RAYMOND ELEMENTARY TITLE I SCHOOLWIDE IMPROVEMENT PLAN 2007 - 2008

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Brockton Public Schools Brockton, Massachusetts

Carol A. McGrath Principal

RAYMOND

ELEMENTARY TITLE I

SCHOOLWIDE IMPROVEMENT

PLAN

2007 - 2008

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II. TABLE OF CONTENTS

I. Cover Page.....................................................................................................................................i

II. Table of Contents .........................................................................................................................ii

III. Mission Statement........................................................................................................................1

IV. Council Roster and Statements .................................................................................................2

V. Descriptive Data ..........................................................................................................................3

A. Student Demographics

B. Massachusetts Comprehensive Assessment System (MCAS)

C. Performance Level Comparison

VI. Executive Summary……………………………………………………………………………6

VII. Results and Discussion: Degree of Attainment for 2005 - 2006................................…...11

VII. Academic Performance Improvement Mapping Goals 2006-2008………………………..12

B. Needs Assessment.............................................................................................….

C. All Content Areas..........................................................................................………15

i. Action Plan

1. Activity

2. Persons Responsible

3. Resources or Funding

4. Timeline

5. Measures of Implementation

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D. English Language Arts..........................................................................................18

i. Action Plan

1. Activity



4. Timeline


E. Mathematics.........................................................................................................21

F. Action Plan

1. Activity



4. Timeline


VII. Raymond School Attendance Goal..................................................................................25

A. Needs Assessment

B. Specific Objectives

C. Action Plan

D. Activity and/or Professional Development

E. Person(s) Responsible

F. Resource(s) and/or Funding

G. Timeline

H. Evaluation

IX. Raymond School and Title I Parent Involvement Goal.........................................……26

A. Needs Assessment

B. Specific Objectives

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C. Action Plan

D. Activity and/or Professional Development

E. Person(s) Responsible

F. Resource(s) and/or Funding

G. Timeline

H. Evaluation

X. Appendix

A. Title I Components............................................................................................................................28

1. Ongoing Professional Development

2. Attracting Highly-Qualified Teachers

3. Preschool Children Transitions

4. Coordination and Integration of Grants

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III. MISSION STATEMENTS

MISSION STATEMENT of BROCKTON PUBLIC SCHOOLS

The mission of the Brockton Public Schools is to provide education of the highest quality that motivates all students to excel, meets

their individual needs, and prepares them for the future.

MISSION STATEMENT of RAYMOND SCHOOL

We, the Raymond School Community, are committed to:

• creating a positive and safe learning environment • expecting and maintaining high expectations for all students so that they

may achieve to their full potential • encouraging respect, responsibility and civic pride

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IV. RAYMOND SCHOOL COUNCIL ROSTER

This School Council has reviewed the school's budget including the professional development allocations. Name and Position Signature Carol McGrath Principal _______________________________________ Jennifer Massaro Parent/CoChair _______________________________________ Karin Haynes Teacher _______________________________________ Patricia Dupuy Teacher _______________________________________ Larissa Langer Parent _______________________________________ Monica Whitaker Parent _______________________________________ Linda Logan Community Member _______________________________________

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A. V. DESCRIPTIVE DATA

Oscar F. Raymond School

Student Demographics Enrollment by Gender

2004-2005 2005-2006 2006-2007 Male 310 357 344 Female 268 306 352 Total 578 663 696

Enrollment by Race/Ethnicity Race 2004-2005 2005-2006 2006-2007 African American 53.5 53.8 58.9 Asian 2.4 2.7 2.2 Hispanic 10.6 12.7 11.5 Native American 0.5 .5 .4 White 33.0 28.4 25.4

Selected Populations 2004-2005 2005-2006 2006-2007 First Language not English 23.0 23.7 19.4 Limited English Proficient 2.6 12.7 10 Low-income 70.2 72.1 79.3 Retentions 1.4 1.3 Special Education (total) 24.6 23 26 General Ed Modified 15.1 15.7 17 Up to 20% Separate 4.8 2.9 5.6 21-60% Separate Substantially Separate 4.7 4.3 3.3

Average Class Size 2003-2004 2004-2005 2006-2007 Kindergarten 20 21 21 First 17 18 19 Second 16 16 17 Third 17 17 19 Fourth 17 16 19 Fifth 24 22 21 Sixth 22 22 21

Academic Support Programs: • Title I • Peer Leaders and Peer Mediation • Leaps In Literacy Volunteer Program • Inclusion Program • Math and Reading Intervention Programs • Read 180

Student Enrichments Programs:

• Community School’s After School Programs

• Raymond School Chorus • Instrumental Band Program • Smart Start Extended Day Program

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B. Oscar F. Raymond School MCAS Results GRADE 03 ENGLISH LANGUAGE ARTS 2004 2005 2006

ADVANCED 5

PROFICIENT 42 44 36NEEDS IMPROVEMENT 36 38 40WARNING 22 18 7

GRADE 03 MATHEMATICS 2004 2005 2006ADVANCED 3

PROFICIENT 42

NEEDS IMPROVEMENT 34

WARNING 22

GRADE 04 ENGLISH LANGUAGE ARTS 2004 2005 2006ADVANCED 0 1 2PROFICIENT 39 35 28NEEDS IMPROVEMENT 47 45 47WARNING 15 19 13

GRADE 04 MATHEMATICS 2004 2005 2006ADVANCED 1 3 1PROFICIENT 13 19 21NEEDS IMPROVEMENT 57 55 56WARNING 30 23 12

GRADE 05 ENGLISH LANGUAGE ARTS 2004 2005 2006ADVANCED 3PROFICIENT 35NEEDS IMPROVEMENT 33WARNING 10

GRADE 05 MATHEMATICS 2004 2005 2006ADVANCED 4PROFICIENT 20NEEDS IMPROVEMENT 32WARNING 25GRADE 05 SCIENCE AND TECHNOLOGY 2004 2005 2006ADVANCED 4 1 2PROFICIENT 23 15 24NEEDS IMPROVEMENT 49 58 43WARNING 24 26 11

GRADE 06 ENGLISH LANGUAGE ARTS 2004 2005 2006ADVANCED 0PROFICIENT 43NEEDS IMPROVEMENT 40WARNING 17

GRADE 06 MATHEMATICS 2004 2005 2006ADVANCED 4 3 4PROFICIENT 14 16 18NEEDS IMPROVEMENT 38 39 23WARNING 44 42 36

Adequate Yearly Progress History

2004 2005 2006 Aggregate Yes Yes No English Language

Arts All subgroups Yes No No Aggregate No Yes No

Math All subgroups No Yes No

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C.

