school improvement plan—2017-2021 thomasvnash,jr

Strong Schools Sd Strong Community

School Improvement Plan — 2017-2021

Thomas V Nash,Jr. Primary School

Educational excellencefor every Weymouth Student: Students graduate from Weymouth Public Schools with the academic knowledge, social and

emotional skills, and growth mindsets necessary to succeed in college and career and are prepared to tackle and solve the most important problemsin

our local and global community.

IF we increase collaborative problem solving among all educators; used data as part of an aligned system of curriculum,accountability and inquiry;

and engage parents and community membersas partners,

THENwewill elevate instructional practices, better personalize instruction, increase support to students, and produce learners that meet high

standards and are prepared to succeedin college andcareer.

PROFESSIONAL LEARNING FOCUSED EFFECTIVE USE OF DATA: PARENT AND COMMUNITY ENGAGEMENT:

ON THE INSTRUCTIONAL CORE: Implement aligned system of curriculum, Engage and partner with parents and community

Provide professional learning and accountability and inquiry that uses multiple members in supporting excellence in academic

opportunities for collaboration that improve sourcesofdata. skills, knowledge and mindsets.

educator practice by focusing on the

instructional core. The Weymouth Public Schools create a supportive learning community thatresults in high achieving lifelong learners who actively contribute to

society.

School Improvement Plan — ThomasV. Nash,Jr. Primary School

| | |

ARA

Progress Toward Improvement Targets

Massachusetts sets annual improvement targets for every district and school. Targets are set for achievement, growth, English learner

progress, chronic absenteeism, high school completion, and advanced coursework completion. Districts and schools with a target

percentage of 75% or higher are considered to be meeting targets.

Our school is meeting or exceeding targets for most accountability measures. 88%

Accountability Percentile

Accountability percentiles (1-99) indicate how a schoolis performing overall compared to other schools that administer similar MCAS

tests. They are calculated by combining information related to achievement, growth, English learner progress, chronic absenteeism,

high school completion, and advanced coursework completion. Schools with higher percentiles are generally higher performing, and

schools with lower percentiles are generally lower performing.

Overall, our school performsbetter than 59% of elementary and middle schools statewide. 60%

The Weymouth Public Schools create a supportive learning community that results in high achieving lifelong learners whoactively contribute tosociety.

School Improvement Plan — ThomasV. Nash, Jr. Primary School

Overall Classification

Massachusetts uses information related to progress toward improvementtargets, accountability percentiles, graduation rates, and MCAS

participation rates to determine eachdistrict and school's overall classification. Most districts and schools are placed into two categories:those that require assistance or intervention from the state, and those that do not require assistance orintervention. Districts and schools

that are new or very small are classified as having "insufficient data."

Overall Classification

Massachusetts uses information related to progress toward improvement targets, accountability percentiles, graduation rates, and MCAS

participation rates to determine eachdistrict and school's overall classification. Most districts and schools are placed into two categories:those that require assistance or intervention from the state, and those that do not require assistance orintervention. Districts and schools

that are new or very small are classified as having “insufficient data.”

Meeting Targets

The Weymouth Public Schools create a supportive learning community thatresults in high achieving lifelong learners who actively contribute tosociety.


English language arts achievement - Next-Generation MCAS average composite scaled score - Non-high school

BraàAll Students | 502.1 o 507.3 A 503.6 92 4 Exceeded Target

Lowest Performing 48424925 83 4807 224 ExceededTargetHighneeds 4904 | 498.7 83 4922 36 4 Exceeded TargetEcon. Disadvantaged o ‚491.8 507.89. 493.1 25 4 Exceeded Target :

‘EL and Former EL - - = - a. - L‘Students w/disabilities - | - : = l - 19 - : -

‘Amer. Ind. or AlaskaNat. =. . - | -. - | E | a

Asian | - egAfr. Amer./Black a u - tn - 4: - il =

4 ;

5

Hispanic/Latino o - 7 - A : o -

Multi-race, Non-Hisp./Lat.000007nr nn

Nat. Haw. or Pacif.IL“White o 50373 5087 _ 54 00

o Exceeded Target o

The Weymouth Public Schools create a supportive learning community that results in high achievinglifelong learners who actively contribute tosociety.


