2013-2016 school improvement plan pine grove school...

2013-2016 School Improvement Plan

Pine Grove School Triton Regional School District

Triton Regional School District…………………………..Pine Grove School Improvement Plan…………………………………………………..2013-2016 Page 1 of 20

Table of Contents Executive Summary ................................................................................................................................................................................................................................ 2

School Council Composition ................................................................................................................................................................................................................ 4

Progress Update on 2012-2013 School Improvement Plan ........................................................................................................................................................... 5

Necessary Conditions for Success ........................................................................................................................................................................................................ 6

Action Plan ................................................................................................................................................................................................................................................. 8

Goal I ........................................................................................................................................................................................................................................................ 8

Goal II ................................................................................................................................................................................................................................................... 11

Goal III .................................................................................................................................................................................................................................................. 13

Data ............................................................................................................................................................................................................................................................ 15 2013-2014 Building Based Professional Development Plan……………………………………………………………………………………..……….…………..17


Executive Summary The Commonwealth of Massachusetts, in 1993, promulgated legislation which stipulated that every public school within the Commonwealth must have a School Council, and that the School Council must formulate a School Improvement Plan. The full text of the applicable law is M.G.L. c. 71, § 59C. The Pine Grove School council has prepared the following plan for the years 2013-2016. A review of the Spring 2013 MCAS results has shown unevenness in student performance that we continue to grapple with at Pine Grove. The charts on page 16 do not fully reflect the steady gains that are being made in moving toward the 6-year DESE goal, particularly in the High Needs/Low Income categories, where the school gained between 2.8-4.5 CPI percentage points. The 3.3% CPI decline in our Science scores are an area of concern; some of the data suggests that further teacher training and support is a critical element for teachers who have not previously taught science at the grade level. At the same time, fifth grade students made considerable gains in mathematics, with 84% proficient or higher, and an 82% SGP. This reflects the fifth grade teachers’ identification and incorporation of new teacher/student resources for mathematics. Over the coming year, we will be focusing on how we can increase mathematical success, particularly at the third and fourth grade levels, and with all of our SPED students. When developing this plan, we focused on three priority goal areas: Goal I: The proficiency gap between students in the aggregate and the high need subgroups as measured by state, district, and local common assessments will be reduced by one third by 2016.

Improving Student Achievement Outcomes Our charge as a school is to fundamentally increase student achievement. If we are going to increase student performance, we must diligently focus our school on the one critical factor that has the greatest impact on student achievement -- classroom instruction. Great instruction is: Guided by the Curriculum, Rigorous with research-based strategies, Engaging and exciting, Assessed continuously to guide instruction, and Tailored through flexible groups. Attainment of Goal I:

• Review of common assessments, MCAS and other assessment data show a consistent narrowing of the gap. • Educators are regularly using formative assessment data to progress monitor in order to continually refine ways to help students progress in tandem

with their peers. Goal II: By 2016, 100% of Pine Grove educators will be proficient or exemplary on Standard IV, the professional culture portion of the educator evaluation rubric leading to a more dynamic professional learning community. (Professional Educator Rubric Standard IV: Professional Culture. The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.) Professional Learning Communities


A learning community characterized by common purpose, collaborative inquiry, and collective responsibility. As a professional learning community, we seek answers to the following questions:

• What do we want our students to know and be able to do? • How will we know students have learned what we have taught them? • What will we do for students who are not making appropriate progress or who already know what is about to be taught?

Attainment of Goal II: • Reflection: 100% of educators will be proficient or exemplary in demonstrating the capacity to reflect on and improve their own practice, using

informal means as well as meetings with teams and work in groups to gather information, analyze data, examine issues, set meaningful goals and develop new approaches in order to improve teaching and learning.

• Professional Growth: 100% of educators will be proficient or exemplary in actively pursuing professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional leadership roles.

