Natick Public Schools
K-4 District Improvement Plan
2013-2014
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Natick Public Schools
K-4 District Improvement Plan
2013-2014
Elementary School Improvement Plan: School Council – Statement of Purpose
The School Council, in serving as representatives of our larger school community, seeks to enrich and enhance opportunities for
teaching and learning that result in improved learning outcomes for students. We strive to improve the supports available to
teachers, students and their families as we work together to better meet the needs of all our learners.
Responsibilities of the School Council
As outlined in the Education Reform Act of 1993, the School Council is comprised of representatives from the parent body, the
school staff, and the community at large. Elections are held to insure that all parents and staff have a full opportunity for
representation. The council has specific responsibilities that include, but are not limited to, examining the following topics:
● Class size and impact on student achievement
● School budget
● School climate, safety and discipline
● Enhancement of parental involvement
● Professional development
● Title I
In addition, the council is charged with assisting the principal with the development of an annual School Improvement Plan that will
identify areas of concern, establish explicit goals, state objectives, name persons charged with various responsibilities, and
determine a timeline for measurable outcomes. In determining areas for improvement, the School Council takes guidance from the
following sources:
Common Core State Standards and Career Readiness Skills
MA State Standards
The school’s core values and analysis of student learning
The Natick Public School’s Benchmarks for Learning
■ Natick Public Schools District Mission and Goals
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Natick Public Schools
K-4 District Improvement Plan
2013-2014
Elementary School Improvement Plan: User’s Guide
Overview:
The 2013-2104 NPS Elementary School Improvement Plan (ESIP) articulates the current status of K-4 teaching and learning relative to the district’s articulated
mission, vision, and core values. The goals and objectives found throughout the document are designed to move student learning and teacher growth forward
across the district. The ESIP goals are represented in two primary domains, district wide goals and building specific goals. Within each of these domains,
current reality, desired state, goals and objectives, and action steps are identified.
Current Reality”
Current reality refers to where Natick Elementary Schools stands presently. This section provides readers with the context and rationale for the articulated
goals, objectives, and action steps.
Desired State (Goals)
The desired state indicates what Natick Elementary Schools would like to achieve in the coming year. It answers the question, “Given where we are at present,
where would we like to be in a years time?”
Reading the Matrix:
The objectives matrices are headed as follows:
Strategies and Action Steps
Responsibility
Timeline
Evidence of Effectiveness
Strategies and Action Steps:
refers to the objectives and actions that will be taken by faculty and staff to achieve the desired state.
Responsibility:
refers to the faculty, staff, and community members who will assume primary responsibility for the measurement and
indicators of success for each of the goals, objectives, and action steps.
Timeline:
refers to the time allocated for the achievement of articulated indicators
Evidence of Effectiveness:
refers the metrics that will be used to ascertain the degree to which the goals, objectives, and action steps have been
implemented and executed with success.
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Natick Public Schools
K-4 District Improvement Plan
2013-2014
District Wide ESIP Goal
Goal #1
Standard One: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes
powerful teaching and learning the central focus of schooling.
NPS District Goal 4:
Update curriculum maps for language arts and math to include the Common Core requirements, the use of technology, and piloted assessments
(DDM’s). All common writing prompts will be revised to correspond to Common Core State Standards. In correlation, this work will prepare our
students to be successful on the PARCC assessment.
NPS Elementary School Goal #1:
By June 2014 grades K-4 will have guaranteed and viable written curricula and associated common formative/summative assessments in Mathematics
and English Language Arts that:
●
Ensure high levels of achievement for all students in the Natick Public Schools.
●
Further Natick Public School’s vision for teaching and learning in the digital age.
●
Address federal mandates to align with Common Core State Standards
●
Address state mandates to develop District Determined Measures.
●
Address state mandates associated with the new Educator Evaluation System.
