School Improvement Plan 2013-2015 South Elementary School

South Elementary School

School Improvement Plan2013-2015

South School Council Members:

South School SIP 2013-2015 Page 2

PrincipalDr. Colleen McBride, Co-Chair

Faculty RepresentativesMartha Jancaitis (alternate)

Julianne Toomey-Kautz, Co-Chair

Parent RepresentativesDiane HuntressMelanie Ziegler

Community RepresentativeJudy Rich

Introduction


The South School Council, in collaboration with the principal, reviewed and discussed each required element of the annual school

improvement plan. The following information reflects an analysis of each area, a progress report regarding the current South School Improvement Plan, and our open discussions about the focus of the 2013-2015 Improvement Plan Goals.

School Mission

The mission of South Elementary School, in partnership with the Andover Public Schools and the wider community, is to educate students by engaging and inspiring students to develop as self-reliant, responsible citizens who are thinkers, problem solvers, and contributors prepared to participate in an evolving global society.

School Vision

South Elementary School, in partnership with the Andover Public Schools, is committed to providing a world-class education in an innovative, inclusive, student-focused and fiscally-stable environment. We are committed to the children and community we serve through our focus on high expectations, academic achievement, and education of the whole child, which we believe is the shared responsibility of the family, the school district and the community. We support individuality, foster resiliency and collaboration, and the development of globally engaged learners.South Elementary School provides for all children all of the services of a quality school: nurturing, innovative and qualifiedteachers and support staff; reflective, responsive and effective school leaders, and a challenging curriculum that prepares students for the future. Students do their best work, independently and together. They acquire the skills necessary to think and to communicate clearly. Teachers provide students with instructional experiences that are challenging and personalized. Students completing their education at South Elementary School demonstrate the intellectual, interpersonaland reflective skills needed to thrive as productive and responsible citizens in our increasingly complex and diverse global society.South Elementary School is welcoming, respectful and inclusive. It supports open dialogue and seeks feedback regardingthe effectiveness of its work from its stakeholders. We are committed to continuous improvement, questioning the status quo, and seeking ongoing renewal of the organization.South Elementary School is committed to strong community relations efforts to meet the needs of its students today and inthe future. We develop and participate in partnerships with community groups, including business and civic organizations.An


understanding exists between the town government and the district for the need for educational funding and other resources required to meet the high expectations of our community, which includes staffing, training, facilities, materials and equipment. Key to the success of this partnership is our ability to recognize opportunities and fulfill responsibilities to one another on behalf of our students.

Narrative Description of School

South School serves approximately 550 students attending Kindergarten through grade 5. Our facility includes a wonderful media center, the hub of our students’ research projects and activities. We have twenty-four classrooms, each equipped with internet access. In addition, we have space devoted for art, music, physical education, guidance, reading and resource programs.

School Initiatives/Accomplishments

a. Update on Strategic Plan Goals: In the previous two SIP cycles we identified several academic improvement objectives, as follows:

Use common phrasing for open response questions during every day instruction and for classroom assessments (K-5)exs. Explain why, Provide details, etc…

Use open response questions in all curriculum areas, including specialists, throughout the year (K-5)

Provide students with increased opportunities to view high quality samples of written responses to encourage detailed responses for both open response answers and long composition pieces (i.e. exemplars and interactive writing) (1-5)

Provide direct instruction of the “Turn the Question Around” response technique (3-5)


Use interactive instructional strategies (i.e. think-pair-share or student as teacher) to increase opportunities for students to practice explaining their thinking (K-5)

Increase opportunities for students to explain thinking orally and in writing when solving language-based mathematical problems, ex., journaling, open-ended discussions of various strategies (K-5)

Realign teaching schedule of geometry to include regular review of geometry through teacher created math boxes(3-5)

Continue the development of a Response to Intervention (RTI) Model that will include: (a) curriculum-based assessments (i.e., Developmental Reading Inventory, Every Day Mathematics unit assessments, and, (b) small group/individualized instruction based on those assessments. Progress monitoring of individual students through instructional support team (IST) meetings at each grade level will be used to measure the effectiveness of the RTI model.

Reorganization of test preparation materials to increase the number of opportunities students have throughout the year to practice MCAS common test items and to align these opportunities with curriculum units. Classroom and special education teachers at each grade level will work together to select materials and schedule the administration of the practice items. Teachers will compare students’ classroom open response scores from one administration to the next and analyze MCAS scores from one test cycle to the next to determine the effectiveness of this strategy.

