Unison Elementary Unison Elementary SchoolSchool

Presented by:Presented by:

The Leadership TeamThe Leadership Team

Mission StatementMission Statement

Blue Chip Elementary School is Blue Chip Elementary School is committed to creating a shared committed to creating a shared

culture of respect and responsibility culture of respect and responsibility where teachers help all children feel where teachers help all children feel

confident in themselves and in taking confident in themselves and in taking educational risks in the classroom.educational risks in the classroom.

Background of Background of Unison Elementary SchoolUnison Elementary School

2006-2007 Student Population2006-2007 Student Population

~General Education: 90.6%~General Education: 90.6%~Students with Disabilities: 8.3%~Students with Disabilities: 8.3%~Limited English Proficient: 1.1 %~Limited English Proficient: 1.1 %~White: 90.9% ~White: 90.9% ~Black: 3.3%~Black: 3.3%~Asian: 1.2%~Asian: 1.2%~Pacific Islander: 2.5%~Pacific Islander: 2.5%~American Indian: 0%~American Indian: 0%~Hispanic: 2.1 %~Hispanic: 2.1 %~Other: 0%~Other: 0%~Migrant: 0%~Migrant: 0%~Economically Disadvantaged: 2%~Economically Disadvantaged: 2%

Action PlanAction PlanThe next few slides exhibit our goals The next few slides exhibit our goals

to improve Unison School over the to improve Unison School over the next three years.next three years.

We are confident that these goals We are confident that these goals and improvements will align with our and improvements will align with our mission of the school and provide all mission of the school and provide all of our students with the best of our students with the best education.education.

Focus Area #1Focus Area #1

The The Curricular/Instructional Curricular/Instructional

Programs at Unison Programs at Unison Elementary SchoolElementary School

Curricular/Instructional Curricular/Instructional ProgramsPrograms

The members of this team recognize that it is the school The members of this team recognize that it is the school district’s policy to improve instructional programs. As a district’s policy to improve instructional programs. As a result of our analysis of Unison Elementary School’s result of our analysis of Unison Elementary School’s curricular programs, we have determined that there is a curricular programs, we have determined that there is a cause for concern regarding the instructional programs. cause for concern regarding the instructional programs. Since this objective is a priority in our school district, we Since this objective is a priority in our school district, we have identified this topic as one of our areas of focus. have identified this topic as one of our areas of focus.

According to the profile, we noticed no structured curriculum According to the profile, we noticed no structured curriculum among the district’s elementary schools. Each individual among the district’s elementary schools. Each individual school is allowed to choose curriculum materials and school is allowed to choose curriculum materials and instructional programs (methods) to meet the core instructional programs (methods) to meet the core objectives. objectives.

We also observed no integration of manipulatives into the We also observed no integration of manipulatives into the mathematics curriculum. For instance, manipulatives still mathematics curriculum. For instance, manipulatives still remain in the original packaging and are stored in a closet in remain in the original packaging and are stored in a closet in the teachers’ lounge. We noticed little differentiation of the teachers’ lounge. We noticed little differentiation of instruction among the elementary schools’ classrooms. instruction among the elementary schools’ classrooms. Student learning activities are based out of workbooks and Student learning activities are based out of workbooks and on ditto sheets. In order to address these concerns, we on ditto sheets. In order to address these concerns, we suggest the following strategies: suggest the following strategies:

Solution #1Solution #1 Engage teachers in the collaborative Engage teachers in the collaborative

planning of a structured curriculum planning of a structured curriculum Share current curricula among the Share current curricula among the

elementary school teacherselementary school teachers Gather ideas as to where the current Gather ideas as to where the current

curriculum requires improvementcurriculum requires improvement Create target areas of improvement Create target areas of improvement

based on the teachers’ feedbacksbased on the teachers’ feedbacks Assemble volunteers to work with a Assemble volunteers to work with a

leadership team member in creating leadership team member in creating curriculum maps for each grade level curriculum maps for each grade level

Share drafted curriculum maps at grade Share drafted curriculum maps at grade level meetings to make modificationslevel meetings to make modifications

Discuss, implement, and evaluate new Discuss, implement, and evaluate new curriculumcurriculum

Solution #2Solution #2 Encourage teachers to integrate the use of Encourage teachers to integrate the use of

manipulatives into their instructional manipulatives into their instructional programsprograms Provide teachers with professional development Provide teachers with professional development

sessions in order to discuss the use of sessions in order to discuss the use of manipulatives in their instructional programs manipulatives in their instructional programs

Teachers – both experienced and beginning – Teachers – both experienced and beginning – could share and model various ways to could share and model various ways to incorporate the use of manipulatives into incorporate the use of manipulatives into different mathematics lesson plans (such as different mathematics lesson plans (such as base ten blocks, fraction strips, connecting base ten blocks, fraction strips, connecting cubes, spinners, and dice). cubes, spinners, and dice).

