Clark Avenue Middle School School Improvement … Avenue Middle School School Improvement Plan 2017-2018 ... create a thematic goal, ... Teaching from Standards to Rigor & Depth

Clark Avenue Middle School

School Improvement Plan

2017-2018

Michael Talbot Dr. Stacey Jones Mulligan Matthew Webb

Principal Assistant Principal Assistant Principal


8 Clark Avenue

Chelsea, Massachusetts 02150

Telephone: 617-466-5100

Email: [email protected]

School Site Council 2017-2019

Mike Talbot - Principal Classroom Teachers - TBA

Marlene Garcia – Parent Liaison Alexis Rivera

McCaskill, Vicky

School Administration

Michael Talbot-Principal

Dr. Stacey Jones Mulligan -Assistant Principal

Mathew Webb-Assistant Principal

Michele Vaccaro-Special Education Coordinator

Accelerated Improvement Team

Mike Talbot, Principal Stacey Mulligan, Assistant Principal Matthew Webb, Assistant Principal

Michele Sodergren, Humanities Coordinator 5-12 Matt Messina, STEM Coordinator 1-6

Shannon O’Brien, Literacy Coach Katherine Schneeberger, Math Coach Annabelle Tarek – 5th grade Science Stephanie Buruca – 6th grade Math

Anne Boyd – 7th grade History Kelly McInnis – 8th grade Special Education

Stephanie Haffa – 7/8 Social Communications

Description of the Strategic Planning Process

This Turnaround Plan was developed with the help of the school site council, teachers, and administrators. The team collected and reflected

upon data related to student achievement and demographics, classroom processes and supports, and school management and resources.

Addition data was collected through a Community Needs Assessment. Surveys were sent to teachers, students, and parents and the results were

reviewed and analyzed. In addition, Schoolworks conducted its annual review and the information gathered helped to inform our decision

making regarding areas of critical need and next steps for improvement. The team met several times, with support from DSAC to analyze the

data collected, formulate goals for the upcoming year, create a thematic goal, theory of action, strategic objectives and benchmarks. Using the

Logic Model template the team was able to articulate problem statements, propose solutions, identify goals and resources, and articulated

measures of change for student and teacher growth. Once completed the Turnaround Plan will be submitted to the Site Council for review.

This plan supports district goals and complies with local, state, and federal mandates.

School Mission

District Mission

Chelsea Public Schools is a gateway school system that welcomes and educates ALL students and families.

District Vision

By June 30, 2021 Chelsea Public Schools will ensure diverse opportunities and pathways for ALL students to succeed in college, career, and

life through our commitment to collaborative leadership, reflective practice, supportive classroom climate, purposeful and rigorous teaching and

learning, and ongoing assessment to adjust our practice.

District Thematic Goal

Design, implement, and monitor a comprehensive and coherent instructional system embedded in a safe and supportive learning environment

across the school district.

District Theory of Action

In 2017-2018, if the Chelsea Public Schools educators strengthen Tier I instruction in each classroom through purposeful teaching that is: 1)

alignment to the MA Frameworks 2) creating a positive classroom climate; 4)ensuring purposeful teaching 3) assessment 5) promoting the

development of social-emotional skills then Chelsea Public Schools will have a comprehensive and coherent instructional system that will

support student achievement and resiliency.

Essential Questions

How can we provide high quality instruction that meets the needs and challenges all students to impact student achievement?

How can we create a focused, rigorous, and engaging learning environment in every classroom to impact student achievement?

How can we promote the development of the core SEL competencies from CASEL to impact student achievement?

How can we create emotionally and physically safe and supportive classrooms that impact student learning?

District Strategic Objective (to achieve Thematic Goal)

Strengthen Tier I Instruction

Elements of Strong Instruction

Student-Centered

Teaching for Understanding

Teaching for Learner Differences

Teaching from Standards to Rigor & Depth

Using Assessment to Inform Instruction

Promoting the Development of Social-emotional Skills

District Strategic Initiative

1. Provide standards aligned, student-centered instruction rooted in teaching for understanding and responsive to learner differences.

2. Create classroom climates and school environments that provide opportunities for students to grow in the areas of engagement,

motivation, persistence and collaboration.

To improve student learning by inspiring students to find their strengths and talents by giving them skills and knowledge they need to become

successful and productive members of the community and the 21st century. To accomplish our mission and promote learning for all students, we

will become better educators through collaboration and the use of research based teaching practices.

School Vision

By 2021, the Clark Avenue Middle School will ensure diverse opportunities and pathways for all students to succeed in High School, College,

Career and Life through our commitment to collaborative leadership, reflective practice, supportive classroom climate., purposeful and

rigorous teaching and learning, and ongoing assessment to adjust our practice.

Thematic Goal

Implement Design, implement, and monitor a comprehensive and coherent instructional system embedded in a safe and supportive learning

environment across the school district.

Theory of Action

In 2017-2018, if we view student work regularly and make adjustments to instructional practice responsive to student needs; If we plan and implement lessons that address Common Core standards, the content practices and shifts, and are student-centered with high expectations; provide strategic and flexible intervention and challenge for identified students, with students setting specific goals: provide effective social emotional resources and supports for students and teachers, the learning environment will be more conducive for students, then we will see increased student achievement.

Student Learning Goals 2017-2018

Target Goal on State Assessments

Move 10% of students from:

Level 1 to Level 2

Level 2 to Level 3

Level 3 to Level 4

Level 4 to Level 5

Resulting in a total move of 40% of students

Strategic Objective (to achieve thematic Goal) Create a sustained culture around improving professional practice in which all stakeholders own student achievement

Strategic Initiatives (1) Enhanced opportunities for collaboration and professional development

(2) Clear communication of high academic expectations, and support with lesson panning and effective implementation

(3) Specific, targeted intervention and enrichment/challenge in classrooms and intervention blocks across all content areas, using multiple strategies based on

data

(4) Build Social Emotional Competencies in students and adults.

Turnaround Practice 1: Leadership, Professional Responsibility, and Professional Collaboration

1 2 3 4 5 6

Proposed

Solutions

Goals (Desired

Impact)

Measures of Change (Outcomes) Strategies Resources

Measures of

Implementation (Outputs)

What elements of this TA practice will

be addressed ?

What are the

sustained effects or

consequences we

expect to see over the school year?

What intermediate and longer-term results do we expect to achieve as measured by changes

in skills, knowledge, and behavior?

What are the specific

means, methods, or approaches we will use

to solve the problem(s)

we identified?

What supports are

available to the district or our schools to

implement our

strategies?

How will we know whether the

strategies we described were

implemented by the adults? How will we know they had an

impact on our students?

Enhanced

collaboration

and PD

opportunities

within the

existing

structures in

order to build a

culture of

collaboration

and reflective

practice. (PLT,

Faculty

Meetings, grade

level, co-

planning).

Strategically

schedule

intervention

periods using

data to flexibly

group students.

Create a

sustained culture

around

improving

professional

practice in

which all

stakeholders

own student

achievement.

Adults Students

Score in

focused

instruction will

go from 50% to

75% in 3 or 4

by the end of

the year and by

mid-year we

will be at 65%.

Score in

feedback will

go from 23% to

75% in 3 or 4

by the end of

the year and by

mid-year we

will be at 50%.

Score in

instructional

strategies will

go from 34% to

75% by the end

Students will

receive feedback,

reflect on their

work and make

appropriate

adjustments to

their work and

therefore scores

on district

performance

assessments will

show growth.

Student outcomes

on 5dp

assessments will

be within 3% or

beat the network.

Looking at student

work and adjusting

practice to meet

student needs in

order to increase

student

achievement will be

a priority in PLT.

Dedicate one PLT

per month for grade

level teams to focus

on examining,

progress

monitoring,

responding to

intervention data

and re-grouping

students when

appropriate based

on data.

Identify and

monitor the

Coaches/Leads

Curriculum

Coordinators

Administration

Looking at Student

Work protocols.

PDP’s and potential

funding from the

district for

professional

development.

Additional PD

opportunities

Teachers will look at student

work at least once per month

in PLT and make adjustments

to their practice based on

outcomes as shown by PLT

agendas.

Teachers will progress

monitor an identified cohort

of students and track progress

of the implementation of

instructional practices on

student learning.

Observations will be done

daily by administrators and

coaches and feedback will be

provided to staff within five

school days.

Maintain a spreadsheet on

identified cohort.

of the year and

by mid-year it

will be 55%

MSV score for

1.6 will move

from Providing

to Sustaining.

progress of a cohort

of students

throughout the

year.

Analyze feedback

trends to identify

areas for PD.

Expand

professional

development

opportunities

beyond Faculty

Meetings, PLT, and

district PD days.

Celebrate successes

frequently.

Maintain a log of additional

PD opportunities topics and

participation.

PROGRESS MONITORING 2017-2018

Leadership, Professional Responsibility, and Professional Collaboration INDICATOR How will we monitor the measures of change, measures of implementation, and impact (quick

wins and lag measures of success)? Identify measure and benchmark or monthly progress target. CHANGE: TEACHERS 1. Teachers will look at student work at least once per month in PLT and make

adjustments to their practice based on outcomes.

2. Score in focused instruction will go from 50% to 75% in 3 or 4 by the end of the

year and by mid-year we will be at 65%.

3. Score in feedback will go from 23% to 75% in 3 or 4 by the end of the year and by

mid-year we will be at 50%.

4. Score in instructional strategies will go from 34% to 75% by the end of the year

and by mid-year it will be 55%

5. Teachers will progress monitor an identified cohort of students and track progress

of the implementation of instructional practices on student learning.

6. MSV score for 1.6 will move from Providing to Sustaining.

CHANGE: STUDENTS 1. Students will receive feedback, reflect on their work and make appropriate

adjustments to their work after meeting with their teacher.