Our Reality:
At present, the elementary schools have been working with drafted literacy curriculum maps aligned to the Massachusetts State Frameworks. These
maps have provided a baseline for instruction. As the District moves towards 100% alignment with the CCSS and prepares for the shift from MCAS to
PARCC assessments, we will need to fine tune these guides and create relevant and rigorous performance assessments that prepare our students for
success. Similar work is needed in mathematics as we prepare to implement the Common Core State Standards and the focus on both content and
mathematical practices.
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Natick Public Schools
K-4 District Improvement Plan
2013-2014
District Wide ESIP Goal (Cont.)
Strategies and Action Steps
Maps: Elementary principals will ensure that grade level PLC
groups review, update and align current curriculum documents
(Reading, Writing and Math) to reflect CCSS in its entirety.
Responsibility
Elementary Principals
PLC groups
Asst. Supt. for TLI
Vertical Curriculum
teams
Assessments: By January 2014 - Assessments (especially writing
Elementary principals
prompts) will mirror released items for the PARCC. A pre and post PLC groups
writing assessment grounded in evidence from text using a
Asst. Supt. for TLI
common rubric.
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●
Compile Fall, Winter MCAP and MCOMP assessment data
to assess progress to Grade level benchmarks
●
By April 2014 - Public Presentations to share student
performance data and evaluate success of the Writing
assessment as a DDM
●
All common assessments will reflect the Common Core and
mirror the PARCC
Timeline
Evidence of Effectiveness
By November,
2013
Aligned curriculum maps
October, 2013
Student performance data organized by
class, grade level, school
February, 2014
May, 2014
April, 2014
Scored PARCC scoring rubrics used to
assess student work.
Natick Public Schools
K-4 District Improvement Plan
2013-2014
District Wide ESIP Goal
Goal #2
Standard One: Instructional Leadership
Evaluation: Provides effective and timely supervision and evaluation in alignment with state regulations and contract provisions.
NPS District Goal 3:
During the 2013-2014 school-year, successfully lead the implementation of 100% of the requirements of the Massachusetts Educator Evaluation System.
The Massachusetts Educator Evaluation System is designed to thoughtfully and strategically improve student learning by supporting analytical
conversation about teaching and learning that will strengthen professional practice.
NPS Elementary School Goal #2
By June 2014, 100% of all staff will be evaluated using the new Educator Evaluation System. This implementation will:
●
Ensure high levels of achievement for all students in the Natick Public Schools.
●
Ensure best practice is evident in all classrooms
●
Provide professional training to support thoughtful implementation
●
Address state mandates associated with the new Educator Evaluation System.
Our Reality:
Natick Public School is currently in the first year of full implementation of the new Educator Evaluation System. We had a successful partial
implementation during the 2012-2013 school year, where 50% of our faculty was engaged in the process.
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Natick Public Schools
K-4 District Improvement Plan
2013-2014
District Wide ESIP Goal (Cont.)
Strategies and Action Steps
Administrative team will review and evaluate
all Professional Practice and Student Learning
goals
Administrative team will provide professional
trainings to ensure SLG align with district
goals and state and federal mandates (to
include the crafting of District Determined
Measures).
Calibrate formative and summative
assessment reports to ensure equity within the
evaluation process across the district.
Organize group administrative walk-throughs
to help develop reliability and consistency in
our evaluation meeting.