These professional development sessions could These professional development sessions could be half days (rather than asking teachers to be half days (rather than asking teachers to spend time after school) to build consistency in spend time after school) to build consistency in their instructional methods.their instructional methods.

Lesson plans will be expected to include Lesson plans will be expected to include manipulative use.manipulative use.

Solution #3Solution #3

Encourage teachers to differentiate their Encourage teachers to differentiate their methods of instruction in the classroommethods of instruction in the classroom Have teachers identify and provide examples of Have teachers identify and provide examples of

differentiated instruction.differentiated instruction. Form breakout sessions during a faculty meeting.Form breakout sessions during a faculty meeting. Staff members will choose the area of Staff members will choose the area of

differentiated instruction in which they feel the differentiated instruction in which they feel the most comfortable.most comfortable.

Each group will generate ideas of how to Each group will generate ideas of how to differentiate within that area.differentiate within that area.

At the following staff meeting, have a jigsaw so At the following staff meeting, have a jigsaw so that staff members can teach other staff members that staff members can teach other staff members their area of differentiation.their area of differentiation.

Each year, staff members will be expected to Each year, staff members will be expected to differentiate one more content area than they had differentiate one more content area than they had the previous. This is evaluated through each the previous. This is evaluated through each teacher’s lesson plans and observations.teacher’s lesson plans and observations.

Focus Area #2Focus Area #2

School CultureSchool Culture

School CultureSchool Culture

The sacred nature of cohesion is a The sacred nature of cohesion is a firm conviction of this team. A unified firm conviction of this team. A unified faculty and staff create a learning faculty and staff create a learning environment for all stakeholders that environment for all stakeholders that is embracing and progressive. As our is embracing and progressive. As our team continues to evolve with a team continues to evolve with a conglomeration of educational conglomeration of educational experience and background, we are experience and background, we are embracing the vision of strengthening embracing the vision of strengthening the interpersonal nature of our school.the interpersonal nature of our school.

Solution #1Solution #1

Create three committees that will foster Create three committees that will foster a revitalizing look at our interpersonal a revitalizing look at our interpersonal roles in our schoolroles in our school

The first committee will focus on the school climate in The first committee will focus on the school climate in regards to the perceived strengths and weaknesses regards to the perceived strengths and weaknesses that exist between teachers and administration.that exist between teachers and administration.

The second will focus on collegial relationships The second will focus on collegial relationships amongst teachers and ways to foster positive amongst teachers and ways to foster positive relationships among faculty and staff.relationships among faculty and staff.

The third committee will evaluate student The third committee will evaluate student interpersonal relations and ways of implementing interpersonal relations and ways of implementing programs and activities that foster student programs and activities that foster student belongingness and healthy relationship building. belongingness and healthy relationship building.

Solution #1 (cont’d.)Solution #1 (cont’d.) These three committees will hold session in lieu of two scheduled These three committees will hold session in lieu of two scheduled

faculty meetings in the fall and two in the spring. It is our earnest faculty meetings in the fall and two in the spring. It is our earnest ambition that these breakout sessions will be favorably viewed ambition that these breakout sessions will be favorably viewed and welcomed by staff. In this way they will have an opportunity and welcomed by staff. In this way they will have an opportunity to express their opinions, yet collaborate on issues in need of to express their opinions, yet collaborate on issues in need of change. change.