Oscar F. Raymond School MCAS Results

Performance Level Comparison

MCAS Tests of Spring 2004

Needs Warning/ Students Advanced Proficient Improvement Failing Included

Grade and Subject School State School State School State School State GRADE 03 - READING NA NA 42 63 36 30 22 7 92 GRADE 04 - ENGLISH

LANGUAGE ARTS 0 10 39 45 47 35 15 9 88 GRADE 04 -

MATHEMATICS 1 14 13 28 57 44 30 14 88 GRADE 05 - SCIENCE AND TECHNOLOGY 4 20 23 35 49 33 24 13 122

GRADE 06 - MATHEMATICS 4 17 14 25 38 32 44 25 114

MCAS Test of Spring 2005 Needs Warning/ Students

Advanced Proficient Improvement Failing Included Grade and Subject School State School State School State School State GRADE 03 - READING NA NA 44 62 38 31 18 7 87 GRADE 04 - ENGLISH

LANGUAGE ARTS 10 35 40 45 40 19 11 86 GRADE 04 -

MATHEMATICS 3 14 19 26 55 44 23 15 86 GRADE 05 - SCIENCE AND TECHNOLOGY 1 16 15 35 58 38 26 12 88


MCAS Test of Spring 2006 Needs Warning/ Students

Advanced Proficient Improvement Failing Included Grade and Subject School State School State School State School State GRADE 03 - READING NA NA 36 58 40 34 7 7 83 GRADE 04 - ENGLISH

LANGUAGE ARTS 2 8 28 42 47 39 13 10 90 GRADE 04 -

MATHEMATICS 1 15 21 25 56 45 12 13 90 GRADE 05 –

ENGLISH LANGUAGE ARTS 3 35 33 10 81

GRADE 05 - MATHEMATICS 4 20 32 25 81

GRADE 05 - SCIENCE AND TECHNOLOGY 2 17 24 33 43 39 11 9 80

GRADE 06 – ENGLISH LANGUAGE ARTS 0 39 34 7 80


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D.

ITBS – Spring 2007 Grade 3

Vocabulary Comprehension Total Students Included

Reading 3.1 GE 3.7 GE 3.3 GE 96 Math 3.5 GE 3.6 GE 3.5 GE 96

VI. Executive Summary

The Raymond School has spent the past year working diligently to meet the needs of every student in our school. As our demographic breakdown shows, the Raymond School houses many diverse classrooms. Our school is unique in that at each grade level we have a Special Needs Inclusion classroom where special needs students are included in the classroom structure along with typically developing students and their curriculum is modified to meet their individual needs. We also have two Neighborhood Resource Rooms for primary and intermediate grade special needs students. We also have here at the Raymond School the Emotionally Disabled students in Grade 4, 5 & 6. The Raymond School has Sheltered English Immersion classes (SEI) in Grades 1 and 2 and plan to add two Gr. 3 SEI classrooms in the fall of 2007. As shown by the demographic breakdown, 19% of our students are Second Language Learners and 10% are considered Limited English Proficient students. This year we had two regular education classes in the primary grades and one regular education class in the intermediate grade where the teachers have been trained in second language acquisition including SIOP. We have also had a licensed ESL teacher who services second language students in the regular education classes. The ESL teacher services her students three days a week and also works closely with the classroom teachers to assist students in their learning. Our goal is to ensure that every child becomes proficient in reading and mathematics for their grade level. To best serve the needs of each student and to help ensure that our students strive to reach their highest levels of academic achievement, we have placed a significant amount of emphasis on data collection and analysis of student assessments. This year the Instructional Leadership Team has held monthly grade level meetings with classroom teachers to discuss this data, focusing on school-wide, grade, class, and individual levels. These data meetings were held during the school day and after school. Our Challenge for Change grant money was used in part to fund the hiring of substitute teachers to provide classroom coverage for our meetings during the day. These monthly data meetings have allowed our teachers to work with the Instructional Leadership Team to place and monitor the students’ progress in flexible intervention groups working with Literacy intervention programs such as Links, ERI, Soar to Success, Read 180 and appropriate math interventions. Another important data collecting tool used this past year is the newly implemented Edusoft Benchmark Assessments. Teachers received training and support to create their own Edusoft assessment, which they administered in the spring of 2007. The ability to obtain immediate results from Edusoft, allows classroom teachers to modify their classroom instruction to meet the needs of all their students.

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This year the Instructional Leadership Team took time to model writing lessons in the classrooms of new teachers who have not yet had the training in the city’s John Collins Writing program. The IL Team made it a priority by providing coverage so that these new teachers could visit other schools to observe the modeling of writing lessons provided by a consultant from the John Collins Writing program. Every student maintained an individual writing folder. A list of grade-specific Focus Correction Areas and teacher developed rubrics were taught and maintained by every classroom teacher. All students participated in the required number of prescribed writing experiences, including the integration of content areas and response to literature samples. Required writing samples were collected in individual student writing folders and collected and assessed by the Instructional Leadership Team. With the creation of the “Computer Writing Lab” students have had access to the Internet and have been able to strengthen their computer skills while working on research projects. To strengthen the Mathematical skills of our students, a sixty-minute block of time is dedicated to the Investigations Program for grades K-5 and to the Connected Math Program for grade 6. These standards-based mathematical programs are enhanced by the use of the Every Day Counts/Calendar program and daily computation drills to extend the daily mathematics instruction by an additional forty minutes. Each student also participated in the SME computer program at least two times a week for fifteen minutes sessions in their classrooms. Students in grades 3 and 4 visit the SME Computer Lab three times a week for thirty five minutes of math and reading instruction.

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VII. RESULTS AND DISCUSSION

ATTAINMENT OF 2005 - 2006 GOALS GOAL #1 Goal Statement: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the ELA MCAS from 68.4% of the total population in 2004 to 81.6% on the 2005 MCAS test, and to 82.7% on the 2006 MCAS. Degree of Attainment to Date: With 71% of our total population scoring in the high Needs Improvement and Proficient/Advanced categories in 2006, we fell short of our projection. We believe that with further focused professional development in the area of improving ELA instruction significant gains will be realized. Teachers are analyzing data regularly, and using this information to plan instruction as well as addressing students’ needs through intervention groups. We are happy to report that according to the 2006 ELA MCAS results, 43% of our grade 3 students scored in the Proficient category in ELA, and we feel that this positive result is based on the following initiatives we have in place here at the Raymond School:

• Continued use of the Three Tier Model of Literacy

• Continued use of intervention groups using programs such as ERI Kits, Links, Soar to

Success, Read 180 and the SME Lab

• Collection and dissemination of assessment data from DIBELS, Edusoft Benchmarks, Scott

Foresman end-of-unit benchmarks, Read 180 and SME Lab

• Review by the Instructional Leadership Team of the John Collins writing folders with

positive feedback along with constructive criticism

• Monthly data meetings held at each grade level to discuss progress toward academic goals

• Correlation of Social Studies and Science into the content areas

• Monthly “Genre” Theme

• Weekly MCAS Practice Assignment Folders

• Family Literacy Nights

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GOAL #2 Goal Statement: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the Mathematics MCAS from 33.6% of the total population in 2004 to 52.3% on the 2005 MCAS test, and to 53.6% on the 2006 MCAS. Degree of Attainment to Date: With 49% of our total population scoring in the high Needs Improvement and Proficient/Advanced categories in 2006, we fell short of our projection. We believe that with further focused professional development in the area of improving Mathematical instruction significant gains will be realized. Teachers are analyzing data regularly, and using this information to plan instruction as well as addressing students’ needs through intervention groups.

