· web viewpd sign in sheets and/or minutes and coaching logs, teacher developed scoring rubric to...

Schoolwide Plan Updates 2019-20

District

5-Year Goal: Improve attendance in all categories Indicators: Average Daily Attendance, % Truant, % Chronically AbsentOutcomes: 95% Average Daily Attendance (Baseline 93%)6% or less will reach Truancy definition (Baseline 12.4%)10% or less will fall into the Chronically Absent category (Baseline 20.4%)

Year 1 Year Desired Outcome Result

2018-19 93% ADA 10% or less Truant 18% or less Chronically Absent

92% ADA11.2% Truant23.8% Chronically Absent

2019-20 18% or fewer students will be Chronically Absent

5-Year Goal: Improve math proficiencyIndicators: STAROutcomes: % of student in Meets and Exceeds categories will double from current levels (2017 = 34%)(Wording of these goals need to be redone - need to settle on proficiency definition and track it over time, set a realistic goal now that all grades are testing and we have a baseline and understand the system a bit more.)


2018-19 52% of students will score in the 50th Percentile or higher

45% of students scored in the 50th Percentile or higher

2019-20 52% of students will score in the 50th Percentile or higher

5-Year Goal: Improve Reading ProficiencyIndicators: STAR, Teachers CollegeOutcomes: % of students in Meets or Exceeds category will increase by 50% of current levels. (STAR 2017 =25%), TC =68%


2018-19 TC 71% of K-6 students will meet grade level proficiencySTAR 45% of students will score in the 50th %ile or higher

TC 63%STAR 37%

2019-20 TC 72% of K-6 students will meet grade level proficiencySTAR 47% of students will score in the 50th %ile or higher

Oxford Elementary School

Updated 5-Year Goal: Decrease the number of ‘approaching chronically absent’, ‘chronically absent’ and ‘truant’ students. Indicators: Attendance records Outcomes: 35% of students (or less) will fall into the approaching or chronically absent or truant categories for attendance


2018-19 50% of students (or fewer) will fall into the approaching, chronic or truant categories for attendance

51%

2019-20 47% or fewer students will fall in the approaching chronically absent and chronically absent categories (4% decrease)

➔ We did not meet our attendance goal last year which was a frustration to us. We feel like we did a lot to encourage attendance and educate students and families about the importance of attendance, but we are not giving up.

Updated 5-Year Goal: Improve math proficiency for our K-6 1-6 students. Indicators: STAROutcomes: 40% of students will meet STAR “MEA Proficiency” levels for their grade level


2018-19 22% of students will meet STAR “MEA Proficiency” levels for their grade level (from 19% in 2018)

28%

2019-20 31% of students will meet or exceed the "MEA proficiency" level (SY 19 28%) (increase 3%)

➔ Our math proficiency goal for year one was to increase the number of students meeting or exceeding the “MEA Proficiency” level for their grade level by 3% from 19% at the end of the 2017-18 school year to 22% at the end of 2018-19 year. Students surpassed this goal by 6% (a total increase of 9%) with 28% of students meeting the expected levels of proficiency.

Oxford Elementary (Continued)

5-Year Goal: Improve reading proficiency for our K-6 students.

Indicators: STAROutcomes: 45% of students will meet STAR “MEA Proficiency” levels for their grade level


2018-19 25% of students will meet STAR “MEA Proficiency” levels for their grade level (from 22% in 2018)

31%

2019-20 35% of students will meet or exceed the "MEA proficiency" level (SY 19 31%) (increase 4%)

➔ Our reading proficiency goal for year one was to increase the number of students meeting the “MEA Proficiency” levels for their grade level by 3% from 22% at the end of the 2017-18 school year to 25% at the end of the 2018-19. Students surpassed this goal by 6% with 31% of students meeting the expected levels of proficiency.

Agnes Gray School

Tier III status is on ‘hold,’ but the State consultant advised the revision of goals in the Spring to be focused on growth and family engagement.