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Responsibility
Timeline
Evidence of Effectiveness
Administrative council
September/October,
2013
Teachpoint Goal Setting forms by Educator
Administrative council
PLC teams
Department heads
September/October,
2013
Powerpoint presentations, website links
Jan/Feb, 2014
April/May, 2014
On-going
Ad Council agendas
Quality crafted evaluation reports
Administrative council
Department heads
Elementary Principal PLC
Elementary Principal Meeting agendas
Classroom walkthrough forms
Quality crafted formative and summative
reports
Natick Public Schools
K-4 District Improvement Plan
2013-2014
Ben-Hem Building Specific Goals
Standard One: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
Ben- Hem School Goal #1
Students will continue to demonstrate school wide positive behavioral expectations across settings as measured by the school climate survey, the
Occupational Health Inventory, incident reports, TELLS data, and anecdotal observations; School-Wide Positive Behavior Supports: (SW-PBS)
Our Reality:
Students at Ben-Hem have a clear understanding of the expected behaviors and how their demonstration of those expected behaviors impact the overall
culture and climate of the school. The implementation of value driven School-Wide Positive Behavior Supports (SW-PBS) has effectively reduced rates of
inappropriate behavior and increased rates of positive, appropriate student behavior in all school settings. School based data consistently reinforces the
fact that Tier 1 behavioral supports are effective. Ben-Hem will turn its attention to close and careful analysis of Tier 2 behavioral support systems.
Strategies and Action Steps
Continue to refine Tier 2 positive behavior support infrastructure:




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Conduct a full audit of Tier 2 structures in place.
Conduct a thorough needs assessment/gap analysis to inform further planning
and training.
Conduct a thorough review of literature and research as it relates to secondary
and tertiary behavioral interventions
Develop a revised Tier 2 intervention plan for implementation in spring 2014
Responsibility
Timeline
Principal
Asst Principal
SLT
October
2013
School Council
K-4 Faculty and
Staff
SY 20132014
November
2013
January
2014
Evidence of
Effectiveness
Tier 2 Audit
Tier 2 Needs Assessment
Tier 2 Strategic Plan
Natick Public Schools
K-4 District Improvement Plan
2013-2014
Ben-Hem Building Specific Goals
Standard One: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
Ben- Hem School Goal #2
During the 2013-2014 school year Ben-Hem faculty and staff will develop relevant background knowledge and conceptual/theoretical understanding of
fundamental tenets of CCSS and PARCC.
Our Reality:
CCSS implementation is live and PARCC will soon follow. Both represent major shifts in standards and expectations for teaching and learning. Beyond
consolidation of standards in core content areas, the CCSS and related PARCC assessments place heavy emphasis on the metacognitive skills of students.
These thinking skills and processes are often absent in conversations around the transition from existing frameworks and assessments systems to the
CCSS and PARCC. In support of the implementation of CCSS and PARCC, Ben-Hem faculty and staff will continue to engage in a thorough examination
of the relevant research base behind these Federal mandates. Work will focus on the connection between the research base, policy, and the implications for
effective teaching and learning.
Strategies and Action Steps




Literature and research review
Review of college and career readiness skills as identified by CCSS and sources
Assessment of current practices as they relate to college and career readiness skills
Develop a comprehensive framework for instructional planning that reflects
college and career readiness skills and habits of mind.
Responsibility
Principal
Assistant
Principal
K-4 Faculty and
Staff
Faculty Advisory
Timeline
SY 20132014
Evidence of
Effectiveness
Literature and Research
Review
Staff analysis of college
and career readiness
skills in practice
Implications and
Considerations for
Instructional Design:
Report
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Natick Public Schools
K-4 District Improvement Plan
10
2013-2014
Natick Public Schools
K-4 District Improvement Plan
2013-2014
Ben-Hem Building Specific Goals
Standard Three: Family and Community Engagement
Promotes the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations, and
other stakeholders that support the mission of the school and district .
Ben- Hem School Goal #3
By the end of the 2013-2014 school year, Ben-Hem will design and execute a comprehensive strategic communication plan.

Provide consistent, coherent, and relevant program information to families.

Identify, assess, and streamline existing communication mechanisms.
Our Reality:
The Spring 2013 Parent Survey identified communication between school and home as a key area for improvement and growth. Ben-Hem families
receive an overwhelming volume of digital communication from multiple sources. Ben-Hem currently maintains a school based web-site, the Virtual
Back Pack, weekly emails from the principal, a school based blog, a Twitter feed, and a Facebook page. Beyond these methods of communicate teachers
communicate with families on a regular basis. Our PTO also maintains a web-site, Facebook page, and regular email updates and newsletters. The
overwhelming volume and opportunities for mixed messages and miscommunication are clear. Taking stock of the school communication mechanism as
a whole and designing a strategic communication plan will remedy these issues.
