vartan gregorian elementary school at fox point | 2013 … · vartan gregorian elementary school at...

School Improvement Plan Vartan Gregorian Elementary School at

Fox Point | 2013-2015

School Improvement Plan 2 | Page

TABLE OF CONTENTS

Part 1: General Information …………………………………….…………………………………..…. p.

A. Overview B. Instructions C. Timeline and Key Dates

Part 2: School Improvement Plan Template ……………………………………………………… p. Section 1: Cover Page Section 2: Vision, Mission, and Values Section 3: Data Profile and Needs Analysis Section 4: School Priority Areas and SMART Goals Section 5: School Improvement Strategies and Implementation Timeline Section 6: District-wide Initiatives

Part 3: Requirement Checklists …..…………..……………………………………………………… p.

A. Title I School-Wide Program Checklist B. SIG Model Elements Checklist (SIG Cohort 1 and 2 Schools Only)


PART 1: GENERAL INFORMATION

Overview Providence Public Schools participate in the Title I Schoolwide Program, which give schools greater latitude in organizing their resources and operations to support school improvement and improved student outcomes. As such, all schools are required to prepare school improvement plans. While PPSD requires schools to prepare school improvement plans every two years, federal regulation requires schools to submit school improvement plans every year. The district simplifies this process by asking schools to prepare two-year plans instead of yearly plans, but schools must revisit and modify the plan at the end of the first year and prior to the start of the second year. In other words, schools will be asked to revise their plans between years 1 and 2. The planning process is the first phase in a very important cycle of implementation effectiveness and performance monitoring. Providence School Department has modified and streamlined the planning process to ensure that it is coherent, comprehensive, actionable, and results-oriented. The new school improvement plan (SIP) template is designed to provide a step-by-step, strategic approach to promote ongoing improvement district-wide. Through the planning process, school teams will:

1. Articulate the mission, vision and values of the school; 2. Provide a data profile and needs analysis; 3. Identify three to four SMART goals to address the prioritized areas of need; 4. List specific strategies and implementation milestones to achieve each goal.

Instructions Review and follow all directions carefully when completing the SIP template. School administrators should collaborate with their Instructional Leadership Teams (ILT) to complete all sections of the SIP template and use the checklist located in the Appendix Section to review the completed plan.

Timeline and Key Dates

1. School teams attend SIP planning sessions

2. DATs provide on-site technical assistance as needed Ongoing

3. School teams submit SIP sections 1-4 to Executive Directors for review May 28th

4. Executive Directors provide feedback on sections 1-4 June 3rd

5. School teams incorporate feedback and complete sections 5 June 3rd - June 14th

6. Schools submit a final draft SIP and Title 1 budget to Executive Directors and Tomas for approval

June 14th


PART 2: SCHOOL IMPROVEMENT PLAN TEMPLATE

Section 1: Cover Page Instructions: Please complete this cover page by entering the requested information below.

Name of School: Vartan Gregorian Elementary School at Fox Point

School Address: 455 Wickenden St.

School Principal Name: Susan Stambler

Classification (check one):

SIG Cohort 1 School SIG Cohort 2 School ESEA Waiver Warning School ESEA Waiver Focus School ESEA Waiver Priority School None of the above X

ILT/SIT Member Names:

1. Susan Stambler, Principal 2. Stephanie Ciccinisi, Literacy Coach 3. Stacey DeMello, Grade 3 Building Union Rep – SIT Member 4. Maureen Kenner Special Education – SIT Secretary 5. Christine Mendonca Grade 4 – SIT Coordinator 6. Michele Seeley Grade 1 – ILT Member 7. Mike Ricci Grade 5 – ILT Member 8. Cindy Clark Special Education – ILT Member 9. Kristine Gannon – Kinder – SIT Member 10. Frederika Robinson – Grade 2 – SIT 11. Lorine Bibbs – Social worker 12. LeeAnn Mediros - Psychologist

Parent and Community Member Representatives:

