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WAKEFIELD ELEMENTARY SCHOOL
SCHOOL IMPROVEMENT PLAN 2009-2010
Michelle Burg Little, Principal
‘We must become the change we wish to see in the world”
Gandhi
The South Kingstown School Department is Charting a Course from where we are now to where we want to be. This course is outlined in the new Strategic Plan 2010-2015 and is available on the district website at www.skschools.net Our School Improvement Plan will continue to be tailored over time to reflect our district’s strategic course to excellence. In the new South Kingstown Strategic Plan,
there are SEVEN PRIORITY AREAS As defined by RIDE (Rhode Island Department of Education and the BEP (Basic Education Plan).
These are:
1. Lead the Focus on Learning and Achievement
2. Recruit, Support and Retain Highly Effective Staff
3. Guide the Implementation of Curriculum, Instruction, and Assessment
4. Use Information for Planning and Accountability
5. Engage Families and the Community
6. Foster Safe and Supportive Environment for Students and Staff
7. Ensure Equity and Adequacy of Fiscal and Human Resources
SOUTH KINGSTOWN SCHOOL DEPARTMENT
MISSION STATEMENT
The mission of the South Kingstown School Department in partnership with families and the entire educational community, is to educate and engage ALL of our students in the knowledge and skills necessary to ensure readiness and success in college and career.
WAKEFIELD ELEMENTARY SCHOOL
MISSION STATEMENT
Staff, students, parents and the community will work together and communicate to provide a positive, safe, caring environment for all to learn and grow. We believe our commitment to education is better met through shared goals, participatory decision making and a strong sense of trust which will positively influence students’ educational outcomes.
WAKEFIELD ELEMENTARY SCHOOL
GOALS 2010-2011
- All students, staff and parents will use Clear Expectations and the Recognition of Accomplishment to build a Peaceful Community at Wakefield School through the use of School-Wide Positive Behavior Interventions and Supports. A menu of interventions will support Universal Expectations.
- All students and staff will deepen Academic Rigor through integration across content areas with a focus on science.
- Our Professional Learning Community will effectively communicate through the implementation of common Literacy Blocks/ Individualization Blocks/Grade Level Data Teams to support data-driven decision making to tailor instructional practices to meet the individual needs of our children. Teachers will collaborate to deliver research-based Best Practices within a differentiated core curriculum as well as through targeted interventions to help all children meet or exceed standards.
SOUTH KINGSTOWN SCHOOL DEPARTMENT
STATEMENT OF BELIEFS
We Believe that:
*All Children Can Learn:
- When every student has highly effective teachers and schools have highly effective leaders
- When they are ensured a safe and personalized learning environment
- When we provide multiple pathways for them to access and demonstrate their learning
- When families partner with educators
*South Kingstown Schools Will be Great:
- When all members of the educational community take responsibility for their own learning
- When every decision is made with oral courage and integrity
- When there are high expectations for all students
- When all students are actively engaged in their own learning
*All Resources Will Support Student Learning:
- When they are aligned to the district strategic plan
- When financing is adequate, effective, and equitable to maximize both student and educator growth
- When relevant, timely, and practical data systems drive continuous improvement
The following plan is provided in support of these missions and beliefs:
2010-2011 School Improvement Plan Action Plan for:
I. READING
Updated November 2010
Target: By the end of the 2010-2011 school year the number of students achieving proficiency on Reading NECAP test will increase by at least 3% from 81%. to 84%.
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Result Statement:. Students will improve comprehension of informational , narrative and literary text. Students will improve breadth of vocabulary knowledge. semantic and morphology skills. Students will
improve phonological and decoding skills
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Changes in student learning behavior: What will students do to reach the identified result? What new things will they do to learn? What things will they do more of? |
Changes in Instruction: What will teachers do to ensure students learn and develop learning behaviors identified in the first column?
(Be sure that the instructional practices you identify will address every student learning behavior) |
Monitoring progress with timelines and adjustments: How will we measure progress towards the changes in learning behavior and teaching that we want? How often will this occur? How will we keep the principal, parents and SIT involved and informed? |
Collaboration and Support: When will we use the information we get from monitoring to improve learning and teaching? When will we discuss the progress we are making?
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School and District Support Resources: What supports and resources will the school and district provide in order for us to achieve the results of this action plan?