1.
2.
3.
4.
Strategies and Action Steps
Responsibility
Audit of our current communication mechanisms and content.
Analysis of data collected through the audit.
Development of a strategic communication plan to address and remediate the
needs determined through the audit.
Implementation report to document adjustments and progress.
Principal
Asst. Principal
Faculty Advisory
School Council
Timeline
September
2013
October 2013
– May 2014
October 2013
– May 2014
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Evidence of
Effectiveness
1.
2.
3.
4.
Audit report
Audit report
Strategic
Communicat
ion Plan
Implementat
ion report
Natick Public Schools
K-4 District Improvement Plan
2013-2014
Brown Building Specific Goals
Standard Two: Management and Operations.
Promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using
resources to implement appropriate curriculum, staffing, and scheduling.
● Indicator II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of
safety, health, and emotional and social needs of students.
Brown School Goal #1
Brown School Faculty and Staff will implement Collaborative Problem Solving principles to help students and adults solve problems that trouble them
daily. Our goal is to reduce the number of referrals the counseling office receives for misconduct and increase the overall social/emotional health of the
school, which should result in an increase in the academic performance of the school.
Our Reality: Brown School has placed a strong emphasis on social competency and the Open Circle curriculum to teach our students appropriate
strategies for handling stress and conflict. The CPS approach will provide us a deeper skill set in helping kids understand the impacts of their behaviors
and the we will implement specific strategies that will help kids activate the best skills they posses to solve problems.
Strategies and Action Steps
Responsibility
Timeline
Evidence of Effectiveness
1.
Introduce Collaborative Problem Solving to the staff through a Principal
three-hour in-service by Dr. Larry Epstein from Thinkkids.
(August 28, 2013).
8/28/13
Faculty using “Plan B” strategies to
assist students and adults in solving
problems.
2.
Provide a one and one-half hour Collaborative Problem
Solving presentation to the community to build a common
language between home and school. (Dr. Larry Epstein,
November 19, 2013.
Principal
11//19/13
Parent attendance and follow up
conversations
3.
Send a team of faculty to the Collaborative Problem Solving
Training Level One Training in January 2014, Level Two
Principal
TBD
Faculty mastery of the CPS model
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Natick Public Schools
K-4 District Improvement Plan
training in Summer 2014.
13
2013-2014
Natick Public Schools
K-4 District Improvement Plan
2013-2014
Brown Building Specific Goals (Cont.)
4.
Mr. Downing will become a certified CPS trainer to have a
Natick Employee available to train new staff in the future.
Principal
5.
Review the behavior consequence rubric and update the
language to reflect CPS language and outcomes.
Principal/Counselor/Staff Monthly faculty
meetings
Incident Report Form and Behavior
Outcome Rubric
6.
Develop a reporting system that records incidents, (who,
what, where, when) and the outcomes of the investigation.
Principal/Counselor/Staff Monthly faculty
meetings
Data Collection throughout the year
7.
Work with other Natick principal on PBIS strategies to build a Principal/Counselor
comprehensive tier model of intervention instruction for
behavior and social pragmatics.
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TBD
Elementary
Principal
Meetings
Certification in one year
Data Collection throughout the year
Natick Public Schools
K-4 District Improvement Plan
2013-2014
Johnson Building Specific Goals
Standard One: Instructional Leadership
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
NPS District Goal 11:
In the arena of technology:
● Enhance offerings and quality of online courses for our faculty
● Add additional common technology experiences for grade K-4
Johnson School Goal #1:
During the 2013-2014 school year, grade level teams will collaborate to create a customized an on-line learning platform using Moodle and create one
blended learning unit.