Amy Punchak, PTO, PAC member Stephanie Mott, PTO Co-President Kirstin DeShaw, PTO Co-President Jen Galpern, SIT Member

Executive Zone Director: Marc Catone

Executive Zone Director Signature: Date:

../../Grant%20Office/Elementary%20Schools/Gregorian/Title%20I/2013-2014/Budget%20File%20%20Submission/13-14%20Gregorian%20-%20S.%20Stambler%20-%2003311%20-%20Title%20I%20Budget.xlsx


School Principal Signature: Date:


Section 2: Vision, Mission, and Values Instructions: Using the space provided below, insert the school’s vision statement describing the school’s aspirations for the future. Insert the mission statement explaining the school’s driving purpose. Lastly, define the core values or guiding beliefs that are to be embodied by all staff, students, and members of the school community.

What is the school’s vision statement?

Our vision is to create a school community where all stakeholders are invested in creating an environment of success where students excel. Where academics and a code of behavior as well as expectations for good citizenship and acceptance of diversity are a part of the daily work that happens at Gregorian.

What is the school’s mission statement?

Vartan Gregorian School promotes learning by maintaining a respectful environment, meeting individual students’ needs and instilling a sense of responsibility that will extend beyond the school setting.

What are the school’s core values?

Mutual respect is the foundation of learning Parents, teachers, students and the community must share in the responsibility of educating our students All children can learn and have a worthwhile contribution to make to the school community High expectations for all students academically and behaviorally All school community members honor our Smart Fox pledge: Be a SMART FOX and remember to Follow directions Be in control Be respectful and Be safe, YES!


Section 3: Data Profile and Needs Assessment

3.1. SCHOOL DATA PROFILE Instructions: Complete the school data profile below by providing enrollment and demographic data for the current 2012-13 school year and inserting achievement and school climate data for the past several years.

Grades: PK-5 # of Administrators: 1

Student Enrollment: 428 # of Teachers: 25

5-yr Enrollment Trend: # of Support Staff: 11

Student Demographic Breakdown (2012-13):

% Black: 21% % Limited English Proficient (LEP) 0%

% Hispanic: 28% % Special Education: 19.9%

% White: 42% % Free/Reduced (F/R) Meals: 56%

% Other: 9%

NECAP Achievement (Teaching Year): 2009 2010 2011 2012

Math Overall % Proficient: 52% 64% 60% 62%


Math % Below Proficient 28% 21% 15% 19%

Math African American % Proficient: 43% 47% 39% 41%

Math Hispanic % Proficient: 45% 47% 60% 42%

Math LEP % Proficient: n/a n/a n/a n/a

Math IEP % Proficient: 24% 24% 27% 20%

Reading Overall % Proficient: 65% 65% 60% 73%

Reading % Below Proficient 38% 35% 40% 28%

Reading African American % Proficient: 66% 49% 41% 50%

Reading Hispanic % Proficient: 50% 47% 47% 66%

Reading LEP % Proficient: n/a n/a n/a n/a

Reading IEP % Proficient: 24% 15% 11% 27%

Writing Overall % Proficient: n/a 31% 20% 51%

Science Overall % Proficient: 50% 46% 41% 43%

School Climate Data: 2009 2010 2011 2012

Student Attendance Rate: 93.9 93.9 93.8 93.8

% of Students Chronically Absent: 14.2% 15.3% 8.6% 7.4%

Graduation Rate (HS only): n/a n/a n/a n/a

Dropout Rate (HS only): n/a n/a n/a n/a

3.2. NEEDS ANALYSIS Instructions: Prior to identify goals and strategies, school teams must engage in a thorough needs assessment to evaluate the current state of the school. School administrators and ILTs should carefully analyze school qualitative and quantitative data to identify school strengths and areas for development. Consider strengths and weaknesses in the following areas: academic achievement, teacher and leader effectiveness, curriculum and instruction, family and community engagement, use of time, use of data, culture and climate, and nonacademic supports. Summarize the school’s greatest strengths and growth areas and provide specific data points to support the analysis.

