NES School Improvement Plan 2012-2015

Respect – Integrity – Excellence for All

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Newbury Elementary School Improvement Plan

2012-2015

Signature Page

Approved by the NES School Council: January 6, 2013 Reviewed by the Faculty on: January 6, 2013 Signature of Principal: __________________________ Signature of Co-Chair of School Site Council: __________________________ Superintendent Approval: __________________________

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Table of Contents

Component Page Signature Page……………………………………………… 1 Table of Contents…………………………………………... 2 Executive Summary………………………………………… 3 Newbury Elementary School Council………………… 4

Newbury Elementary School Mission…………………….. 5

2012-2015 SIP Progress Report……………………………. 6-7 Newbury Elementary School’s Goals………………………. 8 Literacy Goal and Action Steps……………………………... 8-12 Mathematics Goal and Action Steps…………………….. 13-15 Additional Focus Areas………………………………………….. 16

Newbury Elementary Data…………………………………. 17-23 Professional Development Annex…………………………. 24

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Executive Summary As a result of a collaborative process with educators and parents, the N.E.S. School Council is submitting a school

improvement plan for approval with two SMART goals that focus on student performance in literacy and mathematics.

The Massachusetts Department of Elementary Education (DESE) was granted a waiver from the accountability requirements of No Child Left Behind. Moving away from the previous measure of Adequate Yearly Progress, the DESE now requires that schools and districts narrow the proficiency gaps by half by the year 2017 using the Composite Performance Index (CPI) and the Progress and Performance Index (PPI) as measures of progress toward this goal. As a result of this new accountability model, the Newbury Elementary School Improvement Plan has set literacy and mathematics SMART goals that incorporate CPI, PPI, and Student Growth Percentiles (SGP) among other measure of effective progress toward achievement of our goals. With the District Development Plan and the District Literacy Plan as a guide, this plan outlines action steps necessary to improve the literacy skills of our students. Using a similar goal structure, the plan also focuses on the mathematical performance of Newbury students while setting rigorous benchmarks for improvement. The action steps necessary for sustained improvement involve implementation of curriculum maps linked to the Common Core, a comprehensive three-tiered Response to Intervention Model (RTI), differentiated instructional practices, data-driven decision making, implementation of the District Development Plan and the District Literacy Plan, and strengthening of practices with Fundations, Keys to Literacy, and Investigations through active coaching. Student performance data indicates a .8 CPI points increase in ELA and 1.1 CPI points increase in Mathematics. We are currently 2.1 CPI points behind for the English Language Arts target and 3.2 CPI points behind for the Mathematics target needed to halve the proficiency gaps by 2017.

The Progress and Performance Index for all students is 83 exceeding the minimum target of 75. The PPI for our high needs subgroup (low income and special education combined) is 47 and falls 28 PPI points below the proficiency minimum target of 75. Grade 5 ELA and Math and Grade 6 math had Student Growth Percentiles below 55 on the MCAS (there are no SGPs for Grade 3) with the goal of establishing and maintaining Student Growth Percentiles of 55 and above for Grades 4-6 in all subjects tested on MCAS. The NES Leadership and Professional Development Committee, with direction from the District Professional Development Committee, have identified professional development priorities included in the annex to support progress towards attainment of these goals.

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Triton Regional School District

Newbury Elementary School School Council

2013-2014

The following constitutes the membership of the 2013-2014 School Council:

Principal/Co-Chair: Beth Yando Grade 3: David Williams Grade 6: Nancy Nicholson Grade 6: Moriah Lucy Special Education: Jessica Raymond Technology Specialist: Liz Raycroft

Parent/Co-Chair: Patrick Mulligan Parent: Rebecca Cook Parent: Charlotte Dowd Parent: David Toth Parent: Belen Wieler-Hawes

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Mission Statement

Newbury Elementary School will provide students with an intellectually stimulating learning environment. Teachers will continue to seek professional development, and students will be encouraged to apply their individual talents, abilities, and natural curiosity. Students will acquire social and academic skills in the classroom, and become active learners and productive citizens. Curriculum will be disseminated in a conceptual and skill-based manner. Students will learn responsibility, integrity, and independence through adult nurturing and role-modeling.

