DARTMOUTH PUBLIC SCHOOLS
Joseph DeMello Elementary School
Believe, Achieve, Succeed
School Improvement Plan
2015-2016
School Profile
Leadership:
Administrative Staff:
Cathy A. Maccini – Principal
Catherine R. Pavao – Assistant Principal
School Teams:
Leadership Team
PBIS Tier I Committee
PBIS Tier II Committee
Reading Incentive Committee
Response to Intervention Committee
School Council
Sunshine Committee
Student Clubs:
Garden Club
Student Council
Staff Profile:
Student Demographics:
(2014-2015)
Faculty: 28.8
(Source – June 2015 SIMS Data)
Enrollment: 424
Administration: 2
Male: 215
Office Staff: 1.5
Female: 209
Counseling/Nurse: 1 / 1
Black/African-American: 0.9%
Paraprofessionals: 7
Asian: 1.7%
Custodial Staff: 2.5
Hawaiian/Pacific: 0%
Average Class Size: 21.2
Hispanic: 2.8%
Indian/Native American: 0.5%
White: 91.5%
Multi-race: 2.6%
School Improvement Plan 2015-2016
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Leadership Team Members:
School Council Members:
Cathy Maccini
Catherine Pavao
Elizabeth Correia
Robin Kolbeck
Lisa Maucione
Lisa Reitzas
Lisa Wheelden
Cathy Maccini, Principal
Leslie Gamache, Teacher
Lisa Maucione, Teacher
Jennifer Meade, Parent
Christina Rebello, Parent
Lisa Reitzas, Teacher
Mary Waite, Parent
Rochelle Whalen, Parent
Galeen Adam, Community Representative
PBIS Tier I Team Members:
Catherine Pavao
Erica Deguire
Leslie Gamache
Robin Kolbeck
Sara Kolbeck
Helen Mello
Carole Myatt
MaryBeth Richardson
Sharlene Swainamer
Kristen White
School Improvement Plan 2015-2016
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School Motto: DeMello Students are respectful, responsible and friendly.
District Mission:
The mission of the Dartmouth Public Schools is to provide a quality education for all learners.
District Vision:
The Dartmouth Public School District, in partnership with parents and the community, will deliver challenging, standards-based
instruction for all students that fosters academic, physical, social and emotional development. Utilizing data analysis to drive
instruction, we will implement specific strategies to support every student to think critically, solve problems and become a
responsible, contributing citizen. Our high school graduates will possess the required skills and knowledge necessary to thrive in their
academic and vocational ambitions.
District Core Values and Beliefs:
Exhibit ‘Dartmouth Pride’ in all we do by:
 Demonstrating personal and social responsibility through respecting others, our surroundings, and ourselves.
 Developing a work ethic of perseverance, tenacity, and resiliency that encourages academic excellence to meet or exceed high
standards of performance.
 Discovering and broadening our individual talents.
 Embracing the knowledge society with current instructional methods and tools.
 Engaging in open communication with each other and our community to support student academic achievement and social and
emotional growth.
District Theory of Action:
If we instruct each student with clear learning targets, assess achievement, and adjust instruction according to need; if we are
continually collaborative, reflective, and purposeful; and if we engage families and the community in student learning, then student
achievement will improve.
Core Areas of Focus:
Instructional Core
School Improvement Plan 2015-2016
Cultural Core
Resource Core
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2014-2015 SUMMARY: Key Strategies, Improvement Objectives, and Action Plans
INSTRUCTIONAL CORE
Key Strategy 1:
Key Strategy 2:
Key Strategy 3:
Key Strategy 4:
Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills.
Align and make consistent instructional strategies and materials within and across grade levels.
Use a variety of common formative assessments to inform instructional strategies that address specific student needs.
Advance a multi-tiered model of instruction aligned to the common core.
Action Steps
Outcome/ Evidence
1. Analyze student comprehension evidence and
provide opportunities for teacher collaboration and
modeling of strategies to strengthen student
comprehension.
We provided Summer 2014 work sessions for classroom teachers to review Comprehension
Toolkits and to develop grade level scope and sequence of lessons and materials. Literacy coach
modeled lessons in classrooms. Teachers discussed lessons, revised scope and sequence and shared
materials at CPT meetings.
2. Develop and utilize consistent open response
templates increasing in complexity from grade to
grade.
3. Analyze running records and conduct error
analysis to make instructional decisions in Grades 1-2.
The staff decided not to complete this action step; instead they focused on responding to reading
and developing constructed responses.
4. Provide professional development on strategies to
strengthen student number sense.
5. Use Technology, including the Internet, to
produce, publish and present acquired knowledge
across all content areas.
School Improvement Plan 2015-2016
The teachers participated in building and district running records training and started to analyze
records to guide their instruction. Now that they are properly trained and have considerable practice
in conducting running records, they would like to continue this action step to focus more on error
analysis and instructional implications.
We had an outside presenter, Alison Mello present five sessions to the staff on “Practical Strategies
for Developing Number Sense and Increasing Conceptual Understanding” to deepen staff math
content knowledge, improve pedagogy, and provide meaningful classroom examples and activities.