Summarize the school’s greatest strengths.


One of the greatest strengths at Vartan Gregorian is the school’s commitment to establishing and maintaining long lasting partnerships in Providence and in our neighborhood in Fox Point. These partnerships support the school goals of rigor and high expectations for all students, including building citizens who recognize their role in the larger community. We have a stable faculty and staff, and a highly committed PTO with the sole focus on providing opportunities and resources to our Vartan Gregorian community. There is a great spirit of collaboration at Vartan Gregorian. There is open and on-going communication between administration and staff, staff and families and staff and our students. This transparency lends itself to a clear vision and direction for the stakeholders at Gregorian. We have an abundance of data concerning attendance and behavior, as well as academics which inform instruction. Common Planning Time and professional development opportunities provide the resource of time to review data and student work and align instruction with CCSS and student need. Our referral process to TST is efficient with accurate data collection regarding student progress. Our Safe and Caring School focus on being a SMART FOX has been successful and we will continue to say our pledge daily and reward our students for making good choices. Be a SMART FOX and remember to: follow directions, be in control, be respectful and be safe, YES!

Summarize the school’s most significant growth areas.

We have recently redesigned the flow of information between committees to more effectively look at student work and data and use this information to shape instruction. (SIT/ILT/TST/SCS/CPT). In academic areas we will focus our efforts on the math practice standards, progress monitoring in math and writing across the curriculum areas to support the transition from NECAP to PARCC. Responding to literature with evidence and creating a cogent argument will be appropriately integrated into the grade levels and subject areas. We will continue to look at the gaps between SES and non-SES students and work decrease those gaps.

Section 4: School Priority Areas and SMART Goals

Instructions: Successful and sustainable school improvement requires a targeted and focused approach on the school’s most pressing needs and challenges. Please reflect upon school data and the needs analysis in Section 3 to identify a manageable set of priorities to guide the school’s improvement efforts over the next two years. Based on these identified priorities develop 3 or 4 SMART goals that are specific, measurable, attainable, results-oriented, and time-bound. SMART goals should align to and support the district’s vision, mission, and goals.


Step 1: Priority Areas

Priority Areas: Based upon the analysis conducted, what 3 to 4 priorities emerge for the school? Cite relevant evidence from your analysis to support these priorities.

Mathematics – Looking at the trend over time on the NECAP exam and two administrations of the STAR testing, scores have remained flat or slightly declined over time. With the emphasis on mathematical practice standards on the PARCC and the CCSS, students at Gregorian need to have more differentiated instruction in math, more frequent benchmarking between STAR assessments, and opportunities to utilize the practice standards more often. Writing – Despite a great jump in NECAP writing scores from 20% to 51% there remains a number of students who are not proficient in writing. With the emphasis on being able to create writing pieces utilizing multiple data sources and the ability to write a cogent argument as a critical for on-going academic success; this needs to be a focus area. Safe and Caring Schools/ student and family resources – Goals are needed in this area to be sure we continue to support families and staff with students with chronic absentee or behavior issues. We need to be sure that we are consistently utilizing our committees for data collection and review to enhance the programs for individual students in the 15% needed more support, to be successful in the classroom environment. Further development of school wide recognitions and town meetings will be integrated into the plan. In addition parent engagement activities with links to learning will be added as well.

Step 2: SMART Goals

Goal #1: Insert the first SMART goal below. District strategic alignment:

Math - June 2014 as measured by the STAR math assessment, the percentage of students “at or above” benchmark will increase by a minimum of 10% and of the total number of students in the lower three categories (“on watch”, “intervention” and “urgent intervention”) will decrease by 10%, in grades 2-5. (the same goal will hold for school year 2014-2015 with baseline percentages reset in the fall of 2014)

Engaged students and families X Highly-effective educators X Student-centered instruction Systems that work Collaborative community

Goal #2: Insert the second SMART goal below. District strategic alignment:

Writing - By June 2014, the number of students meeting proficiency or better in grades K-5 on a grade level writing rubric will increase by 10 % from the Fall 2013 baseline score. (Goal to be recalibrated for school year 2014-2015.