●
Provide professional development to review, revisit the tenants of Understanding by Design and Universal Design for Learning
●
Provide technical assistance to faculty in highlighting key features on a well-developed on-line learning platform
●
Review models of exemplar blended learning units
●
Develop and implement one blended learning module per grade level
Our Reality:
Johnson School has reliable access to technology across grade levels. Each classroom has two student laptops and iPads, a projection system and a
document camera. Teachers embed technology to support instruction as they explore and learn new applications. This has not been a targeted focus on
using technology through the lens of a blended learning platform.
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Natick Public Schools
K-4 District Improvement Plan
2013-2014
Johnson Building Specific Goals (Cont.)
Strategies and Action Steps
Responsibility
Timeline
Evidence of Effectiveness
Dedicate building -based curriculum time to support
professional development of staff.
Principal
Dir. of Online
Learning
Asst. Supt.
September,
2013
Year long PD schedule highlighting commitment to
this work.
Support teachers in developing professional practice goals that
connect the professional development in technology to student
learning outcomes
Principal
Sept/Oct,
2013
Goal setting documents; well-developed and
connected Professional Practice goals
Implement blended learning units and assess student learning
based on pre-post assessment
Grade level
teachers
By April,
2014
Blended learning units posted on Moodle
Continue to increase quantity of devices available for teachers
and students to access.
Principal
Showcase and share team projects at the building/district level
Grade level
teams
Job alike teams
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Careful monitoring of budget
Ongoing
Blended learning units created by grade level
Spring,
2013
Natick Public Schools
K-4 District Improvement Plan
2013-2014
Johnson Building Specific Goals
Standard Two: Management and Operations
Promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using
resources to implement appropriate curriculum, staffing, and scheduling
NPS District Goal #4
As we update curriculum maps for language arts and math, we will continue to build a robust social/emotional component to support our
student’s within the school setting. Johnson School will continue to define and implement our School-wide Positive Behavior Intervention
Support (SW-PBIS) system Tier One. We will define and implement Tier Two and Tier Three strategies and move towards full implementation.
Johnson School Goal #2:
During the 2013-2014 school year, the PBIS Leadership team in consultation with teachers and students will define expectations for Tier Two interventions
to support student’s social and emotional growth at Johnson School.
●
Provide professional development to review, revisit the tenants of School-wide PBIS with a focus on Tier Two interventions.
●
Collect, monitor and analyze office referral data
●
Survey staff and students at two points during the school year to assess effectiveness of Tier One interventions in place at Johnson School.
●
Create and implement a celebration schedule to reinforce the desired behaviors from all learners.
Our Reality:
Johnson School has been working with its PBIS Leadership team to develop and implement an effective Tier One model. To date, we have:
● Refined our Mission, Vision and Values statements
● Adopted and promoted the core values: We take care of ourselves, We take care of each other, and We take care of the environment.
● Completed a Behavior Matrix highlighting desired behaviors across settings, aligned with our core values
● Created and Implemented “Cool Tools” lesson plans with the entire school to explicitly teach expectations across settings
● Created a Office Referral Data Collection system to monitor and analyze student behaviors
Based on data collected during the 2012-2013 school year, our focus area for correction lies in the 20% that require additional supports in understanding
and complying with the expected behaviors at Johnson School.
 57 office referrals
 28 students involved in the 57 referrals
 6 students accounted for 3 or more infractions
 79% (22 of 28) students required two or less office referrals to adjust behavior
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Natick Public Schools
K-4 District Improvement Plan
2013-2014
Johnson Building Specific Goals (Cont.)
Strategies and Action Steps
Responsibility
Timeline
Implement and evaluate the “Cool Tools” lesson plans.
