised as being open to other interested members of the school community.

The 2012-2013 School Council agreed that council members should commit for a requiredminimum of two years.






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MISSION STATEMENTS

MEDFORD PUBLIC SCHOOLS MISSION STATEMENT

The Medford Public Schools is a caring educational partnership of school, family and community designedto ensure that all students are afforded a safe and healthy learning environment in which they developthe knowledge, skills and attitudes to reach their full academic and personal potential. This partnership is

dedicated to providing all students with a 21st century education that will enable them to be life-longlearners and contributors to a diverse and rapidly changing world.

COLUMBUS SCHOOL MISSION STATEMENT

The mission of the Columbus Elementary School is to provide every child with an education based onrespect for self and others. The Columbus is a diverse school community that includes an Englishlanguage support program and a K-5 Therapeutic Learning Program. The instructional focus of theColumbus promotes the ability to think clearly and creatively, to communicate effectively, and to develop

a lifelong curiosity and love of learning. It is our hope that with the development of these skills ourchildren will become happy, productive, responsible citizens of the 21st century.






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NARRATIVE

MORE ABOUT US

The Columbus School is home to many exciting activities, both during the school day, as well as afterschool. A very active PTO organizes and facilitates a variety of educational and fun after school clubs.

Tuition for the classes is structured to keep the programs affordable and self-sustaining. Financialassistance is offered to families to make the programs available to all. This financial assistance is madeavailable from PTO funds raised throughout the school year.

Columbus continues to house an after school day care program which provides a valuable service toworking families. This program is under the direction of the Medford Early Childhood Program. Duringthe summers 2007-2012 hundreds of children participated in a wonderful summer program held at theschool sponsored by Medford Community Schools. This very successful program will be offered again inthe summer of 2013.

The ELL Program services approximately 60 students whose first language is not English. This programhelps students acquire listening, speaking, reading, and writing skills, as well as provides academicsupport. Over 25 different languages are spoken in the homes of Columbus School students. Two full

time teachers work with our ELL children in the classroom, as well as outside the classroom in smallgroups.

The Therapeutic Learning Program is a curriculum based behavior management program thatservices children in grades Pre-K-5. This program addresses the needs of students both socially andacademically in a small, structured classroom setting. A licensed special education teacher teaches eachclass. An extensive support staff including one or two Para-professionals for each classroom, adjustmentcounselor, occupational therapist, physical therapist, school nurse, school psychologist and speech andlanguage therapist helps maintain and build capacity within the program. This small structured settingallows students to learn how to self regulate and monitor their behavior. Students are mainstreamed withadult support for all non-academic subjects. Many of the students are mainstreamed for academicsubjects depending on their ability to sustain behavior in a larger classroom environment. The special

education staff, classroom teachers, and all support staff continue to work diligently to bring the programtoward a more inclusive model of instruction. This has proved to be very successful and has greatlyincreased the program’s capacity to provide instruction in the least restrictive environment for all children

as defined by NCLB.

School Psychologist – During the 2012-13 school year one full time school psychologist was invaluableto many facets of the Columbus School community. In addition to testing children as part of the specialeducation referral process, our psychologist works closely with children, individually or in small groups. Heprovides extensive family support to children with and without disabilities. His supportive presence in theschoolyard, lunchroom, and during Lunch Bunch provides an extra level of comfort for many children.

School Adjustment Counselor – Our full time school adjustment counselor wears many hats. She is inmany ways the backbone of the Therapeutic Learning Program, providing in class support, individual andsmall group counseling, family outreach, and behavioral consultation. For the past five school years shehas facilitated a ‘f amily-giving’ project for the winter holidays. Through this project she worked with otherstaff to collect donations from volunteer families and local agencies to provide holiday meals and gifts formany families in our community. This past year we were able to provide 12 Thanksgiving meals, 13Christmas dinners and donate gifts to 16 families, which ended up pleasing 35 children. This is donediscreetly and has helped to further bring a sense of community to our school. The school adjustment






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counselor also serves as a liaison to various community agencies such as Department of Children andFamilies and Eliot Community Human Services.

School Nurse - School year 2009-2010 brought a reduction in our school nurses from 2 full time nursesto one full time nurse and one part time nurse. This has continued into this current school year. TheSchool Nurses contribute actively to the positive atmosphere of the Columbus School by being involved

with both the education and physical well being of the students. In any given month the nurses providecare for as many as 1300-1400 student visits, as well as numerous staff visits. These visits are for avariety of reasons: medication, sick call, procedures, and mental health support. Additionally, the nursesprovide significant family and teacher outreach, consultation with primary care doctors and otherprofessionals, and health education services (diabetes care, nutrition etc.)

Occupational Therapist (OT) – Occupational Therapy is provided for 40-45 students at the ColumbusElementary School five days per week. Occupational therapy in the Medford Public Schools is provided to

help students more fully participate in and benefit from the educational program.

Speech and Language Therapy is currently provided for over 40 students at the Columbus to assistchildren in accessing the curriculum and to treat a variety of disorders. Therapy is provided in and out of class, individually and in small groups, according to student need.

Special Education - The Columbus Elementary School offers services for children with learningdisabilities within a small group setting. Three full time and 3/4 time special education teachers provideinstruction for children according to each child’s IEP in the areas of reading and mathematics.

Title I services are federally funded and designed to help children who are experiencing difficulty inreading and writing. Children work in small groups for about forty minutes four days per week with areading specialist. Three Title I teachers are key to the ongoing success of the Columbus School. OneEnglish Language Arts Support teacher works three days per week to assist children with reading andwriting skills.

Specialists - The Columbus School staff also includes one full time music teacher, one .90 Art teacher,one full time Computer teacher, one full time Physical Education teacher, one part time Physical Education

Teacher, and two part time Italian teachers.Library - The Columbus library continues to be staffed by a part time Paraprofessional. She worksdiligently to manage a large inventory of books and to provide access to the library for all children. Thisyear our library Paraprofessional supported and organized a Book Swap for the entire student population.It must be noted that a full time professional librarian would certainly be a benefit to all!

Shore Educational Collaborative - The Columbus School is also home to two special needs classroomsfrom Shore Educational Collaborative. While Shore oversees all aspects of the educational programmingfor these students they are included in all activities of the Columbus School and are considered animportant part of the Columbus School Family.

