SCHOOL ACCOUNTABILITY PLAN Worcester Public Schools …

SCHOOL ACCOUNTABILITY PLAN

Worcester Public Schools

2019 - 2020

Delivering on High Expectations and Outstanding

Results for All Students

Nelson Place School

Monica Poitras Principal or Administrator

Maureen Binienda Superintendent

Coordination and Integration of funds

All Worcester Public Schools must integrate services and programs with the aim of upgrading the entire educational program of the whole

school and to help all students reach proficient and advanced levels of achievement. Integration of services will include the following areas of

focus:

Equity of Access: Ensuring all students have access to high quality instruction and materials and resources. For example: through Title I, II

and III, Focused Instructional Coaches; through Title I, II and Title III supplemental activities including After School and Out-of-School

Time activities. Title IV A, technology, supplemental activities and payment of AP fees; SRG, support of additional time for teachers

including activities that address equity of access; IDEA activities that support individualized learning, and through Perkins funding, access to

materials and credentials for college and career readiness.

Engagement: Engagement with families and the various sectors of our community in developing opportunities for all students; Support

through Title I of our Parent Information Center and community engagement; Title II, coordination of professional development activities

involving engagement; Title III, supplemental parental engagement activities; IDEA, contracted services for health and through Perkins

funding, career exploration activities.

Safe and Healthy Students: Create supportive, safe, and orderly learning environments marked by respectful interactions, acceptance,

inclusiveness, and responsibilities to one another. Title I, personnel including Wraparound coordinators; Homeless Liaison; Title II

coordination of all professional development including PD on SEL; Title III, professional development on co-teaching; Title IV, safety

training, safety planning and school safety supplies; IDEA; professional development and through Perkins, professional development on

safety training.

High quality teaching and learning: To support excellent instruction that improves student skills to prepare them for global citizenship;

through Title I, II and III, coaches; Title II, support of professional development activities; Title IV, professional development on technology;

IDEA professional development and through Perkins, professional development for teachers.

College and Career Readiness: In support of current standards, activities that help students become college and career ready: Through Title

I and Title III, supplemental academic support for struggling students. Title II, coordination of professional development for all college and

career readiness activities; Title IV, support of technology and accompanying professional development to increase teacher proficiency and

payment for AP fees; IDEA, funding for instructional assistants and Perkins, funding for college and career readiness contractual service

provider at our vocational-technical high school.

Worcester Public School Transition Plan for Assisting Preschool Children

Worcester Public Schools support a transition plan for assisting preschool children to school-wide Title I programs, which is based upon best

practices promulgated by the National Center on Parent, Family, and Community Engagement (NCPFCE) and the National Center on Quality

Teaching and Learning (NCQTL). Smooth transitions from preschool to kindergarten depend on connections made between participants in

the process, such as those between schools and families, and between preschool teachers and kindergarten teachers and classrooms, especially

connections made prior to kindergarten entry. The WPS transition plan incorporates NCPFCE models to implement best practices.

Child-School activities foster the familiarity of children with the classroom setting and those people within it. Preschool teachers and children

visit a kindergarten classroom, children practice kindergarten rituals, and a spring orientation is held for preschool children. These activities

are designed to increase comfort, decrease anxiety, and build teacher-child relationships.

Family-School activities foster family collaboration and involvement with the school transition process through school visits, open houses,

and meetings with principals and kindergarten teachers. WPS has prepared and disseminates literacy resource materials for in-home learning

activities.

School-School activities foster inter-school collaboration among preschool teachers and kindergarten teachers to align programs and

classroom practices.

Community: The WPS collaborates with an extensive network of interagency and community service organizations, which support child-

specific programs and enables WPS to get accurate information into the community, including the kindergarten registration process. WPS

transition activities effectively introduce preschool children into school-wide Title I programs.

I. School Instructional Leadership Team Members

School Instructional Leadership Team (ILT) Members shall include:

Teachers (Representation of each grade level or dept. /team-specify position, i.e. 2nd grade teacher, mathematics chair, etc.)

Representatives of support populations (Special Education, English Language Learners, and other support staff)

Administration (Principal, Assistant Principal)

The Instructional Leadership Team’s primary role is to help lead the school’s effort at supporting the improvement of teaching and learning. The ILT

makes decisions about the school’s instructional program, leads and monitors the implementation of a sound instructional focus. This instructional focus is

unique and tailored to the needs of each school.

