STATE STREET SCHOOL
SCHOOL IMPROVEMENT PLAN
2013-2014
State Street School inspires lifelong learners and productive citizens by working
collaboratively with families and the community. We are committed to academic
excellence while fostering social development in a safe learning environment.
Members of the 2012-2013 School Improvement Team
Audrey Faubert, Principal
Jane Perkins Fair, Principal Intern
Christina Amanti, Teacher
Stephanie Blackburn, Math Curriculum Leader
Marcy Bunte, Teacher
Chaltiere Costa, Teacher
Gina Fiore, Teacher
Deniese Jones, Parent
Kristina Kenyon, Parent
Ann MacAndrew, Writing Curriculum Leader
Shelia Orphanides, Parent
Mary Kay Patten, Parent Liaison
Debbie Pucci, Teacher
Alissa Richmond, Teacher
Laura Ross, Parent
Brenda Smyth, Reading Curriculum Leader
Rebecca Viney, Parent
Cecil Wayles, Parent
Donna Wayles, Parent
Joodie Symington, Parent
Reading Action Plan
Target: Students in grades 1-4 will make one year’s growth as measured by Rigby. Students in K will be
emerging or established on the Aimsweb LNF and LSF assessment. (current 85% on 2013 NECAP)
Result Statement: Student will know and apply grade level phonics and word analysis skills and decoding
words as well as read with sufficient fluency and accuracy to support comprehension (CCSS_RFS.3,
_RFS.4)
What will students know and be able to do by end of next year?
Changes in
student learning
behavior:
Changing
Instruction:
Monitoring progress
with timelines and
adjustments:
Implement CCSS
Students must show
a steadily growing
ability to discern
more from and make
fuller use of text,
increasing the
number of
connections among
ideas, between texts
and textual evidence
Students will
increase stamina
during SSR
RIDE subgroup
Higher level DOK
student work
Three tiers of
vocabulary- explicit
understanding and
conscientious effort to
understand that there
are 3 tiers of vocab and
be sure students
understand meaning
Create Text Based
Discussion Questions
where students support
assertions with
evidence from text
Grade level RtI to
review student progress
towards SLO
proficiency
Collaboration and
Support:
Resources, School
and District:
PD/text discussions
on DOK (Staff Mtgs)
Data Team Action
Research Plan
Grade levels design
lessons (CPT)
Comprehension
Toolkit
Align lesson
objectives to
Intervention/Enrichment appropriate DOK
blocks to deliver
levels (CPT)
Strategies That Work
Junior Great Books
targeted instruction
GRADE assessment
Intervention Blocks as
well as core instructional
blocks to increase targeted
instruction
Teachers video
self/reflect (ECL)
CCSS district
training Trimester 2
Look at student work
(VAT)
Elementary
Curriculum Leader
Update structured
units (CPT)
ECL through
Induction Coaching
Evaluation of
Success/Reporting
to Families and
Community:
Walkthrough
Data(Spring 2013Spring 2014)
Open Door’s NightCCSS Parent Friendly
Student Display cases
Students with
Disabilities will
increase reading
proficiency
Use appropriate lexile
level so students can
access complex text
(subgroup gap
21/30)
Increase SSR time
daily
Co-teach model for
grades 3 and 4
RtI to monitor progress
Structure of the reading
block- stamina in SSR
(Learning CommunityCentral Falls)
Sharing Structured
Units with a focus on
the SS and science
themes and how text
complexity builds(VAT)
Special Educators
have CPT with a
grade level weekly
will support coteaching model
CPT support staff
will provide time for
co-teaching
classrooms to have
planning together biweekly
Special Edu staff
(not in the coteaching model)
attend a grade level
CPT and put another
planning period in
their schedule on that
day.
Math Action Plan
Target: Students will become facile in understanding all number concepts as measured by Math
AddVantage as tiered in the Schoolwide Student Learning Objective (current 83% 2013 NECAP)
Result Statement: Students will meet with proficiency on the Math Practice Standards portion of the
standards based scoring rubric on common assessments administered at the end of each unit of study
What will students know and be able to do by end of next year?
Changes in
Changing
Monitoring
student learning
Instruction:
progress with
behavior:
timelines and
Teachers will
adjustments:
Students will use
follow Lesson
Trimester 1- baseline
the Math Practice
Alignment Plan to
data- where does each
Standards daily to
implement CCSSstudent score on the
solve problems
Math
Math Practice Rubric
with a focus on:
(found at the end of
Teachers will use
each common
Students will be
the Institute for
assessment)
able to make sense Advanced Study
of problems and
rubric around the
Trimester 3- students
persevere in
Math Practice
show growth by one
solving them
Standards to design rubric level
(MP1)
lessons and tasks
WALKTHROUGHS
that are DOK2
to analyze DOK of
Students will
student work and
reason abstractly
and quantitatively
Co-teach model for integration of Math
Practice Standards
(MP2)
grades 3 and 4
Students will model
Intervention Blocks
Collaboration and
Support:
Resources, School
and District:
Units of Study
Assessment Scoring
together at RtI, CPT,
VAT
Dana Center common
assessments
Institute for Advanced
Study Rubric
Evaluation of
Success/Reporting
to Families and
Community:
Open House-review this
goal with families
Student Display Cases
Elementary
Curriculum Leader
modeling and coteaching using
Achieve the Core and
Engage New York
resources
Units of Study
Special Educators
have CPT with a
grade level weekly
DOK wheel and other
resources
Schoolwide Problem of
the Week
Origo- Stepping Stones
grades K-4
Enrichment/Intervention
Blocks
Engage New York
website/videos
Math Logs in STAR
binder
Math Night in fall with
new structure
with mathematics
(MP4)
RIDE subgroup
Students with
Disabilities will
increase math
proficiency
as well as core
instructional blocks to
increase targeted
RtI to monitor
progress
ECL through Induction
Coaching will support
co-teaching model
CPT support staff will
provide time for coteaching classrooms to
have planning together
bi-weekly
Writing Action Plan
Target: Trimester 1 District Writing Assessments will serve as baseline data as WPS transitions to the ELA
CCSS. The Being a Writer Rubric will be used to score student work.