Pre-School - The 2012-2013 school year welcomed a Pre School class to the Columbus family. This classsupports 12 children. Some attend for a full day, others for only part of the day. These students are also

included in all activities (including Universal Breakfast) appropriate for young learners of this age and areconsidered an important part of the Columbus School Family.

Tufts University provides a variety of support programs. The Tufts Literacy Corps (TLC) tutors, underthe direction of Dr. Cindy Krug, provide extra reading, writing, and math assistance after school forstudents in grade three.






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Medford School Volunteers - Tutors from this program have provided individual tutoring services inmathematics for second grade students. We are so appreciative of their work and dedication and thank Mrs. Miller for her coordination of this program!

Mystic Valley Elder Services Reading Partners Program – Columbus Elementary School has beenvery fortunate to have a tutor from this program who works at the Columbus School twice each week.

She provides individual and small group tutoring to all students in two Kindergarten classrooms and to asmall group of children in one third grade class.

Hallmark Health ‘Team Medford’ - For the fourth consecutive year the Columbus School was the verygrateful recipient of school supplies donated by the generous Team Medford collection sponsored byHallmark Health. We are incredibly appreciative of and hope to look forward to their continued spirit of generosity. Thank you Hallmark Health!

The Columbus continues to use Second Step , a violence prevention curriculum. This is in addition tomany enrichment lessons focusing on the prevention of bullying.

D.A.R.E. – This community drug awareness program continues to educate our fifth grade students, underthe tutelage of Officer O’Keefe. Each year the students learn to implement the D.A.R.E. decision making

model when it comes to the choices they will face as they enter adolescence.

The Columbus School welcomes and encourages former students as well as other middle and high schoolage student to participate in community service opportunities by helping at various after school events.

IN THE SPIRIT OF GIVING

The following programs are in place at the Columbus Elementary School:

Our school wide community service project is called GOOD NEIGHBORS. Every day through the schoolyear families are invited to send in non-perishable food items to be place on a table in the foyer. Thefood is collected and parent volunteers deliver items to the Community Cupboard Food Pantry at theUnitarian Universalist Church of Medford.

Holiday Meal Program - Organized by our school adjustment counselor and supported by donations

from families, staff, and Medford Family Network Thanksgiving and Winter Holiday dinners are provided tomany needy families over the past five years.

Holiday Giving Program - Organized by our school adjustment counselor with the help of manyteachers and paraprofessionals. Teachers nominate families thought to be in need. The schooladjustment counselor contacts the families and asks them to create a ‘wish list’ for each child in thefamily. The list of items is posted in the teachers’ room. Teachers and other staff members choose fromthe list to help fulfill the child’s dreams. The school adjustment counselor, along with a team of merryelves, wrap and deliver the gifts to the families. Most of the families also receive a holiday dinner.

Scholarship Program/Emergency Family Fund - For the past eight years an anonymous donor hasmade a significant contribution to the Columbus School Student Activity Fund. It is important to thisdonor that some of this contribution be set aside to scholarship children in need into after school clubs

and also to make funds available for families for emergency situations. Gift cards are purchased togrocery stores and given as needed to families in need when an emergency presents itself. This year thefunds will also support MCAS snacks, a wireless microphone for presentations, and ink for the teachers.

I am very proud of the giving spirit and generosity of the Columbus School Family!






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GRADE 05 - MATHEMATICS

PERFORMANCELEVEL

2009 2010 2011 2012

ADVANCED 11% 14% 14% 8%

PROFICIENT 32% 34% 33% 37%

NEEDSIMPROVEMENT

39% 42% 37% 32%

WARNING 19% 10% 16% 23%

GRADE 05 - SCIENCE ANDTECH/ENGINEERING

PERFORMANCELEVEL

2009 2010 2011 2012

ADVANCED 16% 20% 12% 27%

PROFICIENT 43% 54% 34% 25%

NEEDS

IMPROVEMENT 39% 24% 49% 38%

WARNING 3% 2% 6% 10%

MCAS Annual Comparisons

* NOTE: Performance level percentages are not calculated if student group less than 10.Data Last Updated on October 1, 2012.

GRADE 05 - ENGLISH LANGUAGE ARTS

PERFORMANCELEVEL

2009 2010 2011 2012

ADVANCED 11% 18% 15% 13%

PROFICIENT 45% 55% 57% 28%

NEEDSIMPROVEMENT

37% 22% 24% 44%

WARNING 7% 6% 3% 15%






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PERFORMANCELEVEL

2009 2010 2011 2012

ADVANCED 13% 8% 4% 9%

PROFICIENT 48% 42% 30% 43%

NEEDSIMPROVEMENT

32% 42% 47% 34%

WARNING 6% 8% 19% 14%


PERFORMANCELEVEL

2009 2010 2011 2012

ADVANCED 8% 12% 10% 8%

PROFICIENT 39% 45% 31% 40%

NEEDSIMPROVEMENT

44% 38% 40% 31%

WARNING 10% 6% 19% 22%


PERFORMANCE

LEVEL 2009 2010 2011 2012

ADVANCED 11% 7% 0% 6%

PROFICIENT 46% 45% 55% 33%

NEEDSIMPROVEMENT

33% 37% 32% 53%

WARNING 11% 12% 12% 9%






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PERFORMANCELEVEL

2009 2010 2011 2012

ADVANCED 14% 29% 2% 9%

PROFICIENT 49% 39% 52% 26%

NEEDSIMPROVEMENT

24% 14% 34% 37%

WARNING 12% 17% 12% 29%

AVERAGE CLASS SIZE DATAJanuary 15, 2012

CLASS SIZE

The Educational Reform Act requires that class size be addressed each year in the School’sImprovement Plan.

Goal: Class size will continue to be reviewed, giving considerations to student achievement, classroomsafety, developmental practices, & the use of technology in the curriculum & the inclusion of special needsstudents in a regular educational setting.