(List the support and resources below and then use the attached template to finalize this column)
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Evaluating Results/ Reporting to Families and Community: How will the school know if the students reach the intended results? In light of what we have learned, what are our next steps? Reporting to Families and Community: How will you inform the school community? |
Students will:
- Analyze and interpret informational text, citing evidence as appropriate by making inferences about causes and effects
- Demonstrate Initial understanding of informational Texts (expository and practical texts) by using key information from the text to answer questions related to explicitly stated main/central ideas or details,
- Demonstrate initial understanding of elements of Literary Texts by identifying or describing character, setting, problem, solution, or major events as appropriate to text and initial understanding of and making basic inferences about a problem or solution
- Apply Word ID/decoding strategies to unlock meaning through knowledge of word structure, syllable types, patterns, base words, prefixes, suffixes
- Increase Fluency
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- Teach how to collect/organize facts and make inferences from multiple facts through the use of non-fiction (science) text, teaching the organization of the text, text features and explicit ways to find facts
- Teach elements of literary text; and paraphrasing/ summarizing plot, developing characterization, using text and key actions to support explanations through the use of Harcourt/Story Form/7 Keys.
- Teach and reinforce vocabulary development including morphology and multiple meanings of words, classification of sounds by spelling patterns and using context clues from multiple sentences, teaching syllable types and division rules
- Teach strategies and provide opportunities for Fluency practice and improvement
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- Use formal and informal assessments such as Lexia Quick Read, Core Phonics, Spelling tests, Project Read materials/assessments. as appropriate, AimsWeb benchmarking 3x per year, with strategic/progress monitoring as warranted
- Monitor data
- Look at Student Work and progress through the use of such as Harcourt Materials/ Wordly Wise/Greek and Latin Roots/Lexia/Read Naturally
Administrators will:
- Monitor subgroup performance on PLP’S
- Review Progress Monitoring of PLP’s/ AimsWeb
- Schedule Data Team Meetings for each grade level to review progress and adjust instruction as appropriate
- Conduct classroom observations
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- When we will collaborate:
- Weekly Common Planning Time Meetings
- Grade Level Data Team Meetings
- District Grade Level Meetings
- Faculty Meetings, SIT
- Professional Development
- Peer Observations
- Collaboration with special educators, reading specialist.
- RTI Meetings
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- The school will supply the following support and resources:
- Schedule Grade Level Data Team Meetings (about every 6 weeks), Data Days (about 2-3 per year)
- Develop improved protocol for RTI to help support struggling students and their teachers
The central office will supply the following support and resources:
- A Literacy Audit will be conducted during the 2010-2011 school year in an effort to understand current practices throughout the district and make suggestions to bring consistency of best practices to all classroom
- Materials as needed including purchase of non-fiction text
- AimsWeb support, Lexia
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- Evaluate subgroups:
- NECAP scores, PLP Data, AimsWeb, Review of formal and informal assessments
Reporting to Families and Community:
- Report Cards
- Report out night
- PTO communication
- Provide updates regarding action plan within newsletter
- Bulletin boards to reflect action plan at least one time per year (task, criteria chart, standards addressed)
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II. SUPPORTING THE WHOLE CHILD
Updated November 2010
Target: Improve appropriate behavior in all school settings as evidenced in SWIS school-wide data especially behaviors leading to bullying. Children in Tier 2 or Tier 3 who have been identified as needing social skills supports will score 3/5 on rubric. with 80% accuracy.
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Result Statement: All students and staff will clearly articulate and implement the behavioral expectations in all school settings. PBIS Target Team will efficiently and effectively match children who have not responded to School-Wide supports to resources more likely to produce successful outcomes and the Team will assess and measure those outcomes. WES will be a Bully-Free Zone.
Supports to supports more likely to reduce successful outcomes. supports
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Changes in student learning behavior: What will students do to reach the identified result? What new things will they do to learn? What things will they do more of? |
Changes in Instruction: What will teachers do to ensure students learn and develop learning behaviors identified in the first column?
(Be sure that the instructional practices you identify will address every student learning behavior) |
Monitoring progress with timelines and adjustments: How will we measure progress towards the changes in learning behavior and teaching that we want? How often will this occur? How will we keep the principal, parents and SIT involved and informed? |
Collaboration and Support: When will we use the information we get from monitoring to improve learning and teaching? When will we discuss the progress we are making?
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School and District Support Resources: What supports and resources will the school and district provide in order for us to achieve the results of this action plan?
(List the support and resources below and then use the attached template to finalize this column)
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Evaluating Results/ Reporting to Families and Community: How will the school know if the students reach the intended results? In light of what we have learned, what are our next steps?
