Reading Public Schools School Improvement Plan Wood End

Wood End Wildcats are Responsible, Respectful, Engaged, Honest & Safe

Reading Public Schools School Improvement Plan

Wood End Elementary School 2017-2018

Reading Public Schools Mission: Preparing Reading’s Youth to Be Respectful and Productive Citizens of a Global Society


Wood End Elementary School Improvement Plan 2017-18

Goal 1: To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions which will close the achievement gap with our students, in particular, our students in the high needs group (i.e. special education, English Language Learners, economic disadvantage). Strategic Initiative/Objective:

• Implement block scheduling, academic intervention blocks, a Multi-Tiered System of Support (MTSS), mentoring program, CICO, and DCAP to address behavioral and academic needs of all students.

Monitoring Progress Process Benchmarks: What will be done, when, and by whom?

Process Benchmark Person Responsible

Date Status

All teachers will have a professional practice and/or student learning goal associated with one of the four focus areas for the district (SEL, Closing the Achievement Gap, Literacy, or Math Instruction)

Principal 10/31/17 In Progress

Using Early Warning Indicator System (EWIS), SRSS/SIBS, grades, and discipline data, schools will develop a list of at risk students, develop interventions for those students, and monitor progress on a regular basis.


Formative assessments to monitor student progress more regularly

Teachers K-5

6/20/18 Ongoing

Student centered classrooms with reduced amount of teacher-talk

Teachers K-5

6/20/18 Ongoing

Lessons aligned to standards and students held accountable for grade-level work

Teachers K-5

6/20/18 Ongoing

Align math and literacy to power standards Teachers K-5

6/20/18 Ongoing

Progress monitoring systems aligned to standards (i.e. Assessing Math Concepts for K-2, pre/post assessments for narrative, information, opinion writing, and F&P benchmarks)

Principal Teachers

K-5

6/20/18 Ongoing

Grade-level meetings will take place every 3 weeks; discussions will include all students – looking at grade level trends, expectations, standards

Principal 9/15/17 Ongoing

Effective instructional practices identified through observations and walk-throughs; provide time for teachers to observe in other classrooms (school and district-wide)


Intervention blocks established for Grades K-5 to provide academic support for all students

Principal 8/28/17 Met


PD for paras to provide effective support; coaching and modeling

Principal LC

Teachers

11/7/17 In Progress

Provide additional support from reading specialist and tutors to identified students (Tier 2) in addition to classroom teacher instruction (double dose)

Reading Specialist

10/10/17 Ongoing

DCAP staff development and PD to promote best practices in all classes


All elementary students will receive at least 30 minutes of social emotional learning weekly through their Open Circle lessons


Utilize all-school time for Open Circle each week to provide consistency and include para educators


Based on our school data, we will implement Tier 2 and 3 interventions matched to needs of students (mentoring or CICO)

Leadership Team

6/20/18 Ongoing

A clear decision-making process for determining student access for Tier 2 and 3 interventions will be developed for students with regular progress monitoring; establish entrance and exit criteria

Leadership Team

6/20/18 Ongoing

Measuring Impact Early Evidence of Change: Changes in practice, attitude, or behavior you should begin to see if the initiative is having its desired impact

Early Evidence of Change Benchmark Person Responsible

Date Status

All staff will have a student learning or professional practice goal that aligns with one or more of the four focus areas


Identify at least one evidence based intervention strategy to address the achievement gap in literacy (i.e. LLI)

Leadership Team

6/20/18 Ongoing

Building Leadership Team meets 2 x monthly or equivalent to refine T2/3 interventions and monitor universal support systems


Ensure through observation and review of schedules that Open Circle curriculum is being implemented with 100% fidelity

Principal Behavioral

Health Coach

6/20/18 Ongoing

Regular review at data team meetings of grade-level data, ODRs, PAWs


There will be a decrease in in the achievement gap between the general population of students and the high needs group on state and local assessments