The student/teacher ratio at the Columbus from 2009-2013 is as follows:

Level Recommended Cap

2012-2013 2011-2012 2010-2011 2009-2010 2008-200

K 25 21 19.6 19.8 24 20.5

1 25 22.3 19 22.75 20.5 19.25

2 27 21 21.25 18.75 21.6 25

3 27 24.6 23.3 22.3 17.5 24

4 27 22.6 21.3 22 20.25 19

5 27 18.3 22 21 17.3 23

TLP 18 28 36 33 39

TOTALSTUDENTS

470 506 518 479 478

Number of teachers per grade level:

Level 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009

K 4 5 5 4 41 4 5 4 4 42 4 4 4 3 33 3 3 3 4 44 3 4 3 4 35 3 3 4 3 3






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Number of Special Education Classroom Teachers at this grade level:

K 1 2 3 4 5

# 1 .5 .5 1 1 1

Anticipated Class Size for 2013-2014 without additional staff:

K 1 2 3 4 5

Size ? 20.5 22.25 28 24.6 22.6

Note: As you can see from this table, class size at grades 3 and 4 may be significant for the school year 2013-2014 without additional staff.

Class Size Statement

The School Improvement Council is painfully aware of expected budgetary shortfalls in the district and thestate. With that in mind it is critical to consider strategies that will minimize the impact of possible largerclass sizes.

Students in the self-contained classes that make up the Therapeutic Learning Program mainstream into

grade appropriate classrooms. All students are together for art, computer, physical education, Italian,music, and lunch. A number of students also mainstream for academic subjects. It takes a great deal of effort and self control on the part of these children to go from a group of 6 - 8 to a class of 22 or morewith some assistance from a paraprofessional, It is also difficult for the teacher to make sure that all of the children receive the attention they need to meet with success.

Approximately 135 limited English-speaking children and/or children whose first language is not Englishare currently enrolled at the Columbus School. All of these students, with the support of the staff and theencouragement of their peers, are doing well. Low class numbers promote opportunities for individualattention and a greater chance of success for all learners.

ACTION PLAN

GOAL #1: COMMUNITY BUILDING-FAMILIESSpecific Objectives: Continue to work on fostering an environment that is a community of students, teachers,parents, and administrators who work together to achieve the school's mission. Continue to improve communication

and promote family involvement within the Columbus School Community. Continue to foster a school environmentwhere students and teachers are engaged and excited about learning and experiencing school. All students and staff will continue to become more accepting of themselves and the varied cultures of an increasingly diverse student

population.

Assessments: Participation in classroom, school-wide, enrichment and other special event programs during the

school day and attendance at family events which extend beyond our school day.

ACTIVITY INDIVIDUAL(S)RESPONSIBLE

RESOURCES TIMELINE ASSESSMENT

1. Personal invitations toPTO Meetings & otherschool events viaphone calls utilizing theSchool Messengervoice mail system, faceto face invitation, and

Principal, Staff, Parents,& Students, Parentliaisons to non-Englishspeaking families willvolunteer to extendpersonal invitations.

SchoolCommunityLiaisons will beidentified,Principal,DepartmentChairpersons,

ONGOING Track number of families that attendschool events & Attendance.






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through notices, suchas: MonthlyNewsletter, Noticessent home inbackpacks, WebsitePosts, Posts on School

doors.

Evening meetings & Principal Coffee Hourswill be scheduled withspeakers to addressparent concerns and toprovide information on

timely subjects.Examples: MCASresults, Bullying,

Common CoreStandards, New ReportCards, etc.

Special evenings during

which academicdepartment chair

people describeelementary curriculuminitiatives which include

EnVisions Mathematics,pilot reading programs,new Standards Based

Report Cards.

SchoolMessenger,Principal MonthlyNewsletters,Principal’s MondayMemo,

Yahoo DistributionGroup

2. Attempt to employ helpdisseminatinginformation from the

Family Network.

Principal Family Network ONGOING

Throughout

the 2012-13School Year

Track number of families that attendschool events.

Attendance.

3. After/Before schoolevents featuring: ice

cream social, Book Fairs, Winter Festival,Family Game Night,Spelling Challenge, Art& Music exhibits,Gardern Clean-Up,Safe Routes to School,etc.

Principal, Staff, ArtTeacher, Volunteers,

Students, & Families

PTO-minimal feefor event entry.

Most events arefree

Seasonal Increase inparticipation.

4. July/August new family

play groups. Meet & Greet Kindergartenfamilies.

Welcoming Committee

members & Principal

PTO Summer

2013

Number of families

in attendance.

5. Back to

School/Welcome Open

House.

Principal & PTO PTO volunteers &

supply of

stickers/snacks

August

2013

Number of families

in attendance.

6. Multi-Cultural

Presentations forstudents, staff & families.

Principal, PTO & Music

Teacher

PTO funds,

Cultural CouncilGrants, SchoolPerformances

ONGOING Teacher assessment

of class appreciationof performance andcarry over to

curriculum areas. A feedback tool will be






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developed forteachers tocomplete at the endof eachperformance.

7. Classroom lessons that

extend the culturalenrichment as relatedto performances.

Classroom teachers &

support staff

MPS Curriculum,

as well as studyguides providedby performers

ONGOING Student

performance onfollow-up activities.

8. Evening Family Socialsthat will help familiesbecome acquainted.

Teachers, Children, & Families

Parent fundraisingactivities

ONGOING All aboveStudent/FamilyParticipation.

9. Second Step , violence

prevention program, tocontinue in all

classrooms. BullyingPrevention Programsand informational

programs for families

and children.

Staff & Students School Resources

Bullyingprevention tools-

posted on theschool website foruse. Report form

available online to

complete & submit to principalanonymously.

ONGOING Improved student

interaction withinthe school day.

10. Columbus CommunityPride Day (Cleangrounds).

Parents, Families,Students, Principal & Staff

“Sweat Equity”,Donated supplies

Fall & Spring

More student andfamily ‘ownership’ of school grounds.

11. Monthly School

Spirit/Theme Days thatpromote community.

Principal, Teachers, &

Students

Food donations

for the FoodPantry

Monthly Increase in School

Pride.

12. Enrichment programs. Principal, Teachers,PTO, Parents, & Volunteers

Research to learnmore about freeand low cost,

Grants

ONGOING Student & Parentparticipation, theawarding of grants

& Museum of Science schoolvisits..

13. After School Clubs. Parents, PTO,Enrichment

Committee, & Volunteers

Tuition paid bychildren to keep

clubs self sustaining & available Financial

Aid emphasized inliterature

Fall & Spring

Number of childrenwho participate.