Goal: Improve teacher use of evidence-based instructional strategies to support student achievement in reading K-6.Updated 5-Year Goal: Improve teaching and learning through the use of evidenced based instructional interventions and programs to support student achievement in reading K-6.Indicators: Teachers College reading assessments, grades K-6.Outcomes: 75% of students in grades K-6 will meet the grade level benchmark for reading by June, 2023 in grades K-6 will make a year’s worth of growth as measured by the district reading assessment by June, 2023. (annual goals will be to improve 5% per year)


2018-19 55% of students will meet benchmark or make 1 year’s growth

80%

2019-20 60% of students in grades 1-6 will make one year’s growth

Goal: Improve teacher use of evidence-based instructional strategies to support student achievement in math, K-6.Updated 5-Year Goal: Improve teaching and learning through the use of evidenced based instructional interventions and programs to support student achievement in math, grades 1-6. Indicators: TSG assessment for kindergarten, STAR assessments for grades 1-6Outcomes: By June, 2023, 50% of students will (grades K-6) will meet the grade level benchmark or make one year’s worth of growth as measured by aTSG (kindergarten) nd STAR (grades 1-6) in math.


2018-19 30% of students will score in the higher two categories of STAR proficiency (baseline 25.8) in math

56% of students met the math benchmark or made 1 year’s growth

2019-20 60% of students in grades K-6 will make a year’s worth of growth as measured by the district reading assessment

Agnes Gray School (Cont.)

Updated 5-Year Goal: Implement common teacher practices and expectations in order to increase student responsibility for their learning.Implement common teacher practices and expectations in order to increase family engagement.Indicators: Teacher School Culture Survey Student Perception SurveyFamily sign in sheetsOutcomes: 65% of staff will report feeling that students generally accept responsibility for their schooling. (up from 23%)

90% of students will report that they behave the way their teacher expects. (up from 78%)90% of students will report that their classmates behave the way their teacher wants them to. (up

from 70%)By June 2023, 45% of our families will attend at least one school event during the school year (the annual goal will be to improve 5% per year).


2018-19 35% of staff will report feeling that students generally accept responsibility for their schooling. (up from 23%)90% of students will report that they behave the way their teacher expects.

60% Staff

92% Students

2019-20 30% of families will attend at least one school event during the school year

Harrison Elementary School

Updated 5-Year Goal: Increase the use of student work and assessment data to plan for effective instruction for students who are not meeting benchmark. Improve effective use of school or district approved data analysis protocols and forms to guide and improve student intervention (RTI) and educational next steps, to ensure maximum student growth.Indicators: Teacher survey, 6/19 STAR data, Teachers College Running Record Assessment, Units of Study Writing RubricOutcomes: 100% of teachers will respond on a survey that they participated in professional development and coaching to improve effective use of school or district approved data analysis protocols and forms. 6/19 move to action step100% of teachers will use RTI protocols to guide and improve student intervention (RTI) and educational next steps. 6/19, move to action steps 80% of students will exhibit one year’s growth or meet proficiency standards each year in math and/or literacy as assessed on STAR.


2018-19 100% of teachers will respond on a survey that they participated in professional development and coaching to improve effective use of data analysis protocols and forms.100% of teachers will use RTI protocols to guide and improve student intervention (RTI)80% of students will exhibit one year’s growth in math and/or literacy as assessed on at least one indicator listed above.

100% of teachers will collect behavior data

100%

100%

48% of students, that were not proficient in math at the end of the school year, exhibited the expected growth in math.56% of students, that were not proficient in literacy at the end of the school year, exhibited the expected growth in literacy. 100%

2019-20 80% of students who are not proficient at the beginning of the school year in math, will exhibit the SGP or meet proficiency standards by spring.80% of students who are not proficient at the beginning of the school year in literacy, will exhibit the SGP or meet proficiency standards by spring.

Harrison Elementary School (Cont.)

5-Year Goal: Increase student proficiency in solving math word problems.

Indicators: PD sign in sheets and/or minutes and coaching logs, Teacher Developed Scoring Rubric to be used with teacher selected word problems from Investigations or CMP, Math fluency assessments and scoring criteria STAR or EMDIOutcomes: 100% of teachers will participate in professional development and coaching to improve math proficiency. 85% of students will meet grade level proficiency or make 1 years growth in solving Math Word Problems; in the areas of Comprehension, Fact Fluency/computation, and Explanation.


2018-19 100% of teachers will participate in professional development and coaching to improve math proficiency.85% of students will meet grade level proficiency in solving Math Word Problems; in the areas of Comprehension, Fact Fluency/computation, and Explanation.

