Growth Plan Data Sheet – SILVERMINE Elementary School

Goal 3: Community                                             

Parent Community Partnerships

Welcoming Atmosphere Checklist*

08-09 Actual

09-10

District Goal

Anticipated District Goal

 (Baseline)

School Target

2011

 for 2012

A. The Physical Environment (13 Elements)

7

13

B. School-Wide Practices and Policies (14 Elements)

10

14

C. Welcoming School Staff (8 elements)

1

6

D. Written Materials (14 elements)

6

10

Total Number of Elements Present

24

43

Minimum of 46 out of 49

49 out of 49

Data Analysis:

·        According to the CMT reading results for grades 3 – 5, there is a need for improvement in the area of Making Reader/Text Connections.

·        According to the CMT writing results for grades 3 - 5, there is a need for improvement in composing/revising and in editing.

·        According to the DRA2 results from the fall administration, almost half of the students in grades 1-5 are reading at grade level.

·        To determine growth in the second language acquisition of students in the dual language program there is no current, prior data available to establish a measurable goal for this school year.  This data will be acquired in the spring of this school year and then analyzed in the fall.

Strategies:

1.  Improve student reading levels and skills by implementing Reader’s Workshop.

2.  Monitor continuously and analyze student assessment results to insure student progress.

3.  Continue to work with Early Intervention Process to provide intervention in a timely manner for students who need assistance.

4.  Include and empower parents to support students at home with reading.

5.  Monitor and improve the second language skills of students who are participating in the Mano A Mano Dual Language Program.

 Implementation Indicators (Adult Actions)

• 100  % of grade level teachers will administer the grade appropriate assessments and analyze results during IDT meetings
• 100 % of general education teachers and special education resource teachers will receive training in Reader’s Workshop model of instruction
• 100 % of classroom teachers and special education resource teachers will participate in EIP meetings to review progress of students identified in Tier 2 or Tier 3 or early intervention process
• 100% of classroom teachers will connect writing to reading through fidelity of implementation of Reader’s and Writer’s Workshop model of instruction
• 100% of the dual language teachers will administer the DRA/LAS one or two times this year

Result Indicators (Student Actions)

·        Majority of students in grades 3 through 5 will reach proficient level of performance on the Reading and Writing portion of the CMT test.  Please see Growth Plan Data Sheet section of this document for percentages.

·        70% of students in grades K-5 will show “goal” progress in reading as measured by the January and May administrations of the DRA2

·        70% of grade 3-5 students will be proficient/goal in reading and writing as measured by the winter and spring administrations of the district benchmark reading comprehension assessment

·        85% of students in the dual language program will show growth in the second language as measured by a spring administration of the DRA/LAS in the second language

Actions/Timeline

Person Responsible

Implementa-tion Indicators

Resources

Monitoring Notes

1. Administer all assessment tools in the fall/winter/spring as designated by the state/district/IDT meeting notes and analyze results on a regular basis at the instructional and schoolwide data teams.

1. Classrm. Teachers/Lit. and Num. Coaches, Katz and Glick/Special Education and ESL Teachers/

Admin. Ellis and Wachowski

2.  Ivette Ellis, Damaris Cruz, Leeann Glick and Lisa Taggart will attend Tony Flach training.

1.  100% of persons responsible will participate in IDT/EIP meetings.

2.  Three representatives of the SDT will attend training with Tony Flach in the fall to improve the skill level of the SDT in analyzing data.

1.  DRA Kits/LAS Links Materials/

Voyages Teacher’s Guide/

Teacher Made CFAs/

District Assessment on and off-line

2.  All classroom teachers and special education teachers will be trained in August, 09, in Reader’s Workshop model of instruction.  Reader’s Workshop model of instruction is to be implemented with fidelity by all classroom teachers.  Follow up sessions will occur in fall, winter and spring.  Teachers will connect Writer’s Workshop to Reader’s Workshop.