We are happy to report that according to the 2006 Mathematics MCAS results, 26% of our grade 4 & 5 students scored in the Proficient/Advanced categories in Mathematics, and we feel that this positive result is based on the following initiatives we have in place here at the Raymond School:

• Instructional time for math has been scheduled for 100 minutes per day per grade level

• Math word walls with highlighted unit vocabulary words, formulas and algebraic symbols

posted in each classroom

• Daily use of Every Day Counts bulletin board

• Correlation of Social Studies and Science into the content areas

• Weekly MCAS Practice Assignment Folders

• Collection and dissemination of assessment data from Investigations, CMP, Edusoft

Benchmarks, weekly facts drills and SME Lab

• Monthly data meetings held at each grade level to discuss progress toward academic goals

• Math intervention groups for targeted instruction

• Professional Development and materials supplied to our teachers through the

Comprehensive School Reform Grant (CSR) grant

• Family Math Nights have been held using funds from our CSR Grant

• A district-level math coach works within the classrooms alongside the teacher and in

collaboration with the IRS to plan focused support to teachers

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GOAL #3 Goal Statement: Increase parental involvement at the Raymond School. Provide opportunities for parents to be actively involved in the education of their children at home, in school, and within the community. Degree of Attainment to Date: The Raymond School continues to focus on ways to strengthen and maintain the school-family-community connections. We feel strongly that in order for the students to meet the high academic standards that we have set, parental involvement and support is crucial. We also realize how important it is for students to become part of the community and to help foster this sense of belonging, we have participated in various community excursions this year and have invited several community members in for various presentations. We are proud to report on the varied activities and opportunities that our students and families have been able to participate in this year:

Title I sponsored activities Literacy Workshop – November, 2006 Math Workshop – April, 2007 Bingo for Books Family Event – April, 2007 Family Literacy Breakfast – May, 2007 PTA sponsored activites Monthly Student of the Month Luncheons Monthly PTA Meetings “Donuts with Dad/Grandad” event held at the Fall Book Fair “Muffins with Mom/Grandma” event held at the Spring Book Fair Ed the Wizard – The “Magic of Reading” Event Dr. Seuss “Bingo for Books” Night Family Night at the Rox Game – June, 2007 Fun Day for Grades K-6 – June, 2007 Leaps in Literacy sponsored activities and contributions Family Nights in December, February and May Community Service Project – playground cleanup and creation/painting of children’s activities out on the playground surface Graduation Exercise – June, 2007 Michele Logan Family Center sponsored activities and contributions Family Reading Night – held with a Storyteller Raymond School Cookbook Sale Playground Climbing Structure – newly added this spring School-wide activities Open House for Grade 1 students – August, 2006 Open House for Grades K-6 – September, 2006 Parent/Teacher Conferences – Fall & Spring Family Involvement Activity - Pumpkin Decorating Contest Family Involvement Activity - Turkey Decorating Contest Family Involvement Activity – Snowman Decorating contest Chorus/Band/Kindergarten Holiday Concert Holiday Pancake Breakfast for Grades K-3

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Family Movie Night Special Olympics Grade 1 Orientation – June, 2007 Spring Chorus Concert – Grades 4, 5, & 6 Whale Presentation to the Kindergarten students Family Health Night held at the Brookfield School MCAS Pep Rally Family Math Game Night for Grades 3-6 Family Math and Literacy Night for Grades K-2 UMASS Extension Presentation on Healthy Food Choices for Grade 1 NED Shows – motivational speaker Community Involvement Activities Fire Safety Presentation for Grades 1 & 3 Tours of Stop & Shop Supermarket for Grades K-4 Tour of Post Office for Kindergarten students Recycling Demonstration First grade visit to St. Joseph’s Nursing Home Good Samaritan Hospital Tour & Luncheon – for NRR Students MBTA Emergency Response Team presentation and tour of RV Unit – Grade 5 Students

GOAL #4 Goal Statement: Ensure that each student comes to school every day and on time. Degree of Attainment to Date: Every day the Parent Liaison called student homes to check on the status of absent students who had not called in to the absentee line. When problems were found consultations were held with the School Adjustment Counselor (SAC), the school nurse in an effort to find ways to assist families with school attendance and on time arrival issues. Each quarter the SAC compiled a Star-Base list of students who needed monitoring for attendance or tardiness issues. The list was shared with teachers and administrators who worked cooperatively to encourage children to attend school. In cases where little progress was made in improving attendance, the SAC in cooperation with the Attendance Officer filed CHINS petitions or 51A’s with the Department of Social Services. Letters were also sent home periodically to at-risk students reminding them of the importance of good attendance and encouraging them to be in school every day ready to learn. We continue to help more students improve their attendance and feel confident that the implemented attendance procedures will benefit all Raymond School students. Good attendance in school is a proven success factor for competent readers who are capable of grade level work.

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VIII. Academic Performance Improvement Mapping Goals

Raymond School Goals A. Needs Assessment

Student Performance Goal I ELA: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the ELA MCAS from 75% of the total population in 2006 to 79% on the 2007 MCAS test, and to 82% on the 2008 MCAS. Goal I Math: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the Mathematics MCAS from 61% of the total population in 2006 to 65% on the 2007 MCAS test, and to 71% on the 2008 MCAS.

Raymond School Student Learning Objectives

English Language Arts – All Students

All students will know/be able to: 1E. Understand and acquire new vocabulary and use it correctly in reading and writing, according to grade level standards. 2E. Identify the main ideas and supporting details to summarize a text in both fiction and non-fiction according to grade level standards. 3E. Identify, distinguish and analyze characteristics among various forms of literature, especially poetry and non-fiction, determine themes and author’s purpose, and apply knowledge as strategy for reading and writing. 4E. Effectively complete grade-appropriate writings. 5E. Read with age-appropriate fluency.