English language arts growth - Non-high schoolAbouttheData

GoaMean sch D CEAÏ Students | 50.6 50.0 52 Met Target

Lowest Performing nn el . ABS, 50-0 _ 22 Below Target BRHigh needs o 53.1 50.0. 22. Met Target

Econ. Disadvantaged _ | o - \ - 15 - -

EL and Former EL | | | Le | - 1 - / | -

Students w/disabilities o o u o BALT 2‚Amer. Ind.orAlaskaNat. | D a nr dan ne . ae AT . no Tun. nn

Afr.Amer./Black 7 o LT a nn Bs IHispanie/Latino nu os a a nnMulti-race, Non-Hisp./lat.aNat. Haw.or Pacif. Isl. usu an sua a ca 7 lo. 7

White asosTarget

La

The Weymouth Public Schools create a supportive learning community that results in high achieving lifelong learners whoactively contribute to

society.

About the Data

‚All Students o

Lowest Performing

High needs

Econ. Disadvantaged

EL and Former EL

meae494.5 | 498.4

Students w/disabilities | . o

‘Amer.Ind. orAlaska Nat.

AsianAf ‘AmenBlack— _ o 0— nun

Hispanic/Latino __

Multi-race, Non-Hisp./Lat.

Nat. Haw.orPacif. Isl.

White

477-4 483.7

4833... 485-74849 488.4

496-9 _ 500.9

2018 Achievement

Mathematics achievement - Next-Generation MCAS average composite scaled score - Non-high school

39 _ Exceeded Target

6.3

243.2

496.0

480.4

„484.9485.9

498.6

92 :

:2236


4

4

4

4

Exceeded Target

Exceeded Target

_Exceeded Target

Exceeded Target

The Weymouth Public Schools create a supportive learning community that results in high achieving lifelong learners who actively contribute tosociety.


Mathematics growth - Non-high schoolAbouttheData

DLumiaeAll Students | 2 55-5 50.0 52 _Met Target

LowestPerforming a ae canneAO 22 Met TargetHigh needs | 49.5 : 50.0 22 | _ Below Target

Econ. Disadvantaged _ | - - mb - -

EL and Former EL | os : or 1 | - -

Students w/disabilities un 7A =Amer. Ind. or Alaska Nat. REAsian nn u =. 3.Afr. Amer./Black o a nn - .L8 nnHispanic/Latino nn ane ae BAMulti-race, Non-Hisp./Lat. o o nnNat. Haw.or Pacif.Is. o - - oo

Whitea8008

3

32

3MetTarget

The ThomasV. Nash’s goal is to enhance technology and prometheanskills and use of board for ourstaff, including aptitude with Googledrive, chromebook devices in the classrooms. All of our classroomswill incorporate opportunities for students to engage in AccountableTalk practices. During our school-based teacher rounds, wewill utilize the District-wide problem of practice: “How are teachers providing



students with opportunities to engage in higher level classroom talk resulting in students referencing content, information and standards?Whatinstructional strategies are being utilized to provide rigorous learning opportunities in our classrooms? What strategies need to beintroduced or enhanced to increase the amount ofrigoras it relates to student learning?”

Ourstaff will practice data-driven instruction in literacy, SRSD, and math, addressing the literacy needs of our early readers through theuse of Lexia Care 5, ECRI, and utilizing domain-specific math instruction, as needed.

Wewill expand our growthin social aptitude for our students through the adoption of PBIS. This process will be adopted over a fourto fiveyear span andwill be led by a team of staff members.

PBIS

PeacebuildersAccountable Talk

UDL

Growth Mindset

Reading StreetEnvisions



Name Position Signature

Lori Gover Principal EZ Af€ = ge

Sara Canova sarabowler78 . Parent

781-718-1447 Jonah Cre

Christina Muir christi i | Parent (WadaÀ.Fait

Educator 2 | Grecs Ondi s—

Jean McClean Community Member ER PPIB7 =

The Weymouth Public Schools create a supportive learning community thatresults in high achieving lifelong learners whoactively contribute to

society.


Name Position Signature

Lori Gover Principal LACS

Parent

781-718-1447 Dos Len

Parent

Educator

Late22LuddyMae, Unoeis—

Jean McClean Community Memberean 77 er 7



In five years, we will continue to see up-to-date technology based classrooms, completed curriculum pacing guidesacrossall content

areas, social and emotional programming acrossall grade levels. Our grounds will consist of a designated play area, with playground equipment for

our school and local community to interact with their peers and build positive relationships.