2. Scores on district performance assessments will show growth.

3. Student outcomes on 5dp assessments will be within 3% or beat the network.

MEASURE OF IMPLEMENTATION

1. PLT agendas that include Looking at Student Work.

2. Observations and feedback.

3. Maintain a spreadsheet on identified cohort.

4. Maintain a log of additional PD opportunities topics and participation.

IMPACT 1. Create a sustained culture around improving professional practice in which all

stakeholders own student achievement.

2. Safe Harbor will be reached by moving 10% of students in each category.

Turnaround Practice 2: Intentional Practices for Improving Instruction

1 2 3 4 5 6

Proposed

Solutions

Goals (Desired

Impact)


Measures of


What elements of this TA practice will be

addressed ?

What are the sustained effects

or consequences

we expect to see

over the school

year?

What intermediate and longer-term results do we expect to achieve as measured by

changes in skills, knowledge, and behavior?

What are the specific means, methods, or

approaches we will use

to solve the problem(s) we identified?

What supports are available to the district

or our schools to

implement our strategies?

How will we know whether the strategies we described were



Adults Students

Clear

communication of

high academic

expectations, and

support with lesson

planning and

effective

implementation.

Purposeful and

intentional

planning and

implementatio

n of lessons

that address

Common Core

Standards,

meet the

content

practices and

shifts, are

student-

centered, and

are responsive

to cultural

differences.

Consistent

Scores in

Common Core

alignment will

go from 60 in

ELA and 50 in

Math to 75% in

both. By mid-

year we will be

at 65%.

Scores in

focused

instruction will

go from 50% to

75% and by

mid-year we

will be at 65%

Scores in

instructional

Students will

reach safe harbor

by moving 10%

in each level of

MCAS.

Access scores

will show 60%

median SGP.

In ELA

classrooms an

audit of student

engagement for

minutes will

reflect a positive

change in time

students spend

reading, writing,

and

Communicate

clearly academic

expectations and

support with

instructional

practice by

building and

district

administrators and

coaches during

faculty meetings,

PLTs, feedback

sessions, co-

planning times,

professional

development.

Conduct

walkthroughs by

building and

Professional

development from

administration

around CVT.

Professional

development for

coaches from RBT.

Professional

development from

the Cultural

Learning

Community.

Professional

development for

teachers/coaches

from WriteBoston.

Teachers will thoughtfully

plan and implement lessons

that meet Common Core

Standards, the content

practices and shifts, that

include student-centered

practices, and that effectively

incorporate elements of the

PTTC web, based on monthly

administrator and/or coach

observations and feedback.

Observations will be done

daily by administrators and

coaches and feedback will be

provided to staff within five

school days.

implementatio

n of high

expectations in

all classrooms.

High

expectations

for all

students, every

day, all day;

push and

increase

expectations

based on

needs.

Strategic

placement of

staff based on

strengths to

maximize

student

growth.

strategies will

go from 42% to

75% and by

mid-year, we

will be at 60%

Score in

cognitive

engagementwil

l go from 39%

to 75% and by

mid-year, we

will be at 55%

Scores in

Higher order

thinking will

go from 0% in

4s to 20% and

overall 3 and 4

will be 60%.

Our score on

MSV for 2.1

will go from

providing to

sustaining.

speaking/discussi

ng. Audit data

will be taken in

September, mid-

year and end-of-

year for progress.

district

administrator /

coach observations

and feedback, using

the CVT tool

(certified only).

Ensure that lessons

are aligned to the

Common Core and

shifts in the content

practices by

reflecting and

tuning lessons with

colleagues,

coaches, and/or

administrators

during PLT, co-

planning or

feedback meetings.

Provide

professional

development

around cultural

awareness and our

responses to

cultural

differences,

including high

expectations for all

students.

Provide

professional

development to

support ELA,

history, and special

education teachers

DSAC

Mentors

Administrators

Coaches

around effective

literacy practices.

Providing support

to coaches around

feedback and

tuning lessons.

Continue to build

knowledge and

calibration around

CVT for coaches

and other staff.

Administration

assesses strengths

of staff and re-

assigns based on

student need.

Recognize and use

staff that have

strong instructional

practices in

certain areas to

support others.

Progress Monitoring

Turnaround Practice 2: Intentional Practices for Improving Instruction INDICATOR How will we monitor the measures of change, measures of implementation, and impact (quick wins

and lag measures of success)? Identify measure and benchmark or monthly progress target. CHANGE: TEACHERS 1. Scores in Common Core alignment will go from 60 in ELA and 50 in Math to 75% in both. By

mid-year we will be at 65%.

2. Scores in focused instruction will go from 50% to 75% and by mid-year we will be at 65%

3. Scores in instructional strategies will go from 42% to 75% and by mid-year, we will be at 60%

4. Scores in cognitive engagement will go from 39% to 75% and by mid-year, we will be at 55%

5. Scores in Higher order thinking will go from 0% in 4s to 20% and overall 3 and 4 will be 60%.

6. Our score on MSV for 2.1 will go from providing to sustaining.

7. Teachers will plan lessons incorporating elements of the PTTC web that match Common Core

Standards and meet the content practices and shifts.

8. Teachers will thoughtfully plan and implement lessons that are student-centered.

CHANGE: STUDENTS 1. Students will reach safe harbor by moving 10% in each level of MCAS.

2. Access scores will show 60% growth.

3. Students will be completing work that aligns with Common Core Standards and meets the

content practices and shifts.

4. Students will be engaged in learning tasks that align with elements of the PTTC web.

5. In ELA classrooms an audit of student engagement for minutes will reflect a positive change in

time students spend reading, writing, and speaking/discussing. Audit data will be taken in

September, mid-year and end-of-year for progress.


1. Teachers will implement lessons that meet Common Core Standards, the content practices and

shifts, that include student-centered practices, and that effectively incorporate elements of the

PTTC web, based on monthly administrator and/or coach observations and feedback.

2. Observations and feedback from coaches and administrators.

IMPACT 1. Purposeful and intentional planning of lessons that address Common Core Standards, meet the

content practices and shifts, are student-centered, and are responsive to cultural differences.

2. Consistent implementation of high expectations in all classrooms.

3. High expectations for all students, every day, all day; push and increase expectations based on

needs.

Turn Around Practice 3: Student Specific Supports and Instruction to All Students

1 2 3 4 5 6

Proposed

Solutions

Goals (Desired

Impact)


Measures of


What elements of this TA practice will

be addressed ?

What are the

sustained effects or consequences we

expect to see over

the school year?

What intermediate and longer-term results do we expect to achieve as measured by changes


What are the specific

means, methods, or approaches we will use


we identified?

What supports are

available to the district or our schools to

implement our

strategies?

How will we know whether the strategies we described were



Specific, targeted

interventions and

enrichment/challe

nge in classrooms

and in specific

intervention

blocks, across all

content areas,

using multiple

strategies based

on data.

Provide strategic

and flexible

interventions and

enrichment/challe

nge for all

students using available data.

Implement a

Literacy

Leadership Team

in order to support

teachers in

understanding and

responding to data

at least

once/month

Adults Students

MSV score on

3.1 will move

from developing to providing.

75% of students

will meet their

expected growth goals that they set.

Student outcomes

on 5dp assessments

will be within 3% or beat the network.

36% of our students

currently read at

grade level. By the

end of the year,

50% will be at or above grade level.

Strategically identify

and place staff in

positions that best

meet the needs of our

students.

Identify Tier 1

students in math and

ELA who will

participate in challenge math.

Group students into

Tiers 2 and 3 based

on data, and receive

specific intervention

using targeted

programs and

strategies.

Flexibly group

students based on data.

Establish goal setting

and progress

monitoring with

students monthly.

Coaches

Coordinators

Grade level PLT data

meetings.

Students will collaborate with

teachers to create their own goals

regarding SRI, fluency, problem

solving, Math skills, or social

emotional.

Consistent and effective

implementation of defined and

targeted strategies through observations and feedback.

Collaboration with different

stakeholders on effectiveness of

interventions and

enrichment/challenge in monthly grade level PLTs.

Grade level teams will meet

once/month to discuss and

analyze student data to monitor

progress and flexibly group

students based on need.

Using timely data to flexibly

group students.

Progress Monitoring

Student Specific Supports and Instruction to All Students INDICATOR How will we monitor the measures of change, measures of implementation, and impact (quick

wins and lag measures of success)? Identify measure and benchmark or monthly progress target. CHANGE: TEACHERS 1. Consistent and effective implementation of defined and targeted strategies.

2. MSV score on 3.1 will move from developing to providing.

3. Collaboration with different stakeholders on effectiveness of interventions and

enrichment/challenge in monthly grade level PLTs.

4. Grade level teams will meet once/month to discuss and analyze student data to

monitor progress and flexibly group students based on need.

CHANGE: STUDENTS 1. 75% of students will meet their expected growth goals.

2. Student outcomes on 5dp assessments will be within 3% or beat the network.

3. 36% of our students currently read at grade level. By the end of the year, 50%

will be at or above grade level.


1. Students will collaborate with teachers to create their own goals.

2. Using timely data to flexibly group students.

3. Teachers will guide students in creating their goals based on expected growth.

4. Observations and feedback.

IMPACT 1. Provide strategic and flexible interventions and enrichment/challenge for all

students using available data.

2. Implement a Literacy Leadership Team in order to support teachers in

understanding and responding to data at least once/month.

Provide professional

development on

intervention and data u

Teachers will guide students in

creating their goals based on

expected growth.

Observations will be done daily

by administrators and coaches

and feedback will be provided to staff.