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Progress Update on 2012-2015 School Improvement Plan

The NES School Improvement Plan for 2012-2015 focuses on goals in literacy and mathematics. Progress toward these goals is reported

below:

Goal Area:

Literacy Goal: 90% of students will read with comprehension and write effectively for purpose at grade level

Progress Report:

Common Writing Assessments administered K-6 in October and March in the 2013-2014 school year

Grade level teachers trained to lead Common Writing Assessment Calibration

Keys to Literacy Comprehension implemented K-6

Keys to Vocabulary strategies implemented 3-6

Keys to Literacy Collaborators work with teachers to create sustainability of strategies across all curriculum areas

BAS (Benchmark Assessment System) Reading Pilot in grades 1, 3 and 5

Wilson Consultant works with teachers K-2 on implementation of Fundations

Moby Max piloted in ELA and Math

Read Naturally and Great Leaps used to create interventions to increase fluency and comprehension in grades 3-6

Common Core and Common Writing Assessment data used to create K-6 focus and implementation of conventions

Analysis of DIBELS, DRA, BAS, and GRADE by data teams used to inform intervention groups and instruction

Progress Monitoring scheduled developed on a ten day school cycle

Fundations Coach works with grade levels to plan double dosing lessons K-3

MCAS Student Growth Percentile in grade 4 increased from 46% to 62%

MCAS Student Growth Percentile in grade 5 decreased from 55% to 52%

MCAS Student Growth Percentile in grade 6 increased from 68.5% to 83%

MCAS Student Growth Percentile in all grades increase from 56% to 63%

MCAS CPI increased in grades 3, 4, and 6

MCAS CPI decreased in grade 5

MCAS CPI all grades increased .8 points

MCAS CPI in all grades 91.2

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Goal Area:

Mathematics Goal: 90% of students will demonstrate mathematical literacy and application of mathematical skills and concepts at grade

level

Progress Report:

IXL piloted in grade 3 to differentiate instruction

Reflex Math piloted in grade 3

Moby Max piloted to differentiate instruction

Go Math implemented in grade 5

Study Island used to differentiate instruction

Aimsweb used to progress monitor math concepts and skills

Math Specialist providing coaching to teachers at Flex Block and helping to plan enrichment and interventions

MCAS Student Growth Percentile in grade 4 increased from 50% to 58%

MCAS Student Growth Percentile in grade 5 increased from 36.5% to 45.5%

MCAS Student Growth Percentile in grade 6 decreased from 68.5% to 51%

Student Growth Percentile in all grades remained the same at 50%

MCAS CPI increased in grades 3,4, and 5

MCAS CPI decreased in grade 6

MCAS CPI in all grades 90.0

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NES School Improvement Plan: 2012-15

Goal I: Literacy Goal: 90% of students will read with comprehension and write effectively for purpose at grade level.

Goal II: Mathematics Goal: 90% of students will demonstrate mathematical literacy and application of mathematical skills and

concepts at grade level.

Goal I: Literacy Goal: 90% of students will read with comprehension and write effectively for purpose at grade level.

We know we have met the goal when the following criteria have been achieved:

90% of students will read and comprehend text proficiently within their grade level band as measured by performance on the DRA (K-3), the

GRADE reading assessment (4-6), and the MCAS (3-6).

Students will score CPI values of 95.0 in the aggregate, 91.2 in the low income subgroup, and 83.3 in the special education subgroup thus

reducing the proficiency gaps as required by the DESE’s No Child Left Behind accountability waiver.

90% of students will be able to produce writing in multiple genres across content - areas that demonstrate proficiency of grade-level expectations

established by the MA Curriculum Frameworks and Common Core Standards (CCS).

We will maintain a median Student Growth Percentile of at least 55 in ELA MCAS and attain a cumulative Progress and Performance Index >75

in the aggregate and high-needs subgroup.

Action Steps Resources Measures of Implementation Responsibility Deadline Budget

Curriculum Map

Roll Out and

Review Process

Faculty meeting and

Professional

Development time

Use of existing

technology resources to

support data analysis

ELA Maps are posted online and

reviewed

Reading specialists formally

introduce each ELA map and

review requirements for

implementation with teachers

Curriculum maps followed

Teachers

Reading Specialist

Math Specialist

Principal

Assistant Principal

Ongoing

Funds for

supplementary

books

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with common assessments,

end of units, and benchmark

assessments to determine

progress

Literacy Specialist and

Coaches visit classrooms and

coach teachers on

implementation of unit maps

Rewrite district maps to align

with Fundations 2nd

Edition

Add differentiation practices

including morphology to

Fundations units

Key Vocabulary

Training grades

3 – 6

Basic Training

Guided Practice

Coaching

Key Routine for

Extended

Response

Data Analysis and

Data-driven

Instruction

Ongoing Research for

Better Teaching data

coach training

Scheduled Professional

Development time for

data meetings

Use of technology

resources for data

analysis

PLC Tuesday Meetings

to discuss and plan

Flex Block

Common Planning

Time

Establish base-line data and

targets using classroom,

district and state assessments

Grade level data meetings

conducted with Data Coaches

to analyze assessment data

and adjust instructional

practices

Establish need for re-

teaching, remediation, or

intervention

Review all pertinent

Benchmark results with staff

(GRADE, DRA, DIBELS,

and MCAS)