Thevision of our building is for our current gym/cafeteria to be enhanced with muralon the wall to create a more welcoming space.

Specialist classes would include but not limited to the arts (to include drama), Health/Wellness, science specialists, and information literacy. Full day

kindergarten across the district will enhance our opportunities for consistent programmingas the students matriculate through the grades beginning

with kindergarten. After school enrichment program opportunities will continue to be available for all students as we aim to bring in a wide variety of

opportunities. We will continue to refine our data collection process and enhancethe rigor of our instruction with delivery of the common core. We

hope to see our students engaged, well-adjusted, and eager to learn while recognizing what is developmentally appropriate for our students socially,

emotionally, and academically.



How do weget there?

Wewill continue digging deeper into our curriculum maps as we collaborate with our STEM and Humanities directors, math and

literacy coaches, SEL directors and grade level colleagues across the district. Through utilizing vetted materials and multi-modal experiences for our

students, we will make gains through our emphasisonrigor using the standard based rubric. Lexia, iReady, and our online Pearson online access

supplement opportunities for activities, lessons, and various interactive ways to check understandingofthe current curriculum both in school and at

home. We will further define our needs to sustain a successful MTSS program in both reading and math with lower teacherto student ratio to include

math and reading coaches and other trained staff. Teacher led instructional roundswill allow for more staff collaboration around best strategies and

teaching practices.

Through continued use of our PBIS model, we will have moved to all parts ofthe building with a cohesive understanding around the

various expectations andtiers ofbehavior. Collaboratively, with Parent Council and our staff, we would like to embrace our Open House evening to

allow for an informative evening where teachers can review curriculum, classroom expectations, and an overview ofthe year with families. Through

the lens of Health and Wellness, we wouldlike to engage our students in various opportunities to make gains socially, emotionally, and emphasize

the importance ofhealth and wellness through a variety of activities such as Parent Council Enrichment, BOKS,interactions with our Adjustment

counselor, enrichmentactivities (3 sessions per year), and other cultural arts programming.


School Improvement Plan — Thomas V. Nash, Jr. Primary School

Nash School Council met to develop our schoolvision. We used the Back to the Future Protocol and envisioned our school five years from now.

Membersenvisioned improved and increased access anduse of technology in the K-4 classroomsfor teachers and for individual students. The group

has seen an increase in parent attendance and community involvement with school wide events and would see increased involvement with Parent

Council and volunteerism, Communication between home and school would continue to include teacher and parent conferences, as well as ways to

maintain communicationutilizing our student data system and other technology. Council members also discussed that their vision would include

increased technology and opportunities for students to engage in enrichment opportunities in all core subjects during the school day as well as

academic support being in place to meet the needs of our struggling students in academic areas.



The improvement of Literacy Performanceforall students through a deeper understanding of the MA Frameworks, more effective dataanalysis and increased collaborative practice amongst teachersas it relates to teaching and learning.

DIBELS

i-Ready

Curriculum Based

Assessments

MCAS

Lexia

CORES

Resource guide to the

2017 Mass. Curr.

Frameworkfor Student

with Disabilities

As a result of the 5 WHYs process, the root cause Are students at Nash given the opportunity to demonstratedeterminedforthis priority was the continued reading aptitude in a variety of ways? Do the students atanalysis of data, based on commonassessments, Thomas. V. Nash have the opportunity to engagein Tieredto improve classroom instruction andindividual reading instruction? Is the entire staff of the Nash Schoolstudent performance. working collaboratively at grade levels to incorporate data

when makingliteracy instruction decisions?



If teachers have a common understanding of student data as well as time for collaboration then students’ instructional needs will be met throughmore meaningful conversations among teachers.

OBJECTIVE / GOAL:To develop and maintain student-centered literacy instruction by:

e Providing support and professional development for educators regarding effective practices and data use+. Workingto fortify educator understanding of individual student learning needse Improving individual student performancein literacy as measured by DIBELS,i-Ready, Lexia Core 5, standardized tests, curriculum based

measures, progress reports and report cards

District

Lever

1,2,3

Students in grades

K-4 will continue

MTSS,to include

crossover grades

wherenecessary,and make growthbased on their

individual levels.