Turnaround Practice 4: School Climate and Culture

1 2 3 4 5 6

Proposed

Solutions

Goals (Desired

Impact)


Measures of


What elements of

this TA practice will

be addressed ?

What are the sustained effects or

consequences we

expect to see over

the school year?

What intermediate and longer-term results do

we expect to achieve as measured by changes


What are the specific means, methods, or

approaches we will use


we identified?

What supports are available to the district

or our schools to

implement our

strategies?

How will we know whether the

strategies we described were implemented by the adults?

How will we know they had an impact on our students?

Provide

effective social

emotional

resources and

supports for

students and

adults.

Build social

emotional

competencies (5

CASEL pillars)

in both students

and adults.

Build staff

knowledge and

awareness of

SEL and

develop

competencies.

Strengthen

implementation

and monitoring

of SEL and

competencies.

Adults Students

Our scores in

CVT on

behavioral

expectations

will go from

61% to 80%

and the number

of 4s will go

from 28% to

40%. Our mid-

year will be

70% and 35%

Our scores on

the CVT for

structured

learning

environment

will go from

45% to 75%.

Our mid-year

will be 60%

100% of students

will show an

increase of one

level in at least

three of the five

CASEL

competencies as

measured by an

assessment under

development.

Educate staff on

MindUp

curriculum.

Implement MindUp

curriculum one day

per week during

advisory.

Implement SEL

into teacher

instructional

practices.

Emphasize

connections

between SEL and

academic

curriculum.

Model SEL

competencies.

SEL Team

MindUp

curriculum

District AIP and

Kim Huffer

Staff will incorporate SEL

practices into their daily

classroom practices.

Students will further develop

SEL competencies.

Students can self-identify

SEL strategies that they can

use.

MindUp curriculum is

implemented with fidelity

during advisory period.

Students are observed using

self regulation practices and

common language.

Teaching practices that

promote SEL are observed.

Our scores on

the CVT for

supportive

learning

environment

will go from

56% to 80%.

Our mid-year

will be 70%.

Our MSV score

in 4.2 will

move from

providing to

sustaining.

Progress Monitoring

School Climate and Culture INDICATOR How will we monitor the measures of change, measures of implementation, and impact (quick wins and lag

measures of success)? Identify measure and benchmark or monthly progress target. CHANGE: TEACHERS 1. Our scores in CVT on behavioral expectations will go from 61% to 80% and the number of 4s will go from 28%

to 40%. Our mid-year will be 70% and 35%

2. Our scores on the CVT for structured learning environment will go from 45% to 75%. Our mid-year will be

60%

3. Our scores on the CVT for supportive learning environment will go from 56% to 80%. Our mid-year will be

70%.

4. Our MSV score in 4.2 will move from providing to sustaining.

CHANGE: STUDENTS 1. 100% of students will show an increase of one level in at least one of the five CASEL competencies as

measured by an assessment under development.


1. Staff will incorporate SEL practices into their daily classroom practices.

2. Students will further develop SEL competencies.

3. Students can self-identify SEL strategies that they can use.

4. MindUp curriculum is implemented with fidelity during advisory period.

5. Students are observed using self regulation practices and common language.

6. Teaching practices that promote SEL are observed.

IMPACT 1. Build staff knowledge and awareness of SEL and develop competencies.

2. Strengthen implementation and monitoring of SEL and competencies.

Professional Development Calendar

Staff Meetings

Faculty meeting date Topic

9/12 Mind Up

9/26 Early release – no faculty meeting – Possible

CPI?

10/10 Grading/Transitions/PBIS (15)

10/24 Restorative Practices

11/14 No faculty meetings – P/T conferences

12/12 Two-hour faculty meeting – PD?

1/9 Civil Rights/PBIS (30)

1/23 Cultural Learning

2/13 Early release – no faculty meeting

2/27 PBIS (15)

3/13 MCAS Training - Mandated

3/27 Cultural Learning/Mind Up

4/10

4/24 Early release – no faculty meeting

5/8 PBIS (15-30)/surveys

5/22 End of year.

6/12

Monthly Social Emotional Learning PD opportunities September PD Opportunities:

Day/ Date Time Topic

Friday September 8th

2:45- 3:45 Staff Restorative Justice Circle

Tuesday September 12th

3:45-4:15 Glitter jar making ( following faculty meeting)

Thursday September 14th

2:45-3:45 SEL Team Meeting

Wednesday September 20th

3-5 Movie Viewing: Room to Breathe and Circle Discussion on Restorative Justice

Friday September 22nd

2:45-3:45 Staff Restorative Justice Circle

October PD Opportunities:


Thursday October 12th


Friday October 13th


Tuesday October 24th

2:45-3:45 Faculty meeting on Restorative Practices ( tentative)

Friday October 27th


November PD opportunities:


Thursday November 9th

7-8am 2:45-3:45

Staff Restorative Justice Circle SEL Team Meeting

Monday November 13th

2:45-3:45 Clark Avenue Academy Topic: At Risk Students

Friday November 17th


December PD opportunities:


Friday December 8th


Monday December 11th


Thursday December 14th

2:45-3:45 SEL Team meeting

Thursday December 21st


January PD opportunities:


Friday January 12th


Thursday January 11th

2:45-3:45 Clark Avenue Academy Topic: Family Engagement

Monday January 22nd


Tuesday January 23rd

2:45-3:45 Faculty Meeting Topic: Cultural Learning Community( tentative)

Thursday January 25th


Friday Jan 26th


February PD opportunities:


Thursday February 8th


Friday February 9th


Monday February 12th


Tuesday February 13th

Early Release Time Topic: MindUp training ( tentative)

March PD opportunities:


Thursday March 8th


Friday March 9th


Monday March 12th

2:45-3:45 Clark Avenue Academy: At Risk Students

Friday March 23rd


Tuesday March 27th

2:45-3:45 Faculty Meeting Topic: Cultural Learning

Community ( tentative)

April PD opportunities:


Thursday April 12th


Friday April 13th


Monday April 9th

2:45-3:45 Clark Avenue Academy: At Risk Students

Thursday April 12th

2:45-3:45 Clark Avenue Academy: Family Engagement

Friday April 27th


May PD opportunities:


Thursday May 10th


Friday May 11th


Friday 2:45-3:45 Staff Restorative Justice

May 25th Circle

June PD opportunities:


Friday June 8th


Appendices

Data

School Achievement

Student Attendance

Teacher Qualifications

Community Needs Assessment

Programs and Support Services

Tiered Model of Instruction

Special education

English Language Learners Program

Title I

After School

Procedures for Homeless/Mobile/Migratory Students

Transition Plans

Accommodations for Diverse Learners (DCAP)

Student Safety

Student Outreach

Safe and Drug Free Schools

Anti-Bullying Policy

Parent Involvement

Parent Involvement Plan

Home-School Compact

Parent Involvement Plan

Professional Development

CPLA Calendar

DATA

2016-2017 MCAS

Clark Avenue School - MCAS English Language Arts

Grade 5

% Exceeding

Expectations

% Meeting

Expectations

% Partially Meeting

Expectations

% Not Meeting

Expectations Median SGP

Achievement

Percentile

All Students 1% 16% 60% 23% 27.0 8

Students w/ Disabilities 38% 62% 18.0 14

ELL

Former ELL 0% 5% 68% 27% 18.0 2

Grade 6

% Exceeding

Expectations

% Meeting

Expectations

% Partially Meeting

Expectations

% Not Meeting


Achievement

Percentile

All Students 2% 29% 47% 22% 60.0 19

Students w/ Disabilities 40% 60% 19

ELL

Former ELL 17% 67% 17% 13

Grade 7

% Exceeding

Expectations

% Meeting

Expectations

% Partially Meeting

Expectations

% Not Meeting


Achievement

Percentile

All Students 16% 52% 31% 40.0 8


ELL

Former ELL

Grade 8

% Exceeding

Expectations

% Meeting

Expectations

% Partially Meeting

Expectations

% Not Meeting


Achievement

Percentile

All Students 2% 20% 51% 28% 54.0 12


ELL

Former ELL

All Grades

% Exceeding

Expectations

% Meeting

Expectations

% Partially Meeting

Expectations

% Not Meeting


Achievement

Percentile

All Students 1% 21% 53% 26% 44.0 7


ELL 27% 73% 4

Former ELL 9% 66% 25% 29.0 4

Clark Avenue School - MCAS Mathematics

Grade 5

% Exceeding

Expectations

% Meeting

Expectations

% Partially Meeting

Expectations

% Not Meeting


Achievement

Percentile

All Students 2% 28% 56% 14% 26.0 18


ELL

Former ELL 5% 27% 59% 9% 23.0 32

Grade 6

% Exceeding

Expectations

% Meeting

Expectations

% Partially Meeting

Expectations

% Not Meeting


Achievement

Percentile

All Students 2% 25% 53% 20% 34.0 17


ELL

Former ELL 8% 83% 8% 15

Grade 7

% Exceeding

Expectations

% Meeting

Expectations

% Partially Meeting

Expectations

% Not Meeting


Achievement

Percentile

All Students 2% 14% 58% 25% 44.0 13


ELL

Former ELL

Grade 8

% Exceeding

Expectations

% Meeting

Expectations

% Partially Meeting

Expectations

% Not Meeting


Achievement

Percentile

All Students 2% 24% 56% 18% 63.0 19


ELL

Former ELL

All Grades

% Exceeding

Expectations

% Meeting

Expectations

% Partially Meeting

Expectations

% Not Meeting


Achievement

Percentile

All Students 2% 23% 56% 19% 41.0 12


ELL 33% 67% 3

Former ELL 2% 20% 64% 14% 23.5 14

ACCESS

2016-2017

All Grades* # of Students at Level % of Total Tested

1- Entering 0

2- Emerging 8 53%

3 - Developing 5 33%

4 - Expanding 2 13%

5 - Bridging 0

6 - Reaching 0

Mobility Rate 6.5

Attendance Summary 2016-2017 95.7%

2015-2016 96.1%

014-2015 96.0%

Teacher Data

% Licensed in Current Assignment

2016-2017 100. %

2015-2016 100.%

2014-2015 97.4% It is our goal that 100% of the teachers meet Highly Qualified Status. Outreach to

perspective employees is accomplished through career fairs, internet sites, local universities,

and networking. In addition a partnership exists with Teach for America to review and hire

qualified candidates.