1.  Leah Mermelstein and Erica Denman, Literacy Consultants, Classroom Teachers, Principal Ellis

100% of classroom teachers and special education teachers will participate in RW training in summer, fall, winter and spring

2.  Handouts from training, classroom libraries, post it notes, baggies, small book bins

3.  All teachers will meet in grade level meetings on specified Wednesday mornings and during data team meetings to discuss and analyze student progress for those students identified as being in need of early intervention.  They will also discuss and review student intervention plans.

1.  Admin. all teachers and Early Intervention Process lead teachers for each grade level.

2. General education teachers will be responsible for the development/

updating of EIP plans for students.

100% of staff will participate in EIP meetings on Wed. mornings and in data team discussions specific to students who have EIP plans.

100% of classroom teachers will update/review EIP plans.

1.  Resource packet for EIP process.

2. Toolkit resource notebook for effective teaching strategies.

4.  At the beginning of this school year, the Mano a Mano teachers will determine and implement an assessment tool to help teachers measure growth in the second language learning of students in the spring.

Teachers will implement the ESL/SSL lessons with fidelity to help increase second language learning.

1.  MAM teachers, ESL teacher, Kim Damato; Director of ESL, Helene Becker, Administrators Ellis and Wachowski

1.  100% of MAM teachers will participate in meetings to determine appropriate assessments in the fall and then administer those assessments in the fall and the spring.

1. DRA/LAS links kits.

2. ESL/SSL materials for instruction.

5.  A core group of teachers will hold parent workshops throughout the school year to inform parents of the new Reader’s Workshop initiative and to provide them with tips to help their children at home with reading.  The meetings will be done in Spanish and in English.

Besso, Cruz, Isaza, Katz, Drabek, Papsun, Taggart

1.  100% of the specified teacher group will participate in the planning and presentation of the information to parents.

Data Analysis:

·        According to the 2009 CMT results for Math, grades 3-5 students showed a significant need for improvement in Estimating Solutions to Problems.

·        According to the 2009 CMT results for Math, grades 4 and 5 students also showed a significant need for improvement in the area of Equivalent Fractions, Decimals and Percents.

·        According to the 2009 CMT results for Math, Grade 5 students also showed a significant need for improvement in the area of Classification and Logical Reasoning.

Strategies:

1.  Increase performance of students in math strands as indicated in the goal section for numeracy.

2.  Monitor continuously and analyze student assessment results to insure student progress.

3.  Continue to work with Early Intervention Process to provide intervention in a timely manner for students who need assistance.

4.  Include and empower parents to support students at home with math.

Implementation Indicators (Adult Actions)

·        Parents will participate in a math workshop to be held this school year that will provide them with strategies they may use at home with students.

·        100% of classroom teachers will meet in data teams to analyze results from Voyages post assessments and other common formative assessments

·        100% of classroom teachers will participate in citywide professional development for Voyages that is provided by the district.

Result Indicators (Student Actions)

·        Students in each of grades 3-5 will meet proficiency targets on Math portion of 2010 CMT as stated in Data Analysis section of Numeracy Goal.

·        50% of students in the economically disadvantaged group or who scored basic or below basic in last year’s CMT will participate in at least one of the tutorial offerings at the school.

·        In the area of math all subgroups will maintain/show an increase in their CMT performance by 2-5%

Actions/Timeline

Person Responsible

Implementa-tion Indicators

Resources

Monitoring Notes

1.  Administer pre and post assessments for Voyages, District Assessments, teacher created common formative assessments and Kindergarten Screening, analyze results during data team meetings, identify students for intervention support and work with Project Excel/Tutoring Co. to identify specific areas of need for identified students – September/On going

1. Classrm. Teachers/Num. Coach, Glick/Special Education and ESL Teachers/

Assistants

Admin, Ellis and Wachowski

1.  100% of persons responsible will participate in IDT/EIP meetings.

1.Voyages Teacher Guide,

Pre and Post Assessments

K Screening, Common Formative

Assessments

2.  During data team meetings the numeracy coach will work with teachers to analyze assessment results, assist with pacing of instruction, model lessons as needed, participate in effective strategies discussion at data team mtgs/grade level meetings – throughout the year.

2.  Numeracy Coach

100% of teachers will be in attendance at data team meetings to review results.