Analysis of Flex Block

Interventions

Principal

Assistant Principal

Data Coaches

Teachers

Ongoing and

Data

meetings are

aligned with

District

Benchmark

and

Common

Assessment

Calendar

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RTI - 3 Tiered

Intervention

Model

Professional

development

Wilson Training

Fundations Coach

Fundations Training

Establish base-line data and

targets using classroom,

district and state assessments

Strengthen core instruction

(Tier I) and the practices that

support an effective

intervention system (Tiers II

and III)

Regular data meetings held

and data is used to drive

instruction

Tuesdays PLC Meetings

Monthly grade level meetings

Students requiring

intervention are identified,

provided targeted supports,

and progress is monitored

Student learning problem and

goal established and

monitored; reviewed and

adjusted

Identify specific curricular

areas for intervention and

extension

Grade level Flex Blocks

reviewed and adjusted for

effectiveness and efficiency

RTI pull out based on data

and specific guidelines/rubric

Double dose and targeted pull

Principal

Assistant Principal

Data Coaches

Specialists

Special Education

Teachers

Fundations Coach

Ongoing

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out for Fundations in literacy

Specialists and Literacy

Interventionist provide

targeted intensive

intervention on small scale

while building teacher

capacity for intervention

through coaching

Link Instructional Support

Team with a comprehensive

Response-To-Intervention

(RTI) model

Implement

District

Literacy Plan

Skills for Literacy

Training

Fundations

Training (Level 3)

Wilson Training

Fundations

Coaching

Keys to Literacy

Training

Literacy

Interventionist

support

MobyMax

Data Coaches and teaching

teams monitor data to ensure

progress toward meeting

goals set forth in the SIP,

District Development Plan,

and District Literacy Plan.

Specialists model and co-plan

lessons designed to meet the

diverse student needs within

Tier 1 instruction

Specialists support teachers in

designing Tier 2 interventions

Implement Fundations with

fidelity in grades K - 3

Fundations study groups,

Keys to Literacy study

groups, and training for

teacher preparedness and for

Literacy Specialist

Literacy

Interventionist

Principal

Assistant Principal

Teachers

Keys to Literacy

Coaches

Fundation Coach

Ongoing

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new teachers for collaborative

lesson planning

Implement Keys to Literacy

practices with support from

trained teacher coaches

Differentiated

Instruction

Integrate existing

technology hardware

and software for

students’ use for

enrichment and

remediation

Chromebooks

Differentiated lesson

elements are added to existing

maps

Principals and district

leadership conduct

walkthroughs with an eye

toward differentiated

instruction.

Differentiated instruction

book study group conducted

Instructional Support Team

support teacher differentiation

for accommodating all

students

Principal

Assistant Principal

Math Specialist

Literacy Specialist

Differentiation

Specialist

Teachers

Ongoing

End Goal 1

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Goal II: Mathematics Goal: 90% of students will demonstrate mathematical literacy and application of mathematical skills and

concepts at grade level.

We know we have met the goal when the following criteria have been achieved:

Students will score CPI values of 94.5 in the aggregate, 89.5 in the low income subgroup, and 84.4 in the special education subgroup

thus reducing the proficiency gaps as required by the DESE’s No Child Left Behind accountability waiver. We will maintain a

median Student Growth Percentile of at least 55 in Mathematics MCAS and attain a cumulative Progress and Performance Index >75

in the aggregate and high-needs subgroup.

Students in grades K – 6 will achieve or exceed average scores of 85% or higher on mathematics common assessments