• Collaboration: 100% of educators will be proficient or exemplary in collaborating effectively with colleagues on a wide range of tasks. • Decision-Making: 100% of educators will be proficient or exemplary in becoming involved in school-wide decision making activities and will

take an active role in school improvement planning. • Shared Responsibility: 100% of educators will be proficient or exemplary in sharing the responsibility for the performance of all students within

the school. • Professional Responsibilities: 100% of educators will be proficient or exemplary in being ethical and reliable and in meeting routine

responsibilities consistently. Goal III: Parent and community engagement will be strengthened by 100% participation of each PGS household in an activity related to the life of the school Parent and Community Involvement The various PGS communities work together in order to support and deliver the ideal Pine Grove graduate: A student with high academic achievement, strong sense of self, with powerful critical thinking skills, and an engrained desire for civic participation. The various factions that make up the larger Pine Grove community are the student body, faculty, staff, and parents. Attainment of Goal III:

• Engagement: 100% of educators will be proficient or exemplary in welcoming and encouraging families to become active participants in the classroom and school community.

• Collaboration: 100% of educators will be proficient or exemplary in collaborating with families to create and implement strategies for supporting student learning and development both at home and at school.

• Communication: 100% of educators will be proficient or exemplary in engaging in regular, two-way, and culturally proficient communication with families about student learning and performance.


School Council Composition In accord with the law, Pine Grove has a School Council. As currently composed, the Council consists of the school principal, three teachers, three parents, and a community representative. These members, collaboratively, have developed this School Improvement Plan. Members: School Principal: Mrs. Christine A. Kneeland, Co-chair (member since September, 2009) Teachers: Mrs. Elizabeth Butler, Co-chair (member since September, 2011) Ms. Elizabeth Cominole (member since September, 2012) Mrs. Maryellen Moreland (member since September, 2012) Parents: Mrs. Katerina Simonoff (member since September, 2012), Ms. Elena Rosnov (member since October, 2013), and Mrs. Amy Treseler (member since September, 2012) Community Representative: Mrs. Hermayne Gordon (member since October, 2011) Updates Approved by the PGS School Council: December 18, 2013 Updated Goals Reviewed by the Faculty: January 6, 2014 Plan Reviewed by the Faculty: January 7, 2013 Signature of Principal: ___________________________ Date__________________ Signature of Co-Chair: ___________________________ Date__________________ Superintendent Approval: ___________________________ Date__________________


Progress Update on 2013-2014 School Improvement Plan Progress made on the previous School Improvement Plan is such: Goal Area: Improving Student Achievement Outcomes

• Pine Grove School developed and implemented a model in which each grade level participates in a grade level Professional Learning Community (PLC) meeting every other week. The mission of the PLC is: The PGS Professional Learning Communities will work in collaborative teams to continually analyze and improve classroom practice to ultimately impact student learning. Focus areas tend to be on Mathematics and ELA. The PLC’s are facilitated by the literacy and math coaches.

• Pine Grove School is in year one with the utilization of a literacy and math coach. Research shows that schools and classrooms with the highest reading and math achievement are those that are supported by literacy and math coaches who spend most of their time working with teachers.

• Teachers continue to implement Keys to Literacy across all disciplines. Keys Coaches are providing support and PD for the teachers. • Pine Grove School continues to improve RTI WIN (What I Need) time for all struggling students as well as our high ability students. RTI is the

use of research-based instruction and interventions to students who are at risk and may be suspected of having specific learning disabilities. A three tiered pyramidal model is implemented when providing RTI.

• PGS educators have worked collaboratively to strengthen the protocols for developing analytical and evaluative processing using data literacy including MCAS analysis.

• Flexible grouping is being used in three grade levels. • Interventions/Extension Blocks and Lesson Study have been implemented across several grade levels. • Differentiation Instruction continues to be strengthened among educators with several teachers participating in DI study groups with the District

DI Specialist. • Several educators continue to refine their practice using the Responsive Classroom model throughout the day as well as attending workshops

throughout the summer. • Teachers at Pine Grove School continue to participate in a number of professional development activities including Keys to Literacy, Helping

Students with Psychological Disorders, Benchmark Assessment System, Coaches Training, Data Teams, Curriculum Mapping, Response to Intervention, Differentiated Instruction, Independent Study, and Technology. All Professional Development activities are aligned to the District Improvement Plans.