New teachers attend a three day orientation prior to the beginning of school year, and are

assigned a building based mentor. The mentor and mentee meet routinely throughout the

school year to discuss issues related to curriculum, instructional practices, classroom

management, and organization. Teachers in their second year also have a mentor teacher and

attend monthly meetings.

All teachers working in the Chelsea Public Schools are offered numerous and extensive

professional development and tuition reimbursement opportunities. Workshops are offered

throughout the year after school and at the June Professional Development Seminar. In

addition, all teaching staff and administrators participate in Professional Learning

Communities.

There are coaches and/or lead teachers assigned to every school. Coaches and lead teachers

are available to assist teachers with curriculum, materials, instructional practice, data

collection, and analysis.

Teachers have the opportunity to observe in another teachers classroom. Peer Observations

provides an opportunity to observe a lesson, instructional strategy, transitions, management,

or any aspect of teachers’ interest of need.

Needs’ Assessment

Teacher Survey

How effective were we (the school and the district)in providing PD Highly

Effective

Mostly

Effective

Somewhat

Effective

Ineffective N/A

Topics that promote high expectations and are relevant/important to staff. 5.65% 61.11% 27.78% 5.56% 0%

Student-Centered Learning 16.67% 55.56% 11.11% 11.11% 5.56%

Looking at Student Work 20% 26.67% 40% 0% 13.33%

Action planning based on data 27.78% 38.89% 22.22% 5.56% 5.56%

Setting classroom routines and expectations 23.53% 52.94% 23.53% 0% 0%

Reflecting/improving on our instruction 22.22% 66.67% 11.11% 0% 0%

Social-emotional learning (i.e. mindfulness and/or trauma sensitive practices) 0% 61.11% 33.33% 0% 0%

Patterns and trends from ILT classroom visits 22.22% 44.44% 33.33% 0% 5.56%

Purposeful Text and Task Complexity 22.22% 44.44% 11.11% 5.56% 16.67%

Unpacking observation tools and indicators (CVT) 0% 33.33% 44.44% 5.56% 16.67%

Write Boston 33.33% 5.56% 5.56% 5.56% 0%

Math Labs 22.22% 11.11% 5.56% 0% 61.11%

Keys to Literacy 0% 16.67% 16.67% 0% 66.67%

Science and Engineering Practices (Museum of Science) 0% 16.67% 16.67% 0% 66.67%

Implementation of Mastery Connect 5.56% 38.89% 22.22% 5.56% 27.78%

Effective Implementation of PBIS 33.33% 44.44% 11.11% 11.11% 0%

Supporting Special Educators through PLT 5.56% 27.78% 5.56% 5.56% 55.56%

How effective were you in the implementation of: Highly

Effective

Mostly

Effective

Somewhat

Effective

Ineffective N/A

All three stages of UbD 22.22% 38.89% 22.22% 11.11% 5.56%

Tuning/vetting UbD units 16.67% 50% 16.67% 5.56% 11.11%

Student-centered learning 16.67% 50% 33.33% 0% 0%

Looking at student work 27.78% 38.89% 27.78% 0% 5.56%

Action plans based on data 27.78% 27.78% 38.89% 5.56% 0%

Setting classroom routines and expectations 33.33% 44.44% 22.22% 0% 0%

Reflecting/Improving on our instruction 27.78% 50% 22.22% 0% 0%

Social-emotional learning (i.e mindfulness and/or trauma sensitive practices 22.22% 33.33% 38.89% 5.56% 0%

Purposeful and complex text and tasks 5.56% 55.56% 22.22% 5.56% 61.11%

Write Boston strategies 11.11% 22.22% 0% 5.56% 61.11%

Math Lab strategies 16.67% 11.11% 5.56% 0% 66.67%

Keys to Literacy 5.88% 5.88% 11.76 5.88% 70.59%

Science and Engineering Practices (Museum of Science) 0% 0% 0% 5.56% 94.44%

Mastery Connect 11.11% 33.33% 5.56% 11.11% 38.89%

PBIS 33.33% 50% 11.11% 5.56% 0%

In addition to the PD that we will provide to support our school and

district AIP, if there is additional time or resources, we would like to

provide interest-based professional development. Please identify up to

three areas that you’d like to pursue in professional development:

First

Choice

Second

Choice

Third

Choice

Total Weighted

Average

Inclusion 66.67% 0% 33.33% 3 1.67

Differentiated Instruction 14.29% 14.29% 71.43% 7 2.57

RTI ( Response to Intervention such as Reading Intervention, Math 2) and

interventions for struggling learners.

33.33 16.67% 50% 6 2.17%

Literacy in the content area 0% 0% 100% 1 3.00

Teaching and addressing the needs of ELL students 0% 100% 0% 3 2.00

Student Engagement and motivation 44.44% 44.44% 11.11% 9 1.67

Effective use of technology to improve teaching and learning 0% 100% 0% 1 2.00

Classroom management 100% 0% 0% 2 1.00

Understanding and using data to improve classroom practice and student

learning

0% 0% 100% 1 3.00

Strategies for involving families 28.57% 28.57% 42.86% 7 2.14

Performance based assessments 33.33% 0% 66.67% 3 2.33

UbD 0% 0% 0% 0 0.00

Working successfully with difficult or disruptive students 36.36 54.55% 9.09% 11 1.73

Detailed teachers responses and recommendations for improvement are on file in the school.

Student Survey 2016-2017

Always Sometimes Never

I carry out the five Cougar Traits of Citizenship, Leadership, Accountability, Respect, and Knowledge. 25.99% 70.82% 3.17%

Education is important to me 75.07% 23.34% 1.59%

On most school days I feel I am learning something important 33.42% 61.01% 5.57%

I feel that I can ask my teacher for help when I don’t understand something that was taught in class 43.77% 43.77% 6.10%

I feel challenged by the work in school 22.55% 67.90% 5.04%

I know what behaviors are expected in school 76.66% 17.51% 1.59%

Teachers have high expectations for the work that I produce in school 59.15% 34.48% 2.12%

I feel my school is a safe place to be 50.% 40.32% 5.04%

There is an adult at school I can speak to when I need advice or have a problem 48.54% 27.85% 18.57%

If I need help, there is someone at home to help me with my homework 37.97% 41.38% 15.38%

I have a special time and place to do my homework 42.44% 35.81% 19.36%

I can use a computer with internet access at home 59.15% 24.40% 12.20%

My parents have visited the school this year 26.26% 48.24% 16.98%

Detailed students responses and recommendations for improvement are on file in the school.

Parent Survey Do You as a Family: Always Sometimes Unable

Know what programs are available at school for your child? 40% 58% 2%

Ask for extra meeting or conferences with teachers at school? 335 42% 25%

Talk to your child about safety at school? 65% 35% 0%

Understand what you child is expected to learn in school? 65% 33% 3%

Attend parent meetings or family functions at school? 42% 46% 12%

Feel welcome when you visit the school? 83% 17% 0%

Limit how much your child watches television & video games? 52% 42% 6%

Help your child with homework and provide a place to work? 56% 33% 10%

Volunteer to help at school? 13% 30% 57%

Does The Clark Avenue Middle School

Offer teaching and activities that are helping your child? 57% 34% 9%

Provide a safe place for your child to learn? 81% 17% 2%

Provide you with information about attendance and promotion? 64% 32% 4%

Show respect for all children and adults? 98% 2% 0%

Give you enough opportunities to talk with the teachers? 72% 26% 2%

Communicate with your family about important topics? 66% 51% 4%

Suggest ways for you to express your opinions and ideas? 45% 51% 4%

Propose ways that you could volunteer or help at school? 36% 43% 22%

Supply the types of training that you want? 38% 53% 9%

Programs and Support Services

Tiered Instruction/Intervention Model Description

The Clark Avenue Middle School has a Tiered Model of Instruction and Intervention for delivery of instruction to all students. The

tiered model of instruction is supported through ongoing professional development and the faculty’s commitment toward becoming a

Professional Learning Community. Tiered instructional groups are established through data, SRI, 5dp performance assessments,

performance assessments, fluency, problem solving, Math skills, or social emotional. Tiered instruction is delivered in student-

centered classrooms using an inquiry based/problem solving model. Students in performing at high levels in Tier I math and ELA will

participate in challenge math. Students needing more support are grouped into Tiers 2 and 3 and receive specific intervention using

targeted programs and strategies. Additionally, students are flexibly group based on data. Using data we establish goal setting and

progress monitoring with students monthly.

Special Education Services

In the 2017-2018 school year, the Clark Avenue Middle School will continue for the eighth year as an inclusion school utilizing the

co-teaching inclusion model of instruction for our students with disabilities. Students on IEPs are assigned to inclusion homerooms

where they learn alongside their general education peers. The co-teaching model of instruction is designed to ensure students with

disabilities access to the general curriculum in the least restrictive environment in accordance with state and federal laws. The co-

teaching model allows for both access to the general education curriculum and individualized instruction in the general education

setting. There is one Special Education teachers at each grade level. In the two, teacher co-taught classrooms, the general educator

and special educator share equally in the instructional responsibility and accountability for the students they are assigned. Small group

spaces allow flexibility in moving students between and among the three tiers of instruction according to performance data results.