Action Steps Resources Measures of Implementation Responsibility Deadline Budget

Curriculum Map

Roll Out and

Review Process

Faculty meeting and

Professional

Development time

Atlas Curriculum Map

program

Access to MA

Common Core

Standards

Mathematics maps are posted

online and continually revised

Differentiated activities are

added to the core district

maps

Mathematics specialist and

teachers meet to preview

upcoming units

Pacing guides are followed

Common assessments and

end of units are implemented

Mathematic specialist visits

classrooms and coaches

teachers on implementation of

unit maps

Teachers

Reading Specialist

Mathematics

Specialist

Principal

Assistant Principal

Ongoing

Data Analysis and

Data-driven

Instruction

Ongoing Research for

Better Teaching data

coach training

Scheduled professional

Establish base-line data for

each grade level

Set aggregate target scores for

common assessments for each

grade level

Principal

Assistant Principal

Data Coaches

Teachers

Ongoing and

Aligned with

District

Benchmark

and

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development time for

data meetings

PLC Tuesday Meetings

to discuss and plan

Flex Block

Common planning time

Access to data through

use of technology

resources

Grade level data meetings

conducted with Data Coaches

to analyze assessment data

and adjust instructional

practices within Tier I

instruction

Respond to identified grade-

level student learning

problems

Analysis of Flex Block

Interventions

Common

Assessment

Calendar

RTI 3-Tiered

Intervention

Model

Professional

development

Differentiated

Instructional Specialist

Study Island

Problems of the Week

website and

professional

development

Origo Think Tanks

Online Math League

MobyMax

Exemplars and

professional

development

Sunshine Math

Strengthen core instruction

(Tier I) and the practices that

support and effective

intervention system (Tier II

and III)

Establish and implement

specific guidelines to identify

students in need of Tier II or

Tier III intervention

Students requiring

interventions are identified,

provided targeted supports,

and progress is monitored

Based on assessment data

identify specific curricular

areas for intervention and

extension for small groups

Grade level Flex Blocks

reviewed and adjusted for

effectiveness and efficiency

Principal

Assistant Principal

Data Coach

Mathematics

specialists

Special Education

Teachers

Instructional Support

Team (IST)

Ongoing

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Mathematics specialist

provides targeted intensive

intervention for identified

Tier III

Mathematics specialist

builds teacher capacity to

provide Tier II intervention

through coaching

Instructional Support Team

identifies and implements

accommodations and

strategies based on individual

student need

Differentiated

Instruction

Professional

development

Differentiation

specialist

Access to Atlas

Curriculum program

Integrate existing

technology hardware

and software for

students’ use for

enrichment and

remediation

Chromebooks

Differentiated lesson

elements are added to existing

maps

Principals and district

leadership conduct

walkthroughs with an eye

toward differentiated

instruction with feedback

provided to teachers

Incorporating extension

activities, tiered problem

solving, and MobyMax to

differentiate mathematics

instruction during Flex Block

Principal

Assistant Principal

Mathematics

Specialist

Differentiation

Specialist

Teachers

Ongoing

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Additional Focus Areas for the 2012 – 2015 NES School Improvement Plan

Focus Area:

School Climate and Social Emotional Well Being for the Improvement of Student Learning

Progress Report:

Continuation of Morning Meeting block established on Master Schedule K-6.

Monthly CARES assembly program established with a monthly focus on each aspect of CARES with guest presenters on the monthly topic—

included anti-bullying assembly

Implementation of NES School Rules

Continuation of Social Thinking curriculum

SLP and School Adjustment Counselor teaching Social Thinking curriculum lessons in the classroom

Student groups formed for small group sessions and practice implementing social pragmatics

District assessment schedule examined and revised to better match implementation of units of study

Reading Buddies across grade levels established on ad-hoc basis

Implemented the Monday Memo a weekly communication between administration and staff

Weekly addition of the NEWT and NES blog to the NES community

Focus Area:

Increasing Technology Integration into the classrooms and promoting 21st Century Thinking Skills for student success in a global

economy

Progress Report:

Newbury Elementary Technology Committee established

6 new Smart Boards donated from Governor’s Academy

Mini lab created with 20 computers

Continued collaboration between Library Media Specialist and Technology Specialist to developing curriculum

All Grade 1-6 classrooms now Smart Board equipped; All K-6 classrooms now have ceiling mounted projection capacity

One early release professional development day led by teachers dedicated to technology-based professional development-included Smart

Board Notebook Movies, iPads, Top 10 Technology Resources for teachers, Common Core Math Resources, Podcast and Web Design and

Introduction to MobyMax.com

Piloting the following technology options to support Flex Block: Xtramath, Reflex Math, IXL.com and Moby Max