14. Enhanced use of schoolweb page as anongoing source of

information forfamilies.

Principal & Parentdesignated to work onweb page to add PTO &

family information

Teachers will be askedto provide moreinclusive & updatedclassroom informationto be posted & updated

Principal,Teachers, PTO, & Parents.

Oldest & OnlyPaper DistributionSystem

ONGOING Increased use of web page anddecreased need for

papercommunication.






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15. Develop and circulateFamily Directory

Families & PTO Family ContactInformation & PTO resources tocreate, copy anddistributecompleted copy

2013 & ONGOING

Participation in theDirectory’s contents& positive feedback relating to itsusefulness.

GOAL #2: COMMUNITY BUILDING-DEVELOPMENTAL & SOCIAL CURRICULUM

Specific Objectives: Staff at the Columbus school will continue to work to increase adherence to pedagogies suchas, but not limited to: The Responsive Classroom Approach, The First Six Weeks, in addition to exploring thecreation of our own Positive Behaviors Interventions and Supports system.

Assessments: The Columbus data indicates that the large majority of staff members at the Columbus school arecommitted to “the following seven beliefs, based on developmental and social learning theory and informed by yearsof experience in the classroom” that underlie The Responsive Classroom approach (Wood 1999, 293):

1. The social curriculum is as important as the academic curriculum . Social and academic learning are

inextricably connected, and each is equally important. The balanced integration of the two is essential tochildren’s growth.

2. How children learn is as important as what children learn . Children learn best when they have theopportunity to make choices about what they’re learning and to make their own discoveries through trial anderror. Ideally there should be a balance between teacher-directed and child-initiated experiences.

3. The greatest cognitive growth occurs through social interaction . While children certainly do learn when theyare working alone —reading a book, taking a test, completing a worksheet —children learn the most whenthey are engaged in meaningful ways with others.

4. There is a set of social skills that children need in order to be successful academically and socially . Theseskills form the simple acronym CARES —cooperation, assertion, responsibility, empathy, and self-control —andshould be taught in an integrated fashion throughout the school day.

5. Knowing the children we teach is as important as knowing the content we teach . The more known childrenfeel at school, the more likely it is that they will succeed. Teachers come to know children individually,culturally, and developmentally by taking time to observe and interact with the students and byunderstanding the stages of child development. The science of child development is the most important

academic discipline for teachers.

6. Knowing the parents of the children we teach is as important as knowing the children . Parent involvementis essential to children’s education. The greatest gains are made when educators work with parents aspartners.

7. Teachers and administrators must model the social and academic skills that they wish to teach their

students . These skills must be lived daily in educators’ interactions with each other, with children, and with

parents. Meaningful and lasting change for the better in our schools requires good working relationshipsamong the adult community. Children are always watching.

Most teachers apply the principles of developmental and social curriculums as laid out above. Many hold morningmeetings which set the tone for the entire day by teaching social skills aimed to better support the ability to learn

and apply academic skills. Such lessons also build a stronger sense of community within each class and the school.






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GOAL #3: ALL STUDENTS IN GRADES K-5 WILL PRACTICE & IMPROVE WRITING SKILLS.

Specific Objectives: Teachers will adapt lesson plans and teach according to the Massachusetts 2011 ELA Curriculum Framework. Students’ editing and writing skills will improve based on teacher evaluation and analysis of MCAS Results Open Response scores at all tested grades, as well as practice such skills at the grades prior to

testing. Children in K-2 will demonstrate increased enthusiasm about writing and continue to share their writingwith peers and other members of the school community.

Assessments: MCAS Open Response average scores will improve. Grade Four scores will continue to improve as ameasure of improved writing using the ‘Long Composition’ as one measure. The implementation of a new Standards

Based reporting system will be utilized through a newly approved district report card. Children will write more oftenand share their results with the Columbus Community.



1. Revise, as needed,district curriculum

guides to remaincompliant with thecurrent/updated

Massachusetts 2011ELA CurriculumFramework.

ELA CurriculumDirector,

Curriculum Teams,Teachers, Specialists& Staff

Meeting time,Professional

Development timeto identify & writenecessary revisions,

Specializedmaterials

ONGOING Published revisions foreach curriculum area.

2. Teachers work individually andcollaboratively ingrade level teams toreorganize and refinematerials for students.

Teachers & SupportStaff

Teacher & Studenttime

ONGOING Student application of skills.

3. Independent computer

use by students todevelop assignments.

All staff Teacher & Student

time, utilization of the computer labsand media center

ONGOING Staff discussions and

samples of students'writing.

4. Teach and reinforceskills to/with students.

Principal, ELA Curriculum Director& Teachers

Teacher & Studenttime

ONGOING Evaluation and analysis of test data.

5. Ongoing professionaldevelopment to keep

staff instructional skillscurrent.

Principal, ELA Curriculum Director

& Teachers

District-basedProfessional

development

ONGOING Collaborative staff discussions and analysis of

students' writing samples.

6. ELA Director willattend grade levelmeetings to work withteachers to conduct & discuss informal

assessments.

Principal, ELA Director & Teachers


ONGOING Collaborative staff discussions and analysis of students' writing samples.

7. Teachers will continueprofessionaldevelopment in LUCY

CAULKINS UNITS OF STUDY and expand

upon its use in eachclassroom.


Principal & Teachers ONGOING Collaborative discussionsand data analysis of student writing.






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8. ELA Director & teachers will analyzefeedback from writingcomponents of theReading Street & Journeys pilot reading

programs.


Writing componentsof pilot programs & alignment to MA 2011 ELA CurriculumFramework

ONGOING Program alignment to theMassachusetts 2011 ELA Curriculum Framework & student writing dataanalysis.

9. Devote increased timeto a high level of student engagement

in constructive, hands-on, learning tasks,which foster critical thinking skills & addresses writing

across the curriculum.

Principal, CurriculumDirectors & Teachers

Programs of Study,Time to compareteacher/student

efforts & products,and any necessarySpecializedmaterials

ONGOING Student achievement onformative & summativeassessments, MCAS

results, Written CurriculumGuides, ClassroomObservations, & Implementation of SixTraits.

10. Evaluate & monitortime on task for allcurriculum areas in

classrooms.