Two years ago, we expanded our Social Communications program and now have two classrooms (grades 5/6 and grades 7/8) which

are tailored to meet the needs of students with autism. The goal is to mainstream these students for academic classes during the school

day.

Students with disabilities are identified for after school programming in order to increase their skills in Math and Literacy. Special

Education teachers use research-based programs and practices in order to provide explicit instruction. All Special Education teachers

have been trained in the use of Assistive Technology and employ both low and high-tech devices to support and enhance the

curriculum. Special Education teachers work with the Instructional Support Team (IST) to conduct observations of students who have

been referred to the Team.

The Clark Avenue Middle School is participating in the Massachusetts Tiered System of Support (MTSS) grant which provides

professional development that is designed to train school and district teams in their development and implementation of school and

district-wide tiered systems of support. The professional development offered for both academic and behavioral support provides a

framework for school improvement that focuses on system level change across the classroom, school, and district to meet the

academic and non-academic needs of all students, including students with disabilities, English Language Learners, and students who

are academically advanced.

English Language Learners Program

The Clark Avenue Middle School currently provides for a multi-leveled approach to meeting the needs of its English Language

Learners student population. Students entering the mainstream from the ELL program currently housed at the Browne Middle School

are supported through literacy and/or content-based instruction by an English Language Learners (ELL) teacher in Tier I and Tier II

instructional models in the regular education classroom. In accordance with the state regulation designed to strengthen the teaching

and learning of English Language Learners, every core academic teacher and administrator will become SEI endorsed. All educators

have either met the state requirements or are working toward the SEI endorsement requirements. ELLs receive Title I services and

ELL intervention during the Reading Intervention period. All ELLs students assigned to the Clark Avenue Middle School participate

in school level and state level testing programs, including ACCESS for ELLs English Language Proficiency Test, PARCC, and

MCAS. ELL students are targeted for after school intervention and enrichment programs.

Title 1

The ELA Coach oversees the school based and district based reading assessments and other informal assessments. The coach reviews

data with teachers to identify students who are “at risk”, plan intervention strategies, and provide remediation through Tier II and Tier

III instruction. Intervention is provided to at-risk students (students who are below grade level shown through reading assessments) in

a pull out model during the grade level, intervention period. Students receive instruction in a small group setting which enables

teachers to focus on their abilities to read fluently, decode unfamiliar words, and to improve their comprehension through explicit,

direct instruction.

The SRI reading assessment is given to all students in grades 5-8 and it provides immediate, actionable data on students' reading levels

and growth over time. SRI helps educators differentiate instruction, make meaningful intervention choices, and forecasts growth

toward grade-level state tests, and demonstrate accountability.

In grades 6 and 8, we use the model where Title I teachers are part of the grade level clusters and incorporated in the daily rotation.

This provides intensive writing instruction and intervention to all 6th and 8th students through the additional class of Writing. Teachers

are able to confer with students and provide instruction in repose to their individual needs.

Title I teachers participate in all staff development provided at the school level. Title I funds are used to support parent involvement

activities throughout the year.

After School/Before School/Summer School

The Clark Avenue Middle School offers its students both academic support and enrichment activities through after school and summer

school programming.

The After School programs offer enrichment activities that support students’ social, emotional, intellectual and physical development.

The classes and clubs are offered throughout the school year except for the intramural sports program which offers three sports to

students within the year. Each activity meets one to two times per week and is taught by staff from within the school. The after

school programs are open to students from all grade levels with the exception of some offerings that are specific to certain ages.

The Summer School program is available to students who have failed and/or struggled in their core academic classes during the year.

Summer School is also available to students who need the additional academic support and practice in a certain subject but who have

not necessarily failed that class for the year. These students are often recommended by teachers and/or selected by parents to help

better prepare their student for the upcoming year.

Procedures for Homeless/Migratory/Mobile Students

All New & Mobile Students: Within the first couple of days of weeks entering into the district, new students are assessed in

literacy, and math to determine skill levels. If necessary, students are assigned to the tiered level of support suitable for their needs.

Office staff contacts the previous school requesting the student’s records. Records are reviewed by appropriate staff and changes are

made to the students schedule as needed. Students entering with an IEP, receive services per the IEP. In order to ensure

continuation of services an amendment to the IEP is promptly developed by the Team members. Non-English speaking, or limited

English speaking students entering the district are screened and assessed at PIC by trained professionals to determine level of

English proficiency and assigned to the appropriate program. Students and parents receive a copy of the Student Handbook to

ensure an understanding of the policies, procedures, and expectations for academic excellence and behavior in the Chelsea Public

Schools.

Homeless Students: A homeless student can attend either the local school or continue in the school of origin, if this is in their best

interest.The students have access to the same programs and services that are available to all Chelsea students including, but not

limited to,transportation to and from the school of origin, supplemental programs, special education services, school nutrition

program, Title I services, school nurse services, before and after school, and summer enrichment programs.

In determining the type of transportation to be offered, the homeless liaison for the Chelsea Public Schools will take into

account the best interest of the student, the student’s age, the distance to be traveled, access to public transportation, and the parent’s

circumstances.

Migratory Students: The Massachusetts Migrant Education Program provides supplemental educational opportunities to the

children of migratory agricultural workers, migratory fisherman and out of school youth. The program’s major components include

regional Family Support Projects that provide migrant students with extended learning opportunities such as homework assistance

and tutoring; educational programs for out of school youth; parent empowerment and family literacy services; student and family

advocacy; outreach and recruitment services; and summer services that provide language development instruction and academic

enrichment during a six week summer program. The District Mass Migrant Liaison is available to provide information and

assistance for migrant students and families.

Transitions

Grades 4-5: In the spring, the parents of fourth grade students are invited to a coffee hour at the Complex to meet with and ask

questions of the Principals of the three middle schools. The middle schools host an open house night for fourth grade students and

their families. In addition, a group of middle school students speak at a special fourth grade assembly at the complex and answer

questions about the three middle schools. An Open House is held in the spring and tours of the school are conducted by the Principal

and Assistant Principals.

Grades 8-9: The transition from 8th grade to high school is supported in several ways at the middle school level. All 8th grade

students visit Chelsea High School where they are taken on a tour of the school and attend one class accompanied by an

upperclassman. The Chelsea High School guidance counselors also visit The Clark Avenue Middle school, speaking to each of the 8th

grade homerooms about the offerings at CHS as well as introduce them to the course registration process and distribute the course

catalogs. The actual registration process of each 8th grader at CHS is facilitated by The Clark Avenue School guidance counselor in

the spring.

Information on Northeast Vocational High School is also presented to all 8th grade students. Northeast admissions director comes to

the Clark Avenue School in the early fall to introduce the students to the offerings at and application process of his school in an

assembly format. The Clark Avenue School guidance counselor follows up in the later fall and winter by providing information to

students and their families on Northeast Open Houses. The application process which begins in the winter is also facilitated by The

Clark Avenue School guidance counselor. This includes helping students and parents decide if they want to apply and then

completing and submitting the applications.

Chelsea Public Schools

District Curriculum Accommodation Plan (DCAP)

In May 2012, the Commonwealth of Massachusetts adopted a law for school districts to implement a District Curriculum

Accommodation Plan:

“A school district shall adopt and implement a curriculum accommodation plan to assist principles in ensuring that all efforts have

been made to meet students’ needs in regular education. The plan shall be designed to assist the regular classroom teacher in

analyzing and accommodating diverse learning styles of all children in the regular classroom and in providing appropriate services

and support within the regular education program including, but not limited to, direct and systematic instruction in reading and

provision of services to address the needs of children whose behavior may interfere with learning, or who do not qualify special

education services under chapter 71B. The curriculum accommodation plan shall include provisions encouraging teacher mentoring

and collaboration and parental involvement.”

The Public Schools of Chelsea are proud of its richly diverse student body. This diversity infuses our schools and classrooms with

varied experiences and strengths, yet it also presents unique challenges. Teachers regularly grapple with how to meet the needs of

Chelsea students who represent a broad range of learning styles, life experiences, languages spoken, parent and familial expectations,

previous school experiences and background skills and knowledge. The purpose of the DCAP is to describe the strategies and

resources that are available to classroom teachers and specialists to address the diverse learning needs of our students outside of sped.

The DCAP is to be used by Instructional Support Team with teachers before and instead of students being evaluated to determine

special education eligibility. The use of the DCAP is not intended to be the beginning of the special education evaluation process. As

stated by the Massachusetts Department of Education the targeted areas for DCAP are:

1. Strategies to assist classroom teachers to accommodate various students learning needs including ELL students and to manage

students’ behaviors effectively.

2. Provide support services to students that are available through regular education

3. Direct and systematic instruction in reading for all students

4. Teacher mentoring and collaboration

5. Parental involvement

Curriculum Accommodations and Supports for General Education Classrooms

Accommodations are changes in how a student may access information in the classroom.

Accommodations are changes made to provide students with equal access to learning opportunities.

Accommodations do NOT change or alter the instructional level or content.

Accommodations do NOT change the performance criteria for a student.

Below are lists of instructional strategies all teachers can use in the classroom to maximize students’ success in general education

classrooms. The lists are broken down by domain: reading, writing, math, communication, and behavior.

