SPS_Presentation October 2014

Stoughton Public Schools
Stoughton joins an elite
group of high performing
school districts by achieving a majority
(4 of 7) Level 1 schools this year.
 All Stoughton Schools are now Level 1 or
Level 2 bringing the District’s rating up to
Level 2
 Last year in Massachusetts there were
505 Level 1 schools – this year there are
only 424
 While other districts are losing Level 1
schools , Stoughton is gaining
while the
number of
in poverty
and ELL
How did we do it?
 These achievements are the product
of 5 years of comprehensive planning,
budgeting, and implementation –
guided by a compelling vision
 A strong and stable leadership team
supporting a professional and
dedicated faculty
Five Year Strategic Plan 2009-2014
 Expand Curriculum to meet students’ needs
 Significantly improve achievement levels
 Upgrade or replace existing facilities
 Expand technology throughout the
 Enhance intergovernmental relations
Three Year World Class Education Plan 2012-2014
 Provide extended school day opportunities for
remediation and enrichment
Expand STEM, Wellness, and Arts curricula to
nurture higher order thinking
Acquire and utilize advanced technology
Increase family engagement
Add Chinese to the World Language Curriculum
Three Year District Improvement Plan 2013-2016
 Address student learning needs with targeted
 Provide after school enrichment programs
 Implement a comprehensive writing
Assessments and Interventions
 Aimsweb K-8
 Benchmark Assessments K-12
 System of common formative assessments
 Targeted Interventions
 Progress Monitoring
District-Wide English Language Arts
Achievement and Growth
 95% of SHS 10th graders scored proficient or higher on the 2014 ELA
MCAS which is 6% above the state average
 No high school student failed the 2014 ELA MCAS
 SPS is in the top 25% of all MA districts in MCAS ELA growth and
Achievement by Standards: K-5
 Stoughton outperformed the state most strongly in writing with an
average of 7-8% above the state average.
 Some elementary schools saw an increase in growth of 16-20% in
Reading and Language Standards over the 2013 ELA MCAS scores
How did we achieve this growth?
 A coordinated and cyclical program of research, curriculum writing,
professional development and modeling, as well as financial resource
allocations from the Town of Stoughton.
K-5 Literacy Lesson Plans
 2012-2013-Stoughton began the process of researching and
writing a new literacy curriculum
 2013-2014-field tested the curriculum, edited the lesson
plans , and created benchmark assessments
 2014-2015-field testing the benchmark assessments and
editing performance assessments
COST to Stoughton
 Race To The Top and MA FC 738 Competitive Literacy Grant has funded
96% of research, curriculum writing, and professional development
 Materials (Books, manipulatives, and technology) provided through the
generosity of Stoughton Taxpayers
District-Wide STEM Achievement & Growth
 83% of SHS students scored proficient or higher on the 2014 Math
MCAS which is 4% above the state average
 85% of SHS students scored proficient or higher on the 2014
Science MCAS is 14% above the state average
 OMS students scoring advanced or proficient on the 2014 Math,
Science and ELA MCAS is 3-4% above state averages on all exams
Highlighted Achievements:
 Grade 8 science scores increased 9% over 2013 results
 Grade 5 Math MCAS results narrowed the achievement gap across
nearly all subgroups
Next steps:
 Revision of the K-12 science curriculum
 Increased use of differentiated instructional strategies to meet
the needs of all learners
STEM Initiatives
 2012-2014- all math and science curricula across the district
was revised to meet the demands of the Common Core
State Standards. Resources include:
 EnVision Math program K-6
 Discovery Science Techbook K-8
 Elementary Science (Engineering) Enrichment Grades 3-5
 2014-2015- all science curricula K-12 will begin revisions to
meet the new draft state science standards (Next
Generation Science Standards)
 Math curricula will include focus on differentiated
instruction and inclusion of PARCC-style assessments
 Expand opportunities across all grades for students to
engage in STEM activities
Data Teams and Systems of Assessment
 2013 to Present-All grade 6-12 teachers have received 2 full days
of training
Early adoption and enthusiasm on the part of faculty
All grade 6-12 teachers working in Professional Learning
System of Assessments Created or in Draft Stage-Grades 6-12
Writing Toolkits (Research Paper, Analytical Essay, Argumentative
Essay, Lab Reports, Experimental Research Projects, and Fine Arts
Writing and Critique)
Common Formative Assessments
Common Summative Assessments (Mid-terms, Finals, summative
writing and research projects)
The Leadership team hopes to expand Data Teams at the K-5 level
as additional human resources become available.