All faculty
Sept. 2013
Consult with faculty and leadership team to design and
implement Tier Two interventions to support students that do
not respond to the explicit teaching in Tier One
PBIS
Leadership
team
All Faculty and
Students
Fall/Winter
, 2013-2014
Create a celebration schedule to support the successful
implementation of expected behaviors across settings
Collect and analyze office referral, attendance, tardy data to
assess program efficacy across grade levels and setting. Amend
as needed.
Establish a token system to acknowledge positive behavior
across grades/settings/students
PBIS
Leadership
Team
PBIS
Leadership
team
Office staff
Faculty
PBIS
Leadership
team
Consultant
Faculty, Staff
and Students
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By October,
2013
Evidence of Effectiveness
Student compliance with expectations across
settings.
Student and Staff survey (Completed by 9.30.13)
Written programming to support Tier Two PBIS
implementation
Calendar; Celebration announcements and events
On-going
Office referral forms; Student attendance data
(iPass); presentations made to staff
By January,
2014
Written expectations for Token System; rewards
posted in the school setting; student ability to state
expected behaviors; visual reminders in the
hallways
Natick Public Schools
K-4 District Improvement Plan
2013-2014
Lilja Building Specific Goals
Standard Four: Professional Culture
Promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using
resources to implement appropriate curriculum, staffing, and scheduling
NPS District Goal #4
As we update curriculum maps for language arts and math, we will continue to build a robust social/emotional component to support our
student’s within the school setting. Johnson School will continue to define and implement our School-wide Positive Behavior Intervention
Support (SW-PBIS) system Tier One. We will define and implement Tier Two and Tier Three strategies and move towards full implementation.
Lilja School Goal #1:
By the end of the 2013-2014 school year, Lilja will have a clear mission, vision, values, and goals and will establish collaborative teams that support, steer,
and implement the vision of the school.
Our Reality:
During the Entry Process, nearly one hundred percent of the faculty at Lilja identified collaboration and communication as the most critical areas for
improvement. With the exception of the Kindergarten team, each Professional Learning Community at Lilja has experienced some change. While some
teams welcomed new faculty members this year, others welcomed teachers who are new to the team due to changes in grade level. The faculty at Lilja
also expressed a need to collaborate with colleagues so that they may learn from them. Finally, Lilja has had four leaders within the last four years and
it is imperative that the Principal leads the school through the collaborative process in order to establish a clear trajectory for learning.
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Natick Public Schools
K-4 District Improvement Plan
2013-2014
Lilja Building Specific Goals (Cont.)
Strategies and Action Steps
1. Clarify our purpose by identifying the mission for the
school
2.
Develop a shared vision for learning
3.
Develop a set of core values
4.
Develop a shared set of school goals
5. Develop “high-functioning” collaborative teams that
continually self-monitor and assess their efficacy
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Responsibilit
y
Principal
Faculty
School
Council
Students
Families
Timeline
Evidence of Effectiveness
September 2013
Mission Statement
October 2013
Vision Statement
November 2013
Values Statement(s)
December 2013
Shared School Goals
October 2013
PBIS Team
October 2013
Instructional/Data Team
November 2013
Action Research Team
September 2013
Child Study Team
October 2013
Evaluations
Natick Public Schools
K-4 District Improvement Plan
2013-2014
Lilja Building Specific Goals
Standard Two: Management and Operations
Promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using
resources to implement appropriate curriculum, staffing, and scheduling
Lilja School Goal #2:
By the end of the 2013-2014 school year, Lilja will establish clear school-wide expectations for students across settings and establish tier one “universal”
systems for support.
Our Reality:
During the 2012-2013 school year, Lilja’s School Council identified the development of a “School-Wide Behavior Plan” as a priority. An action plan for
achieving this goal did not begin until this year. During Student and Teacher Focus Groups with the new principal this spring, both students and
teachers identified the need for clear expectations. Data from a PBIS (Positive Behavior Interventions and Supports) self-assessment taken at the
beginning of the 2013-2014 school year identifies Lilja in great need of developing school wide, non-classroom, classroom, and individual supports.