• Several Community Gatherings continue to take place throughout the year with an emphasis on appropriate school conduct, bullying and harassment, and a continuation of Character Education in which students are introduced to monthly themes such as Friendship, Self Control, Honor, Generosity, Moral Control, Patriotism, Wellness, Personal Best, Peace, and Team Spirit. Community Gatherings are open to parents.

Enhancing Parent and Community Involvement • By-monthly Principal Coffee Talks continue to be popular among parents. Topics are focused on issues in education, assessment information,

and popular educational books for parents. • The School Council developed the PGS Parent Volunteer Handbook aligned with the District Parent Volunteer Handbook. • Training Programs/Parenting Classes are underway for parents. The second series is scheduled to begin in January 2014 and will focus on

ADD/ADHD and Executive Functioning Difficulties. • Administer Parent Survey regarding volunteering specialty areas Spring 2014.

Improving School Facilities • Statement of Interest to MSBA in January 2012 • Building Walkthroughs with Rowley Selectmen, MSBA Officials, Administration, and Custodial Staff • Creation of PGS Technology Committee – Spring 2013

Necessary Conditions for Success Differentiation of Instruction – Differentiation represents good, responsive teaching that addresses individual learning needs and provides appropriate levels of rigor and challenge for all students: therefore differentiation occurs in the regular classroom. Differentiation meets the needs of all students through assessment of student readiness and modification of learning activities in content, process, and/or product. Using data gathered through multiple formal and informal assessments, educators build a stronger understanding of a student’s learning profile. Based on that knowledge, educators design instruction that compliments, extends, and accesses a student’s interest, learning style and readiness.

Assessments will be used to drive instruction, monitor growth and determine if benchmarks have been met or surpassed. Our data team and PLC’s will assess student progress as well as the fidelity of our curriculum and make informed decisions regarding teaching and learning. We will focus our attention on ways to use assessment data to differentiate instruction and provide accommodations and extensions for students who are successful in the classroom with the core product and process based on student readiness, interest and learning style.


Professional Development- Pine Grove School is deeply committed to the planning, organization, and implementation of an all-inclusive Professional Development Program. Our program aims to improve the knowledge, skills, and competencies of teachers, instructional assistants, administrators, school council, school committee members, and community members.

Pine Grove School strongly believes that an excellent school system supports rigorous learning and performance standards for both students and staff. We believe in providing a representative and trusted professional development process that encourages staff and community investment and partnership in creating excellence in teaching and learning at Pine Grove School.

As a professional learning community, we seek answers to the following questions:

• What do we want our students to know and be able to do? • How will we know students have learned what we have taught them? • What will we do for students who are not making appropriate progress? • What will we do for students who already know what we are planning to teach?

Pine Grove School has a professional development committee whose membership includes the principal, assistant principal, and at least four teacher representatives as well as rotating members from the building data team. The responsibilities of this committee are to:

• Identify in-house professional development needs. • Plan in-house professional development program. • Communicate site-based needs to the district professional development committee through representative membership.

Safety and Discipline- Students should learn in an environment that is emotionally and physically safe. Feeling safe at school translates into higher academic achievement, increased student well-being, and greater engagement. Children who don't feel safe can’t concentrate on their studies, don’t connect with their classmates, or don't go to school at all. To ensure that all students are safe, we recommend, at a minimum: Students, school staff, and family members establish and maintain behavioral expectations, rules, and routines, and families are welcomed by school staff as partners in their children's education. Much of the proactive approach to discipline at PGS focuses on our anti-bullying and harassment initiative. We tailor our disciplinary messages to best target the various grade levels with age-appropriate materials. One preferred vehicle is the Community Gathering. Parents and community members are always welcomed. The Pine Grove Safety Committee continues to work diligently to establish and review emergency protocols for potentially dangerous situations that could occur at the school. Protocols and procedures are continually revisited based on the information that is learned from these drills. Several lockdown drills took place during the 2012-3013 school year and were very successful. Future lockdown drills are currently underway.