Implementation of the English Language Arts Common Core Standards for writing. Student work samples will be used to measure the effectiveness of the various forms of writing at each grade level.

Adoption of the State’s MCAS rubric tools to assess long composition and open response questions. Teachers will compare students’ classroom open response scores over time and analyze MCAS scores from the previous test cycle to the next to measure the effectiveness of this strategy.

Adoption of supplemental online Literacy and Mathematics programs (i.e., Study Island, IXL and Reading A-Z) in Grades 2-5 to reinforce concepts at home.


As a result of a teacher survey regarding the effectiveness of these strategies, we will continue implementation as part of the next improvement cycle. Based on an analysis of the most current MCAS results (Spring 2012), additional instructionalstrategies are referenced under Goal 1 of the 2013-2014 School Improvement Plan below (p. 8).

b. Class Size: The chart below provides current enrollment information. Note that current class sizes at the South Elementary School vary from grade level to grade level. We continue to monitor grade two (24 students per class), and grade three (26.5 students per class) relative to Andover Public School’s recommended midpoint for class sizes, (i.e., 16-24 for Kindergarten; 19-27 for Grades 1-2 and 21-29 for Grades 3-5).

Class Size Averages by Grade (Current school year 2013-2014)Grade Level Number of Classes Average Class Size

Kindergarten 3 (2 all day, 1 half day) 23Grade One 4 20Grade Two 4 21Grade Three 4 25Grade Four 5 21Grade Five 4 22

Projected Class Size Averages by Grade for 2014-2015Grade Level Number of Classes Average Class Size

Kindergarten 3 (2 all day, 1 half day) 23Grade One 4 20Grade Two 4 21Grade Three 4 22Grade Four 4 25


Grade Five 5 22

This 2014-2015 enrollment projection reflects no increase in the number of teachers requested but a change in the current configuration of sections. Specifically, Grade Five will need five sections and Grade Four will need four sections. Low class size will continue to be a priority, as referenced under goal 2 below.

c. Professional Development Two main areas of focus for school-based professional development funds over the past year included: (1) SmartBoard technologies training, and (2) training that deepened teacher and student understandings of how to answer open response questions in both English Language arts and Mathematics. Through district-wide opportunities, all K-3 teachers participated in professional development training to support the implementation of the K-3 Wilson Fundations literacy program and all teachers K-5 attended bullying prevention training and participated in reviews of the newly adopted Common Core Curriculum Framework for English language arts and mathematics. Instructional assistants across the district are receiving Open Circle overview training and have over the past two years participated in trainings to develop their skills with respect to understanding the needs of various learningstyles and profiles.

d. Enhancement of Parental Involvement South Parents have many opportunities to be involved in the school environment throughour partnership with the PTO, School Council, and a wide range of volunteer and extra-curricular academic programs and clubs. To keep parents advised of curriculum and instructional strategies, each year parents are invited to attend a Back to School Curriculum Night and a first trimester parent conference. Regular events include: Open House/Curriculum Nights, Grade Level presentations, concerts, school plays, and family socials sponsored by the Parent Teachers Organization. In the 2012-3013, parents were invited to grade level coffees to learn more about their children’s developmental ages and stages as well as our district’s Open Circle social competency program that is delivered twice a week in each classroom and promoted school-wide by a our Open Circle Sustainability Team. More information about the Open Circle Program can be found on our school’s parent web page at www.aps1.net.

e. School Safety and Discipline The South School files a school safety and discipline report annually with the Department of Elementary and Secondary Education. Discipline referrals and reportable incidents are extremely low. Our Crisis Management Team,representing a cross-section of staff members including the nurse, custodian, school adjustment counselor, administrative assistant, teacher representative, and principal, reviewed and updated the Crisis Management Plan to reflect current best practices. School safetydrills are practiced as parting of opening activities each year. Members participated in crisis prevention intervention training designed to support all staff, students and their families. The South School Crisis Team works closely and collaboratively with other town departments on safety issues and emergency practice drills.

http://www.aps1.net


f. School Climate: Our school staff recognizes the importance of having each student feel a sense of belonging. Each individual childis important to us. Children with a sense of self-worth, in turn, will value others. With that as our premise, we continually encourage the team concept in our words and actions. To promote this concept, our staff continues to use the acronym T.E.A.M. - Together Everyone Achieves More. To provide a common language for behavioral expectations among all community members, a school-wide Code of Civility was adopted in September, 2008. In addition, two systematic student recognition programs have been implemented: a) Star of the Day: recognizes daily acts of good citizenship or individual achievement; b) Teammate of the Trimester: honors six-ninedifferent students in each classroom each trimester for demonstrating outstanding achievement or improvement in a particular intelligence area or area of character development. By the end of the year, all students have been recognized.