ProposedInstructional

Change

Data will be used

to place students

in instructional

groups -crossing over bygrades ifnecessaryTeacher will

Scheduled intervals toprogress monitor

students usingDIBELS and reflecton

current interventions

being taught. Agendas,staff surveys,academic growth

Responsible

Person

Staff - Data

Coaches, Lit

coach Principal

Teachers

9/1/17



District wide PD on

developing teacherownershipof theStandards for

Literacy Practice,

which should be

transferred to

students for their

own use and

understanding

workcollaboratively

with colleaguesto improve

standardsforliteracy practice

Each grade level meets

during 1 PLC permonth to review data

in order to be

reflective of our

teaching practices to

best meet the needs of

all students. Teachers

will continue to

participate in weekly

grade level PLC

meetings with focus on

standards, student

work, interventions,

and best practices One PLC's per

month to analyze

data and create

weekly action

plans based upon

theresults,

Teachers will

intensely analyze

data and student

work, Minutes and

actions steps

recorded to ensurefollow through ofadjustmentto

student needs. PLC

meeting agenda,

meeting minutes

and action plans Teachers,staff,

Lit Coach, Data

Coach, Admin

Principal,

Teachers, MTSS 10/1/17

society.



instructional

strategies.

Communication to our

Nash community

regarding curriculum and

instruction / strategies

utilized with in the

classroom.Students ingrades K-4 will participatein a “walk to read” and“walk to compute” modelutilizing block scheduling

Students will be

groupedaccording to

assessments for

targeting

instruction at

their

instructional

level,

Completion of

presentation / survey

for families to give

feedback on their

experience / benefits

of this information.Assessment resultsand progressmonitoring

Admin,Lit

Coach, Data

Coach, Content

area reps

Principal andTeachers

11/1/17

Collaborate by grade

levels to analyze third

and fourth grade MCAS

open responsequestions and identify

areas forimprovement.

Review data /

create action steps

during PLC time -

how are our SRSDstrategies bridged

to respond to open

response on MCAS

Grade level open

response common

assessments with a

commonrubric to

analyze.

Principal,

teachers, Lit

Coach

1/2018

1,2 Educational leaders toinclude administrators,

Curriculum Leaders, andteachers; engage inpractices of an effective,

classroom-oriented Participate in

district-wide /

school based

Instructional

Rounds based on

problems of Feedback / action

steps as a result of theInstructional Rounds.Follow up withimplementation of

action steps. Administration,

Curriculum

Directors,

coaches,

Principal, staff 10/15/2017



approachto observing,

analyzing and improving

teaching and learning.

practice in

Literacy.

1,2

Students will take part in

MCASsample writing

promptsin the three areas

of Research, Literary

Analysis, and Narrative. Implement samplewriting prompts to

include SRSDstrategies.

Collect data from Humanities

rubrics, common Director, Literacy 11/2017assessments across Coach, Teachers,grade level / district Admin

The improvement of Math Performancefor all students through a deeper understanding of the Common Core standards / MA frameworks,

more effective data analysis and increased collaborative practice amongst teachers as it relates to teaching and learning.


School Improvement Plan — ThomasV.

Nash,Jr. Primary School

i-ReadyMassachusetts

Curriculum FrameworksResource Guide to the

2011 Mass. Curr.

As a result of the 5 WHYs process, the root causedetermined forthis priority was the need for furtherdevelopmentand betterutilization of the MassachusettsCurriculum Frameworks and Mathematical Standards forPractice. In addition, there is a need to better analyze data

How can wecreate a culture that regularly uses a variety ofdata points to inform instruction through careful analysis ofstudent feedback on performance tasks? What supportsand common meeting times are we using to allow for an

from common assessments to improve classroominstruction, ultimately enhancing individual and schoolwide student performance.

effective, collaborative approachto this important workincluding the development of Massachusetts Frameworksexpertise?