A .5 instructional technology specialist was hired in November 2014. She modeled and conducted
trainings for staff as well as instructed students on the use of the Google drive, online programs and
iPad apps. We wish to expand the instruction for both students and staff to address the grade level
skills outlined in the Massachusetts Instructional Technology Standards.
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2014-2015 SUMMARY: Key Strategies, Improvement Objectives, and Action Plans
CULTURE CORE
Key Strategy 5: Develop strong working relationships with families and appropriate community partners and providers to contribute
to student learning and social and emotional well-being.
Key Strategy 6: Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe
environment for learning.
Action Steps
Outcome/ Evidence
1. Conduct annual Discover DeMello Night and other
family-oriented activities.
Discover DeMello Night event held on November 6, 2014. We collaborated with
PTO to host Winter and Spring Carnivals.
2. Seek out additional organizations/individuals to partner
with the school (such as Greater New Bedford Regional
Vocational-Technical High School, Lowe’s, UMD,
Bridgewater, etc.) to enhance the curriculum.
The fifth grade and a first grade class partnered with the DHS Engineering Teacher,
Mr. Samuel Brodsky and his students to conduct STEM activities.
3. Continue peer learning walk process that encourages
staff members to make focused classroom visits for the
purpose of exploring agreed upon classroom practices.
Limited peer learning walks were conducted due to various demands on teacher
time and lack of teacher coverage.
4. Conduct annual survey to amend and expand PBIS
initiatives.
Instead of conducting its annual end of the school year survey, the PBIS Team
decided to have a Summer 2015 book study group to gleam new ideas and
suggestions to share with staff and guide our 2015-2016 PBIS Program.
5. Conduct monthly school-wide assemblies to reinforce
school expectations and recognize students and staff.
We conducted 6 out of 10 monthly assemblies.
School Improvement Plan 2015-2016
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Joseph DeMello Elementary School
School Improvement Plan 2015-2016
2015-2016 GOALS
CURRICULUM, PLANNING, AND ASSESSMENT
Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills.
Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels.
Improvement Objective
1.1 Teachers provide explicit
instruction for building and
monitoring comprehension in all
content areas.
1.3 Teachers provide explicit
instruction in all content areas that
emphasizes the organization of
information about a focused topic that
is coherent and contains sufficient
supporting details to match purpose
and audience.
2.1 Teachers use a common language
in content-driven instruction.
2.2 Teachers build vocabulary and
skills in all content areas that follows
a developmentally appropriate
continuum of complexity.
3.1 Instructional staff embeds
formative assessments in daily
classroom practice and uses results to
target and modify instruction.
2.1 Teachers use a common language
in content-driven instruction.
2.2 Teachers build vocabulary and
skills in all content areas that follows
a developmentally appropriate
continuum of complexity.
3.1 Instructional staff embeds
formative assessments in daily
classroom practice and uses results to
target and modify instruction.
Action Steps
Completion
Date
Person(s)
Responsible
Resources Needed
Outcome/ Evidence
1. Review the
Massachusetts
Curriculum
Frameworks for
English Language
Arts and Literacy
and align
instructional
practices,
materials and
assessments with
them.
June 2017
 Building
Administrators
 Literacy Coach
 Curriculum & CPT Meetings
 Literacy Coach
 Massachusetts Curriculum
Frameworks for English
Language Arts and Literacy
 Grade level specific resources
 School budget allocation to
purchase materials, if needed
 Document that aligns the
Massachusetts Curriculum
Frameworks for English
Language Arts and Literacy
with instructional practices,
literacy materials and
assessments.
2. Provide
professional
development on
conducting
Number Talks to
strengthen student
number sense.
June 2016
 Building
Administrators
 Math Coach




 Classroom lessons modeled
by outside presenter and
math coach.
 Lesson plans and classroom
observations reflect students
engaging in Number Talks.
School Improvement Plan 2015-2016
CPT & Curriculum Meetings
Math Coach
Outside presenter, Allison Mello
School budget allocation to
purchase Number Talks:
Helping Children Build Mental
Math and Computation
Strategies book for staff
members
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Joseph DeMello Elementary School
School Improvement Plan 2015-2016
2015-2016 GOALS
CURRICULUM, PLANNING, AND ASSESSMENT
Key Strategy 1: Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills.
Key Strategy 2: Align and make consistent instructional strategies and materials within and across grade levels.
Improvement Objective
2.1 Teachers use a common
language in content-driven
instruction.
2.2 Teachers build vocabulary and
skills in all content areas that
follows a developmentally
appropriate continuum of
complexity.
1.3 Teachers provide explicit
instruction in all content areas that
emphasizes the organization of
information about a focused topic that
is coherent and contains sufficient
supporting details to match purpose
and audience.
2.2 Teachers build vocabulary and
skills in all content areas that follows a
developmentally appropriate continuum
of complexity.