At the classroom level, teachers implement Open Circle (OC), a program that helps students develop effective social competency skills in five major areas: (1) self-awareness, (2) self-management, (3) social awareness, (4) relationship skills, and, (5) responsible decision-making. In collaboration with the school principal, a cross-section of staff members established an Open Circle SustainabilityTeam in the spring of 2012. To further promote the tenets of the OC Program school-wide, the OC Sustainability Team established a school-wide implementation plan currently in progress (see Appendix A).

In the fall of 2012, the PTO sponsored two interactive assemblies called “The Power of One.” During these assemblies actors performed various skits to demonstrate how to handle potential bullying situations. Students played various roles of “target,” “bully” and “bystander.”

g. Extracurricular Activities: The South School offers students various before and after school enrichment programs throughout the school year. Four Student Council Committees have been established including: Community Service, Go Green, Spirit, and Student Issues. South Side Singers, chorus, and theatre arts events are offered, as well. Homework Helpers, a partnership with Andover High School, pairs third, fourth and fifth grade students with high school students two afternoons a week to offer a quiet space to work on their respective assignments. Opportunities to enter literature and artwork to Appleseed Literary Magazine and various contests are provided throughout the school year. A new science-based after school enrichment activity, Mad Science, was introduced two years ago and recently, many students participated in the World Education Games, competing against children from around the globe!

h. Diverse Learning Needs: The South School runs a full inclusion program across all grade levels. Teachers participate in grade level instructional student support meetings to develop instructional programming and in some cases, individual student action plans.


The emphasis has been the use of curriculum-based assessment strategies to drive instruction and the differentiation of instruction through the creation of small intervention groups (i.e., Response to Intervention Model).

i. Other: School Facilities Upgrades:

Added egress walkways outside the first and fourth grade classrooms Worked with the building facilities to develop a site improvement plan that will address parent drop off and pick up traffic

congestion and lack of parking Upgraded the school’s public address system Installed a wireless clock management system Upgraded school lab monitors Removed unstable wooden playground apparatus and replaced it with a state of the art playground structure in the second and

third grade play area. Upgraded wireless capabilities and replaced outdated teacher laptops

School Concerns and Needs Assessment

1. With regard to overall performance on the 2013 MCAS, South School is designated a Level One School with commendations for high achievement. South School met improvement targets in both English Language Arts and Mathematics for all students (Performance Index 100 out of 100) and for all subpopulations including:(1) students’ with disabilities (Performance Index of 85 out of 100), and (2) High Needs (Performance Index 88 out of 100).High Needs is defined as follows: an unduplicated count of all students in a school or district belonging to at least one of the following individual subgroups: students with disabilities, English language learners (ELL), or former ELL, or low income students). As a school, 82% of our students were either proficient or advanced in English Language Arts, 84% in Mathematics, and 83% in Science, Engineering and Technology

2. Differentiated Instruction continues to be a critical goal for South School. We firmly believe differentiated instruction is an essential element in providing a quality education. We fully implement a Response to Intervention (RtI) academic and behavioral model. With RtI, schools identify students at risk for poor learning outcomes, monitor student progress, provideevidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness (NCRTI, 2010). These interventions are generally delivered in a small group format that allows students


to receive academic engagement time that is focused on areas where they require further development. In order to regularly deliver effective, small group interventions, it is critical to have in place the appropriate amount of supportive adult resources, and to continue to monitor class size. These needs will be reflected in the school’s FY14 budget proposal.

3. Integrating technology into the curriculum in order to enhance instruction is another important goal for South School. Todate, interactive whiteboards, (SMART Boards), have been installed in all classrooms, as well as the library media center. Ladibug document cameras are available at each grade level. We are currently collaborating with the Director of Digital Learning to explore the use of one to one technologies, i.e., iPad devices, across all grade levels and subject areas.

