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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
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
2019 Official Accountability Report
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
2019 Official Accountability Report
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
2019 Official Accountability Report
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
2019 Official Accountability Report
Achievement Math EL declined
Lowest performing declined
2019 Official Accountability Report
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
2019 Official Accountability Report
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
2019 Official Accountability Report
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)
Prioritized Best Practices or
Strategies
(Include targeted support to
ensure access for all student
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
Instructional Leadership Team
Implementation
(Explain how ILT members
implement and measure school-
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
What evidence (artifacts, data sources, observations, etc.) will you gather to monitor growth/change?
ADULT IMPLEMENTATION INDICATOR STUDENT RESULTS INDICATOR
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)
Prioritized Best Practices or
Strategies
(Include targeted support to
ensure access for all student
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
Instructional Leadership Team
Implementation
(Explain how ILT members
implement and measure school-
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
What evidence (artifacts, data sources, observations, etc.) will you gather to monitor growth/change?
ADULT IMPLEMENTATION INDICATOR STUDENT RESULTS INDICATOR
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)
Prioritized Best Practices or
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.
Instructional Leadership Team
Implementation
(Explain how ILT members
implement and measure school-
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
What evidence (artifacts, data sources, observations, etc.) will you gather to monitor growth/change?
ADULT IMPLEMENTATION INDICATOR STUDENT RESULTS INDICATOR
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)
Prioritized Best Practices or
Strategies
(Include targeted support to
ensure access for all student
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.
Instructional Leadership Team
Implementation
(Explain how ILT members
implement and measure school-
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.
What evidence (artifacts, data sources, observations, etc.) will you gather to monitor growth/change?
ADULT IMPLEMENTATION INDICATOR STUDENT RESULTS INDICATOR
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
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