100%

41% of students met grade level proficiency in solving Math Word Problems; in the areas of Comprehension, Fact Fluency/computation, and Explanation.

2019-20 85% of students will meet MEA Standards on STAR Math Proficiency or make 1 year's growth

5-Year Goal: Increase student proficiency in literacy.Indicators: PD sign in sheets and/or minutes and coaching logs, STAR, Teachers College Running Record AssessmentsOutcomes:100% of teachers will participate in professional development and coaching to improve literacy proficiency. (June 2019, will shift this to an action step not an outcome.)85% of students in grades 3-6 will achieve grade level proficiency in reading, as measured by STAR AND TC. (TC Baseline in 17-18 was 83%.)


2018-19 100% of teachers will participate in professional development and coaching to improve literacy proficiency.85% of students in grades 3-6 will achieve grade level proficiency in reading as measured by TC (STAR will also be used in future years.)

100%

94%

2019-20 60% of students will meet MEA Standards Literacy Proficiency85% of students will meet grade level benchmark on TC assessment

Hebron Station School

Hebron Station is not a Title I School, so their work is designed to work toward district level 5-Year goals. They set annual goals for their school based on current data.

Goal #1 Improve instruction through more consistent use of student evidence to plan further instruction in order to increase student proficiency


2018-19 55% of students will reach the higher two categories of proficiency on STAR (up from 48%)

62%

2019-20 *42% of grades 1-6 students will be proficient in math based on the STAR math MEA benchmarks (increase of 5%)

70% of k-6 students will be proficient in reading based on the Teachers College Reading Assessment in the Spring of 2020 (increase of 7%)

● A different, more rigorous benchmark will be used for future outcomes based on an MEA predictor level. This is why the goal appears to drop to 42% when 62% proficiency was achieved the year before. The benchmark for what is considered “proficient” is much higher.

Goal #2 Develop collaborative structures to better address our school needs as a team, including analysis of data for academics and behavior


2018-19 90% of teachers will participate in a colleague visit40% of teacher meeting time will be spent looking at student work and/or behavior data

100%

20%

2019-20 No process goals for 19-20

Paris Elementary School

5-Year Goal: Implement common teacher practices and expectations in order to increase student engagement and responsibility for their learning. Indicators: Teacher School Culture Survey and Student Perception Survey Outcomes: 75% of teachers will report that “students generally accept responsibility for their learning.” (from 61%) 70% of students in grades 3-6 will report that students in their classrooms “behave the way their teacher wants them to.” (from 49%) 70% of students in grades 3-6 will report “our class stays busy and does not waste time.” (from 64%)


2018-19 65% of teachers will report that “students generally accept responsibility for their learning.”45% of students in grades 3-6 will report that students in their classrooms “behave the way their teacher wants them to.”50% of students in grades 3-6 will report “our class stays busy and does not waste time.”

73%

44%

57%

2019-20 75% of teachers will report that “students generally accept responsibility for their learning.”50% of students in grades 3-6 will report that students in their classrooms “behave the way their teacher wants them to.”60% of students in grades 3-6 will report “our class stays busy and does not waste time.”

Updated 5-Year Goal: Improve teacher use of evidence-based instructional strategies to support student achievement in writing K-6

Indicators: Teachers College Writing Process Learning Progression, Planning and Drafting (fluency/volume/stamina for writing at school), Grades K-6 Rubric

Outcomes: 70% of students in grades K-6 will meet the grade level benchmark for Drafting (fluency/volume/ stamina for writing at school) on the Writing Process Learning Progression. (currently 53% - source Performance Report 2017-18)For 2019-2020 we have rewritten our 5 year outcome to focus on using the grade level rubrics

○ 65% of students in grades K-6 will meet rubric grade level standards or increase a minimum of ten rubric points in one or more genres (narrative, informational, opinion) as measured by the Teachers College Grade level genre rubrics from a pre-assessment given prior to the unit and a post-assessment.

Paris Elementary (Cont.)