We have budgeted for a School Culture account in the amount of We have budgeted for a School Culture account in the amount of $3000.00. We feel that divided equally and dispersed through $3000.00. We feel that divided equally and dispersed through planned events throughout the year, this money will add a sense planned events throughout the year, this money will add a sense of power to each committee so that they can allocate funds as of power to each committee so that they can allocate funds as they see fit. We will meet with each group after their discussions they see fit. We will meet with each group after their discussions and take whatever ideas are generated. It will be the and take whatever ideas are generated. It will be the responsibility of each group to brainstorm activities, in-services, responsibility of each group to brainstorm activities, in-services, and social events that will focus on school community. Of course and social events that will focus on school community. Of course some teachers will resist the notion of extra time and work, some teachers will resist the notion of extra time and work, however, we believe that many faculty members, including however, we believe that many faculty members, including several new teachers will embrace this opportunity as an several new teachers will embrace this opportunity as an invitation to integrate ambition with schooling.invitation to integrate ambition with schooling.

Over the course of the next three years, we will take this fledgling Over the course of the next three years, we will take this fledgling school community initiative and develop it into a shared cultural school community initiative and develop it into a shared cultural tradition.tradition.

Solution #2Solution #2 Applied and granted acceptance to take part in Applied and granted acceptance to take part in

the DESACS program for Emotional Intelligence in the DESACS program for Emotional Intelligence in Schools Schools This will be an incrementally instated character This will be an incrementally instated character

education program for students and faculty alikeeducation program for students and faculty alike We have scheduled Robert Emmerling Psy.D., a We have scheduled Robert Emmerling Psy.D., a

nationally renowned expert in the assessment of nationally renowned expert in the assessment of emotional intelligence in the work place, for a series emotional intelligence in the work place, for a series of workshops that will span the next three years of workshops that will span the next three years

Mr. Emmerling will act as a secondary facilitator to Mr. Emmerling will act as a secondary facilitator to buttress training that will be received as a buttress training that will be received as a component of the DESACS training. He will guide component of the DESACS training. He will guide teachers in the implementation of the Responsive teachers in the implementation of the Responsive Classroom by working with them in several Classroom by working with them in several workshops scheduled throughout the next three workshops scheduled throughout the next three yearsyears

Solution #3Solution #3

We will also offer double professional We will also offer double professional development hours for individuals who are development hours for individuals who are willing to facilitate turn-key training as well willing to facilitate turn-key training as well as utilize the sentiments gathered from our as utilize the sentiments gathered from our culture committees about revamping the culture committees about revamping the manner by which individuals are granted manner by which individuals are granted professional development opportunities. As professional development opportunities. As we have become increasingly aware, our we have become increasingly aware, our funding for professional development has funding for professional development has been under-utilized over the past ten years. been under-utilized over the past ten years. Through the development of school culture Through the development of school culture committees and employment of turn-key committees and employment of turn-key training, we will make great strides.training, we will make great strides.

Focus Area #3Focus Area #3

Standardized TestingStandardized Testing

Standardized TestingStandardized Testing The members of this team recognize that it is the district’s The members of this team recognize that it is the district’s

priority to improve the student achievement on priority to improve the student achievement on standardized tests. Due to the federal government’s standardized tests. Due to the federal government’s creation of the creation of the No Child Left Behind Act, No Child Left Behind Act, all school districts all school districts are expected to meet state requirements for adequate are expected to meet state requirements for adequate yearly progress. yearly progress.

Progress is measured by standardized assessments. In our Progress is measured by standardized assessments. In our school, the test is administered to students in grades three school, the test is administered to students in grades three and four. If the state requirements are not met, the school and four. If the state requirements are not met, the school district could face loss of funding. district could face loss of funding.

Therefore, we decided to analyze the NJASK 3 and 4 test Therefore, we decided to analyze the NJASK 3 and 4 test scores from last year (2006-2007). As a result of our scores from last year (2006-2007). As a result of our analysis, we have determined that there is cause for analysis, we have determined that there is cause for concern regarding the achievement of students on the concern regarding the achievement of students on the standardized tests. Since this achievement is a priority standardized tests. Since this achievement is a priority within our district, we have identified this as one of our within our district, we have identified this as one of our areas of focus. areas of focus.