Principal, CurriculumDirectors & Teachers

Submission of teacher instructionalschedules,

Evaluation Criteria,Review of planbooks, Formal &

informalobservations & “walk -throughs”

ONGOING District-wide time onlearning requirements aremet, Time on learning is

reviewed yearly to ensureoptimal time is prescribed,Classroom Observations, &

Coordinated InstructionalScheduling.

11. Provide training forstaff, especially new,in best teaching

practices

Principal, CurriculumDirectors,Professional

Developers & Mentors

Massachusetts 2011CurriculumFramework, MPS

CurriculumDocuments,Exemplars of best

teaching practices,Meeting time

ONGOING Retention of highly skilledand qualified MPS staff, Classroom

observations/walk-throughs, Student Achievement on formative

and summativeassessments.

GOAL #4: ALL STUDENTS IN GRADES K-5 WILL PRACTICE & IMPROVE READING SKILLS.

Specific Objectives: Teachers will continue to adapt lesson planning and teaching according to the Massachusetts2011 ELA Curriculum Framework and in keeping with the Medford District Literacy Plan. During 2013-14, Columbusstudents will read more. Frequent practice with literacy will lead to more confidence and a deeper understanding andappreciation of the written word.

Assessments: Columbus’s average MCAS Reading/ELA scores will increase. Reading initiatives and incentives will

track and show increased number of books being read by students.

ACTIVITY INDIVIDUAL(S)

RESPONSIBLE


1. Work to align the

Scholastic Reading Counts program withour library inventory.

Teachers & Library

Aide

Existing library

resources, Bookspurchased using ‘Scholastic Dollars’ earned from ScholasticBook Fairs.

ONGOING Records of student

progress.






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2. Expand cross-curricular contentreading. The districtliteracy planemphasizes the needto teach reading in all

content areas.

Principal & Teachers ProfessionalDevelopment, GradeLevel Meetings

ONGOING Collaborativeassessment andanalysis of gatheredreading data,formative & summative

assessments.3. ELA Director &

teachers will analyzefeedback from all

components of theReading Street & Journeys pilot readingprograms.


All components of thepilot programs & theiralignment to MA 2011

ELA CurriculumFramework

ONGOING Program alignment tothe Massachusetts2011 ELA Curriculum

Framework, studentperformance dataanalysis; formative & summativeassessments.

4. Foster a love of reading, increasevocabularydevelopment, &

support deepercomprehension byencouraging students

to participate intutoring sessions,Jumpstart’s Read for

the Record, the TuftsJumboRead Program,

Book Swaps, readingincentive programs,and more.

Principal, Teachers,Parents, Volunteers& Students

The Columbus Schoolwill continue to joinforces with Mystic Valley Elder Services

RSVP (Retired Senior Volunteer ProgramReading Partners)

enabling students toenjoy newrelationships with their

elders while encouragereading and

enhancement of textcomprehension.Continued Professional

Development, Gradelevel meetings,collaborativediscussions in regardto literacy skills ateach grade level.

ONGOING Analyzed studentwork, assessments,and responses.Feedback from staff.

Marked increase inthe number of bookschecked out of

library. Increasedparticipation in schoolwide reading

incentive activities.

5. Continue to teachreading & writingskills as a reciprocal

process.

Principal, ELA Director, Teachers& Students

ProfessionalDevelopment, GradeLevel Meeting

Discussions andCollaboration

ONGOING Analyzed studentwork, assessments,and responses.

Increasedperformance on bothformative &

summativeassessments.

6. Implement Words Their Way word studyin action to improvespelling skills.


ProfessionalDevelopment, GradeLevel MeetingDiscussions andCollaboration

ONGOING Analyzed studentwork, assessments,and responses.Increasedperformance on bothformative & summativeassessments.






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10. Devote increasedtime to a high level of student engagementin constructive,hands-on, learningtasks, which foster

critical thinking skills& addresses reading& writing across the

curriculum.

Principal,Curriculum Directors& Teachers

Programs of Study,Time to compareteacher/student efforts& products, and anynecessarySpecialized materials

ONGOING Student achievementon formative & summativeassessments, MCASresults, WrittenCurriculum Guides,

ClassroomObservations, & Implementation of

Six Traits.

11. Evaluate & monitortime on task for allcurriculum areas inclassrooms.


Submission of teacherinstructionalschedules, EvaluationCriteria,Review of plan books,

Formal & informalobservations & “walk -throughs”

ONGOING District-wide time onlearningrequirements aremet, Time onlearning is reviewed

yearly to ensureoptimal time isprescribed,Classroom

Observations, & CoordinatedInstructionalScheduling.

12. Provide all studentswith a balanced

literacy program & monitor progress

through valid, reliabledata & assessments.

Principal,Curriculum

Directors, Teachers& Support Service

Teachers

Access to studentassessment results,

Meeting time tocompare & analyze

results, Assessmentsthat fit our studentneeds & co-relate to

MCAS growthperformance

ONGOING Student achievementon formative &

summativeassessments, MCAS

results.

13. Train support staff toeffectively implement

intervention & language supportcomponents of instructionalprograms to ensure

classroom instructionconsistency withinthe SPED/ELL

Program.

CurriculumDirectors, Support

Staff & Teachers

ProfessionalDevelopment time,

Common preparationtime for SPED/ELLteachers and inclusionteachers, Planningtime for ELL teachers

to meet withhomeroom teachers,Monitor effectiveness

of time with ELLstudent by each

instructor

ONGOING Individualizedinstruction from

teaching staff thatmeets each child’sneeds, Increase inthe number of proficient speakers of

English,Support staff timeutilized to fullest

potential in eachclassroom.

14. Monitor benchmarksof success & create aconsistent system forentrance/exit frominterventionprograms.

K-5 Administrators,CurriculumDirectors,Curriculum Teams,Title I Teachers,ELL Teachers,Support Teachers,

Comparative studiesfor benchmarks,Support in theclassroom forcontinued successonce exited,Transitional classroom

ONGOING All student needs aremet, Flexible systemfor RtI,Decrease in thenumber of IEPs,Student achievementon formative &






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Teachers, & Tutors time, Flexibility to re-enter programs asneeded, establishedEvaluation Criteria

summativeassessments,improved MCASresults

15. Provide training for

staff, especially new,

in best teachingpractices.