The ILT carefully monitors student performance data regarding progress toward goals, conducts several internal audits and self-assessments to help

determine future action plans for the school. In order to maintain steady progress, Instructional Leadership Teams meet regularly and frequently, at least

twice a month.

Name Position ILT Meeting Dates

Monica Poitras Principal Sept:25

Scott Mulcahy Assistant principal Oct:30

Nicole Moisan FIC Nov:20

Ari Alston SAC Dec:20

Cindy Homan Teacher Grade 1 Jan:29

Carol Serwecki Teacher grade 4 Feb:26

Mary Jane Costa Teacher Grade 2 Mar:25

Karen Altiz-Polga BCBA Apr:no meeting

Judy Janecek Special education teacher May:22

June:8

I. Massachusetts Department of Elementary and Secondary Education Accountability Data

II. Student Attendance

II. Student Retention 2018-19

III. Comprehensive Needs Analysis

Complete this summary of strengths and concerns after you have completed a thorough data analysis. Please include a strength and area of

focus for each accountability indicator. Include strengths and areas of focus that reference both overall data and subgroup specific data.

Areas of Strength

Accountability

Indicator

Strength Evidence

Achievement Math Met or exceed target for 7 of 9 subgroups

Exceed target by 4.9 points students with disabilities

Grade 5 E/M at 60%, 14 higher than district, 5% higher

than state

Grade 3 E/M 65%, 19 points higher than district , 6%

higher than state

2019 Official Accountability Report

Achievement ELA SWD had no change, Scaled score of 484.3

Afr. American sub group met target, scaled score 504,

15 points higher than state


Achievement Science Met target for all students

60% E/M, 10% higher than district, 2% higher than

state

Received 3 points for progress towards meeting

improvement targets


Growth ELA, Math,

Science ELA/Math: 5 points out of 8 points for progress

towards meeting improvement targets

4 out 8 subgroups had typical high growth


English Language

Proficiency Grade 3 ACCESS 70% of students making progress ACCESS 2019

Discipline 4 suspension 2-18-2019 2019 Official Accountability Report

Chronic Absenteeism

and Attendance

Chronic absentee rate school wide is less than 6% 2019 Official Accountability Report

District wide data

Areas of Focus

Accountability

Indicator

Concern Evidence

Achievement ELA 7 out 9 subgroups declined

EL subgroup largest decline, 78% to 14%

Grades 3 and 4 have largest EL population , 34

students, 44% also identified as SWD

All students missed target by 1.2 points


Achievement Math EL declined

Lowest performing declined


Growth ELA 4 out of 8 subgroups and typical low growth 2019 Official Accountability Report

English Language

Proficiency 18.7 decline in points

Access 2018 63% making progress dropped top 45% in

2019

42 EL grades 3-6, 25 students also identified as SWD,

13 EL students participate in ALT MCAS

106 EL K-6 fall enrollment 2019


ACCESS report 2019

SAGE Report

Discipline 4 suspensions 2018-2019 SAGE data

Chronic Absenteeism

and Attendance Decline in attendance 3.3 points but is 4 points lower

than state


IV. Action Plan

Leadership, Shared Responsibility, and Professional Collaboration

Establishing a community of practice through leadership, shared responsibility for all students, and professional collaboration

(Focus on improving core instruction and tiered interventions systems using a variety of data)

Prioritized Best Practices or

Strategies

(Include targeted support to

strengthen PLC practices and

ensure access for all student

populations)

1.3. School leaders and most staff members understand the theory of action or vision driving the

priorities related to turnaround efforts, are familiar with the goals and interim benchmarks used

to consistently monitor progress (e.g., at least once a month), and identify and prioritize the next

level of work. A common sense of urgency and ownership for the success of all students shared

among most staff, as demonstrated through staff discourse and actions.

● Bi-Weekly PLC meetings including specialized programs, focusing on EL student

progress

● Guided Planning

● On-going formative assessment during daily lessons and monthly check-in

1.4. School leaders are actively engaged in monitoring implementation of turnaround efforts, use this

information to prioritize initiatives and strategies, communicate progress and challenges and

seek input from staff, and continuously and systematically monitor progress.