Data from this survey suggests that only 4% of faculty believe that distinctions between office and classroom problem behaviors are clear, 4% feel that
there are options to allow classroom instruction to continue when problem behavior occurs, 17% believe that expected student behaviors are rewarded
regularly, 30% believe that expected behaviors are taught directly, and 21% believe that a small number of positively and clearly stated student
expectations or rules are defined.
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Natick Public Schools
K-4 District Improvement Plan
2013-2014
Lilja Building Specific Goals (Cont.)
Strategies and Action Steps
1. Complete “readiness” training
2.
Develop a PBIS team
3. Develop school-wide expectations and a tier one
“universal” systems of behavior support
4. Develop lesson plans that allow faculty to “teach” student
expectations in the classroom
5. Develop a system for reinforcement and a system of
consequences
6. Develop a plan for using data to solve problems and
develop school-wide action plans
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Responsibility
Principal
Faculty
School Council
Students
Families
Timeline
Evidence of Effectiveness
October
2013
Trainer visits school to develop shared
understanding of the SW-PBS model
November
2013
Establish a team comprised of counselors, school
psychologist, behavior therapist, classroom teachers
from each grade level, learning center, ACCESS, and
paraprofessional
December
2013
Develop a “behavior matrix”
January
2014
Develop lesson plans that seek to teach students the
appropriate behaviors in “problem” settings
February
2014
Develop a “reinforcement matrix” as well as “clear
pathways to the office”
Office referral data
Natick Public Schools
K-4 District Improvement Plan
2013-2014
Memorial Building Specific Goals
Standard I: Instructional Leadership.
The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
NPS District Goal 4:
Update curriculum maps for language arts and math to include the Common Core requirements, the use of technology, and piloted assessments (DDM’s).
All common writing prompts will be revised to correspond to Common Core State Standards. In correlation, this work will prepare our students to be
successful on the PARCC assessment.
Memorial School Goal #1:
Work to create a culture at Memorial School whereby personalized Open Response writing is promoted through multi-tiered system of support.
●
Create a child study process that identifies concerns, collects data, and implements timely support options.
●
Work with building leadership team to implement an RTI plan that outlines how differentiated instruction will be provided and evaluated.
●
Communicate the child study plan to staff and provide professional development on process.
Our Reality: Memorial Elementary is on a positive trajectory. Based on an analysis of FY 13 Summative Baseline and End of Year Performance
Assessments, students across Kindergarten through grade four made average increases in growth of 30% in ELA and 46% in Math. Students receiving
Tier II services enjoyed a 12% increase or accelerated growth in ELA of 42% (currently there are no Tier II services in Math) and those students receiving
Tier III special education services, also showed accelerated growth at 38% in ELA and 64% in Math. In a review of the FY13 MCAS data, it was noted
that only 14% of students scored in the Needs Improvement range in ELA and 7% in Math. However, when unpacking the MCAS data in ELA, it was
noted that in Open Response (Gr.3) 51% of students received 2 out of 4 points and an additional 20% scored lower. In Grade four, 48% of students
averaged 2 out of 4 points across 3 questions; 21% scored a 3 and only 5% scored four points across all three tests. Given that 86% of all Grade 3
students scored in the advanced or proficient range in ELA multiple choice and 76% of all Grade 4 students scored in the Advanced or Proficient range
with multiple choice, the performance is not congruent with those tasks measuring more integrated and complex comprehension and writing tasks. As
a result, we have identified differentiated instruction in Open Response writing as areas of continued need.
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Natick Public Schools
K-4 District Improvement Plan
2013-2014
Memorial Building Specific Goals (Cont.)
Strategies and Action Steps
Grade K-4 special and general education teachers will:
● Plan Tier 2 and 3 English/Language Arts and Math
instruction using current and historical data to
specifically address student needs of those identified as
at risk of not meeting grade level standards.