Principal Teachers

K-5

9/30/18


Resources Supporting Implementation The staff and financial resources allocated to support this initiative

Resources

Professional Development time and subs – regular education and special education

Comprehensive data collection review and analysis calendar

Time and resources to provide intervention blocks for struggling students – academic intervention time in schedule for Grades K-5

Leveled Literacy Intervention Program for use with students reading below grade level

Additional PD and coaching in the use of Applied Math Concepts (AMC) assessments to provide small group skills-based instruction, K-2

Goal 2: To improve literacy instruction for all students by providing teachers with time and training, timely supervision and coaching, evidenced based Tier 2 student interventions, grade level progressions, clear expectations and pacing chart. Strategic Initiative/Objective (Curriculum Implementation)

• Implement MA Curriculum Frameworks in ELA in all classrooms, with particular focus on grade-level expectations for all students.

Monitoring Progress Process Benchmarks: What will be done, when, and by whom?

Process Benchmark Person Responsible

Date Status

All K-5 teachers have 60-minute uninterrupted block for reading instruction five days per week, and a 60-minute block for writing at least 4 days per week.

Principal

8/28/17 Met

Academic intervention blocks established for Grades K-5 to provide tiered support in math/literacy to all students


Grades K-5 Teachers will be utilizing Units of Study for Writers Workshop and provide instruction at least 4 days per week


Utilize common assessments K-5 to monitor student progress – F&P Benchmarks, DIBELS, and pre/post assessments for writing

Teachers

6/20/18 In Progress

Utilize Leveled Literacy Program (LLI) to provide small group intervention for struggling readers

Reading Specialist 6/20/18 In Progress

Use staff meeting time to provide coaching and training to use F&P Literacy Continuum to identify grade level expectations, reading progression, and targeted instruction

Principal Literacy Team

6/20/18 Ongoing

Establish methods for staff to capture and report results of assessments, progress monitoring online

Principal Data Coach

6/20/18 In Progress


Grade-level teams utilize data from MCAS results and interventions to determine growth/success and identify appropriate use of academic support times


Collaborate with Reading Specialist about trends, strengths, areas of need, in an aggregate way to help inform feedback to teachers

Principal

6/20/18 In Progress

Effective instructional practices identified through teacher observations and walk-throughs; provide time for teachers to observe in other classrooms (school and district-wide)


Measuring Impact Early Evidence of Change: Changes in practice, attitude, or behavior you should begin to see if the initiative is having its desired impact

Early Evidence of Change Benchmark Person Responsible

Date Status

Observations of teachers would see evidence of increased differentiated instruction strategies within classroom

Principal

6/20/18 Ongoing

Observation of teachers would include evidence of teacher collaboration


Increased level of consistency across classrooms as seen on common assessments, especially in Writers Workshop


Decreased numbers of students referred for special education testing through implementation of effective interventions

Principal SST

6/20/18 Ongoing

Identified students are receiving appropriate interventions during academic intervention blocks in addition to literacy blocks

Principal Teachers

K-5

6/20/18 Ongoing

Tier 2/3 interventions provided have data that indicate successful instruction, improvement of student achievement

Principal Reading

Specialist

6/20/18 Ongoing

There will be a decrease in in the achievement gap between the general population of students and the high needs group on state and local assessments

Principal 9/30/18

Resources Supporting Implementation The staff and financial resources allocated to support this initiative

Resources

Units of Study in Writer’s Workshop for Grades K-5 – materials and teacher manuals

F&P Benchmark Assessments, DIBELS Monitoring System

Leveled Literacy Intervention Program & Materials

Time & district funding for substitute coverage – instructional rounds, observations, PD

Professional Development

• Data Teams – data analysis


• Lesley Literacy Institute

• F&P Benchmark Assessments

• Units of Study for Reader’s Workshop at Teachers College

Revised 11.19.2017

Documents

Reading Public Schools School Improvement Plan Wood End