Action Plan Pine Grove School Improvement Plan 2013-2016 Core Values: Respect, Integrity, Excellence for All

Goal I The proficiency gap between students in the aggregate and the high need subgroups as measured by state, district, and local common assessments will be reduced by one third by 2016.

Action Steps Resources Measures of Implementation

Responsibility Deadline Budget

Valid assessment instruments are used for screening, progress monitoring, informing instruction and to monitor student progress.

• Principal • Assistant Principal • Chief Academic Officer • Differentiation Specialist • Reading and Math Coaches • Data Coaches • Keys to Literacy and

Fundations Coaches • Assessments • TestWiz/Data Warehouse • Fundations Training • Keys to Literacy Training • Differentiation Coaching • Data Meetings • Professional Learning

Community bi-weekly meetings

• Continued use of AIMSWeb, GRADE, DRA, District Common Assessments (Math and Writing prompts), DIBELS, Fountas and Pinnel Benchmark Assessment systems, formative and summative assessments and other data.

• Provide professional development for teachers in the area of differentiated instruction/RTI

• Flexible Grouping/Small Group Instruction

• WIN (RTI) intervention instruction

• Principal • Classroom

Teachers • Reading and Math

Coaches • Special Education

Teachers and Related Service Providers

• Reading Interventionist

Annually through 2016

PGS budget and District budget when appropriate


Continue to strengthen protocols for data meetings and PLC meetings to further develop analytical and evaluative processes using data literacy including MCAS analysis

• Principal • Asst. Principal • Chief Academic Officer • Reading/Math Coaches • Data Coaches • Data Bridge to Collaborative

Inquiry • Student assessment data • Student Exemplars

• Continue implementing the data driven dialogue process to analyze student performance

• Analyzing student assessment tools for accuracy of measuring Common Core Standards

• Data Coach Training • Calibrating common writing

rubrics

• Principal • Data Coaches • Reading/Math

Coaches • Classroom

Teachers • Special Education

Teachers


Data Coach training funds from District budget

Maintain class size consistent with best practices in order to ensure the optimal differentiation of instruction

• Census • Move-ins • Enrollments • School Choice

• School Committee recommendations and discussions with input from Superintendent and Principal

• Principal • Superintendent • School Committee

Annually January-May

PGS Local Budget

Provide rigorous instruction developing students higher order thinking skills that enable them to successfully attain the Common Core Standards

• Principal • Asst. Principal • Chief Academic Officer • Curriculum Coordinator • Reading/Math Coaches • Differentiation Coaches • Administrator of

Special Ed • Curriculum Maps

• Interventions/Extension Blocks

• Refined instruction through the use of Lesson Study

• Community Gatherings • Character Education Themes

and Lessons • Responsive Classroom • Professional Development • Implementation of 21st

Century skills including the regular use of technology

• Principal • Chief Academic

Officer • Math and Reading

Coaches • Classroom

Teachers • Special Education

Teachers • Specialists • IAs


PGS Local Budget


Create and maintain a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves and claim ownership of their learning

• All PGS staff • Parents/Community

Members • Bullying Prevention

and Implementation Plan

• Character Education • Responsive Classroom • Differentiated

Instruction • Multiple Intelligence

• Community Gatherings • Character Education Themes

and Lessons • Responsive Classroom

Modules • Provide families with the

necessary resources and information

• Nurturing a growth mindset

• All PGS staff • Triton Community


PGS Local Budget


Goal II By 2016, 100% of Pine Grove educators will be proficient or exemplary on Standard IV, the professional culture portion of the educator evaluation rubric leading to a more dynamic professional learning community. Standard IV: Professional culture. The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

Action Steps Resources Measures of Implementation Responsibility Deadline Budget

• Consistently seeks out professional development and opportunities that improve practice and build expertise of self and other educators

• Principal • Asst. Principal • Chief Academic Officer • Differentiation Specialist • Curriculum Coordinator • Evaluation Team Chair • District and Building Based

Professional Development Plans

• Individual Professional Development Plans

• SMART Goals • Individual Professional

Development Plans • Implementation of Professional

Development learning and acquisition evidenced in the classroom

• Outside Professional Development is shared out through staff meetings/PD or after school study groups