Reading:

To improve phonological awareness:

Oral rhyming activities

Segmenting spoken sentences into words

Segmenting spoken words into syllables

Identifying and practicing onset and rhyme sounds

Identifying spoken words with same initial sounds

Identifying spoken words with same ending sounds

Blending orally presented phonemes into words

Segmenting orally presented words into phonemes

To improve decoding skills:

Check vision

Presenting phonemic awareness activities (see above)

Use rhyming activities

Use of multi-sensory instruction

Match letter/sounds

Use blending sounds to read real and nonsense words

Use finger/markers for tracking left to right

Present and practice syllabication rules

Synthesized words

Use a variety of texts

Use word families

Provide opportunity for daily reading

Repeated phonic rules verbally (auditory cues) and via

chart (visual cues)

Teach self monitoring

Teach use of graphic/semantic organizers

Teach use of questions to guide reading

Teach ways to generate questions

Teach story structures

Teach summarization

Teach elaboration (prediction, prior knowledge, etc.)

Discus pictures before reading text

Have student answer questions orally

Have student illustrate sentences or stories

Highlight key concepts in text

Have student write sentences for or illustrate reading

vocabulary words

Have student to list details of a story

Use sequence pictures then retold story

Have student to complete cloze sentences and/or

paragraphs

Have students finish incomplete stories

Use guided reading materials

Use high interest text at instructional and independent

reading levels

Use supplemental materials/resources

To improve fluency:

Model fluent reading

Multiple readings of the same text

Choral reading

Use log of misread words for practice

Use literature-based instruction with semantic cues

Provide instruction in small groups

Provide instruction 1-1

Send home word list for home practice sessions

Set up home reading system with parents

Use guided reading groups

Use read alouds

Pair students for practice reading aloud

To improve sight word recognition:

Provide flash cards for drill/practice

Use configuration cues

Send home word lists for home practice

Use language experience/concrete meaning

Use a word wall

To improve reading comprehension skills:

Pre-read story to student

Re-read favorite stories and independent-leveled text

Read stories with predictable text

Echo reading

Shared reading

Multiple readings of texts at independent level

To improve vocabulary acquisition:

Shorten words into basic categories

Describe common objects

Classify categories of words

Teach common synonyms and antonyms

Use known word in compound words

Teach homophones/homographs

Use dictionary/thesaurus to locate word meanings

Teach strategies of use knowledge of word origins,

synonyms, etc.

Other strategies, including consultations with specialists:

Math:

When skills/readiness are lower than grade level:

Assess for level of instruction

Provide small group instruction

Allow student to use math facts table

To improve the memorizing of math facts:

Teach and practiced in a systematic way

Provide extra opportunities to practice

Provide references to assist in fact calculation

Use mnemonic devices when possible

Use songs, rhymes, or games

To improve ability to attend to important details:

Highlight operational signs/key words and phrases in

math problems

Use vertical lines/graph paper for organizing work

Reduce the amount of problems on a page

Use a window overlay to isolate items on a page

To improve the understanding of concepts:

Use concrete objects/manipulatives

Give extra time to explore and practice

Teach/analyze new vocabulary/terms

Use simple, consistent language

Provide visuals an examples

Provide instruction in small group or 1-1

Have student repeat directions

To increase the rate of work completion:

Reduce number of problems to complete

Sent unfinished work home to complete

Gave choices

Used a timer

Broke up long assignments into parts

To improve ability to sequence steps for computation:

Provide multiple reviews of steps

Use reference guide at seat

Use acronyms and mnemonic devices

Color coded steps

Use manipulatives


Writing:

To improve spelling:

Use multi-sensory approach

Allow student to spell into a tape recorder

Use picture or color cues or word shapes

Teach sight words in a meaningful phrase or sentence

Teach specific spelling rules

Use same words for reading, spelling, and writing tasks

Reduce the number of expected words

Test the student orally

Send home spelling words for practice

Make individualized word lists to learn, using miscues

from student’s work

To improve handwriting:

Provide hand strengthening activities (e.g., clay,

squeeze ball)

Provide special paper (e.g., wider spaced lines, graphs

paper)

Use pencil grip

Use various writing tools

Break up longer written assignments into smaller parts

Allow student to vocalize while writing

Read back pieces to student to see if written works

makes sense

Teach revision skills

Give student choices regarding topics

Provide alphabet and number strips at seat

Use multi-sensory activities (e.g., sandpaper, sand,

foam)

Use cues (e.g. finger spaces) for spacing between words

Reduce copying from book or board

Seat student near board for copying

To improve written expression:

Allow student to verbalize or tape record thoughts

before writing

Use word processor for written tasks/assignments

Help student get started on written tasks

Use graphic organizer

Allow un-timed, written assessments

Use story starters or prompts

Use rubric as a guide for written assignments

Use checklists for proofing written work


Executive Functioning (Monitor, Initiate,

Plan/Organize, Memory, Shift):

To improve ability to attend to verbal information:

Shorten length of listening activities

Reduce visual distractions in the classroom

Provide pictures and/or other visual cues

Write key vocabulary on the board

Use audio material presented through headphones

Use choral speaking in a group to maintain attention

Provide opportunities for periodic rehearsal of

information presented orally

Allow student to copy notes from a peer

Use graphic organizers

Break longer presentations into shorter units

Touch or cue student when attention is waned

Change student’s seat to decrease distractions

Modify/shorten task and amount of material

Use material on the student’s instructional level

Send home extra set of texts

Use preferential seating

Allow periodic physical breaks

To improve transitions between activities:

Keep routines structured

Post expected rules and behavior

Mark student’s space and material

Post the schedule for the day

Cue students prior to transitions

Allow students opportunity for movement

Practice transition routines

To improve positive group participation skills:

Give specific feedback to student for successful

interactions

Use role-playing to teach appropriate behaviors

Provide a “cool down” space

Use written behavior contacts

Use regular feedback system between home and school

Provide frequent choices for student

Provide individual/small group

Send home extra sets of text

To improve work completion:

Use student checklists

Use study carrel

Use a timer

Use headset to block extraneous noise

Use a reinforcement system, such as stickers or tokens

Use work assignment lists

Break lengthy, long-term assignments into smaller parts

Reduce/modify assignments

Simplify worksheets/tasks

Problem solve with the student


Language: Provide visual supports (pictures, picture schedules,

objects/manipulatives)

Repeat and rephrase information

Pre-teach vocabulary

Create a quick vocabulary reference or word wall

Simplify and break down directions

Chunk information

Create a language-rich environment

Incorporate interests or prior knowledge into

instructional activities

Seating near peer models

Encouraging students to repeat and rephrase

information in their own words

Encouraging students to request repetition or

clarification

Expand on things the child has said in a positive way

Give the child forced alternatives (for example, “Do

you want juice or milk?”) to encouraged responses

Ask open ended questions

Model appropriate language


Emotional Functioning: Teach asking for a break appropriately

Teach asking for help appropriately during a demand

Have student use a regulation scale (i.e., emotional

thermometer)

Encourage daily self-calming practice in or out of the

classroom

Have student develop and use a calming box (examples

of contents include; weighted blanket, noise reduction

headphones, theraputty)

Use concise language

Work on explicit relationship building (have the student

develop a strong, positive relationship with a teacher or

staff member who likes and enjoys the student)

Develop transition warnings and strategies

Respond quickly if the student asks for help

Praise/encourage/reinforce on-task behavior (utilize the

clinically supported ratio of at least 4 positive to 1

correction)

Teacher may provide positive feedback or praise

verbally or in a note (such as a sticky note)

Allow the student to earn escape or breaks for

exhibiting appropriate behavior

Provide more time to complete certain types of

assignments in the classroom

Model appropriate behavior for the student in anxiety-

provoking situations

Provide opportunities for physical activity throughout

the day

To help build self esteem, provide opportunities for the

student to teach skills she/he knows how to perform to

another student or small group of students.

Arrange test/exam schedule with no more than one

exam/test per day


Social Skills: Model and scaffold simple imaginative play themes

Use prompts and cues to help the student initiate and

sustain participation in social interactions with peers

including cooperative play.

Provide the student with positive feedback and

reinforcement for initiating and maintaining social

interactions with peers.

Use social stories to make expectations clear to the

student about appropriate social behavior.

Each time the teacher witnesses student making an

attempt to cope with a social problem in a positive way,

provide verbal reinforcement and encouragement.

When appropriate, ask the what actions appeared to be

most effective and what actions were less effective, and

the student’s perceptions of the reasons for the

differences.

Establish classroom rules for social interactions.

Discuss and provide examples of appropriate and

inappropriate comments.

Post the rules on the wall along with the pre-established

consequences.

Other strategies, including consultations with specialists

:

Identification Checklist

Part of determining the best strategies to support a student in the general education classroom is to identify the student’s strengths and

challenges. Below is a list of elements of learning. For each element, teachers identify the student’s level of performance (excelling,

meeting expectations, struggling, inconsistent, or not applicable). Other items may be added as appropriate.