Standardized Testing (cont’d)Standardized Testing (cont’d) Third grade students’ language arts scores: Third grade students’ language arts scores:

9% of students achieved partially proficient, 9% achieved advanced proficient, 9% of students achieved partially proficient, 9% achieved advanced proficient, and 82% achieved proficientand 82% achieved proficient

Fourth grade students’ language arts scores:Fourth grade students’ language arts scores: 15% achieved partially proficient, 1% achieved advanced proficient, and 84% 15% achieved partially proficient, 1% achieved advanced proficient, and 84%

achieved proficientachieved proficient 100% of Limited English Proficient Proficient scored partially proficient100% of Limited English Proficient Proficient scored partially proficient

Third grade students’ math scores: Third grade students’ math scores: 6% of the third grade students achieved partially proficient, 38% achieved 6% of the third grade students achieved partially proficient, 38% achieved

advanced proficient, and 46% achieved proficient advanced proficient, and 46% achieved proficient

Fourth grade students’ math scores:Fourth grade students’ math scores: 13% achieved partially proficient, 49% achieved advanced proficient, and 38% 13% achieved partially proficient, 49% achieved advanced proficient, and 38%

achieved proficient. achieved proficient. Of the Limited English Proficient students, 66% scored partially proficientOf the Limited English Proficient students, 66% scored partially proficient

Although most of the students are scoring proficient on the test, Although most of the students are scoring proficient on the test, there is a disproportionate amount of students scoring advanced there is a disproportionate amount of students scoring advanced proficient in math as compared to language arts. We feel that proficient in math as compared to language arts. We feel that more students should be achieving advanced proficient in more students should be achieving advanced proficient in language arts.language arts.

Solution #1 to Standardized Solution #1 to Standardized TestingTesting

Engage teachers in the collaborative Engage teachers in the collaborative planning of how to improve NJASK scoresplanning of how to improve NJASK scores

Share test score data with teachers during staff Share test score data with teachers during staff meetingmeeting

Gather ideas as to where the faculty feels Gather ideas as to where the faculty feels improvements are necessary improvements are necessary

Create targets areas of improvement based upon Create targets areas of improvement based upon data and faculty’s inputdata and faculty’s input

Assemble volunteers to create committees for Assemble volunteers to create committees for identified target areasidentified target areas

Committees meet each month to discuss, Committees meet each month to discuss, implement, and evaluate new ideas (one leadership implement, and evaluate new ideas (one leadership member will attend meeting)member will attend meeting)

Report on information discussed at committee Report on information discussed at committee meeting to whole staff during monthly staff meeting to whole staff during monthly staff meetings; gather their feedback on implementationmeetings; gather their feedback on implementation

Solution #2 to Standardized Solution #2 to Standardized TestingTesting

Adopt school wide writing program Adopt school wide writing program Create staff writing program research team to Create staff writing program research team to

investigate different writing programsinvestigate different writing programs Team members visit classrooms in different schools Team members visit classrooms in different schools

that have effective writing programsthat have effective writing programs Showcase these writing programs at staff meetingsShowcase these writing programs at staff meetings Staff members assist in determining which program Staff members assist in determining which program

should be implementedshould be implemented Hire presenters who are skilled in the chosen writing Hire presenters who are skilled in the chosen writing

program to present basic components of the programprogram to present basic components of the program Ongoing professional development days that Ongoing professional development days that

demonstrate the writing program within the demonstrate the writing program within the classroom (coach will come periodically over a span classroom (coach will come periodically over a span of two years)of two years)

School wide assessment will be created to assess the School wide assessment will be created to assess the effectiveness of the writing programeffectiveness of the writing program

Solution # 3 to Standardized Solution # 3 to Standardized TestingTesting

Improve instruction and participation of Improve instruction and participation of Limited English Proficient (LEP) students Limited English Proficient (LEP) students

Meet with ESL teachers to develop a plan on how to Meet with ESL teachers to develop a plan on how to improve the instruction and participation of LEP improve the instruction and participation of LEP studentsstudents

Share plan and ideas with general education teachers Share plan and ideas with general education teachers of LEP studentsof LEP students

Monitor progress and improvements of LEP studentsMonitor progress and improvements of LEP students Debrief with ESL and general education teachers as Debrief with ESL and general education teachers as

to ideas that worked and areas where improvement to ideas that worked and areas where improvement still need to be madestill need to be made

Provide professional development to general Provide professional development to general education teachers of LEP students and ESL teachers education teachers of LEP students and ESL teachers in the beginning of the following yearin the beginning of the following year

Analyze NJASK scores of LEP students over the next Analyze NJASK scores of LEP students over the next three yearsthree years