Principal,

Curriculum

Directors,ProfessionalDevelopers & Mentors

Massachusetts 2011

Curriculum

Framework, MPSCurriculumDocuments,Exemplars of best

teaching practices,Meeting time

ONGOING Retention of highly

skilled and qualified

MPS staff, Classroomobservations/walk-throughs, Student

Achievement onformative andsummativeassessments.

16. Increased focus onnon-fiction texts.

Principal & Teachers Pilot ReadingPrograms

SY 2012-2-13 & 2013-2014

Improved formative& summative studentassessments.

GOAL #5: ALL STUDENTS IN GRADES K-5 WILL PRACTICE & IMPROVE MATH SKILLS.

Specific Objectives: In SY 2013-14 teachers will continue to adapt lesson planning and teaching according to the

Massachusetts 2011 MATH Curriculum Framework. More students and their families will enjoy practicing math skillsthrough use of the district adopted mathematics program and its accompanying take-home/game packets. Grades3-5 will continue MCAS practice packets with emphasis on Open Response questions. The frequent practice will lead

to a clearer understanding and application of skills. Parents will become more confident in their knowledge of thedistrict adopted mathematics curriculum.

Assessments: Columbus school students’ average formative, summative and MCAS Math scores will increase.


RESPONSIBLE


1. Review games

used to reinforcemath concepts.

Teachers & Support

Staff

Math Program

TeacherResource Kit

ONGOING List of games & data relative

to assessments and utilization.

2. Game packets gohome with

students for familypractice.

Teachers & Parents Grade levelgame packets

ONGOING List of games & data relativeto assessments and utilization.

3. Ongoingprofessional

development tokeep staff skillscurrent.

Principal,Curriculum Director,

& Teachers

Districtcurriculum, Math

Framework,School Budget

ONGOING Participation in ProfessionalDevelopment, Observation of

skills in lessons taught asevidenced in classroomobservations/evaluations.

4. Teachers work individually and in

grade level teamsto reorganize andrefine materials for

students.

Teachers, Students,& Parents

Districtcurriculum, Math

Framework,School Budget& game packets

ONGOING Staff discussions, samples of students' work & parent

feedback.






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5. Family Math Night. Teachers,Curriculum Director,Students, & Parents

Game packets,teachermodifications & Program MathResource Kit

ONGOING Staff discussions, samples of students' work & parentcomments.

6. Math vocabulary

will be reinforcedacross all gradesand curriculumareas. There will

be an increasedfocus on ‘mathliteracy’.

Principal & Teachers District

curriculum & Math Framework

ONGOING Data relative to improved

scores on math word problems& reasoning.

7. Evaluate & monitor time ontask for allcurriculum areas inclassrooms.


Submission of teacherinstructionalschedules,EvaluationCriteria,

Review of planbooks, Formal & informal

observations & “walk -throughs”

ONGOING District-wide time on learningrequirements are met, Timeon learning is reviewed yearlyto ensure optimal time isprescribed,Classroom Observations, &

Coordinated InstructionalScheduling.

8. Provide trainingfor staff, especiallynew, in bestteaching practices.

Principal,CurriculumDirectors,Professional

Developers & Mentors

Massachusetts2011 CurriculumFramework, MPSCurriculum

Documents,Exemplars of best teaching

practices,Meeting time

ONGOING Retention of highly skilled andqualified MPS staff, Classroom observations/walk-throughs, Student

Achievement on formative andsummative assessments.

GOAL #6: ALL STUDENTS IN GRADES K-5 WILL PRACTICE, STRENGTHEN AND IMPROVE SCIENCESKILLS.

Specific Objectives: Teachers will continue to adapt lesson planning and teaching according to Massachusetts2011 SCIENCE Curriculum Framework. Improve open response type answers in all grades, K-5. Improve MCASscores on grade 5 Science/Technology Test. Increase teacher and student participation in school wide science fair.

Continue to generate participation in the energy of Science.

Assessments: Students will demonstrate greater participation in science related activities.


RESPONSIBLE


1. Each grade level

team will reviewmajor sciencethemes to becovered duringthe school year.

Principal & Teachers Massachusetts 2011

SCIENCE CurriculumFramework & MedfordScience Curriculum

ONGOING Curriculum Map Grade

Level units of study.






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2. Teach lessonswith emphasis onverbalizing how & why.


Massachusetts 2011SCIENCE CurriculumFramework & MedfordScience Curriculum

ONGOING Teacher observation,student participation & quality of verbal & written responses.

3. Review

effectiveness &

appropriatenessof scienceactivities.

Principal, Curriculum

Director & Teachers

Teachers, Grant monies,

Community Resources

ONGOING Teacher observation,

student participation &

quality of verbal & written responses.

4. Plan & implementannual schoolwide Science Fairand Family Night.

Principal, CurriculumDirector, TeachersPTO

Massachusetts 2011SCIENCE CurriculumFramework & PTO funds

Spring 2013 Participation. Our goalis 90% participation.

5. Increased focuson non-fiction

texts.

Principal & Teachers Pilot Reading Programs SY 2012-2-13 & 2013-

2014

Improved formative & summative student

assessments.

6. Integratetechnology & engineering

strand into thesciencecurriculum.

Administrators,Curriculum Directors,Technology Director,

& Teachers

Meeting time,Massachusetts 2011 ELA Curriculum Framework,

Programs of Study,Technological ProfessionalDevelopment,Specializedmaterials/technology

ONGOING Written Technology & Engineering integratedcurriculum,

Incorporation of thiscurriculum into dailyteaching schedules,New technology to beutilized by all, Creation& development of aSTEM Fair for schoolyear 2014-15.

7. Provide training

for staff,especially new, inbest teaching

practices.


Directors,ProfessionalDevelopers &

Mentors

Massachusetts 2011

Curriculum Framework,MPS CurriculumDocuments,

Exemplars of best teachingpractices,Meeting time

ONGOING Retention of highly

skilled and qualified MPSstaff, Classroom

observations/walk-throughs, Student Achievement onformative andsummative assessments.

8. Ensure theutilization of the

Science TakeHome/Activity

Backpacks by allstudents inGrades 3-5.