Math – All Students All students will know/be able to: 1M. Use the TIPS (Thought, Information, Plan, and Solve) process for solving multi-step word problems and choose the appropriate strategy for solving according to grade level standards stressing rereading for understanding. 2M. Represent and analyze mathematical situations using algebraic symbols, solve equations and formulas and understand the parts of an equation, according to grade level standards. 3M. Use appropriate mathematical vocabulary according to grade level standards. 4M. Understand numbers, ways of representing numbers, relationships of numbers, and number systems according to grade level standards. 5M. Continue weekly fact drills and assessments to chart student computational growth.

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Raymond School Improvement Objectives

Both ELA and Math

A. Teachers will provide consistent practice across the curriculum using QAR and other question and answer strategies. B. Teachers will model and reinforce rereading strategies using techniques such as think alouds, underlining, and circling key words. C. Students will experience word walls and vocabulary journals used interactively in all content areas. D. Teachers will relate math concepts and reading lessons to the real world. E. Teachers will provide opportunities for students to build background and acquire new vocabulary prior to reading. F. Teachers will integrate reading and math vocabulary into the content areas on a consistent basis. G. Teachers will use formal and informal assessments to make necessary and effective changes in instruction. H. Teachers will indicate how student mastery of lesson objectives is measured and monitored.

All ELA I. Students will receive guided reading instruction using leveled readers, collection of readers, and literacy closet books to practice comprehension skills. J. Students’ fluency will be assessed during guided reading and used to select flexible groups that will receive remediation strategies. K. Students will participate in lessons and activities focusing on the differentiation of genres and the identification of each genre’s characteristics. L. Students will be engaged in learning activities that lead to academic independence. M. Teachers will continue to utilize the SIOP model in their instructional practices. N. Teachers will effectively use a balanced literacy program.

All Math O. Students will have opportunities to practice the TIPS problem solving process that is posted in the classroom. P. Teachers will effectively incorporate the Every Days Counts program into daily math instruction. Q. Students will use a variety of learning tools including notebooks and posters. R. Students will use all available manipulatives as part of their math instruction and exploration.

Specific Student Learning Objectives

SLO 3E. Identify, distinguish and analyze characteristics among various forms of literature, especially poetry and non-fiction, determine themes and author’s purpose, and apply knowledge as strategy for reading and writing. S. Students will be provided with more opportunities to create, share and discuss poetry.

T. Teachers will use the strategies and model the lessons provided to them through the poetry professional development they received.

U. Teachers will effectively integrate non-fiction texts into the content areas.

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SLO 2M. Represent and analyze mathematical situations using algebraic symbols, solve equations and formulas and understand the parts of an equation, according to grade level standards.

V. Teachers will use a variety of strategies to integrate variables and algebraic equations on a regular basis.

W. Teachers will introduce and provide more practice in analyzing mathematical situations.

SLO 4M. Understand numbers, ways of representing numbers, relationships of numbers, and number systems according to grade level standards.

X. Teachers will use a variety of strategies to reinforce number sense.

Y. Teachers will effectively integrate basic skills reinforcement with the Investigations/CMP Programs.

Z. Students will participate in choice time and directed math games designed to reinforce number sense.

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B. All Content Areas RAYMOND SCHOOL ACTION PLAN 2006-2008

ALL CONTENT AREAS

Student Performance Goal I ELA: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the ELA MCAS from 75% of the total population in 2006 to 79% on the 2007 MCAS test, and to 82% on the 2008 MCAS test. Goal I Math: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the Mathematics MCAS from 61% of the total population in 2006 to 65% on the 2007 MCAS test, and to 71% on the 2008 MCAS test. Improvement Objective(s): A. Teachers will provide consistent practice across the curriculum using QAR and other question and answer strategies. B. Teachers will model and reinforce rereading strategies using techniques such as think alouds, underlining, and circling key words. C. Students will experience word walls and vocabulary journals used interactively in all content areas. F. Teachers will integrate reading and math vocabulary into the content areas on a consistent basis. Student Learning Objective(s): All Student Learning Objectives will be supported by this Action Plan section.

Activities Who is Responsible?

Resources Needed

Specific Timeline

Measures of Implementation

What strategies/actions need to be taken? Who is involved in the action?

Who is responsible?

What resources are needed to carry out the action?

When will the action take place?

How will progress be measured?

Teachers will effectively model and teach QAR questioning techniques in daily instruction

Teachers, ILT, Specialist, Support Staff

Local Funds Sept. 06-June 08 Plan books, observations, and evaluations.

Teachers will model underlining and circling key words in daily comprehension lessons

Teachers, ILT, Support Staff


Teachers will continue to model and encourage students to use Think-A-Loud strategies when solving problems and answering questions

Teachers, ILT, Specialists, Support Staff


Teachers will create and maintain word walls that reflect the vocabulary words of the past and present reading and math lessons


Local Funds

Sept. 06-June 08

Plan books, observations, and evaluations.

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RAYMOND SCHOOL ACTION PLAN 2006-2008 ALL CONTENT AREAS

Student Performance Goal I ELA: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the ELA MCAS from 75% of the total population in 2006 to 79% on the 2007 MCAS test, and to 82% on the 2008 MCAS test. Goal I Math: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the Mathematics MCAS from 61% of the total population in 2006 to 65% on the 2007 MCAS test, and to 71% on the 2008 MCAS test. Improvement Objective(s): D. Teachers will relate math concepts and reading lessons to the real world. E. Teachers will provide opportunities for students to build background and acquire new vocabulary prior to reading. G. Teachers will use formal and informal assessments to make necessary and effective changes in instruction. H. Teachers will indicate how student mastery of lesson objectives is measured and monitored. Student Learning Objective(s): All Student Learning Objectives will be supported by this Action Plan section.


Resources Needed

Specific Timeline


What strategies/actions need to be taken?

Who is involved in the action? Who is responsible?




Teachers will continue to emphasize real life connections based on students knowledge and background, as presented in the curricula

Teachers, ILT, Support Staff, Specialists

Local Funds Sept. 06-June 08 Use of BPS curriculum guides, student displays of work, observations, evaluations, end of unit assessments and benchmarks.

Background building materials from the Scott Foresman manual or other appropriate reference sources


Local Funds Sept. 06-June 08 Use of BPS curriculum guides, observations, evaluations, end of unit assessments and benchmarks.