• Professional Learning Communities

• Principal • Asst. Principal • Chief Academic

Officer • All Professional Staff


District Budget PGS Local Budget Race to the Top Grants

Administrators and Teachers support colleagues to collaborate in high quality instruction

• Same as above • Data Coaches • Literacy Coaches • Math/Reading Coaches • Norms of Collaboration

• Developing standards based units • Examining student work • Lesson Study • Analyzing student performance

(MCAS, Common Assessments, formative and summative assessments)

• Grade level common planning times

• Bi-monthly data team meetings across grade levels

• PLC bi-weekly meetings

• All PGS Staff Annually through 2016


All teachers will take an active role in becoming more involved in school-wide decision making and school improvement planning

• All of the above • School Council • School Improvement Plan

• Participation and an active member in district and building based committees

• Sharing classroom successes at staff meetings and PLC meetings

• Celebrations of successful implementation of exemplary curriculum achievements

• All staff will demonstrate a philosophy in which building community is essential to successful student achievement outcomes.

• All PGS Staff Annually through 2016


Goal III Parent and community engagement will be strengthened by 100% participation of each PGS household in an activity related to the life of the school.

Action Steps Resources Measures of Implementation Responsibility Deadline Budget

Conduct parent forums to educate the community and promote collaborative partnerships

• Administration • School Council • Teachers • Parents • Community members • Volunteer Coordinator • PTA and RPEF

• Host workshops, at least three times a year, for parents on educational and child development topics

• Attendance at workshops

• Survey results • Parent/Teacher

Conference

• Principal • School Council • Appropriate Staff


Identify ways to promote a welcoming environment and participate in the life of the school; Include surveying parents to gather data on levels of participation

• Administration • School Council • Teachers • Parents • Community members • Volunteer Coordinator • PTA and RPEF

• Introduction to the volunteer program to be presented at Parent Information Night

• Training provided as needed to build volunteer capacity

• Principal • School Council • Appropriate Staff


To be determined and/or Pine Grove PTA and RPEF

Provide regular training to new parent/community volunteers

• All Pine Grove School community stakeholders

• Explicit modeling

• Written guidelines as outlined in the volunteer handbook(s)

• Principal • School Council • Appropriate

Staff


To be determined and/or Pine Grove PTA and RPEF


All the members of the Pine Grove School community will practice and model courteous, kind, meaningful, and professional communication at all times

• All Members of PGS Community

• Community Gatherings • Character Education • Team Meetings • Parent/Teacher Conferences • Parent Information Nights • Celebration of Learning Events • Professional Learning Communities

• All Pine Grove School community stakeholders



Numbers vs. Percentages: Current PGS enrollment (January, 2014) (All percentages have been rounded to the nearest whole number.)

Pine Grove School CPI Proficiency Targets/All students (* actual numbers; goals for 2011-2013 are DESE goals.)

2011* 2012* 2013* 2014 2015 2016 2017 (DESE target) ELA 92.2* 90.7* 91.2* (goal 93.5) 93.5 94.3 95.1 96.1 Math 86.3* 84.0* 86.2* (goal 88.6) 88.6 90.3 92.7 93.2

Reducing achievement gaps by one-third: High Needs/ELA MCAS targets

2011* 2012* 2013 2014 2015 2016 2017 (DESE target) ELA-Aggregate 86.3* 90.7* (goal 92.9) 91.2* (goal 93.5) 93.5 94.3 95.1 96.1 ELA-High Needs 80.5* 78.1* (goal 82.2) 80.9* (goal 83.8) 83.8 86.0 88.2 90.3 ELA-Low Income 85.0* 78.1* (goal 86.3) 83.0 85.5 88.3 91.0

92.5

ELA-SPED 72.1* 72.5* (goal 74.4) 70.2* (goal 76.9) 75.2 80.5 83.8 86.1 Reducing achievement gaps by one-third: High Needs/Mathematics MCAS targets