Principal, CurriculumDirector, Teachers &

PTO

IBM Grant Funding, Approved backpack

materials, & MPSCurriculum Documents

Fall 2013Engineering integratedcurriculum, New

technology to be utilizedby all, more specifically

to start in grades 3-5.

9. Utilize leveled

readers forguided reading tomeet theMassachusetts2011 CurriculumFramework forScience.


Director & Teachers

Reading Program-Leveled

Readers, Massachusetts2011 CurriculumFramework, MPSCurriculum Documents,Exemplars of best guidedreading practices,Meeting time

ONGOING Teacher lesson planning

& observation, studentparticipation & quality of verbal & writtenresponses.






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GOAL #7: ALL STUDENTS IN GRADES K-5 WILL PRACTICE AND IMPROVE SOCIAL STUDIES SKILLS.

Specific Objectives: Teachers will continue to adapt lesson plans and teaching according to Massachusetts 2011

Curriculum Framework . Increase participation during class lessons and discussions. Improve open response typeanswers in all grades, K-5.

Assessments: Students will develop and demonstrate a greater participation in social studies related activities.



1. Each grade level

team will reviewmajor socialstudies themes tobe covered duringthe school year.

Principal& Teachers Massachusetts 2011

Curriculum Framework & Medford SocialStudies Curriculum

ONGOING Curriculum Map Grade

Level units of study.

2. Teach lessons withemphasis on

verbalizing how & why.


Massachusetts 2011Curriculum Framework

& Medford ScienceCurriculum

ONGOING Teacher observation,student participation &

quality of verbal & writtenresponses.

3. Provide training for

staff, especiallynew, in bestteaching practices.


Directors,ProfessionalDevelopers & Mentors

Massachusetts 2011

CurriculumFramework, MPSCurriculum

Documents,Exemplars of bestteaching practices,Meeting time

ONGOING Retention of highly skilled

and qualified MPS staff, Classroomobservations/walk-

throughs, Student Achievement on formativeand summativeassessments.

4. Utilize leveledreaders for guidedreading to meetthe Massachusetts2011 CurriculumFramework forSocial Studies.

Principal, CurriculumDirector & Teachers

Reading Program-Leveled Readers,Massachusetts 2011CurriculumFramework, MPSCurriculumDocuments,Exemplars of best

guided readingpractices,Meeting time

ONGOING Teacher lesson planning& observation, studentparticipation & quality of verbal & writtenresponses.

5. Increased focus onnon-fiction texts.

Principal & Teachers Pilot ReadingPrograms

SY 2012-2-13 & 2013-2014

Improved formative & summative studentassessments.

GOAL #8: COLUMBUS ELEMENTARY SCHOOL WILL DEVELOP A COMPREHENSIVE & CONSISTENTRESPONSE TO INTERVENTION (RtI) MODEL ACROSS ALL GRADE LEVELS.

Specific Objectives: To develop a comprehensive and consistent Response to Intervention (RtI) model which willbe implemented across all grade levels, curriculum areas and within necessary support services, (e.g., ELL, IEPs,504s, etc).

Assessments: Students will receive what they need to access the curriculum while meeting success.






- 25 -



Develop RtI goals and create areachable timeline toimplementation.

AssistantSuperintendent, SPEDDirector, Curriculum

Directors,

Administrators, RtIBuilding Teams, & Teachers

RtI models,Current RtIresearch,

Professional

Development,CollaborativeMeeting time

ONGOING Written Response toIntervention goals & timeline,

RtI trainers, RtI

practices in theclassroom,ProfessionalDevelopment time.

Provide Response toIntervention (RtI) Training.

Administators & RtITeams

ProfessionalDevelopmentProviders withexpertise in RtI,WrittenResponse toInterventiongoals andtimeline

Continuum of assessments usedwhen determininginterventions and theireffectiveness onstudent achievement,Demonstrated use of a three-tiered RtIprogram during

student/teacherassistance teammeetings and in

classroom instruction,RtI team andconsultant work,

Trainers implementingRtI practices in their

classrooms,ProfessionalDevelopment time

offered to trainers & staff for training.

Research & evaluatecurrent/future academic, social

& behavioralscreenings/assessments.

AssistantSuperintendent, SPED

Director, CurriculumDirectors, Administrators, RtIBuilding Teams, & Teachers

Currentassessment

documents,RtI Models,Current RtIResearch & Sample

assessments

ONGOING Written list of effective assessments

to determineinstruction,intervention andprogress for studentachievement.

Develop a three-tiered systemfor student intervention.

AssistantSuperintendent, SPEDDirector, Curriculum

Directors,

Administrators, RtIBuilding Teams, & Teachers

RtI Models,Current RtIResearch &

Professional

Development

ONGOING Written & implementeddocument that

establishes a three-

tiered RtI program,RtI team andconsultant work,Implementation of RtIpractices inclassrooms,ProfessionalDevelopment time.






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Provide training for staff in theappropriate uses of technologyas a tool to learn andcommunicate globally.

Technology Director & Administrators

Meeting time,ProfessionalDevelopmentwith expertise ininstructionaltechnology

ONGOING Utilization of technology forinstructionalmanagement andpersonal productivity, Application of

technology in allaspects of student-centered learning,

Evidence of globalnetworking, (i.e., classweb pages, Skype,

etc.).

Structured English Immersion(SEI) training for school

administrators and mainstreamclassroom and content staff working with English LanguageLearners.

Administrators, ELLDirector, & Teachers

Training Time,Training

Materials,Certificationrequirements,Substitute

Teachers, TitleIII Grant Monies

ONGOING All teaching staff ELLcertified,

Student achievementon formative andsummativeassessments

GOAL #9: PROMOTE HEALTHY LIVING AND STUDENT SAFETY

Specific Objectives: Promote healthier living habits in students and their families. Provide increased opportunitiesfor physical exercise during the school day. Greater awareness of our community as a part of a larger global world.

Assessments: More healthy food will be consumed at snack and lunch times. Students will demonstrate increasedattention to their daily tasks, less frequent visits to the school nurse and overall increased health reports. All

members of the Columbus Community will promote healthier choices for ourselves and the earth.



1. Good Sport FitnessClubs and DanceClub.

EnrichmentCommittee of PTO

Minimal fee 2013-2104 Attendance record.