Teachers will continue to model and practice the use of Tier I, II & III words in their daily instruction

Teachers, ILT, Support Staff, Specialists


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Specialists will be scheduled so as to allow for grade level common planning time during the school day

Administrators Local Funds Sept. 06-June 08 Copy of specialist schedule

Teachers will use common planning time to assess students’ mastery of objectives and share best practices, and address grade level concerns

Teachers, ILT, Specialists, Support Staff

Local Funds

Sept. 06-June 08 Meeting agendas, sign in sheets, notes from meetings

Teachers will continue to review formal data such as Edusoft, MCAS, SME Lab, benchmarks, end of unit assessments and weekly tests so as to change instructional practices and approaches

Teachers, ILT, Support Staff, Specialists, SME Lab Manager

Local Funds Sept. 06-June 08 Notes from grade level meetings, test scores, plan books

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C. English Language Arts

RAYMOND SCHOOL ACTION PLAN 2006-2008 ALL ENGLISH LANGUAGE ARTS

Student Performance Goal I ELA: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the ELA MCAS from 75% of the total population in 2006 to 79% on the 2007 MCAS test, and to 82% on the 2008 MCAS test. Improvement Objective(s): I. Students will receive guided reading instruction using leveled readers, collection of readers, and literacy closet books to practice comprehension skills. J. Students’ fluency will be assessed during guided reading and used to select flexible groups that will receive remediation strategies. N. Teachers will effectively use a balanced literacy program. Student Learning Objective(s): All ELA Student Learning Objectives will be supported by this Action Plan section.


Resources Needed

Specific Timeline







Teachers will effectively teach daily guided reading instruction using literacy closet books, leveled readers and other appropriate materials

Teachers, RRS, Title I Teachers, Support Staff

Local Funds Sept. 06-June 08 Classroom observations, plan books, literacy closet sign-out sheets

Teachers will receive ongoing guidance in the effective use of the literacy closet and use its resources for guided reading groups


Local Funds Sept. 06-June 08 Classroom observations, plan books, literacy closet sign-out sheets

Provide a variety of fluency strategies including Reader’s Theater


Local Funds Sept. 06-June 08 Plan books, classroom observations, Scott Foresman Benchmark tests and EduSoft tests

Use of Read 180 to remediate below grade level readers in grades 4-6

Teachers, RRS Local Funds Sept. 06-June 08 During instructional day After School Program

Read 180 course and individual student reports

Teachers will receive professional development and

Teachers, RRS CFC Grant Oct. 07-June 08 Number of participants, evaluation forms, plan

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training on all elements that make up a balanced literacy program.

books, classroom observations, evaluations.

Intermediate teachers will receive training and co-teach with colleagues to model the use of literature circles

Teachers, RRS CFC Grant Oct. 07-June 08 Number of participants, evaluation forms, plan books, classroom observations, evaluations.

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RAYMOND SCHOOL ACTION PLAN 2006-2008 ENGLISH LANGUAGE ARTS – SPECIFIC OBJECTIVE

Student Performance Goal I ELA: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the ELA MCAS from 75% of the total population in 2006 to 79% on the 2007 MCAS test, and to 82% on the 2008 MCAS test. Student Learning Objective: 3E. Identify, distinguish and analyze characteristics among various forms of literature, especially poetry and non-fiction, determine themes and author’s purpose, and apply knowledge as strategy for reading and writing. Improvement Objective(s): S. Students will be provided with more opportunities to create, share and discuss poetry.

T. Teachers will use the strategies and model the lessons provided to them through the poetry professional development they received.


Resources Needed

Specific Timeline







Teachers will share strategies and ideas in the teaching of poetry and effectively use poems from Scott Foresman and from previous poetry professional development

Teachers, RRS, Title I, Support Staff

Local Funds Sept. 06-June 08 Notes from grade level meetings, observations, test scores, plan books

Exposure to a variety of genre through our “Genre of the Month” program

Teachers, RRS, Title I, Support staff

Local Funds Sept. 06-June 08 Plan books, List of monthly themes

Exposure to a variety of genre through daily read alouds

Teachers, RRS, Title I, Support staff

Local Funds Sept. 06-June 08 Plan books, classroom observations, Scott Foresman Benchmark tests and EduSoft tests

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E. Mathematics

RAYMOND SCHOOL ACTION PLAN 2006-2008

ALL MATHEMATICS

Student Performance Goal I Math: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the Mathematics MCAS from 61% of the total population in 2006 to 65% on the 2007 MCAS test, and to 71% on the 2008 MCAS test. Improvement Objective(s): O. Students will have opportunities to practice the 7-step problem solving process that is posted in the classroom. P. Teachers will effectively incorporate the Every Day Counts program into daily math instruction. D. Teachers will relate math concepts and reading lessons to the real world.

Student Learning Objective(s): All Math Student Learning Objectives will be supported by this Action Plan section.


Resources Needed

Specific Timeline







Post TIPS steps in classrooms, monthly unit suggestion sheet, ADD computation practice completed for BSW each morning

Teachers, IRS, Math Coach, Support Staff

Local Funds Sept. 06-June 08 Number of monthly unit suggestion sheets generated by IRS, classroom observations

Teachers will display and refer to an Every Day Counts board as part of daily math instruction and learning


Local Funds Sept. 06-June 08 Display of EDC board, student work, plan books, observation

Teachers will relate math skills and objectives to real-life experiences in an interactive manner


Local Funds Sept. 06-June 08 Plan books, classroom observations, end of unit assessments, Scott Foresman and EduSoft tests

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RAYMOND SCHOOL ACTION PLAN 2006-2008 ALL MATHEMATICS

Student Performance Goal I Math: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the Mathematics MCAS from 61% of the total population in 2006 to 65% on the 2007 MCAS test, and to 71% on the 2008 MCAS test. Improvement Objective(s):

C. Students will experience word walls and vocabulary journals used interactively in all content areas. F. Teachers will integrate reading and math vocabulary into the content areas on a consistent basis. Student Learning Objective(s): All Student Learning Objectives will be supported by this Action Plan section.


Resources Needed

Specific Timeline







Vocabulary notebooks and journals

Teachers, IRS, Math Coach, Support staff

Local funds Sept. 06-June 08 Plan books, classroom observations, end of unit assessments, Scott Foresman and EduSoft tests

Teachers will create and maintain word walls that reflect the vocabulary words of the past and present math lessons

Teachers, IRS, Support Staff

Local Funds

Sept. 06-June 08


Teachers will model and encourage students to use mathematical vocabulary in their explanations, discussion, and writing


Local Funds

Sept. 06-June 08


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RAYMOND SCHOOL ACTION PLAN 2006-2008 MATHEMATICS – SPECIFIC OBJECTIVE

Student Performance Goal I Math: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the Mathematics MCAS from 61% of the total population in 2006 to 65% on the 2007 MCAS test, and to 71% on the 2008 MCAS test. Student Learning Objective: 2M. Represent and analyze mathematical situations using algebraic symbols, solve equations and formulas and understand the parts of an equation, according to grade level standards.

Q. Teachers will use a variety of strategies to integrate variables and algebraic equations on a regular basis. R. Students will use all available manipulatives as part of their math instruction and exploration.


Resources Needed

Specific Timeline

Measures of

Implementation What strategies/actions need to

be taken? Who is involved in the action?