Reporting to Families and Community: How will you inform the school community? |
Students will:
- Know and be able to articulate clearly-defined positive behavioral expectations:
Respect ourselves, others, and community
- Learn strategies to become socially effective problem-solvers using district-wide Second Step Program
- Demonstrate knowledge of lifelong health and fitness practices, All-School Jog-A-Thon program and recess choices
- Know and be able to identify a bullying behavior
- Learn strategies to deal with bullying such as”Stop, Walk Talk”
- Recognize and utilize Social Think language and concepts
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Teachers will:
- Teach student behavior expectations for all school settings (matrix) Act as role models to ensure positive behavior through the use of praise (six positives for every one negative), Follow procedures for all infractions, use positive (Hats Off) behavioral incentives to acknowledge appropriate behavior and motivate students
- Teach Second Step lessons which have been modeled by school social worker
- Teach/Re-teach positive recess choices and healthy lifestyle
- Reinfoce language of Social Think curriculum following small group instruction.
- Reinforce anti-bullying language in the class following small group instruction, role play and assembly
- Teach bullying strategies (SW staff/School Nurse Teacher)
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- Report positive behaviors and/or infractions to parents
- Meet with Targeted Team to discuss interventions and status updates for children on tiers 2 and 3. Identify needs through staff surveys and minor/major slips
- Acknowledge students who have earned “Walking Feet”
PBIS Team will:
- Track behavioral patterns using SWIS (School-wide Information System) data base
- Examine PBIS data each month to monitor progress of tier 2 and 3 interventions
- Track Hats Off data
- Monthly student assemblies will be held to re-teach behavioral expectations and celebrate successes
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- Monthly PBIS team meetings
- SIT meetings
- Bi-annual SET visits from Sherlock Center
Weekly Target Team Meetings on specific children Faculty Meetings,
- Assemblies will be forums for updating progress
Administrator will:
- Provide PBIS data for meetings regularly
Meet weekly as able with TAs. Share PBIS data and intervention strategies
- School Evaluation Tool (SET) visits (PBIS)
- Be a member of the PBIS team , attend training, share data.
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- The school will supply the following support and resources:
- PTO provides funds to support positive, behavior incentives & SWIS data program.
PTO sponsored events will incorporate health and wellness
- PTO to purchase walking program materials, “Walking Feet” for bracelets and necklaces
The central office will supply the following support and resources:
- Job-Embedded professional development credit for PBIS team to meet monthly and review data
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Evaluating Results:
- Analyze SWIS data to baseline data
- Analyze SET data fall/ spring
Reporting to Families and Community:
- Handbook
- PBIS matrix displayed throughout school setting
- PTO meetings
- Student recognition Hats Off, minor and major slips
Newsletters Report Out Night
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III. MATH
Updated November 2010
Target: By the end of the 2010-2011 school year, the number of students achieving proficiency on the math NECAP test will increase from 77% to 82%.
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Result Statement: Students will be able to show proficiency and understanding of Grade Level Focus Areas shown in the Appendix as determined by NECAP and Everyday Math Progress Checks.
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Changes in student learning behavior: What will students do to reach the identified result? What new things will they do to learn? What things will they do more of? |
Changes in Instruction: What will teachers do to ensure students learn and develop learning behaviors identified in the first column?
(Be sure that the instructional practices you identify will address every student learning behavior)
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Monitoring progress with timelines and adjustments: How will we measure progress towards the changes in learning behavior and teaching that we want? How often will this occur? How will we keep the principal, parents and SIT involved and informed? |
Collaboration and Support: When will we use the information we get from monitoring to improve learning and teaching? When will we discuss the progress we are making?
*This will change in 2011 to 6 Guided Practice and 2 Benchmark Pieces each quarter) |
School and District Support Resources: What supports and resources will the school and district provide in order for us to achieve the results of this action plan?
(List the support and resources below and then use the attached template to finalize this column)
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Evaluating Results/ Reporting to Families and Community: How will the school know if the students reach the intended results? In light of what we have learned, what are our next steps?
Reporting to Families and Community: How will you inform the school community?
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Students will: Core: -Practice the research- based strategies presented in Everyday Math lessons and activities
- - Practice taught problem solving strategies in teacher directed or cooperative groups, or for independent practice and complete teacher given problem solving tasks each week.