Engaged students and families X Highly-effective educators X Student-centered instruction Systems that work Collaborative community

Goal #3: Insert the third SMART goal below. District strategic alignment:

Safe and Caring Schools/Student and Family Supports – By June 2015 pre and post results of a survey of families in K-5, students in grades K-

X Engaged students and families Highly-effective educators


5, and staff; will show evidence that 75% or more of the survey respondents, are satisfied with the support services and engagement activities offered at VG.

Student-centered instruction X Systems that work X Collaborative community

Goal #4: Insert the fourth SMART goal below. (Optional) District strategic alignment:

Engaged students and families Highly-effective educators Student-centered instruction Systems that work Collaborative community


Section 5: School Improvement Strategies and Implementation Timeline Instructions: Identify a comprehensive and coherent set of strategies that are aligned with the school’s SMART goals identified in Section 4. Select strategies that are transformative, actionable, and student-centered. Complete the strategic planning process outlined below for each of the SMART goals. Provide a performance metric to help measure progress and gauge whether or not the strategy is being implemented effectively and with fidelity. Identify when each strategy will occur by year and semester.

Goal #1: Insert your first SMART goal below.

June 2014 as measured by the STAR math assessment, the percentage of students “at or above” benchmark will increase by a minimum of 10% and of the total number of students in the lower three categories (“on watch”, “intervention” and “urgent intervention”) will decrease by 10%, in grades 2-5. (the same goal will hold for school year 2014-2015 with baseline percentages reset in the fall of 2014)

Summary: Briefly describe the school’s comprehensive approach to produce gains in this goal area.

Math instruction will include a designated small group period that will enable teachers to provide targeted instruction to students based on data collection from the STAR math assessment as well as curriculum based assessments.

Math CPT will be used to review student work and data and make decisions for instructional groupings. Some students may have the opportunity

to “walk to math” as a part of providing targeted instruction across the grade level.

Strategies: Identify a core set of strategies to achieve this goal.

Funding: If the strategy requires funding identify source: local or Title I

ESEA Waiver Intervention: (If applicable)

Performance Metric: Identify an indicator for each strategy.

2013-14 2014-15

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

1.1. Students in intervention and urgent intervention categories will be benchmarked with the STAR assessment every two weeks. Students in on-watch category will be benchmarked once a month.

local Monitoring and discussion at CPT of benchmark and progress monitoring data; walkthrough data observing changes in instructional strategies based on analyzed progress monitoring data

1.2. Teachers will deliver small group instruction based on differentiated student need during a 40 minute

local Teacher schedules/documentation of intervention


designated small group math time. (permitting time for 2 small groups daily)

instruction and progress monitoring data; formal and informal walkthrough data observing instructional practices/strategy implementation in small group intervention

1.3. Math DAT will support differentiated instruction and application of mathematical practice standards during CPT work by developing differentiated center aligned to CCSS

Local/Title 1 Teachers will have 3 make and take center CPT sessions; informal/formal walkthrough data observing the use of differentiated instruction as learned during CPT

1.4. Additional resource material for small group work will be provided for teachers and students

local Items will be ordered and available in classrooms

1.5.

1.6.

1.7.

1.8.


Writing - By June 2014, the number of students meeting proficiency or better in grades K-5 on a grade level writing rubric will increase by 10 % from the Fall 2013 baseline score. (goal to be recalibrated for school year 2014-2015)


Based on the CCSS in writing students will demonstrate the ability to move towards writing an argument. Multiple opportunities will be provided for students to find evidence, state opinions, persuade an audience, present data and make an argument. There will be a school wide

instructional focus on supporting student writing with feedback and opportunities for revision. Work will focus on Anchor Standard W.1 (Writing 1)






2013-14 2014-15

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

2.1. In the fall of 2013 and spring of 2014 students in grades K-5 will write to a grade level prompt (teacher made/ reading Street)scored with a grade level rubric

Local Beginning and end of year writing prompt data in both 2013-2014 and 2014-2015

2.2. At least once per quarter students in grades 3-5 will develop published writing pieces to be maintained in a student writing portfolio that also serve to progress monitor towards EOY goal.