2. All children will beoffered a 20-

minute recess ondays when they donot have physicaleducation class.Cooperative

games will be

encouraged duringthis time. Brief instructionalbreaks will beprovided when

appropriate on ‘non-physicaleducation days’.

Principal, Teachers& Support Staff

Materials thatfoster physical

activity

ONGOING Improved overall student health& BMI, Increased recess time,

improved homework completionrate.






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3. Improve parents’ and children’ sawareness of safety concerns inthe immediateschool area

relative to parking,pedestrian safety,& mutual

cooperation. Allparents will beprovided with an

outline of ‘rules of the loop’ (drop off

and pick up).

Principal, Allmembers of theschool community,Teachers, & Medford PoliceDepartment

MonthlyNewsletter, Allmembers of theschool community& Medford Police

Department.

ONGOING Observation of improved safetyawareness, Parent & Teacherinput, Improved traffic flowaround school.

4. All members of theschool communitywill demonstratean increased

awareness of environmentalresponsibility.

Principals, Teachers,Staff, Parents & Students

School Budget & PTO funds

ONGOING Less waste & greaterconversation/recycling.

5. Cut down on copypaper usage & notices sent home.

Principal, Secretary,PTO & Teachers

Oldest & Only List ONGOING Less papers distributed as aresult of sending home only oneschool-wide notice per family,

Movement to more electroniccommunication.

6. Conduct Monthly

Safe Routes toSchool Events.

Principal, Teachers,

PTO & Students

Principal,

Teachers, SupportStaff, Parents,PTO and Students

Beginning

SY 2013-2014

Increased attendance each

month at the Safe Routesmeeting spots, Safe Routes toSchool Activity decorates the

first floor, improved BMI andstudent attention to daily tasks,Increase in numbers of families

choosing to walk to school.(Based on results the hope is tomove to a Bike to SchoolProgram.)

7. PALs Program. Nurse, Teachers, & Students

PAL posters,Discussions & Interventions

ONGOING Observation of healthier snack choices throughout the schoolday. Less allergic reactionswithin school.

8. Monthly SpiritDays.

Principal, Teachers,PTO & Students

Innovation & Creative Spirit

Day suggestions

Fall 2013-ONGOING

Student and teacherparticipation in the Spirit Event,

increased donations for the FoodPantry, photos of smilingColumbus Members for the

school website.

9. Peanut Table. Principal Signs ONGOING Fewer peanut reactions.

10. Physical EducationStaying Healthy

Physical EducationTeacher

Staying HealthyPamplets

ONGOING Healthy students & conversations.






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Pamphlets.

11. Create a common

language forexpected studentbehaviors.

Principal & Staff Evaluate school

needs & programsthat can helpaddress them

Fall 2013-

ONGOING

Decrease in problematic student

social & behavioral interruptions.

12. Increase publicawareness of school entryprecautions & student safetyneeds while inattendance.

Administrations,Principals, Teachers,Parents, PTO & Community Users of the Columbus

Workingsurveillanceequipment,functional entryintercom system,door monitor, & protocols forvisitor entryduring & after theschool day

Fall 2013-ONGOING

Systematic procedures in placefor Visitors during and after theschool day, Lock Down & FireDrills. Special procedure thatallows for systematic large groupentry during schoolpresentations & studentperformances.

GOAL #10: HIGHER LEVEL THINKING SKILLS: ENCOURAGE HIGHER LEVEL THINKING SKILLS BY

PROMOTING INCREASED OPPORTUNITIES FOR CHILDREN WHO DEMONSTRATE MASTERY OF GRADE

LEVEL CURRICULUM AND/OR SIGNIFICANT CURIOSITY ABOUT SPECIFIC SUBJECTS.

Specific Objectives: As stated in the Columbus School Mission Statement, “…our children will become happy,productive, responsible citizens of the 21st century”.

Assessments: Observable student behavior and participation in special projects related to and expanding upon thecore curriculum.



Develop activitiesthat will help

students acquireskills that allow themto think more deeply

about & expandupon the subjectmatter.

Principal, Teachers,Specialists &

Department Heads

School & communityresources & Tufts

University outreach

ONGOING Observable behavior & studentwork samples.

Implementation of differentiated Mathhomework & challenging games.

Teachers EnVisionsMathematicsProgram

SY 2013-2014


Promotion of

Massachusetts 2011Curriculum

Framework – HOTS.

Teachers Massachusetts 2011

CurriculumFramework

ONGOING Improved formative &

summative studentassessments.

Increased focus onnon-fiction texts.

Principal & Teachers

Pilot ReadingPrograms

SY 2012-2-13 & 2013-2014


The staff of Columbus School willcontinue to integratecomputer technology

& the Internet into

Director of Technology,Teachers,Specialists &

Support Staff

Technologicalprograms of study,Research valuableinstructional

websites,

Classrooms observationsindicating the utilization of thecomputer lab, Mimios® & othernew technology in lessons,

Participation in teacher websites






- 29 -

content curriculum. Massachusetts 2011CurriculumFramework Medfordcurriculum

& utilization of the internet forlessons, newsletters & electronic parentcommunication, Increase inshared, curriculum-related,Internet findings at grade level

meetings, implementation of technology curriculum.

Opportunities todevelop outside

interests & to usecritical thinking skills.

Principal, Teachers,PTO

After School Clubs,Science Fair, Field

Trips, In SchoolPresentations, Math& Reading Nights,Using the SchoolGarden for in class

lessons, recycling,etc.

ONGOING Increase participation & feedback from participants in

the activities offered.

BUDGETARY REQUESTS

Computer Ink Cartridges;

EnVisions Mathematics consumable materials;

Replacement of one Full-Time Nurse;

1 additional classroom teacher for grade three;

Possible need for additional classroom teacher for grade four;

Teacher for Math support;

On-going professional development in all academic areas, most specifically for character education;

Copy Paper;

Classroom supplies & materials.

CLOSING STATEMENT

All members of the School Improvement Council are keenly aware of the dire budget situation nationally, statewide, and more specifically in our own school district. This plan was developed with sensitivity to that issue.

I would like to express sincere appreciation to all who participated in the development of this SCHOOL IMPROVEMENT PLAN as well as to those who read this plan and consider the needs of the Christopher Columbus Elementary School.

Ms. Kathleen Kay Principal, Christopher Columbus Elementary School