● Use appropriate practices, including tiered instruction
and scaffolds, to accommodate differences in learning
styles, needs, interests, and levels of readiness.
● Develop students' interpersonal, group, and
communication skills and provides opportunities for
students to learn in groups with diverse peers.
● Consistently adapt instruction, materials, and
assessments to make challenging material accessible to
all students, including English learners and students
with disabilities.
● Keep weekly log/progress monitoring data of student
intervention achievements to monitor students in
intervention groups.
● Plan additional targeted intervention using data for
identified students needing additional support in both
in ELA and math.
Literacy Coach will:
● Model Tier 1 and 2 literacy instruction focused on open
response, close reading and text complexity as well as
writing across three focused genre’s through an
embedded method with peer collaboration to share
what works well and what strategies should be
discarded.
● Work with teachers to map and develop lessons cross
curricular for writing instruction.
● Work with teachers to enhance lessons that support the
presentation of content using diverse media and
formats.
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Responsibility
Principal
Building
Leadership
Team
Grade K-4
special and
general
education
teachers
Timeline
September,
2013
Evidence of Effectiveness
Facilitate child study process
Provide professional development of completion of
document and collection of student data
Sept/Oct,
2013
Well-crafted lessons tied to student improvement
needs and current student data.
Ongoing
Regularly meet in grade level PLC groups to analyze
student work, grouping and work to create targeted
grade level centers.
Plan and facilitate professional development and
teach lessons for teachers to observe focused on
open response instruction.
Literacy Coach
Plan and facilitate professional development and
teach lessons for teachers to observe focused on
effective instructional strategies and differentiated
centers.
Visit classroom to provide teacher feedback.
Plan, facilitate and/or teach lessons for teachers to
observe that focus on the key skills and strategies of
writing across four content areas. Develop a vertical
content map that may act as a guide for lessons that
address Writing Standards 1 through 10.
Plan, facilitate and/or model lessons that benefit
from the utilization of multi-media support such as
streaming video, audio, internet and library research
Natick Public Schools
K-4 District Improvement Plan
●
2013-2014
Plan Professional Development to provide staff with
strategies to implement effective instruction in the areas
of reading comprehension, response to reading, writing
and differentiated centers.
options, blogging, etc.
Memorial Building Specific Goals
Standard Two: Management and Operations
Promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using
resources to implement appropriate curriculum, staffing, and scheduling
Memorial School Goal #2: s
25
●
Create action research team to analyze current needs and create PBIS structure at Memorial. Identify and enhance knowledge about, and
practical demonstration of, school-wide PBS practices, systems and outcomes.
●
Increase communication between home and school around behavioral expectations
Natick Public Schools
K-4 District Improvement Plan
2013-2014
Our Reality: Memorial established classroom expectations for appropriate social behavior at school (SPARK) during the 2012-13 school year. This
enabled all teachers and students to use common language to support and encourage a consistent set of positive behaviors in the classroom. The next
steps for Memorial growth is to launch a full scale school level PBIS to establish a safe culture of learning and expectations.
Strategies and Action Steps
●
●
●
●
●
●
●
26
Reduce and eliminate disruptive behaviors in the
classroom, hallways, and at recess.
Maintain a safe and positive learning environment for
all students.
Emphasize effective education and support for students
with more intense and individualized needs.
Develop a system of on-going collection and use of data
for classroom school decision-making.
Train leadership team in Tier 1, 2 and 3 social, emotional
and behavioral interventions
Create a continuum of intensive individual
interventions for students.
Develop a positive incentive system that stresses group
accomplishments not individual rewards.
Responsibility
Principal
Faculty
Leadership
Team
School
counselor and
psychologist
School Council
Timeline
September,
2013
Evidence of Effectiveness
PBIS plan/system is created and implemented
Professional development for teachers to launch
program
Sept/Oct,
2013
Ongoing
Reduce and eliminate disruptive behaviors in the
classroom, hallways, and at recess.