- Justify their solutions orally and in writing with quarterly benchmark tasks
- Have Clear Expectations for their work through the use of criteria sheets and Exemplar s rubrics
- Practice timed math facts (basic combination fluency)
Intervention: - Take 3 Aimsweb Benchmark probes per year, and strategic monitoring/progress monitoring if below target to practice computational fluency using monthly or weekly probes, depending upon need
-Will play AddVantage games for mathematics intervention
Extension…
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Teachers will: Core: Teachers will use research -based instructional strategies to teach Everyday Math four days/week and problem solving one day/week (or the equivalent ) using the workshop model - Teach students to work cooperatively and hold them accountable for their participation
- Teach and model various strategies for problem solving as identified by GLEs
- Consistently use Clear Expectations in Exemplars Rubric to score problem solving
- Provide instruction and practice in timed facts (basic combination fluency) using both Every Day Mathematics and AddVantage strategies Intervention:
- Beginning with September Quick Screen begin to explore the use of the AddVantage assessments to diagnose students’ needs for intervention /games
Extension… |
Teachers will:
- Give 3 AimsWeb benchmarks per year and weekly/monthly AimsWeb probes depending upon student need
- Use “Individual Profile Progress Checks” for quarterly reports
- Send quarterly pacing results to the principal
Mathematics Coach will:
- Analyze Math Assessment Data: State Assessments, Every Day Math Assessments, AimsWeb Screenings and AddVantage assessments and collaborate as needed (Math journals, Mid-year & end-year assessment)
Administration will:
- Monitor Mathematics Assessment Data (Assessments, Quarterly Benchmark tasks) and Pacing
- -Schedule and support teachers through RTI and Date Team Meetings to discuss student progres
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- When we will collaborate:
- *(Benchmark Problem Solving pieces have been selected for quarters 1-4, in grades K-4. Each quarter, 3 Guided Practice pieces are taught and one piece will be selected for formal assessment and will be scored and submitted to the building principal)
- RTI Meetings
- CPT Meetings
- Data Team Meetings/
- Faculty Meetings
- District Grade Level Meetings
- Professional Development sessions
- Mathematics Coach will help facilitate grade level CPT meetings /Data Team Meetings at least 3 times per year and introduce AddVantage assessments, scoring rubrics and games
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- The school will supply the following support and resources:
School Support / Resources
- Problem Solving (Open Ended Tasks )
- Weekly Common Planning Time
- Expert Teachers share their expertise (Classroom visits facilitated by the Math Coach)
- Differentiation of instruction
- Purchase replacement materials and journals for Everyday Math
- Purchase “Teaching Number in the Classroom” (AddVantage teacher resource)
- Establish an AddVantage games lending library
The central office will supply the following support and resources: District Support / Resources
- Financial support
- Professional Development
- District Grade Level
Meetings
- Access to teacher experts in other schools
- Mathematics Coach
- AimsWeb support
- AddVantage training
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Evaluating Results:
Informing the School
- Report out at Faculty meetings and to SIT
- Showcase student work around the building
- RTI Data Days
- AimsWeb
- NECAP Practice/Assessments
- Problem Solving Tasks
- EDM Assessments
Reporting to Families and Community: Connecting to Families
- Open House/Curriculum Night
- Standards Based Report Card
- Parent Conferences
- Newsletters
- Inform parents of district math website at www.skschools.net,
RIDE and InfoWorks
- District Mathlete’s Quest Grade 3
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IV. WRITING IN SCIENCE (Being Developed)
Target: By the end of the ______school year the number of students achieving proficiency on ________NECAP test will increase by at least 3% from ____ to _____
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Result Statement: Students will improve |
Changes in student learning behavior: What will students do to reach the identified result? What new things will they do to learn? What things will they do more of? |
Changes in Instruction: What will teachers do to ensure students learn and develop learning behaviors identified in the first column?
(Be sure that the instructional practices you identify will address every student learning behavior) |
Monitoring progress with timelines and adjustments: How will we measure progress towards the changes in learning behavior and teaching that we want? How often will this occur? How will we keep the principal, parents and SIT involved and informed? |
Collaboration and Support: When will we use the information we get from monitoring to improve learning and teaching? When will we discuss the progress we are making?
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School and District Support Resources: What supports and resources will the school and district provide in order for us to achieve the results of this action plan?
(List the support and resources below and then use the attached template to finalize this column)
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Evaluating Results/ Reporting to Families and Community: How will the school know if the students reach the intended results? In light of what we have learned, what are our next steps? Reporting to Families and Community: How will you inform the school community? |
Students will:
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Teachers will:
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Teachers will:
Teacher Leaders will:
Administrators will:
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When we will collaborate:
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The school will supply the following support and resources:
The central office will supply the following support and resources:
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Evaluating Results:
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Wakefield Elementary School Improvement Team Members 2010-2011
(As of October 2010)
- Nancy Antosh, Kindergarten Teacher - PBIS Liason
- June Cerrito, Grade Two Teacher - CPT Facilitator/Science
- Danielle Speights, Grade Four Teacher - CPT Facilitator
- Alison Toupin, Speech Language Therapist - Project Read/Gap Analysis
- Sharon Martin, Parent - PTO & Math Coach, Narragansett
- Kurt Totten, Parent - Reading Specialist, Portsmouth
- Kim Kimball, Reading Specialist - WES Reading /Consultant
- Denise Colombino, Math Coach - WES Math /Consultant
- Michelle Little, Principal
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