● Review of lesson plans

● Classroom observations

● Feedback meetings with teachers

● Plan PLCs and staff meetings to meet the most emergent needs of the teachers

1.5. Most staff members share a relational, trust‐focused culture with each other and their

instructional supports (e.g., coaches) that is solution oriented and focused on improvement as

exemplified by frequent collaboration in developing standards‐based units, examining student

work, analyzing student performance, and planning appropriate interventions. Educators

regularly share their strengths and struggles, in the spirit of helping each other continually

improve their practice.

● Teacher participation in bi-weekly PLC

● Teachers participate in professional development

● Focus on student data to drive instruction

Instructional Leadership Team

Implementation

(Explain how ILT members

implement and measure school-

wide strategies.)

1.3. Bi-Weekly PLC meetings by grade span and content area

1.4. Monthly monitoring of student progress through sharing of data

1.5. Guided planning with FIC and collaboration PLC

What evidence (artifacts, data sources, observations, etc.) will you gather to monitor growth/change?

ADULT IMPLEMENTATION INDICATOR STUDENT RESULTS INDICATOR

Data Source: Student learning goals and objectives, lesson plans,

PLC meeting agenda and notes, data spreadsheets

Data Source: Student work, common assessments, benchmark

assessment data, BAS, STAR, Math common assessments, writing

samples, progress monitoring data, running records

IV. B. Action Plan

Intentional Practices for Improving Instruction

Employing intentional practices for improving teacher-specific and student-responsive instruction

(Focus on refining the use of observations and student-specific data so that constructive feedback to teachers is provided and student-

specific needs are clearly identified to inform instructional responses)


Strategies



populations including EL and

students with disabilities)

2.1. Specific or precise expectations for teachers’ classrooms practices are consistently

communicated, understood by most staff and monitored throughout the year.

Implementation of district wide curriculum resources for all grades: SRSD, enVision,

Science

Implementation of Fountas and Pinnell grades k-2

Implementation of Reading Side by Side grades 3-6

WPS curriculum and use of ATLAS

Data collection on IEP goals

2.2. The existing instructional schedules include uninterrupted blocks of school wide learning time.

Content instruction and instructional support staff are coordinated or systematically organized

and aligned across grade levels and content areas. EL schedule prioritized Writing block

Develop instructional schedule to meet the academic learning needs of our EL and

special education students

2.7. Structures, practices, and use of resources (e.g., collaborative meeting time, coaching, supports

for implementing the Massachusetts Curriculum Frameworks) to support data‐driven instruction.

The use of research‐based instructional strategies and differentiation are in place and consistently

implemented, resulting in rigorous instruction, reflective of the shifts in cognitive demand for the

Massachusetts Curriculum Frameworks, that meets the needs of each student.

Bi-Weekly PLC meetings

1:1 targeted guided lesson planning with FIC

EL teachers collaborate with EL Coach

EL coach support general education classroom instruction


Implementation



wide strategies.)

2.1. Bi-weekly PLC meetings facilitated by Focused Instructional Coach and Principal

2.2. Create school wide schedule to maximize learning

2.7. Feedback documentation and meetings, observations



Data Source:

Lesson plans; data from formative assessments; feedback in GLT

meetings; results from monthly surveys on needs.

Data Source: Informal observations of lessons; student work

samples and formative assessment results.

IV. C. Action Plan

Providing Student-Specific Supports and Instruction to All Students

Providing student-specific supports and interventions informed by data and the identification of student-specific needs

(Focus on developing a sophisticated approach to using systems of assessments, responding to assessments to deploy interventions and

resources, and continuously reviewing the impact of interventions with students). (Specifically address students not meeting targets)


Strategies



populations including lowest

25%)

3.1. All students experience research based academic interventions appropriate for their specific

needs. These best practices are implemented systematically during the regular scheduled school

time for all core content areas through a Response to Intervention model.

Reading assessments

Intervention for targeted students based on need areas

Accelerated Math

RTI model

3.3. Student learning, academic performance and social emotional learning are regularly reviewed at

bi-weekly grade level meetings throughout the year using a wide array of ongoing assessments

to identify student‐specific and school wide emerging needs. Students are reassigned to

interventions, enrichment, and supports, as needed, throughout the school year.

bi-weekly updates with school adjustment counselor and assistant principal

weekly lunch bunch groups providing SEL support to identified students

school wide PBIS

quarterly clinic meets with families and BCBA for students with primary diagnosis of autism

Five staff meetings dedicated to SEL, all staff attend


Implementation



wide strategies.)