2018-19 55% of students in grades K-6 will meet the grade level 44%

benchmark for Drafting (fluency/volume/ stamina for writing at school) on the Writing Process Learning Progression

Data was difficult to collect

2019-20 40% of students in grades K-6 will meet rubric grade level standards or increase a minimum of ten rubric points in one or more genres (narrative, informational, opinion) as measured by the Teachers College Grade level genre rubrics from a pre-assessment

5-Year Goal: Improve teacher use of evidence-based instructional strategies, and collaboration between regular classroom teachers and special education teachers, to support the achievement of Special Education students.

Indicators: STAR in math and/or reading (based on the area of individual student need) from fall to spring.

Outcomes: 65% of students in grades 3-6 who have an IEP goal in reading and/or math will demonstrate at least 1 year’s growth in their identified area(s)


2018-19 40% of students in grades 3-6 who have an IEP goal in reading and/or math will demonstrate at least 1 year’s growth in their identified area(s)

32%

2019-20 40% of students in grades 3-6 who have an IEP goal in reading and/or math will demonstrate at least 1 year’s growth in their identified area(s)

Otisfield Community School

5-Year Goal: Improve our response to students who are not meeting standards by working more collaboratively, using assessments more effectively to inform instruction and to monitor the progress of students.Indicators: PLC Minutes, RTI recordsOutcomes: 100% of teachers will engage in the process of providing interventions and tracking student progress over time.


2018-19 100% of teachers will be actively involved in planning for, implementing, and documenting RTI for at least two students through collaborative work with colleagues

100% of teachers were actively involved in planning for and implementing RTI. Only 88% documented this work.

2019-20 100% of teachers will be actively involved in planning for, implementing, and documenting RTI for at least two students through collaborative work with colleagues

5-Year Goal: To develop consistent expectations and response to minor behaviors Indicators: Reduction in administrative interventions needed to address behaviors (from 24% of population)Outcomes: 15% of student population (or less) will be involved in administrative intervention to resolve behavior issues


2018-19 21% of students or less will need administrative intervention (From 24%)

18%

2019-20 15% of students or less will need administrative intervention (From 24%, down to 18.4% in 18-19)

Otisfield (Cont.)

5-Year Goal: Involve families more deeply in the instructional programming of the school.

Indicators: Guiding documents for family engagement (Compact, Family Engagement Plan), feedback systems to and from parentsOutcomes: 90% of parents will be involved in some aspect of school in addition to conferences, to include volunteering, advisory committee, PTO, survey response or providing materials or service


2018-19 100% Compact and Family Engagement Plans will be developed and an annual meeting and at least one other family engagement event will be held80% of families will be involved in some aspect of school in addition to conferences, to include volunteering, advisory committee, PTO, survey response or providing materials or service

100%

90%

2019-20 50% of PTA meetings will include a discussion of instructional programming

Guy E. Rowe Elementary

Updated 5-Year Goal: Improve teacher use of evidence based instructional strategies to support student achievement in Math and Reading.Baseline: 33.4% of students are currently reaching the higher two categories of proficiency on STAR Literacy. 34% of students are currently reaching the higher two categories of proficiency on STAR Math.Indicators: STAR AssessmentOutcomes: 50% of students will reach the higher two proficiency categories in grades 3-6 on STAR Math by 2023 50% of students will reach the higher two proficiency categories in grades 3-6 on STAR Reading by 2023 (see new goal below)


2018-19 50% of students will reach the higher two proficiency categories in grades 3-6 on STAR Math50% of students will reach the higher two proficiency categories in grades 3-6 on STAR Reading

34% 1-6 STAR MEA Benchmark44% Grades 2-6 STAR MEA Benchmark

2019-20 34% of students will be at or above the MEA Benchmark for proficiency in grades 1-6 on STAR Math

5-Year Goal: Increase positive school climate, student behavior and citizenshipIndicators: SBDS Office referrals, SWIS Data, Infinite Campus, Student perception SurveyOutcomes: Decrease office referrals by 50 % by 2023Decrease suspension rate from 2.6% of the population to below 2%.Student Perception Survey: students reporting on positive student behavior of their peers from 49% to 60%


2018-19 25% reduction in office referrals2% or fewer students will have a suspension from school53% of students will report that their peers behave the way their teacher wants them to

20% reduction10% reduction in suspensions from school49% students’ peers behave

2019-20 20% reduction in office referrals (from

2018-19 baseline of 1556)10% reduction in the number of suspensions from school (2018-19 baseline is 54)

5-Year Goal: Increase the number of teachers who return from year to year.Indicators: Staff recordsOutcomes: 75% of teaching staff will return each year


2018-19 65% of teachers will return to teach at the Rowe School from the previous year

81%

2019-20 This goal will be discontinued and replaced by dividing Goal 1 into separate Math and Literacy Goals.