2011* 2012* 2013 2014 2015 2016 2017 (DESE target) Math-Aggregate 86.3* 84.0* 86.2 (goal 88.6) 88.6 90.3 92.7 93.2 Math-High Needs 73.9* 70.1* 72.3* (goal 78.3) 76.5 80 83.5 87.0 Math-Low Income 78.8* 73.6* 78.1* (goal 82.3) 82.3 84.5 88.0 89.4 Math-SPED 67.6* 63.1* 57.3* (goal 73.0) 71.3 75.4 79.5 83.8

Current Enrollment All students ELL (#/%) SPED (#/%) Low-Income (#/%) SPED and Low-Income

Grade 3 89 0/0 12/13% 19/21% 5/5% Grade 4 72 0/0 8/11% 10/14% 0/0% Grade 5 76 0/0 9/12% 8/10% 3/4% Grade 6 80 1/<1% 10/13% 7/9% 1/1% Total 317 1/<1% 39/12% 44/14% 9/3%


Pine Grove School Draft Building Based Professional Development Plan-2013-2014 Purpose of this document:

• To identify planned building based professional development aligned to District priorities and who will attend. District priorities:

• Common Assessments – establish grade-level expectations for student learning and define what quality work looks like • Data-driven Instruction – regular use of data to plan and modify lesson plans that meet student learning needs • RtI and Differentiated Instruction – practices to support students who learn in different ways and at differing rates • Literacy Across Content Areas – explicit instruction to develop strong comprehension, writing, and speaking and listening skills, Keys to Literacy Date Activity Who When

August 27

Staff/Faculty Convocation – District priorities and goals for the year communicated through Superintendent’s message

All faculty and staff High School Auditorium

Staff Meeting All faculty and staff 11:00-12:00 Mandatory/Required Station Trainings – all staff will participate in the following trainings: Confidentiality/Restraint/Sped/504/Civil Rights/Anti-Bullying/Technology/Health and Wellness

All faculty and staff 12:40-3:00

August 28&29

Keys to Literacy-to learn how to successfully implement research based strategies to increase comprehension, academic writing, and/or the development of vocabulary

K-6 teachers/sped All day

Work in Classrooms/Team Planning/Transition Discussions All professional teaching staff p.m. session

October 4

K-12 Specialists Collaboration – Various PD Activities K-12 specialists During ½ PD release day Review the MKEA(GOLD) Assessment-to discuss the implementation process DIBELS Analysis, DRA, BA Assessments-Data Driven Dialogue

K Teachers 1-2 teachers/sped

During ½ PD release day


MCAS Analysis, Reading Assessments-Data Driven Dialogue

3-6 teachers/sped

November 1

District Scoring of Common Writing Assessment- to provide teachers with training and guidance in scoring district wide writing assessments K-12 Specialists Collaboration– varied PD activities

K-6 Teachers/Sped K-6 Specialists


January 10th

K-12 Specialists Collaboration – varied PD activities K-12 Specialists

Keys to Literacy-Teachers will create a lesson plan, which incorporates a keys to Literacy strategy from the Key Comprehension or Vocabulary Gold Assessment

1-6 classroom teachers, special education teachers K teachers


February 7th

K-12 specialists Collaboration – varied PD Activities During ½ PD release day

Analysis of Mid -Year Reading Assessments – data driven dialogue K-6 teachers/sped

March 7th

K-12 Specialists Collaboration – varied PD activities District Scoring of the Common Writing Assessment K-6 teachers/sped

During ½ PD release day Vertical Math Collaboration – to support vertical collaboration on content, assessment, and problem solving activities

6-8 Math Teachers

April 4th

Differentiated Instruction/Independent Study/Examining Student Work/Common Core Standards, Keys to Literacy

K-6 classroom teachers/sped During ½ PD release day

May 2nd Reflection of the Year’s PLC’s – teachers will share thoughts and reflections of the PLC’s and set goals for the 2014-2015 school year

All PGS Staff During ½ PD release day

May 30th K-6 Transition Meetings All PGS Staff During ½ PD release day

2013-2016 school improvement plan pine grove school...

Documents