Result Statement: By Trimester 3 student scores will increase on the Being A Writer Rubric therefore
showing students were able to take on learning using the ELA CCSS.
Changes in student Changing
learning behavior: Instruction:
Students will write
routinely over extended
time
(research,reflect,revise)
and shorter time frames
(single sitting or day/two)
for a range of disciplinespecific tasks, purposes,
audiences (W_.10)
Collaboration and
Support:
Resources, School
and District:
Common Core
Lesson Book K-5
How do we know if (VAT)
Give opportunities for
students are doing
students to write more
Structured Unitsit?
often, revisit the same
incorporate CCSS
piece of work, and
WALKTHROUGH
and DOK
self-assess against a
Data
understanding (Janrubric
all day PD)
Title I- afterschool
funds targeting
extended writing
block (this block
increases the length
of the school day
allowing students
the opportunity to
write)
Implement ELA
CCSS
Monitoring
progress with
timelines and
adjustments:
Observational Data
Looking at student
work (CPT)
Evaluation of
Success/Reporting
to Families and
Community:
Open House
Student Display
Cases-published piece
Safety/Culture/Climate
Target: Parents will report that at least monthly they get positive feedback on student accomplishments as
measured by SurveyWorks (current 42% monthly or weekly). Teachers will report that the discipline
policies at this school are effective as measured by SurveyWorks. (current 77%)
Result: Parents, Staff and students provide positive feedback on the safety, culture and climate of SSS.
Topic:
Objective:
Refine implementation
of PBIS
Assess current
practices, revise
Discipline Rubric,
BIT referral process,
incorporate parent
liaison, token reward
system, character
assemblies, define
steps for bullying to
students, staff, &
families.
SSS is an enrichment
school offering 30
minutes daily of
enrichment and after
school programming to
enhance core curriculum
Emphasis on
students who are
achieving and can
take on rigorous
learning- DOK 3,
real world
application,
problem solving
Resources, School
and District:
Sherlock Center
support and district
training meetings
District funding
SWIS software
Outcomes:
Teaching time
maximized with less
minor disruptions
Student office
discipline referrals
will decrease
Positive Notes home Students who need
to reinforce our 1:6
emotional/behavioral
(corrections/positive) support will be
identified, supported
30 minute block in
and monitored
schedule daily for
both math and
Students will master
reading
CCSS concepts in
ELA and
Title I funds for after Mathematics
school bus
Technology Action Plan
Date
ROOM
2/2/12
Library
Projector and screen
high
2/2/12
Gym
Projector and screen
high
2/2/12
SSS
8 Elmo’s and
Projectors
high
wifi
high
Website maintained
Access to documents
at home
2/2/12
Gr 1
Wing
SSS
2/2/12
SSS
2/2/12
SSS
2/2/12
Nurse
2/2/12
SSS
2/2/12
SSS
2/2/12
SSS
2/2/12
SSS
2/2/12
SSS
2/2/12
SSS
1/30/13
SSS
2/2/12
ITEM
5 Digital Cameras
Tech on Cart for
Health
Scheduled tech
support in bldg
Training- Tech
awareness/overview
Training- Internet
Safety
TrainingVideostreaming
Training- Parent
comm strategies
(Blog etc)
Training- Interactive
board
6 Tech Outfitted
Model Classrooms
PRIORITY
COMMENTS
Needed for weekly
mtgs and events
Needed for daily
mtgs
Equity issue
Person
Respons.
Proposed
End Date
Lamson
9/2012
Lamson
9/2012
Faubert
Actual End
Date
COMPLETED
COMPLETED
Lamson
8/2011
COMPLETED
high
Evaluations/student
programs
Public perception
Teachers
9/2012
ONGOING
med
Facilitates planning
Lamson
3/2012
COMPLETED
Faubert
3/2012
Faubert
3/2012
COMPLETED
Lamson
Use help
desk
COMPLETED
LFI conf.?
PD Day some
attended
Low
Med
Med
For webpage,
yearbook
Facilitate mobile
instruction
Supports teachers
Rank 1
Rank 2
Rank 3
Rank 4
Rank 5
Support group
Federico
Lam/Seit
2 COMPLETED