Organizational Structures
that promote and expand achievement
K-12 Curriculum Steering Committees exist for: Mathematics, Science,
History/Social Studies, English Language Arts, and World Languages
 Review MCAS or other Assessment Data
 Discuss curriculum trends and necessary revisions to assessments and
 Provide updates on professional development-internal and external
 Forum for communication between and among administrators and
educators in Grades K-12
Ongoing Curriculum Revision and Review
K-5 Enrichment Program
 4 programs in Science (Rockets, Catapult, Race-cars, and Robotics)
 2 in ELA (Creative Writing and Reading/Writing Non-Fiction)
 2 in Fine Arts (Visual Arts and Performing Arts)
School Leaders
 Stoughton’s principals are experienced, educational
leaders who work together as a supportive and high
functioning team
 Each principal takes the district’s goals and applies
them to their individual school in a way that works for
their population and school culture
Stoughton High
 Fully aligned curriculum to new state standards
 Targeted assistance through Academic Support Grant
 Professional Development on differentiated instruction
 School Council designing strong School Improvement Plan
 New schedule to provide well rounded program
 More academic support labs for students who need them
 Expanded drop out prevention program to include ninth graders
Robert G. O’Donnell
Middle School
 Data Action Plans
 MCAS support outside the school day
 Three Tiers of Academic Support, depending on need
 Changing Special Education model
 Fostering “GRIT”
Joseph R. Dawe, Jr.
Elementary School
 Professional Development coaching during the school
day with writing specialist
 Before and after school academic support classes
 Teachers meeting in Professional Learning Communities
as data teams, for common planning, to focus on literacy
 School-wide math
 Parent support, home involvement
Joseph H. Gibbons
Elementary School
 Commitment to excellence
 Team planning that includes reading and Special
Education staff
 Staff who reflect on practice and try different approaches
 Professional Development Partnerships
 Phonemic reading instruction to classroom curriculum
 Kurzweil
 Parent commitment and support
Helen H. Hansen
Elementary School
 Weekly Special Education staff meetings with the principal
 Monthly grade level meetings with principal
 Retired teachers working with small targeted groups during
the day
 MCAS conferencing and MCAS data day in October
 Math and Literacy night
South Elementary
 Committed staff, willing to raise expectations and to support each
child to reach new growth each year
Coordinated and planned integration of specialists in classrooms
 Homework help run by SHS honor/ AP students four afternoons a
 Data driven selection for students needing before/ afterschool
remediation and Tier 3 support
 BOKS Building Our Kids' Success 2 times a week at 7:30 am
 Commitment and focus on writing and literacy using the district
developed lessons aligned to CCSS
West Elementary
 School Culture
 Collaboration teams that meet for data analysis and common
 Scheduled differentiation block at the end of each day for all
 Extended day support programs
 Summer enrichment program
 Title 1 and ELL staff members for extra support
Stoughton Public Schools are moving in the
right direction due to 5 years of planning,
budgeting, and implementing a comprehensive
vision for school improvement
We look forward to the challenge of continued
Partners in Success
 Students and their families
 Faculty and Staff
 Leadership Team
 School Committees
 Finance Committee
 Town Government
 Town Meeting Members
 Taxpayers
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