2. Voyages materials

Effective Teaching Strategies Notebook

Study Island

4.  Teachers will meet on a regular basis to monitor student progress for those students identified for early interventions at Wednesday morning meetings and data team meetings.

1.  EIP Team, Administration, Ellis and Wachowski Teachers

1. 100% of classroom teachers will attend meetings and prepare student plans

1. Assessment results, progress reports, EIP Priority Lists

Study Island Reports

5. Teachers will meet on a 6 day cycle to analyze assessment results, share effective teaching strategies, adjust/review pacing guides, create/share common assessments.

1.  Data Teams/Administration, Ellis and Wachowski/

Numeracy Coach, Glick

1.  100% of teachers will participate in data team meetings

1. Voyages Resource Guide, Teacher Made Materials

6.  A core group of teachers will hold a parent workshop in April to provide them with tips to help their children at home with math.  The meetings will be done in Spanish and in English.

Besso, Cruz, Isaza, Drabek, Papsun, Taggart

1.  100% of the specified teacher group will participate in the planning and presentation of the information to parents.

Data Analysis:

·        According to the Summary Report of the Welcoming Atmosphere Walk-through, there was need for improvement in various criteria in each of the four components (The Physical Environment, School-wide Practices and Policies, Welcoming School Staff, and Written Materials).

o       Component A (The Physical Environment):  We met 7 out of the 13 criteria.  The report indicated we didn’t have the following criteria in place:  clear directions from all entrances to the main door, posting of the school hours on the front door, signs giving clear directions to the main office posted near the front entrance and at other entrances, badges that say “Parent” and “Volunteer” rather than “Visitor”, a school directory near the front entrance, and a school map displayed near the front entrance.

o       Component B (School-wide Practices and Policies):  We met 10 out of the 14 criteria. The report indicated we didn’t have the following in place:  an orientation program and information packets for new families other than new Kindergarten families, communication to report something positive from classroom teachers to each student at the beginning of the year, a resource file of bilingual speakers in the school to serve as translators or “buddy families”.

o       Component C (Welcoming School Staff):  We met 1 out of the 8 criteria.  The report indicated that we didn’t have in place or needed to fully implement the following criteria:  Office staff greeting visitors and/or answering the phone in a friendly/courteous way, prompt attention given to phone calls and messages, attempting to find someone to assist when a person with limited English proficiency calls, the ability for a staff member to handle a phone call from an irate parent calmly, a suggestion box where parents and visitors can contribute ideas, staff members acknowledging visitors in the hallway, and staff members inviting visitors without a badge to go to the main office to sign in and obtain one.

o       Component D (Written Materials):  We met 6 out of the 14 criteria.  The report indicated we didn’t have the following in place or needed to fully implement the following criteria:  all printed materials should be clear and understandable to someone new to the school, all printed materials should be free of educational jargon, acronyms explained in printed materials, obvious collaboration with the community, photographs and articles in written communication that mirror the diversity of the school community, new students and families officially welcomed, articles about members of the school community in written publications, student work highlighted in written publications.

Strategies:

1. Implement recommendations of WAWT to create a welcoming environment for all stakeholders.
2. Implement recommendations of WAWT to improve parent participation in the school and to improve communication with parents.

Implementation Indicators (Adult Actions):

1.      Assistant Principal, Office staff, and Custodians will order and install 100% of needed signage.

2.      100 % of staff will greet and acknowledge visitors to the school.

3.      100% of staff will be sure to invite/escort visitors without a badge to the office to sign in and obtain one.

4.      100% of certified staff will respond to written and oral communication from parents within 24-48 hours.

Result Indicators (Student Actions):

1.      100% of students will show an academic increase in at least one core subject area as a result of parent participation in parent workshops/volunteerism/visits to the school/positive note or call home from teacher as measured by CMT/Teacher Assessments.

Actions/Timeline

Person Responsible

Implementa-tion Indicators

Resources

Monitoring Notes

1. The following signage will be purchased, created, and/or installed:  clear directions from all entrances to the main door, posting of the school hours on the front door, signs giving clear directions to the main office posted near the front entrance and at other entrances, badges that say “Parent” and “Volunteer” rather than “Visitor”, a school directory near the front entrance, and a school map displayed near the front entrance.