Academic Profile Excelling Meeting

Expectations

Struggling Inconsistent N/A

Oral Expression

Listening comprehension and language

processing fluency

Vocabulary and concept knowledge

Language features: grammar, syntax, text

structures

Written expression and production, idea

development, writing stamina and fluency

Phonemic Awareness

Phonics, decoding, spelling

Reading fluency

Reading Comprehension

Math computation

Math reasoning

Attention Excelling Meeting

Expectations


Is focused and alert during whole group

activities

Initiates work independently

Completes work independently

Sits still for an appropriate period of time

Performs consistently

Is able to distinguish between important and

unimportant information

Connects new information with previous

experiences

Can focus on low interest tasks

Plans responses, anticipates concepts

Self-monitors work

Self-monitors behaviors

Transitions well

Higher Order Cognition Excelling Meeting

Expectations


Uses effective problem solving strategies

Can demonstrate ideas nonverbally

Understands/generates appropriate humor

Takes ideas and expands them

Uses imagination to expand on ideas

Language Expressive/Receptive

Expresses written ideas in complete

sentences

Speaks fluently w/ appropriate vocabulary

Decodes connected text effectively

Associates sounds with corresponding

symbols

Reads individual words

Comprehends what s/he reads

Understands directions

Social Cognition

Gets along well w/ peers in structures

situations

Gets along well with peers in unstructured

situations

Speaks appropriately @ appropriate times

Is able to self advocate

Can resolve conflicts with peers

Behaves appropriately to the situation

Is sensitive to the needs/feelings of others

Memory

Retains new information

Copies from board or text

Can manage multi-component tasks

Remembers facts

Remembers patterns

Remembers routines

Executive Function & Organization

Profile

If focused and alert during whole group

activities

Initiates work independently

Completes work independently

Sits still for an appropriate length of time

Can focus on low interest tasks

Self-monitors work

Works at appropriate speed

Transitions well

Keeps belongings supplies, resources

organized

Retains new information

Remembers routines

Organizes and produces ideas fluently in

speaking and in writing

Can manage multi-component tasks

Student Safety

Student Outreach

Assistant Principals: Two full time Assistant Principals are assigned to the school to assist students and families in adhering to the

established discipline guidelines in accordance with school and district policies and general laws. The Assistant Principals take

proactive measures to ensure the safety of all students by encouraging positive student behaviors, meditating with students and

families to resolve issues, assisting teachers with implementing behavior management practices, and serving as liaisons to community

organizations.

Classroom Management Coach: One full time Classroom Management coach works to support students in adhering to the established

discipline guidelines in accordance with school and district policies and general laws. The Classroom Management Coach also

supports teachers by looking at discipline data, observing classes, and offering guidance on classroom management strategies.

Social Worker: A full time social worker is assigned to the school to support the psychological and social well-being of students and

assist students and families in crisis. The social worker’s responsibilities include providing supports to students to function effectively

in the school environment, facilitating student groups, counseling students in crisis, providing parent outreach, providing supports and

strategies to teachers dealing with student behavioral issues, coordinating outside services, and assisting to ensure the well-being of

all students and families.

Nursing Staff: A full time nurse is assigned to the school and is on hand to manage medical emergencies and to dispense doctor and

parent authorized medication to students.

Safe and Drug Free Schools

PBIS: Positive Behavioral Interventions and Supports (PBIS) is a tiered behavioral framework system of teaching behavioral

expectations across the school. Our vision is that PBIS be implemented as an effective, proactive process for improving social

competence, citizenship and academic achievement for all students. Our mission is to provide leadership, professional development,

resources and on-going support in order to successfully implement PBIS with a common culture, vision and language. We are

participating in the multi-year PBIS Academy offered through the Department of Elementary and Secondary Education to support the

implementation and sustainability of this tiered behavioral framework.

Aggressors, Victims, and Bystanders: Aggressors, Victims, and Bystanders is a conflict resolution model designed for middle school

students. The program focuses on the four-step Think-First Model of Conflict Resolution which provides students with a framework

for dealing with and changing the habits of thought that can result in violence. By implementing Aggressors, Victims, and Bystanders

across the school community, we are developing students’ conflict resolution skills and helping to prevent incidences of violence and

aggression within the school.

Crisis Prevention Institute: CPI is a program that emphasizes early intervention and nonphysical methods for preventing and/or

managing disruptive behaviors. There is a building based CPI certified team and all staff members attend professional development on

CPI’s principles.

Advisory Periods: The Advisory period (30 minutes each Monday), will be used to implement the MindUp curriculum in order to

support our students’ social emotional needs during the 2017-2018 school year.

Anti-Bullying Policy

The Chelsea Public School System is committed to maintaining a school environment where students are free from bullying and

cyber-bullying and the effects thereof.

Acts of bullying and cyber-bullying are prohibited:

(i) on school grounds, property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function

or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased or used by the

school district; or through the use of technology or an electronic device owned, leased or used by the school district and

(ii) at a location, activity, function or program that is not school-related, or through the use of technology or an electronic device

that is not owned, leased or used by the school district, if the acts create a hostile environment at school for the target, infringes on the

rights of the target at school or materially and substantially disrupts the education process or the orderly operation of a school.

Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has

reliable information about bullying also is prohibited.

A copy of the complete anti-bullying policy is available in the school office and is included in the student handbook. The policy

outlines expectations and procedures for reporting obligations, investigation procedures, determination, and disciplinary action.

Parent Involvement

Parent Involvement Policy

PART I. GENERAL EXPECTATIONS

The Clark Avenue Middle School agrees to implement the following statutory requirements:

The school will put into operation programs, activities and procedures for the involvement of parents with Title I, Part A

programs, consistent with section 1118 of the Elementary and Secondary Education Act (ESEA). Those programs, activities

and procedures will be planned and operated with meaningful consultation with parents of participating children.

Consistent with section 1118, the school will work to ensure that the required parental involvement policies meet the

requirements of section 1118(b) of the ESEA, and include, as a component, a school-parent compact consistent with section

1118(d) of the ESEA.

The school will incorporate this district wide parental involvement policy into its school improvement plan developed under

section 1112 of the ESEA.

In carrying out the Title I, Part A parental involvement requirements, to the extent practicable, the school will provide full

opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of

migratory children, including providing information and school reports required under section 1111 of the ESEA in an

understandable and uniform format and, including alternative formats upon request, and, to the extent practicable, in a

language parents understand.

If the school improvement plan for Title I, Part A, developed under section 1112 of the ESEA, is not satisfactory to the

parents of participating children, the school will submit any parent comments with the plan when the school submits the plan

to the district.

The school will involve the parents of children served in Title I, Part A in decisions about how their share of the 1 percent of

Title I, Part A funds reserved for parental involvement is spent.

The school will be governed by the following statutory definition of parental involvement, and will carry out programs,

activities and procedures in accordance with this definition:

Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving

student academic learning and other school activities, including ensuring—

(A) that parents play an integral role in assisting their child’s learning;

(B) that parents are encouraged to be actively involved in their child’s education at school;

(C) that parents are full partners in their child’s education and are included, as appropriate, in decision-making

and on advisory committees to assist in the education of their child;

(D) the carrying out of other activities, such as those described in section 1118 of the ESEA.

The school will inform parents and parental organizations of the purpose and existence of the Parental Information and

Resource Center in the State.

PART II. DESCRIPTION OF HOW DISTRICT WILL IMPLEMENT REQUIRED DISTRICT WIDE PARENTAL

INVOLVEMENT POLICY COMPONENTS

1. The Clark Avenue Middle School will take the following actions to involve parents in the joint development of its school wide

parental involvement plan under section 1112 of the ESEA:

Parent Needs Assessment Surveys

School Site Councils

Parent Liaison

2. The Clark Avenue Middle School will take the following actions to involve parents in the process of school review and

improvement under section 1116 of the ESEA:

Parent Needs Assessment Surveys

School Site Councils

Parent Liaison

3. The district will provide the following necessary coordination, technical assistance, and other support to assist the Clark Avenue

Middle School in planning and implementing effective parental involvement activities to improve student academic achievement

and school performance:

Through the support and guidance of the Title I Administrator

Parent Liaison

4. The Clark Avenue Middle School will coordinate and integrate parental involvement strategies in Part A with parental

involvement strategies under the following other programs:

Title III

IDEA

5. The Clark Avenue Middle School will take the following actions to conduct, with the involvement of parents, an annual

evaluation of the content and effectiveness of this parental involvement policy in improving the quality of its school. The

evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular

attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or

are of any racial or ethnic minority background). The school will use the findings of the evaluation about its parental involvement

policy and activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the

involvement of parents) its parental involvement policies.

Parent Involvement activities are planned at via the School Site Council and Parent Liaison. The effectiveness of the activities

are assessed through the number of parents who attend each event (sign-in sheets); discussions with School Site Council

members; teacher feedback as well as the annual Parent Needs Assessment Survey.

1. The Clark Avenue Middle School will build the school’s and parent’s capacity for strong parental involvement, in order to

ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve

student academic achievement, through the following activities specifically described below:

A. The school will, with the assistance of the district, provide assistance to parents of children served by the school, as

appropriate, in understanding topics such as the following, by undertaking the actions described in this paragraph --

the State’s academic content standards,

the State’s student academic achievement standards,

the State and local academic assessments including alternate assessments,

the requirements of Part A,

how to monitor their child’s progress, and

how to work with educators

In the fall of every school year the school holds an Open House for parents/guardians which include presentations

by classroom teachers. These presentations help parents understand what their children will be learning; what the

state assessments are; the importance of the school compacts and how to monitor the progress of their children.

Our parent liaison that work directly with parents throughout the year and provide workshops on varied topics

including but not limited to how to work with your child’s teacher(s), bullying prevention, internet safety.

The school participates in the district’s annual back to school celebration which includes tables for each of the

schools to display specific school level information for parents. Many CBO’s also participate in the event to

provide information to parents regarding support services available to them and their children.

The school holds at least two Parent/Teacher Conference days to meet with parents individually on their student’s

progress. In addition the school holds various parent nights that focus on content (Literacy and Math), internet

safety, how to help students with homework, important policies such as bully prevention as well as enrichment

activities. These activities are listed in the School Improvement Plans each year.

B. The school will, with the assistance of the district, provide materials and training to help parents work with their children to

improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster

parental involvement, by:

Conducting varied parent involvement activities and workshops. (Please see Parent Involvement Activities below.)

C. The school will, with the assistance of the district and parents, educate its teachers, pupil services personnel, administrators

and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility

of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and

the school, by:

Training during faculty meetings and in-district and out of district PD.