Frameworks forStudents with

Disabilities MCAS If the Nash schoolprovides support for educators to effectively use data and the standards for mathematical practice as well as theappropriate use of the core program and supplemental materials, to create a student centered learning environment, collaborativelybuild educator understanding of individual student learning needs, and awarenessof grade level and building level performancetrends, then wewill see improved individual student performance in mathematics. Objective / Goal: To develop highly productive, student-centered instruction in mathematics through use of:

*Data driven learning environment where instruction is targeted based on carefully analyzed student data

*Curriculum developed on the sole basis of the Massachusetts Curriculum Framework for Mathematics and The MassachusettsCurriculum Frameworks for Students with Disabilities

* Pedagogy that demonstrates student centered learning with consistent use of the standards for mathematical practice in collaboration

with developed accountable talk practices



District Proposed R bl

Lever Instructional co e

123 Change erson

Students in grades

K-4 will utilize a Data will be used Common Teachers/guided math to place students assessment usage : 11/15/17

1,2 oe . Paraprofessionals, Papproach to meet the in instructional at scheduled :ease : Math Coach, Adminindividual needs of groups. intervals

students.

Analyze data, to

create

instructional Grade LevelUtilize i-READY

12 eekcheat groups, and i-READYonline Teachers led by 2/1/2018 p

7 implement best assessment Data Coach, mathgrowth throughout . .

the year. interventions to coach

. meetthe needs of

each student.

. Grade-wide open .Collaborate by grade Discuss response Admin,teachers, 1/15/2018

1,2,3, levels to analyze math implementation of anwith math coach, data PMCAS open response strategies to .

a common rubric coach



questions and identifyareas for improvement.

enhance

responses

to track growth

over the year.

1,2

Educational leaders toinclude administrators,Curriculum Leaders, and

teachers; engage in

practicesof an effective,classroom-orientedapproachto observing,analyzing andimproving teaching andlearning,

Participate in

district-wide /school based

Instructional

Rounds based on

problemsof

practice in math.

Feedback / actionsteps as a result of

the InstructionalRounds. Follow upwith implementationof action steps.

Administration,

STEM Director,

math coaches,

Principal, staff

10/15/2017

1,2

Students will take part inMCASsampletest items

for math.

Accessfor

students to

practice MCAS

formatted test

items both online

and paper-based

Implementation ofthesetest items on

weekly assessments

Grades 3/4

teachers, STEM

director, math

coaches, admin

1/10/18

1,2Guided math approach to

meet the individual math

needs of our students

Daily, students willhave a math block toenhance knowledge

of grade levelconcepts,

Envisions mathassessments,

observation,

computer-basedassessments,

STEMdirector,

math coaches,

Gradelevel

teachers/staff

9/25/17

1,2 Walk to compute

approach to meet the

individual math needs ofour students K-4 Students will have a

math block at least 2times perweek Envisions math

assessments,observation, Gradelevel

teachers/staff 1/25/17

The Weymouth Public Schools create a supportive learning community thatresults in high achieving lifelong learners who actively contribute to

society.


outside of the math computer-basedblock to enhance assessments,

knowledge ofgradelevel concepts.

To improve and sustain communication and engagement between the Nash School,staff, families, and communi

Student AttendanceFrequency/ history of:

e Virtual BackpackEnrollment Data

e School Messenger

As a result of the 5 WHYsprocess, the root causedeterminedfor this challenge was the development of

Data Report scheduled outreach to families, community members

and organizations to improve the “wrap around”(home/school) educational experience for students.

Does the Nash School provide opportunitiesfor family and community engagement withan academic focus? Do the students andstaff have opportunities to make connectionswith the community?

e Parent Council Data

and Attendance

e Charitable endeavors

e Volunteer outreach

Enrichment opportunities



If we enhance communication between Nashstaff and the community, then wewill strengthen school/homerelationships and increase student

attendance, academic readiness and participation in enrichment opportunities.

OBJECTIVE /GOAL:To enhance and sustain communication between the Nash School staff and the community in orderto strengthenschool/homerelationships, increase student attendance, academic excellence, and participation in enrichment opportunities.

District Proposed .

Lever Instructional Responsible

1,2,3 Change

Consistent

Create a monthly communication,

newsletter or calendar to keeping families in

share updates with the know. Dualfamilies. Create a Twitter language

account notification as

needed

Monthly Principal

newsletters created Teachers,lit 10/1/17/ feedback from coaches, math

parents coaches The Weymouth Public Schools create a supportive learning community that results in high achieving lifelong learners whoactively contribute to

society.


Incorporate TD Bank Collaborate with

math / economics personnel of TD Test scores around STEMdirector,

1,2,3 program into all grades Bank to enhance the foundational math coaches, 11/2017 Pto enhancereal-life, real world learning .

math of banking. teacherscommoncore learning opportunities for

opportunities. students.