Local Writing portfolio Rubric scores

2.3. At least once per quarter students will select a piece of writing from their portfolio that they will improve using peer editing and revision strategies and teacher feedback.

Local Samples of student work ; formal/informal walkthrough data observing strategy use in classroom

2.4. Student work in the area of writing will be scored and studied at least quarterly in special PD sessions and CPT.

Title 1/Local Agenda for extra PD sessions

2.5.

2.6.

2.7.


2.8.


Safe and Caring Schools/Student and Family Supports – By June 2015 pre and post results of a survey of families in K-5, students in grades K-5, and staff; will show evidence that 75% or more of the survey respondents, are satisfied with the support services and engagement activities offered at VG.


Safe and Caring school encompasses many things including parent engagement, parent education and support, and creating and supporting an environment where students needs can be met. With this in mind having well organized procedures for student supports and referrals, school

wide behavior management, expectations and recognitions, communicating with families will support success in this area.





2013-14 2014-15

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

3.1. The ILT/SIT teams will develop the surveys for all stakeholders that will be administered as described above in winter 2013, spring 2014 and the following school year fall and spring.

local Completed survey data analysis and results

3.2Principal will host principal/teacher-parent breakfasts/informational sessions at least 4 times each academic year for parents

Local/Title 1 Sign in sheets/agendas/minutes


3.3 Teachers will send home a positive note for each student at least once per semester.

Local Maintain records of recognition. Will be an indicator on the survey

3.4 SCS committee will develop school wide recognitions for students who meet smart fox criteria, at least once per quarter

Local/PTO Schedule of school-wide events.

3.5. A SST (student support team) will meet twice monthly to review high management students, attendance and suspension data and individual student support plans

local Meeting agenda, minutes, student intervention data

3.6. Grade levels will hold at least six town meetings for students to discuss relevant issues, recognize student accomplishments and share student work

local Teacher schedules. Agenda of meeting.

3.7. Multiple means of communication will be used to keep in touch with families.

local Newsletters, email, notes, Connect- Ed; parent surveys focused on effective communication during school term

3.8. Parents will be invited to come to school to participate in link to learning activities at least once per semester

Local/Title 1 Indicator on survey, copies of material provided to parents.

OPTIONAL Goal #4: Insert your first SMART goal below.

Intentionally left blank







2013-14 2014-15

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8


PART 3: REQUIREMENT CHECKLISTS

Title I School-wide Program Checklist

Instructions: Complete the Title I School-wide Program checklist to ensure that the school’s SIP meets the

federal Title I requirements. A comprehensive school improvement plan must address all of the components

defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I).

Component 1: School-wide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement

Component 2: Use of effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program, increase the amount and quality of time (such as providing before and after school and summer programs and opportunities), and include strategies for meeting the educational needs of historically underserved populations.

Component 3: Instruction by highly qualified teachers

Component 4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil service personnel, parents, and other staff to enable all children to meet the State’s academic achievement standards.

Component 5: Strategies to attract highly qualified teachers to high-need schools

Component 6: Strategies to increase parental involvement

Component 7: Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs

Component 8: Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program

Component 9: Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance to ensure student difficulties are identified on a timely basis

Component 10: Coordination and integration of Federal, State, and local services and programs


SIG Transformation Element Requirement Checklist (SIG Cohorts 1 and 2 ONLY)

Instructions: Complete the SIG Transformation Element Requirement Checklist to ensure that the school’s SIP

meets federal School Improvement Grant (SIG) element requirements under the Transformation model.

Strategies for teacher and leader effectiveness

Strategies for comprehensive instructional reform

Strategies for increased learning time and community oriented schools

Strategies for operational flexibility and sustained support

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