Support and guidance from the Title I Administrator

D. The school will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and

activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool

Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such

as parent resource centers, that encourage and support parents in more fully participating in the education of their children,

by:

By providing information through our district website, flyers and other notifications in the language of the

parent/guardian

E. The school will take the following actions to ensure that information related to the school and parent- programs, meetings,

and other activities, is sent to the parents of participating children in an understandable and uniform format, including

alternative formats upon request, and, to the extent practicable, in a language the parents can understand:

In-district interpreters and translators

Contracted services through Catholic Charities; Bay State Translations and International Translation Services

PART III. DISCRETIONARY DISTRICT WIDE PARENTAL INVOLVEMENT POLICY COMPONENTS

NOTE: The School Parental Involvement Policy may include additional paragraphs listing and describing other discretionary

activities that the school, in consultation with its parents, chooses to undertake to build parents’ capacity for involvement in the school

and school system to support their children’s academic achievement, such as the following discretionary activities listed under section

1118(e) of the ESEA:

providing necessary literacy training for parents from Title I, Part A funds, if the school district has exhausted all other

reasonably available sources of funding for that training during Fall Open House Events;

paying reasonable and necessary expenses associated with parental involvement activities, including transportation and

child care costs, to enable parents to participate in school-related meetings and training sessions;

training parents to enhance the involvement of other parents during School Site Council meetings and workshops

provide by the parent liaison;

in order to maximize parental involvement and participation in their children’s education, arranging school meetings at

a variety of times, or conducting in-home conferences between teachers or other educators, who work directly with

participating children, with parents who are unable to attend those conferences at school;

adopting and implementing model approaches to improving parental involvement;

developing appropriate roles for community-based organizations and businesses, in parental involvement activities; and

providing other reasonable support for parental involvement activities under section 1118 as parents may request.

PART IV. ADOPTION

This Clark Avenue Middle School Parental Involvement Policy has been developed jointly with, and agreed on with, parents of

children participating in Title I, Part A programs, as evidenced by parent needs assessment surveys and School Site Council Agendas.

This policy was adopted by the Clark Avenue Middle School on September 1, 2017 and will be in effect for the period of 5 years and

reviewed annually. The school will distribute this policy to all parents of participating Title I, Part A children on or before October

30, 2017 and will be posted on the district website.

HOME/SCHOOL INVOLVEMENT CONTRACT


School/Home Involvement Contract 2017-2018

HOMEROOM TEACHER

I understand that the school experience is important to every student. Therefore, I agree to carry out the following responsibilities:

1. Implement instructional strategies in my teaching that will assist your child in their learning.

2. Familiarize myself with the needs of your child.

3.Encourage your child to perform to the best of his or her ability.

4.Communicate regularly with you concerning your child’s progress.

5.Maintain regular contact with the other teachers involved in your child’s education.

_______________________________________________ ___________________

Teacher’s Signature Date

STUDENT

I know my education is important. I understand that participation in my child’s education will contribute to his or her achievement and motivation. Therefore, I

agree to carry out the following:

1. Perform to the best of my ability.

2.Be at school on time unless I am sick.

3.Be responsible for my own behavior.

4.Pay attention and ask for help when needed.

5.Return completed homework on time.

_______________________________________________ ____________________

Student’s Signature Date

PARENT/GUARDIAN

I realize that my child’s education is very important. I understand that participation in my child’s education will contribute to his or her achievement and

motivation. Therefore, I agree to carry out the following responsibilities:

1. Visit my child’s school, or make written or telephone contact, at least once a year.

2. Provide a quiet place for my child to study and complete homework assignments.

3. Encourage my child to read and write on a daily basis.

4. Make sure my child attends school regularly and arrives each day on time, unless he or she is sick.

______________________________________________ ___________________

Parent/Guardian’s Signature Date

Clark Ave Middle School Parent Involvement Calendar 17-18

Day Month Date Event Thursday August 25 Back to School Celebration 2-5pm

Tuesday September 5 Annual Potluck Dinner 5pm-7pm

Tuesday September 12 Open House 5-7pm

Wednesday September 20 Band Orientation 6-7pm

Wednesday September 27 School Site Council Meeting 4:00pm-5:00pm

Friday October 6 Parent Coffee Hour 8:30-9:30am

Wednesday October 25 School Site Council Meeting 4:00pm-5:00pm

Monday November 13 5th Grade Assemblies

Tuesday November 14 Parent Teacher Conferences 12:15pm

Wednesday November 15 6th Grade Assemblies

Thursday November 16 7th Grade Assemblies

Friday November 17 8th Grade Assemblies

Friday December 1 Parent Coffee Hour 8:30-9:30am

Tuesday December 12 Family Game Night

Wednesday December 13 School Site Council Meeting 4:00pm-5:00pm

Wednesday December 13 Winter Concert 6pm

Thursday January 18 AntiBullying Event

Wednesday January 24 School Site Council Meeting 4:00pm-5:00pm

Tuesday January 30 6th Grade Assemblies

Wednesday January 31 7th Grade Assemblies

Thursday February 1 8th Grade Assemblies

Friday February 2 6th Grade Assemblies

Wednesday February 28 Parent Teacher Conferences

Wednesday March 7 School Site Council Meeting 4:00pm-5:00pm

Wednesday March 14 Concert

Wednesday March 28 School Site Council Meeting 4:00pm-5:00pm

Friday April 6 Parent Coffee Hour 8:30-9:30am

Wednesday April 25 School Site Council Meeting 4:00pm-5:00pm

May TBD Parent Coffee Hour 8:30-9:30am

Wednesday May 22 School Site Council Meeting 4:00pm-5:00pm

Thursday May 23 Spring Concert

Friday June 1 Parent Coffee Hour 8:30-9:30am

June TBD Talent Show

June TBD Moving On Ceremony

Professional Development

Middle School Grades 5-8 Professional Learning Academy The Chelsea Professional Learning Academy provides a district-wide cohesive professional development to support the professional growth of

teachers and span grade-levels and content areas. Courses are offered at two levels of each month: 101 Induction Series for New teachers; 201

Series for non-first year teachers. Specific descriptions of course offerings, times and location can be found at the PD Site at chelseaschools.com. 101 Induction Series

New Teachers

101 Induction Series

New Special

Education

Service Providers

201 Series

Open to all non-first year teachers

201 Series

Open to all non-first

year teachers

September 13th ELA: Vision and Purpose: Starting the year off right

History: What Does an effective History Class Look Like

Math: Unit Design Phrase 1: Setup

Science: Planning Standards

September 13th

IEP Meetings: Process

& Eligibility

Determination

September 13th, October 11th , &

November 8

September 13th, October

11th, November 8th

Supporting ELLs

Vocabulary

October 11th

ELA: Thinking Ahead: Long –Term Planning for Success

History: Using Mini DBQs in History Classes, Session 1

Math: Unit Design Phrase 2: Introduction

Science: Performance Assessments

October 11th

IEP Writing

Classroom Culture:

How does a teacher

establish a culture

that promotes

learning?

Literacy across All

Contents December 13th, January

10th, February 14th

Supporting ELLS Reading

November 8th

Social –Emotional Learning November 8th

Social-Emotional

Learning

December 13th, January 10th &

February 14th

December 13th

ELA: How can I Engage My Students? Balanced Literacy

Lessons

History: Planning the “In Between” to prepare students

for assessment

Math: Unit Design Phrase 2: Introduction continued

Science: Formative Assessments

December 13th

Disability Types

Social- Emotional:

Trauma –Informed

Schools

Differentiation in

the Classroom March 14th, April 11th,

May 9th, June 13th

Supporting ELLs Writing

January 10th

ELA: Stage two: Rigorous, Engaging and Clearly

Communicated Tasks

History: DBQ Session 2

Math: Unit Design Phrase 3: Teach/practice w/feedback &

Differentiation Stage 1

Science: Technology in the Science Classroom

January 10th

Assessments March 14th, April 11th, & May 9th

February 14th

ELA: The Proof is in the Puddng: Looking at Student

Work

History: Formative Assessment/Looking at Student Work

Math: Unit Design Phrase 4: Teach/Practice w Feedback

& Differentiation Stage 1

Science: Inquiry Point 1 – Strategies for Hands-on Work

February 14th

SPED Law/History of

SPED

Teach in the

Classroom of the

Future: Integrating

Technology

Improving Your

Professional

Practice

March 14

ELA: Thinking Ahead: Long-Term planning for Success

History: Conferring with Historians

Math: Unit Design Phrase 4: Teach/Practice w Feedback

& Differentiation Stage 2

Science: Inquiry Point 1 – Strategies for Hands on Work

March 14th

Parent Communication

April 11th

ELA: Evaluation, Artifacts, and all the Other Burning

Questions

History: Assessing Student Growth Over a School Year

Math: Unit Design Phase 5: Fluency and Synthesis

Science: Inquiry Pt 2 – Mini Labe

April 11th

Service Delivery

Models/Related

Service Providers

May 9th

ELA: Stage 2 Rigorous, Engaging & Clearly

Communicated Tasks 2.0

History: What Does An Effective History Class Look

Like at the End of the Year

Math: Unit Design Phrase 6: Conclusion

Science: Discussing Science in the Classroom

May 9th

Supporting Classroom

Teachers

June 13th

ELA: Am I the Teacher I Want to Be: Metacognition in

the Classroom

History: Reflection

Math: Reflection and Showcase

Science: Reflection

June 13th

Reflection

***********************************************************************************************************

Consolidation of Programs

All state, local, and federal programs are consolidated to meet the needs of all of the students attending the Clark Avenue Middle

School. Funding from these resources support professional development, parent involvement, reduced class size, free and reduced

lunch, purchasing of materials, after school classes, and summer school programming.

Documents

Clark Avenue Middle School School Improvement … Avenue Middle School School Improvement Plan 2017-2018 ... create a thematic goal, ... Teaching from Standards to Rigor & Depth