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92.5

93.1

93.8

94.4

95.0

95.6

96.3

91.8

92.5

93.2

93.8

94.5

95.2

95.9

89.0

90.0

91.0

92.0

93.0

94.0

95.0

96.0

97.0

2011 2012 2013 2014 2015 2016 2017

ELA

Math

NES Aggregate CPI- Halving Proficiency Gap Targets

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91.8 92.5

93.2 93.8

94.5 95.2

95.9

76.8

78.7

80.6

82.5

84.4

86.3

88.2

84.2

85.5

86.8

88.2

89.5

90.8

92.1

70.0

80.0

90.0

100.0

2011 2012 2013 2014 2015 2016 2017

Math Projected

SPED Math

Low Inc Math

NES-Mathematics Aggregate and Subgroups CPI

Halving Proficiency Gap Targets

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92.5 93.1

93.8 94.4

95.0 95.6

96.3

75.0

77.1

79.2

81.2

83.3

85.4

87.5 86.8

87.9

89.0

90.1

91.2

92.3

93.4

70.0

80.0

90.0

100.0

2011 2012 2013 2014 2015 2016 2017

ELA Projected

SPED ELA

Low Inc ELA

NES-ELA CPI Aggregate and Subgroups

Halving Proficiency Gaps

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92.5

93.1

93.8

94.4

95.0

95.6

96.3

91.8

92.5

93.2

93.8

94.5

95.2

95.9

85.0

87.0

89.0

91.0

93.0

95.0

97.0

2011 2012 2013 2014 2015 2016 2017

ELA Projected

Math Projected

NES Actual 2013 Aggregate CPI vs. Targets

Mathematics Actual CPI 2013 90.0

ELA Actual CPI 2013 91.2

ELA Actual CPI 2012 90.4

Mathematics Actual CPI 2012 88.9

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Grade and Subject MCAS 2013 CPI SGP

GRADE 03 - READING 91.6 N/A

GRADE 03 - MATHEMATICS 94.7 N/A

GRADE 04 - ENGLISH LANGUAGE ARTS 85.8 62.0

GRADE 04 - MATHEMATICS 86.6 58.0

GRADE 05 - ENGLISH LANGUAGE ARTS 89.7 52.0

GRADE 05 - MATHEMATICS 88.3 45.5

GRADE 05 - SCIENCE AND TECH/ENG 88.9 N/A

GRADE 06 - ENGLISH LANGUAGE ARTS 97.2 83.0

GRADE 06 - MATHEMATICS 90.2 51.0

ALL GRADES - ENGLISH LANGUAGE ARTS 91.2 63.0

ALL GRADES - MATHEMATICS 90.0 50.0

ALL GRADES - SCIENCE AND TECH/ENG 88.9 N/A

Target SGP > or = 55

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2013 Accountability Data - Newbury Elementary

Organization Information

District: Triton (07730000) School type: Elementary School

School: Newbury Elementary (07730020) Grades served: PK, K, 01, 02, 03, 04, 05,06

Region: Northeast Title I status: Non-Title I School (NT)

Accountability Information

About the Data

Accountability and Assistance Level

Level 2 Not meeting gap narrowing goals

This school's overall performance relative to other schools in same grade span (School percentiles: 1-99)

All students: 83

Lowest performing Highest performing

This school’s progress toward narrowing proficiency gaps (Cumulative Progress and Performance Index: 1-100)

Student Group

On Target = 75 or higher -

Less progress More progress

All students 77 Met Target

High needs 47 Did Not Meet Target

Low income -

ELL and Former ELL -

Students w/disabilities 38 Did Not Meet Target

White 78 Met Target

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Mathematics Common Assessment Data

Average Percentiles for 2012-2013

Grade Level 2012-2013 (CA1) 2012-2013 (CA2) 2012-2013(CA3)

2013-2014 (CA1)

MCAS 2012-2013 (raw score

Percent Correct)

K

1 93 94 95

95

2 82 85 88

82

3 73 85 82

79 82

4 74 82 82

75 72

5 79 81 76

71 73

6 83 87 76

81 71

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Professional Development Plan Annex

The NES Leadership and Professional Development Committee, has identified professional development priorities to support

progress towards attainment of these goals.

Ongoing training and support from teacher-coaches with Fundations, Keys to Literacy, and the reintroduction of 6+1 Writing Traits and the Lucy Calkins’ approach to balanced literacy will sustain improvement of students’ literacy skills. The data coaches will continue use of the data driven dialogue to analyze common assessment results to identify areas for providing enrichment or intervention support through our Response to Intervention (RTI) model. NES seeks to sustain a focus on differentiated instruction practices as a means to meeting the needs of all students with support from the District’s differentiation specialist residency, lesson study, and book groups. Ongoing training through in-house expertise with our increasing access to technology, like Smart Boards, document cameras, Chromebooks, iPads, NOOK Tablets, and the iPod Touch, will support our effective integration of these interactive instructional tools to enrich teaching and learning.

Professional Development Priorities:

6+1 Writing Traits/Lucy Calkins Hybrid Literacy Model

Coaching for Fundations

Coaching for Keys to Literacy

Ongoing Data Driven Instruction and Data Meetings

Technology Device and Software Training (Smart Boards, Chromebooks, IPADs, document cameras, Microsoft Office Suite)

Social Thinking Skills

RTI

Differentiated Instruction