School Demographic and Achievement Data



Action Items


SIP Goal 1Promote a school environment that supports students ’ social and emotional well-being.

APS Strategic Plan - Goal 1

Strategy 1.4:Ensure that each school has a strong and healthy school culture that promotes a sense of participation,

wellness, safety, and security for all students so students develop the social, emotional and wellness competencies that will enable them to be self-aware, have interpersonal skills to self-manage, and to make

responsible decisions.

MERA Goal 5,6Maintain a school environment that promotes health, safety and discipline.

Ensure a welcoming school environment characterized by tolerance and respect.

Data SourcesInventory of any disciplinary actions

Social Worker data report Staff and parent observations and surveys

Action Plan - Improvement Strategies

Person(s) Responsible for Implementation

Timeline Outcomes & Measurement Resources Needed

Implementation of Open Circle Social Competency

Program

Principal, Assistant Principal, Classroom Teachers, Social

Workers, Support Staff, Student Council

Ongoing Refer to Appendix B regarding specific activities

Curriculum resourcesParent/Home Link

Communication Materials

Provide opportunities for before and after school enrichment and student

councils

Principals, community partnerships, Teachers

Sept. 2013-June 2014

Student attendance rostersSchool based initiatives

Family involvement initiatives

Staff, parents, and community coordinators


SIP Goal 2Continue to differentiate the needs of all learners


APS students will develop the habits of mind that underlie critical and creative thinking, effective communication, collaborative problem solving, and responsible citizenship needed to thrive in an increasingly

complex and evolving global society.

MERA Goal 1,2School Climate conducive to high achievement for all

An assessment on the impact of class size on student performance, student-to-teacher ratios, and ratios of students to other supportive adult resources

Data SourcesCurriculum based assessments

Standardized assessmentsStudent learning plans




Monitor enrollment in all grades

Principal, Assistant Principal Ongoing Meet the academic, social and emotional needs of

students

Student Attendance Rosters

Create Master Academic Schedule to align with RtI

principles

Principal, Assistant Principal, Classroom Teachers, Specialists,

Support Staff

Begin Fall 2013

1. Power Block added into Grade 1

2. Common planning time for each grade

level (minimum 3 times per week)

Research Response to Intervention materials and best

practices

Provide additional Math Support to identified

students

Principal, Assistant Principal, Instructional Assistants, Teachers

Ongoing Math Pre and Post tests, unit tests, district and

curriculum based assessments

Curriculum MaterialsClassroom Teacher

Support Staff


SIP Goal 3Create technology-rich digital classrooms where students use appropriate and safe technology tools and

resources to support the learning and teaching process.


APS students will be immersed in interactive, technology-rich classrooms that support instruction and student learning to prepare them for a society dominated by digital communication.

MERA Goal 1, 3School climate conducive to high expectations and performance

Professional development and the allocation of professional development funds

Data SourcesCommunity Needs Assessment Survey

Student Assessment Data




Secure and install interactive whiteboards

and/or bright link projectors in all classrooms K-5 as wellas in media center, special

education rooms, and special subject area rooms.

Principals, Technology Department

2013 Integration of technology in allareas of the curriculum

Use of online educational resources

Access to SMART lessonsProject-based showcases

Digital Learning SpecialistTechnology Department Support

PTO Forums

Expand use of Ipads for Special Education programs

and classrooms

Principal, TechnologyDepartment, Faculty

Fall 2013 Teachers will participate in training to maximize the

effectiveness of the technology devices

Software/applicationsConsultation with Digital Learning

Specialist


Professional Development Principal, TechnologyDepartment Staff

Ongoing Teachers will participate in training to maximize the

effectiveness of the technology devices

Faculty share forums

Digital Learning Specialist, TechnologyDepartment Staff, Faculty, Outside

vendors

APPENDIX A: SOUTH SCHOOL OPEN CIRCLE SUSTAINABILITY PLAN

Description Target Audience

Person(s) Responsible

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

Introduction via Alert Parents Principal X


Now “What is OC?”