Who is responsible? What resources are needed to

carry out the action? When will the action take

place? How will progress be

measured? Teacher will model the daily problem of the day which will include solving equations

Teachers, IRS, Support Staff

Local Funds

Sept. 06-June 08

Plan books, classroom observations, end of unit assessments, Scott Foresman and EduSoft tests

Teachers will create and maintain word walls that include formulas and algebraic symbols


Local Funds

Sept. 06-June 08


Teachers will model and establish routines on the appropriate use of manipulatives


Local Funds

Sept. 06-June 08

Plan books, classroom observations, end of unit assessments, Scott Foresman and EduSoft tests

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RAYMOND SCHOOL ACTION PLAN 2006-2008 MATHEMATICS – SPECIFIC OBJECTIVE

Student Performance Goal I Math: The Raymond School will increase the percent of high Needs Improvement and Proficient/Advanced students on the Mathematics MCAS from 61% of the total population in 2006 to 65% on the 2007 MCAS test, and to 71% on the 2008 MCAS test. Student Learning Objective: 4M. Understand numbers, ways of representing numbers, relationships of numbers, and number systems according to grade level standards Improvement Objective(s): X. Teachers will use a variety of strategies to reinforce number sense.


Resources Needed

Specific Timeline







Teachers will incorporate the use of appropriate manipulatives in their daily lessons

Teachers, IRS, Math Coach

Local Funds

Sept. 06-June 08

Classroom observations by administrators

Grade level meetings held to discuss strategies that help at-risk students with number sense topics


Local Funds

Sept. 06-June 08

Newsletter generated by meetings. Unit test results by at-risk students.

Use of number sense strategies developed by the grade level group


Local Funds

Sept. 06-June 08

Unit test results by at-risk students Plan books Classroom observations

Custom designed courseware which reinforce various number sense strategies

Teachers, ILT, SME Computer Lab Manager, Support Staff

Local Funds

Sept. 06-June 08

Classroom observations EduSoft Benchmark Test results, SME lab results

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RAYMOND SCHOOL ACTION PLAN 2006-2008

Raymond School Attendance Goal

ACTION PLAN Goal #3 Ensure that each student comes to school every day and on time. Needs Assessment: Through an analysis of Star_Base attendance data it has been determined that there are many benefits to improved attendance and reduced tardiness in the instructional setting. Special emphasis will continue in the primary grades where good habits need to be fostered. Objective(s): A chronic group of tardy and absent students will be reduced by twenty percent through the use of a school-based attendance response team composed of the principal, assistant principal, school adjustment counselor, parent liaisons, and school nurse.

Activity Department(s) / Person(s) responsible

Resource(s) / Funding Source

Timeline Measures of Implementation

Compile a list of chronic attendance concerns from previous year for monitoring in September

Administators, SACs

Local Funds Sept. 06-June 08

List distributed to attendance response team

Chronic students assigned for follow up by school nurse, adjustment counselor, and assistant principal

Attendance Response Team


The chronic group of tardy and absent students is reduced by twenty percent

Absentee Call In Line – Parent Liaisons monitor absent students by placing phone calls to any family who has not called in to report their child absent for the day

Jennifer Massaro, Parent Liaison


Daily calls are completed by 10:30 each day with a report given to the SAC

Referral of uncooperative cases to school attendance officer, DSS, Department of Transitional Assistance, and STAY program through the Courts

Administrators, SACs

Local Funds

Sept. 06-June 08

The chronic group of tardy and absent students will be reduced by twenty percent

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X. Raymond School Parent Involvement Goal

ACTION PLAN Goal #3 Goal Statement: Increase parental involvement at the Raymond School. Provide opportunities for parents to be actively involved in the education of their children at home, in school, and within the community. Needs Assessment: Parental involvement is a powerful influence on a student’s achievement. The Raymond School recognizes this and will work to develop a strong home-school connection which will foster higher student achievement. Objective(s): Increase parental involvement at school functions by 10%.

Activity Department(s) / Person(s) responsible

Resource(s) / Funding Source

Timeline Measures of Implementation

Schoolwide Open House ILT, Classroom Teachers, Support Staff

Local Budget Sept. ‘06 & ‘07 Number of family members attending

Student of the Month Luncheons

PTA President, Administrators

PTA Sept. 06-June 08

Number of family members of attending

Parent-Teacher Association Meetings (first Wednesday of each month)

PTA President, Administrators

PTA Sept. 06-June 08

Number of participants, minutes of meetings

School Improvement Council meetings (first Wednesday of each month)

Members of SIC: Principal, Teachers, Parents, Community Representatives

Local Budget Sept. 06-June 08

Meeting agenda and minutes

Family Math Nights ILT, Parent Liaison, Classroom Teachers

CSR Grant Fall and Spring 06 Fall and Spring 07

Number of participants, evaluation forms

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Raymond School Reader ILT, Parent Liaison, Classroom Teachers, Support Staff

Local Budget Sept. 07-June 08 Verbal feedback from parents

MCAS Parent Information Night ILT, Classroom Teachers, Parent Liaison

CSR Grant Spring ‘07 Number of participants

Choral/Band Concerts Music Teacher, Instrumental Music Teacher

Local Budget Winter and Spring, 06 Winter and Spring, 07

Number of participants

Family Involvement Activities Administrators, Parent Liaison

Local Budget Winter and Spring, 06 Winter and Spring, 07

Number of participants, evaluation forms

Family Activity Nights Michele Logan Family Center, Administrators, Parent Liaison, PTA members

Logan Center Budget

Spring, 06 Winter and Spring, 07

Number of participants, verbal feedback from family members

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B. Title I Components

1. Ongoing Professional Development THE PROFESSIONAL DEVELOPMENT PLAN FOR THE BROCKTON PUBLIC SCHOOLS The Education Reform Act of 1993 directs the State Board of Education and the Commissioner of Education to establish an annual statewide plan for professional development. In addition to the statewide plan for professional development, the Education Reform Act requires school districts to develop annual professional development plans. The goal of the Professional Development Plan for the Brockton Public Schools is to insure high standards, high expectations and high achievement for all by providing meaningful, ongoing opportunities with a broad range of activities appropriate to the varied needs of individuals, schools and the district as a whole. In order to address school and district goals, the amended recertification regulations require educators to align their Individual Professional Development Plans with school and district improvement goals. Additionally, except for those who received standard certification between 10/1/94 through 6/17/99, educators are required to obtain supervisor approval and endorsement indicating that 80% of the professional development points are consistent with the educational needs of the school and/or district. Teacher recertification is achieved through the completion of eligible professional development programs and activities designed to support and increase student learning. Under the new regulations, educators will need to earn professional development points (PDPs) that are relevant and meaningful to their teaching or administrative duties. The Brockton School Department has been designated as an approved Professional Development Provider by the Department of Education. As a provider, the system will offer professional development opportunities to assist all professional staff in meeting recertification requirements. Professional Development Points will be issued for appropriate activities. Guidelines for receiving PDPs, a listing of some of the offerings for this school year, and specific information on registering for each offering are distributed annually to teachers. The Professional Development Plan of the Brockton Public Schools provides for a wide variety of opportunities for professional growth, which will: o align professional development activities with the educational goals of the school district, the

school, and the individual educator o promote excellence in teaching and learning in all areas of the curriculum o provide access for all students to challenging, engaging educational experiences which prepare

them for the future o create a learning environment that reflects understanding, acceptance and appreciation of all

cultures and learning styles o enhance an individual’s ability to perform as an educator