3.1. Through the use of formative assessment data, teachers provide daily interventions to meet the

needs of all students

3.3. Teachers monitor progress monthly through BAS check-ins and STAR Reading and Math

Progress monitoring. Data is reviewed at ILT meetings



Data Source:

STAR progress monitoring reports, monthly BAS progress

monitoring spreadsheet, SSP meeting notes

Data Source:

BAS, STAR reading and Math, informal formative assessments,

check-ins, quizzes, unit tests

IV. D. Action Plan

A Safe, Respectful, and Collegial Climate for Teachers, Students and Families

Establishing a safe, orderly and respectful environment for students and a collegial, collaborative and professional culture among teachers

(Focus on developing a welcoming school through a safe and orderly climate that supports student learning within and outside the

classrooms as well as a supportive and professional climate for teachers to collectively focus on and pursue efforts to increase student

achievement)


Strategies

(Include practices that target new

and incoming students)

1. Welcoming schools committee to review procedures and initiatives to plan interventions and

acknowledge quarterly celebrations.

2. School wide PBIS expectations.

3. All instructional staff works toward building a classroom and school community through the use

of morning meeting to teach/practice social skills and increase positive relationships between

teacher/student and student/student.


Implementation



wide strategies.)

The Principal and welcoming committee will monitor that the following occur in service to the above

stated strategies for improvement:

1. Staff News (Principal’s weekly newsletter) is developed in conjunction with the AP and

FIC and pushed out to all staff through Google Classroom.

2. Daily morning meeting (school-wide and each classroom) led by each classroom teacher

3. Monthly student of the month celebration



Data Source:

Weekly Staff News, morning meetings, monthly PTO newsletters,

quarterly grade-activities for parents in classrooms, increased levels

of engagement for all staff

Data Source:

Reduce office referrals, increased attendance at PBIS monthly

student of the month, increased positive relationships between

school and home

IV.E. Action Plan

Reducing Chronic Absenteeism

Providing student-specific supports and interventions informed by data and the identification of student-specific need.

(Focus on developing a climate that fosters home-school communication, student engagement, provides individualized supports for

students and a system that regularly review the impact of interventions with students)


Strategies



populations)

1. Check daily attendance in SAGE and make phone call for two consecutive days absent.

2. Meet monthly with school attendance team to review chronic absenteeism plan interventions

and plan acknowledgement and quarterly celebrations for good attendance.


Implementation



wide strategies.)

The Principal, AP and SAC will monitor that the following occur in service to the above stated

strategies for improvement:

1. School Adjustment Counselor will review daily attendance bulletin and call parents of

students who have been out of school for two consecutive days without reason.

2. School adjustment counselor will present a review of the status of students with chronic

absenteeism to the PBIS/ILT and work to determine an individual plan for improvement for

each child.



Data Source:

Daily SAGE attendance bulletin, Chronic Absenteeism Reports

(district-provided)

Data Source:

Reduction of absent/tardy rates for students, increase in on-time,

daily attendance for students

V. Worcester Public Schools Professional Learning Plan

Worcester Public Schools Professional Learning Plan (PLP)

District Name School Name Principal Name Plan Begin/End

Dates

Worcester Public Schools Nelson Place Monica Poitras Sept 2019

Professional Learning Priorities

PL

Goal

No.

Priorities Planned Activities and Identified Group

(as appropriate)

1 Increasing percent of EL students meeting expectations in

ELA and Math

Collaborating with EL coach monthly

Using Fountas and Pinnell K-2

Bi-weekly grade level meetings

2 Increasing percentage of students meeting/exceeding in

ELA specifically writing

Analyzing student writing

Quarterly SRSD meetings

Focus on mini lessons

Grades 3-6 aligning CIA with Standards

3 Increasing percentage of students meeting/exceeding in

Math

Math teachers in K-6

Using accelerated Math in grades 2-6

Progress monitoring in Math

Documents

SCHOOL ACCOUNTABILITY PLAN Worcester Public Schools …