Incorporate

information

available in monthly

newsletters and

updates with ParentCouncil.

Attendance andengagementof

parents in various

opportunities

offered.

Engage the Nash3 community in various

learning opportunities

Parent Council, 1/2018

principal, staff

Parent Council /

Opportunity for students pesto Enrichment Student / parent Principal /5 : rogram with a variety ;1,3 to participate in after ofofferings to target the feedback community 10/2/17 P

school enrichment. interests of our students. members and

staff

Field Trips / In school

presentations to enhance Bringin opportunities / Parent Council, Parent Council,3 the learning experiences field trip to enhance Lit/math coaches, Lit/math coaches, 10/1/17 P£ exp . educational learning

for our students linked to experiences staff feedback staff

their curriculum



Increase awareness, response and resources for social, emotional and behavioral needs of all Nash School students.

Counseling referralsSIT referrals

X2 / SWIS (PBIS)dataIndividual student datafor behavior plan

monitoring

As a result of the 5 WHYsprocess, the root cause

determinedforthis priority was the needfor furtherdevelopment of programs to address social, emotional& behavioral needs of our students. We need toengagein consistent practices, including the collectionand analysis of data in order to optimize the safety ofour school community.

Does the Nash School monitor social, emotional andbehavioral needs and provide opportunities forfamily and community engagementwith anacademic focus? Do the students have opportunitiesto interact with adults in positive ways to reinforcetheir social/emotional and behavioralskills?


society.


If schools provide environments that a warm, welcoming,and sensitive to students’ social/emotional/physical needs, ALL students will have thenecessary supports to grow and to thrive academically as weil as developmentally.

OBJECTIVE /GOAL:To better meet the emotional and behavioral needs of our students to enable them to achieve at their highest levelsby providing supportive programsandpractices that focus on building positive school culture and providing support to educatorsinunderstanding the impact of trauma on students’ learning.

District Proposed

Lever Instructional1,2,3 Change

Responsible

Person

Rules, routines and

school-wide

expectations willNash School PBIS Team : tee .train staffin the result in positive Student behavior

2 implementation of PBIS school climate and data from X2/SWIS,

due decrease in Survey of Staffthroughout our building. .

negative schoolbehavioralissues.

Administration,

PBIS Team, staff9/1/17 P



1,3

Nash School will

collaborate with Parent

Volunteers to provide

the Build Our Kids

Success (BOKS) program

to all students.

Studentswillactively participate

in the BOKS

program to increasetheir activity levelto optimizetheir

learning.

Group Rosters

Attendance

StaffParent Volunteers

BOKSTrainers

9/17 P

1,2,3

Nash Schoolwillcontinue to refine our

SIT processto identify

and provide appropriate

supports for students

with social/emotional

needs.

Refinementof our

process, implement

behavior rounds

Survey teachers,

SIT notes /

behaviorintervention data

SIT, Adjustment

Counselor, special

ed teacher,

general education

teacher, principal

10/1/17 P

Adjustment Counselor

will provide individual

and small group support

to students in need ofsupport in social skills,self-regulation, problem

solving and emotional

expression using

programs such as Zonesof Regulation,

Students will

understand and

utilize the

strategies neededin interpreting

social and

emotional cues and

respond

appropriately.

Student successwill be increased.

Student

performance and

observations ofteacher and support

staff Adjustmentcounselors,

School Psych,Principal 9115/17 P



Superflex, ListeningLarry, Social Thinking.

School LeadershipRules, routines and

school-wide Completion of

PBIScohort

All staff

Team will participate in expectations will monthly themes,

whole schooltraining and

implementation of PBIS

(Positive Behavioral

Interventions and

result in positive

school climate and

decrease in

negative school

assemblies, action District SEL

plan items timeline departmentcompletion

5/20 P

Supports). behavioral isues.