1. Assistant Principal - Ed Wachowski,  school office staff – Torie Stradford and/or Elizabeth Merced-Surapine,

school custodial staff – Eliut Pagan and Jerry Blore

1.  100% of needed signage will be installed.

1.  Signs to be made/purchased, badges

2.  Welcome Events will be held for new families and information packets will be created and distributed as well.  A resource file of bilingual speakers will be created and maintained.

1.  Administrators – Ellis and Wachowski, school office staff – Torie Stradford and Elizabeth Merced-Surapine

1.  New families will participate in Welcome events – Ice Cream Social and Welcome Back Picnic

2.  Information packets will be created and distributed to new families.

3.  A file of bilingual speakers will be housed in the main office.

1.  Documents for information packets, envelopes, notebook, PTO parent volunteers and supplies

3.  Procedures for handling visitors and phone calls will be reviewed with office staff; protocols for dealing with specific situations such as limited English proficient callers or irate parents will be reviewed. Procedures for greeting visitors and reminding all visitors to sign in and receive a badge in the main office will be reviewed with all staff.  Procedures for prompt acknowledgement of parent communication will be reviewed with all certified staff.

1.  Admin, office staff, all certified and noncertified school staff

1.  100% of staff members will acknowledge and greet visitors and escort all visitors without a badge to sign in and obtain one in the office

2.  100% of certified staff will respond to parent communication within 24 hours

4. A monthly PTO newsletter will be sent home to all families containing a calendar of school events, important school information, pieces of high quality student work, and highlights of collaborative efforts with community organizations such as the Maritime Center and Silvermine Arts Guild.

1.  Assistant Principal, Librarian

2.  Classroom teachers will be responsible for gathering and submitting pieces of student work.

SharePoint software program, paper for printing newsletter, pieces of student work

Actions/Timeline

Person Responsible

Implementa-tion Indicators

Resources

Monitoring Notes

1. The following signage will be purchased, created, and/or installed:  clear directions from all entrances to the main door, posting of the school hours on the front door, signs giving clear directions to the main office posted near the front entrance and at other entrances, badges that say “Parent” and “Volunteer” rather than “Visitor”, a school directory near the front entrance, and a school map displayed near the front entrance.

1. Assistant Principal - Ed Wachowski,  school office staff – Torie Stradford and/or Elizabeth Merced-Surapine,

school custodial staff – Eliut Pagan and Jerry Blore

1.  100% of needed signage will be installed.

1.  Signs to be made/purchased, badges

2.  Welcome Events will be held for new families and information packets will be created and distributed as well.  A resource file of bilingual speakers will be created and maintained.

1.  Administrators – Ellis and Wachowski, school office staff – Torie Stradford and Elizabeth Merced-Surapine

1.  New families will participate in Welcome events – Ice Cream Social and Welcome Back Picnic

2.  Information packets will be created and distributed to new families.

3.  A file of bilingual speakers will be housed in the main office.

1.  Documents for information packets, envelopes, notebook, PTO parent volunteers and supplies

3.  Procedures for handling visitors and phone calls will be reviewed with office staff; protocols for dealing with specific situations such as limited English proficient callers or irate parents will be reviewed. Procedures for greeting visitors and reminding all visitors to sign in and receive a badge in the main office will be reviewed with all staff.  Procedures for prompt acknowledgement of parent communication will be reviewed with all certified staff.

1.  Admin, office staff, all certified and noncertified school staff

1.  100% of staff members will acknowledge and greet visitors and escort all visitors without a badge to sign in and obtain one in the office

2.  100% of certified staff will respond to parent communication within 24 hours

4. A monthly PTO newsletter will be sent home to all families containing a calendar of school events, important school information, pieces of high quality student work, and highlights of collaborative efforts with community organizations such as the Maritime Center and Silvermine Arts Guild.

1.  Assistant Principal, Librarian

2.  Classroom teachers will be responsible for gathering and submitting pieces of student work.

SharePoint software program, paper for printing newsletter, pieces of student work