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o include training for other members of the school community o reflect the Massachusetts Curriculum Frameworks. High quality professional development should include ♦ integration of the Massachusetts Curriculum Frameworks ♦ support of the goals of the district, the school and the individual educator ♦ opportunities for reflection and processing ♦ collegiality and collaboration across and within professional roles and responsibilities ♦ expansion of educators’ knowledge of subject matter ♦ incorporation of research-based strategies for teaching, learning, and assessment ♦ discipline-specific and interdisciplinary approaches to teaching, learning and assessment that

reflect increased student achievement ♦ participant involvement in the design, implementation and evaluation of professional

development programs and activities ♦ encouragement of and support for experimentation and risk taking ♦ follow-up that focuses on the application of professional development to the improvement of

student learning ♦ opportunities for training for members of the school community, classroom paraprofessionals and

others ♦ strategies for reaching out to and involving families and the community ♦ support of school improvement plans.

2. Strategies to Attract High-Quality, Highly Qualified Teachers The Brockton Public Schools makes every effort to attract and recruit highly qualified teachers for all of the Brockton Educational Programs. Some of the strategies that are used by the Human Resource Department of the Brockton Public School System are the following: • We place advertisements for available positions in the Boston Globe, South Shore Enterprise,

Patriot Ledger and cultural specific and diverse newspapers. • The Brockton School Department sends representatives to the educational job fairs that are held

through out the New England Region. Examples of such events are: Massachusetts Educational Recruitment Consortium (M.E.R.C.) Rhode Island Consortium for Educators (R.I.C.E.) New England Minority Network (NEMNET) New England Association for Employment in Education (NEAEE)

Job Fairs held at Boston College, University of Massachusetts at Amherst, and Bridgewater State College

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• The Brockton School Department also uses national teacher employment web sites for job postings

• Campus interviews are also conducted at Bridgewater State College, Wheelock College, Lesley

University, University of Massachusetts, and Providence College. Certified candidates are invited to interview with principals and other administrators involved in the hiring process where openings exist.

• Available positions are also posted in national trade papers e.g. Education Week 3. Transitions from Preschool to Kindergarten and from Kindergarten

to Grade One Preschool to Kindergarten The Preschool to Kindergarten Transition form is used in the Brockton Public Schools preschool classes, the Head Start Program and in all community childcare centers for their students entering the Brockton Public Schools kindergarten. During the 2002-2003 school year, the use of this form was extended to the community family childcare homes. Once the forms are completed, they are returned to the Early Childhood Coordinator. The Early Childhood Coordinator is responsible for getting the transition forms to the appropriate kindergarten.

Kindergarten to Grade 1 In the 2004-2005 school year, the Kindergarten to Grade One Transition Form is used on a system-wide basis and in all community kindergarten programs. The Early Childhood Coordinator is responsible for getting the transition forms to the appropriate grade one school.

School Readiness Committee (SRC) The School Readiness Committee includes some of the members of the Early Childhood Curriculum Committee as well as: preschool, kindergarten and grade one parents; a representative from the Brockton Community Partnership for Children Council; and representatives from the following: the Head Start Program a private preschool, a private kindergarten, an after school program, a School Council, and a Bay State Readers grant representative. The School Readiness Committee will meet five times this year to work on the following initiatives:

• Collaboration and communication between and among the various early childhood community programs

• Family involvement activities • Transition from preschool to kindergarten and from kindergarten to grade one

Early Childhood Articulation Committee The Early Childhood Articulation Committee is established for the purpose of discussing a variety of curriculum issues in the area of preschool, kindergarten and grade one. Representatives from the three grade levels will meet to focus on continuity of curriculum, best practices in early childhood

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and transitions. Members from community preschool, kindergarten, and grade one programs are invited to join this committee. 4. Coordination and Integration of Federal, State and Local Services and Programs

The Brockton Public Schools uses multiple funding sources to provide services and programs throughout all schools in the district. The district has established pupil to teacher ratios at specific grade span splits. Classroom and content teachers are then assigned to each school to support the established pupil to teacher ratio. Each school is provided with local funds to purchase instructional materials and supplies. The allocation for these expenses is based on the per pupil enrollment of each school. The Brockton School District also provides to each school a Challenge for Change Grant. Local funding for these building-specific professional development activities is allocated through the superintendent’s office Additional services and programs are provided to every elementary school in Brockton through the following Federal Grants:

Title I Part A Direct Instruction Model and Computer labs, lab managers and IRS positions Title II Part A Improving Educator Quality Classroom-size Reduction, Teacher Mentoring Program, Educational Leadership and Professional Development Activities Title II Enhancing Education Through Technology Title IV Safe and Drug Free Schools (Violence Prevention, Drug Awareness, Second Steps and Nutrition Education Title V Innovative Programs Title X McKinney-Vento (Education of Homeless Children) I.D.E.A. Special Education Grant

Other Federal Grant programs that provide services to specific schools are: 21st Century Grant Title III Bilingual Education Perkins Occupational Education Grant

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Smaller Learning Communities Comprehensive School Reform Grants Title I SINI Grants Title I Achievement Grants

The state also provides support through the following grants: MCAS Support Programs - All schools Massachusetts Classroom-size Reduction Grant - Elementary Schools Summer Success Community Service Learning Enhanced School Health Services Early Childhood Grant

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5. Parental Involvement TITLE I Parent Involvement Action Plan

Needs Assessment: Research has shown that strong home-school partnerships foster higher student achievement Objective(s)

1. To meet the standards for parent involvement established by the No Child Left Behind Legislation. 2. To provide opportunities for parents to be actively involved in the education of their children. 3. To provide information in a variety of languages and use multiple media to build parents’ capacity to impact the academic

achievement of their children.

Activity and/or Professional Development Department(s)/ Person(s) Responsible

Resource(s)/ Funding Source

Timeline Evaluation

1. Title I Annual Meeting/Family Breakfast - An annual meeting will be held in each Title I building. Parents will learn of their rights, roles and responsibilities under the NCLB legislation. School improvement goals, performance profiles, curriculum initiatives and specific learning strategies will be shared and discussed. Each meeting will include opportunities for parents to have input regarding program planning, implementation and review.