District Proposed

Lever Instructional1,2,3 Change

Responsible

Person

1,3 Will continue to

engage students learning

in Zones of environmentin

Regulation, PBIS classroom and

and school-wide

Build positive Completion of Whole School 9119 Pmonthly themes,

fewerreferrals



Peacebuilders’

curriculum to

foster a safe,

non-violent

learning

environment

13 Will continue to

engage students

inROAR

assemblies and

activities that

premote kindnessto others

Build positive

learning

environmentin

classroom and

school-wide

Completion of Whole School

monthly themes

9/19

Staff will

participate in

professional

development to

better

understand the

effects of trauma

on students”

learning Staff will become

more aware and

sensitive to

meeting the

emotional needs

of student Professional

Development

SEL Directors

Adjustment

Counselors

Principal 9/19



Will continue te

provide a process

to identify and

provide

appropriate

supports for

students with

social/emotional

needs through

social/emotional

action teams

Teams meet and

debrief regularly

to look at

procedures,

attendance

behavioralissues,

Social Emotional

Rounds, and

interventions as

they relate to

individual

students progress

and school

culture

SIT meetings

SIT team,

Nurse

PrincipalAdjustmentCounselor

School

Psychologist

9/19

society.


Chronic absences werecutin half from 7.9% to 3.9%

11/7/19 Moved awayfrom robo calls and are now making personalcalls from the school nurse

Strengths appear in both grades 3 & 4 for math computation where 3rd gradeis also above

state average points

11/7/19 coaches and | are working with teachers during PLC’s to look closely at Tier 1 & 2

groups and group work monthly checks regarding data collection is guiding the WTR/C groups

Strengths appear in both grades 3 & 4 for reading where 3rd gradeis also above state

averagepoints

11/7/19 coaches and | are working with teachers during PLC’s to look closely at Tier 1 & 2

groups and group work monthly checks regarding data collection is guiding the WTR/C groups

Areas we need improvement in math is with understanding context of a word problems

for both 3rd and 4th andin readingitis in the area of interpretation for purpose and

meaning

We are going to create Math vocabulary walls similar to Pingree and collecting DIBELS data

similar to Talbot

11/7/19 We have created data walls for both math and ELA for tracking student growth

Weare goingto align ourselves through the Districts Strategic Lever2 initiative 1 Ensuring

rigours curriculum providing clear and consistent student learning and enhancingintegration of

evaluation through data systems

In order to build collaboration and feedback in the building we are going to combine PLC

such as K, 1 8 2 will meet and on a separate date grades 3 8 4 will meet coacheswill also

meet with the teamsto discuss data and growth in learning and look atrigor in teaching. | know

that my data coaches are excited to be in the classrooms more and to join PLC,so this is an

area we are going to build upon for a greater understanding around collaboration.

11/7/19 We have vertical aligned PLC where grade levels and itinerants are working and

planning together

| have already created monthly data meetings with the coachesto look at assessments and

discuss how they are coaching educatorsin the building

11/7/19 Coaches and | meet weekly to discuss and review what we are seeing in classrooms

and how we can continue to support tier group instruction and also planning PLC with specific

intention

During discussions last month with my math andliteracy coaches they would like to look at

our Language Based students andlook at the data for how they could remain in the classroom

and haveless pull out. This will require us to coach the educators about the importance of

inclusion andits benefits.

11/7/19 We started collecting student data with regards to level of independencein classrooms

Ourlife skills has increased to two classroomsthis year, so wewill improve upon this year

main-streaming ourLife Skills kiddos into classrooms for social studies and science and

depending on each student wewill consider ELA and Math. Currently, students are only

attending lunch and recess with their grade levels

11/7/19 Our LS students are sitting with grade level peers for lunch and have demonstrated

successful times at specials. Closing watching their abilities during science and social studies.

We have found that the GE classroom teachers need and wouldlike more training about

inclusion and how to modify work

SEL

Based on conversationswith staff in the building PBIS has not beeneffectively used for two

years. Ourgoalis to start PBIS and continue with fidelity. A newly formed team has been

created this year to begin this process and Dennis will be coaching our school

In speaking with educators in the building they were missing whole-school beginning of day

school assembly, so we are bringing this back two days a weekatthe start of the day andthisis

where wewill also develop, discuss and implementour PBIS strategy

11/7/19 We have a PBIS team and monthly items that we are working on as well as PBIS 14 day

assemblies

Family Engagement

At this time we are weakin this area | am going to propose at least one fall family engagement

and one spring family engagement and have the educators in the building choose the

engagementand then partner together to implement

Literacy night

Math night

Science event

International Night

school improvement plan—2017-2021 thomasvnash,jr

Documents