Newsletter update via The Connection

Parents Principal with staff

X X X

Incorporate OC info at Open House & Curriculum Night

Parents Teachers & Specialists

X X

Parent Before SchoolGrade Level Coffees

Parents Principal, SAC, Director of SW

X X X X X X

OC Presentation at PTO Meetings

Parents Sustainability Team

X X

Post OC Information on School Website

Parents Sustainability Team

X

Classroom Lessons 2x week 15 min per(Distribute Parent Letters)

Students Teachers X X X X X X X X X X

Anti-Bullying Assemblies Students & Staff

PTO Enrichment Council

X




Fall-Winter-Spring Theme-based Promotion Campaign

Students Student Councils & Teachers

X X X

Select and Purchase multiple copies of OC-

Teachers Media & Reading

X X


literature for Library Specialists with staff

Literature share at faculty meetings connected to trimester themes

Teachers Media & Reading Specialists with staff input

X X X X X X X X X

All classrooms post traffic light visual, OC Program Cards

Students Teachers X

Specialists classes post traffic light visual, problem solving steps, (p. 21) vocabulary (p.19)

Students Teachers X

Post traffic visual, problem-solving steps, vocabulary (with visuals) in all common areas (café, gym, playground, foyers)

Students Sustainability Team

X

Create OC & school theme logo

Students Art Specialists with students

X




Create OC mural outside of gymnasium

Students Whole School Project

X

Re-establish school-wide expectations for bus, cafeteria, hallways,

Staff Principal with staff input

X


playgroundDevelop expectations and zones for monitoring cafeteria and playground

Staff Principal with instructional assistants

X

Instructional assistants introduce themselves to all students at their designated grade levels, Use name tags

Students Instructional Assistants

X

Review expectations for hallway, cafeteria, classroom, playground with students and repeat periodically

Students Classroom Teachers with Instructional Assistants

X

Create informational letter/packet for instructional assistants, bus drivers, cafeteria workers, custodians

Support Staff

Principal X

Ongoing incremental OC Training for specialists, instructional assistants, new teachers

Staff School District Admin

Aug X X

APPENDIX B: SOUTH SCHOOL MCAS GRADE LEVEL ACTION PLANS

Grade 3 MCAS Action Items203-2014

Action Item Person Responsible

Dec. Jan. Feb. March April May June

“Problem of the Week” in 3rd grade Team x x x x x x


journals using old MCAS prompts (Math

Extra subtraction w/ trade first (and zeros) problems 1x/week

3rd grade Team X X X X X x

Graph of the month (using packet).

3rd grade Team X X X X X X

Revise format of Math Packet to use as morning work

3rd grade Team

“Read it, Draw it, Solve it” - resource for problem of the

week

Learning Specialist

X

Math Rotation – each teacher teaches a strand (data

collection, measurement, patterns, Open Response)

3rd Grade Team X X

Open Response requires a paragraph – explicitly teach

3rd Grade Team X X


Action Item Person Responsibl

e

Dec. Jan. Feb. March April May June

Math Rotation – use previously released test items

4th grade team

X X

Teach how to ‘unpack question’ – Graphic Organizer

Learning Specialist/

X X


– plan, organize, solve, check 4th grade team

Math fact Homework – 3 min/night. Parents sign off,

turn in on Fridays

4th grade team

X X X X X

3 types of writing – teach all 3 all the time. Don’t necessarilyhave to have finished piece – draft and outline. Every 2-3

weeks, new writing assignment

4th grade team

X X X X

Incorporate types of writing into all areas of curriculum

(i.e., “Convince people to visityour state)

4th grade team

X X X

For reading comprehension, have students go back into

text to highlight answer. Mustput the question # above the

highlight.

4th grade team

X X X X


Action Item Person Responsible

Dec. Jan. Feb. March

April May June

Math Fact practice – timed tests, “superteacher.com” has leveled exams

2-3x/week

5th grade team X X X X X

Remediation/enrichment – level kids 5th grade team X X X X


and switch across homeroom to address weak areas 1x/week

“Problem of the Morning” to include visuals

5th grade team X X X X X X

Update binder with old MCAS materialsGet kids used to format and layout of

test

5th grade team X X X

Contact Katherine Richard about NHS students tutoring

Learning Specialist

X

Print out copy of last year’s MCAS and distribute to kids. Discuss why students

missed certain questions

5th grade team X

Develop pre- and post-quizzes for number sense. Lots of questions w/

zeros

5th grade team X X X

On MCAS days, start at 9. P.E. teachers to do circuit of activities from

8:30-8:50.

P.E. teachers X X

Documents

School Improvement Plan 2013-2015 South Elementary School