Title I Parent Education Specialist Lisa Zolga Food Service Director Building Administration Leadership Team Title I Teachers

Title I Sept. 2007 – Nov. 2007 Parent Evaluation Surveys Sign-in Sheets Attendance Records

2. Recipes for Success – This monthly newsletter, in English, Spanish, Portuguese and French Creole, will be distributed to all children (K-6) in order to build parents’ capacity to support learning at home.

Title I Parent Education Specialist Lisa Zolga Parent Information Specialist Jane Feroli Bilingual Coordinator Jose Pinheiro Parent Liaisons

Title I Parent Information Center Bilingual Department

Sept. 2007 - June 2008 Sign-off Sheets and Responses to Two-Way Communication Forms Special Incentive Program

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TITLE I Parent Involvement Action Plan



Timeline Evaluation

3. Recipes For Success Workshops – These sessions will bring parents and children together to complete activities suggested in the monthly newsletter, and which address skills identified in the school improvement plan. Materials to complete activities will be provided for home reinforcement/practice.

Title I Parent Education Specialist Lisa Zolga Parent Information Specialist Jane Feroli Parent Liaisons

Title I Parent Information Center

Oct. 2007 – June 2008 Evaluations Attendance Sheets

4. Math, Muffins, Moms and Dads – This parent workshop series will focus on math skills introduced to students in grades K-2. This hands-on activity will allow time for parents to practice strategies and receive materials to use at home with their children.

Title I Parent Education Specialist Lisa Zolga

Title I Oct. 2007 – June 2008 Evaluations Attendance Sheets

5. Reading Connection Newsletter – This newsletter supports reading development at home. Both the primary and intermediate editions will be provided to all principals and Title I Teachers. Monthly editions in English and in Spanish will be distributed and posted on our web page.

Title I Teachers Title I Parent Education Specialist Lisa Zolga Elementary Principals Kathy Ettinger Webmaster

Title I Sept. 2007 – Aug. 2008 Parent Responses Number of newsletters sent home

6. Parents Make the Difference Newsletter – Each month four articles which address social and academic development will be selected. Newsletters, in different languages, will be sent to all Title I teachers. Teachers add personal comments to keep parents informed.

Title I Parent Education Specialist Lisa Zolga Title I Teachers

Title I Sept. 2007 – June 2008 Parent Responses Percentage of teachers adding comments

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Timeline Evaluation

7. Parent & Child Activity Calendars – Calendars with daily at-home activities to support learning will be sent home bi-monthly. English and Spanish are distributed.

Title I Parent Education Specialist Lisa Zolga Title I Teachers

Title I Sept. 2007 – Aug. 2008 Percentage of completed calendars Special incentive program

8. Title I Web Page – This web page provides twenty- four hour school assistance, support and information to parents. Highlights include a daily parenting tip, an expert resource library and snap shots of the many parent/child activities conducted by Title I in the various schools. Supporting descriptions allow parents to “attend school events from afar.”

Title I Parent Education Specialist Lisa Zolga Kathy Ettinger Webmaster

Title I Local Funds

Sept. 2007 – Aug. 2008 Number of hits on the web page

9. Good News Post Cards – Instituted to forge strong home - school partnerships, these communication tools will keep parents informed, focus upon positive accomplishments and offer access to sometimes “unreachable” parents. All personnel in Title I buildings will be provided with a minimum of two post cards each per month. Personal notes from students are often added to the postcards.

Title I Coordinator Katie Shea Title I Parent Education Specialist Lisa Zolga Title I Teachers Building Staff

Title I Sept. 2007 - June 2008 Number of postcards sent Parent and child reactions and comments

10. Title I Family Book Bag Program – Reading at home helps children reach higher levels of academic achievement. This opportunity teaches parents to be the “at home teachers of reading.” Books, genres, and activities are selected based on school improvement plans and needs assessments.

Title I Parent Education Specialist Lisa Zolga Title I Staff Building Staff

Title I Oct. 2007 - June 2008 Parent Evaluations Attendance Sheets Response Logs

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Timeline Evaluation

11. Book Talk – Parents and children commit to reading a chapter book at home. When they gather at school, the goal is an open conversation about the story. The importance of making text to self, text to text, and text to world connections will be stressed. Reading for pleasure should be a “family affair.”

Title I Parent Education Specialist Lisa Zolga Building Staff Parent Liaisons

Title I Sept. 2007 - June 2008 Attendance Sheets Parent Evaluations

12. Bingo for Books – This parent/child activity serves as an avenue to meet the requirements of the NCLB/Title I legislation and provide parent training in areas of student weakness identified in the individual school improvement plan.


Title I Community Partner

Sept. 2007 - May 2008 Attendance Sheets Evaluations

13. Family Fun Nights – Games can teach important skills and strategies that are contained in the curriculum frameworks. These events will bring parents and children together to learn in a fun way.


Title I Oct. 2007 - May 2008 Attendance Sheets Evaluations

14. Theme Literature Nights – Parents and children will come together to enjoy and explore a variety of genres! Family activities will address skills in the curriculum frameworks and those identified in the school improvement plan.


Title I Sept. 2007 - May 2008 Attendance Sheets Evaluations

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Activity and/or Professional Development Department(s)/ Person(s) responsible


Timeline Evaluation

15. Language Arts and Crafts – Thinking along aids comprehension. Parents and children will come together to actively participate in a modeled reading activity using a current literature selection. They will then go to three different centers to complete language activities and crafts which relate to the book.


Title I Oct. 2007 - May 2008 Attendance Sheets Evaluations

16. Technical Support – Title I will assist all identified schools in meeting the requirements of NCLB parent involvement.

Title I Coordinator Katie Shea Title I Parent Education Specialist Lisa Zolga Building Principals & Staff

Title I Sept. 2007 - June 2008 Successful implementation of programs

17. Outreach – Title I Teachers will contact two homes (each week) of children with positive news. Phone calls, post cards, and notes will be used.

Title I Teachers Title I Sept. 2007 - May 2008 Outreach Logs Title I Coordinator Katie Shea

18. Parent Meetings - Each fall and spring, Title I Teachers will plan, organize and conduct a Title I meeting for the parents of the children with whom they work. Each meeting will specifically address topics which enhance the efficacy of parent involvement and serve as on-going home support to student achievement.

Title I Coordinator Katie Shea Title I Teachers

Title I Oct. 2007 – June 2008 Title I Coordinator Katie Shea Attendance Sheets Parent Evaluations

Documents

RAYMOND ELEMENTARY TITLE I SCHOOLWIDE IMPROVEMENT PLAN 2007 - 2008