Action Steps
Completion
Date
Person(s)
Responsible
Resources Needed
Outcome/ Evidence
3. Provide
professional
development on
strengthening
student
academic
conversations
and listening
skills.
June 2016
 Building
Administrators
 Curriculum Meetings
 Allocated professional
development budget funds
 ELL Teacher
 Creation of a school-wide
acronym to support
student conversational
and active listening skills.
 Teachers embedding
academic conversations
and listening skills in all
content areas.
 Classroom observations
reflect students engaging
in academic conversations
and active listening.
4. Use
June 2016
 Building
Administrators
 Instructional
Technology
Specialist
 Computers/
Laptops
Typing Software
 Instructional Technology
Specialist
 Chief Technology Officer
 Increased proficiency of
typing skills
 Published/Presented
student work
Technology,
including the
Internet, to
produce, publish
and present
acquired
knowledge
across all
content areas.
School Improvement Plan 2015-2016
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TEACHING ALL STUDENTS
Key Strategy 3: Use a variety of common formative assessments to inform instructional strategies that address specific student needs.
Key Strategy 4: Advance a multi-tiered model of instructional supports aligned to the Massachusetts State Frameworks.
Improvement Objective
3.1 Instructional staff embeds
formative assessments in daily
classroom practice and uses
results to target and modify
instruction.
4.1 Teachers provide
opportunities for additional time,
practice, and instruction matched
to student strengths and
weaknesses.
4.3 Teachers evaluate student
work based on a common
understanding of what mastery
looks like.
Action Steps
1. Analyze
running records
and conduct
error analysis to
make
instructional
decisions to
improve student
reading in
Grades 1-2.
School Improvement Plan 2015-2016
Completion
Date
June 2016
Person(s)
Responsible
 Building
Administrators




Resources Needed
Outcome/ Evidence
Student Data
CPT Meetings
Reading Specialists
Running Records for
Classroom Teachers by Marie
Clay
 Documentation of student
strengths and weaknesses
and the creation of
flexible instructional
groupings.
 At least 85% of all
students will make one
year’s growth on the
Fountas & Pinnell
Benchmark Assessment.
 Median score on DIBLES
Oral Reading Fluency
(ORF) will fall within the
typical band of growth.
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FAMILY AND COMMUNITY ENGAGEMENT
Key Strategy 5: Develop strong working relationships with families and appropriate community partners and providers to contribute
to student learning and social and emotional well-being.
Improvement Objective
Action Steps
Completion
Date
Person(s)
Responsible
Resources Needed
Outcome/ Evidence
5.1 Our staff establishes and
maintains appropriate family
and community involvement to
meet the academic, behavioral,
social, emotional and physical
needs of students.
1. Survey parents/
guardians to
garner their input
on Discover
DeMello Night
workshop choices.
September
2015
 Building
Administrators
 Leadership
Committee
 Survey
 Open House
 Survey Results
5.1 Our staff establishes and
maintains appropriate family
and community involvement to
meet the academic, behavioral,
social, emotional and physical
needs of students.
2. Conduct annual
Discover DeMello
Night and host a
Student
Enrichment Event.
June 2016
 Building
Administrators
 Committee
Members
 Parent/Guardian Survey
Results
 Committee Members
 DeMello PTO Funding
 School Budget Allocation
5.1 Our staff establishes and
maintains appropriate family
and community involvement to
meet the academic, behavioral,
social, emotional and physical
needs of students.
3. Provide
opportunities for
parents/guardians
and community
members to
actively participate
within school
community, such
as a Career Day,
Guest Reading
Program, Writing
Celebrations,
Student
Showcases, etc.
June 2016
 Building
Administrators
 Committee
Members
 Community Members
 Staff Members
 DeMello PTO Funding
 Families engaged in
diversified school
activities as evidenced by
their participation.
 25% of families will
participate in one or both
events. (Baseline: 18% of
families attended
Discover DeMello Night in
2014.)
 Schedule of activities.
 Creation of effective
partnerships with
parents/guardians and
community members.
School Improvement Plan 2015-2016
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PROFESSIONAL CULTURE
Key Strategy 6: Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe
environment for learning.
Improvement Objective
6.1 School community will
maintain and build upon existing
expectations that are explicitly
and uniformly taught, modeled,
and reinforced to create a
climate that supports learning.
6.2 All staff has the knowledge to
effectively support and enhance
the behavioral, social, emotional,
and physical health of students.
Action Steps
1. Refine PBIS
initiatives to
reflect a multitiered system of
support for all
students in all
settings.
School Improvement Plan 2015-2016
Completion
Date
Person(s)
Responsible
Annually
 Building
Administrato
rs
 PBIS Coaches
 PBIS Team
Members
Resources Needed
 Survey Monkey
 PBIS Coaches
 PBIS Team Members
 All school personnel including
Cafeteria Staff, Monitors,
Custodians and Bus Drivers
Outcome/ Evidence
 Document that clearly
displays analyzed data.
 Revised PBIS initiatives
based on student data and
teacher input.
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