5-Year Goal: Improve teacher use of evidence based instructional strategies to support student achievement in Reading.Baseline: 33.4% of students are currently reaching the higher two categories of proficiency on STAR Literacy.Indicators: STAR AssessmentOutcomes: 50% of students will reach the higher two proficiency categories in grades 3-6 on STAR Reading by 2023


2018-19 Combined with Math (above) (see goal #1)

2019-20 44% of students will be at or above the MEA Benchmark for proficiency in grades 2-6 on STAR Reading75% of students will be at or above benchmark in grades K-1 on Teachers College Assessments

Waterford Memorial School

5-Year Goal: Increase the use of student work and assessment data to plan for effective instruction for students who are not meeting benchmarkIndicators: PD attendance records and coaching logs, RTI Portfolios for some students, RTI meeting records, PLC minutesOutcomes:75% of PLC and professional development sessions will include teacher analysis of student data by 2023 Baseline: In 17-18 approximately 25% of PLCs and 3 of 24 ER sessions or 13% focused on student work.100% of classroom teachers will create student evidence portfolios (RTI records) on students who need intervention. (At least 2 in the first year) Baseline in 17-18 is 50%.By 2023, the lowest 20% of students will have formal RTI plans. The baseline is that 4% of students had a formal RTI write up before a referral in 17-18.


2018-19 50% of PLC and professional development sessions will include teacher analysis of student data100% of classroom teachers will create student evidence portfolios (RTI records) on at least two students who need intervention15% of students will have formal RTI plans.

75%

100%

16%

2019-20 20% of students will have formal RTI plans

5-Year Goal: Implement common teacher practices and expectations in order to increase student achievement in reading. Provide professional development in order to implement the following curricula: Unit of Study for Reading and Writing, Fountas and Pinnell word study, Teachers College AssessmentsIndicators: PD attendance records, agendas/minutes and coaching logs, Walk-through data, STAR, Teachers College Running Record AssessmentOutcomes: 100% of teachers will be involved in professional development and coaching to implement evidence-based instructional strategies in literacy. Baseline: In her Coach training year, the coach worked with 6 of 8 teachers or 75%75% of walkthrough data during literacy blocks will show evidence of instruction related to the curriculum listed above (no baseline data)85% of students will meet proficiency in literacy or make one year’s growth in reading, as measured by Teachers College or STAR Fall to Spring by 2023. No baseline data for STAR, proficiency on Teachers College in 2017-18 was 67%.

Waterford (cont.)


2018-19 100% of teachers will be involved in professional development and coaching to implement evidence-based instructional strategies in literacy.70% of walkthrough data during literacy blocks will show evidence of instruction related to the curriculum listed above (no baseline data)85% of students will meet proficiency in literacy or make one year’s growth in reading, as measured by Teachers College or STAR Fall to Spring by 2023

100%

Incomplete

91%

2019-20 85% of students will meet proficiency in reading or make more than one year’s growth

5-Year Goal: Implement common math practices in order to increase student achievement in math.Indicators: PD attendance records, agendas/minutes and coaching logs, Investigations Word Problems, STAROutcomes: 100% of teachers will be involved in professional development and coaching to implement evidence-based instructional strategies in math. Baseline: 0% were coached in math in 2017-1885% of students will meet proficiency in math or make one year’s growth in math, as measured by a teacher developed rubric and questions selected from Investigations There is no baseline data available as this is a new system for assessing math. Using student work to assess growth has been a weakness, so this goal is intended to correct that.85% of students in grades 1, 2 will exhibit one year’s growth in math on STAR. No baseline data available.


2018-19 70% of teachers will be involved in professional development and coaching to implement evidence-based instructional strategies in math.75% of students will meet proficiency in math or make one year’s growth in math, as measured by a teacher developed rubric and questions selected from Investigations

70%

65%

2019-20 75% of students will meet proficiency in math or make one year’s growth

· web viewpd sign in sheets and/or minutes and coaching logs, teacher developed scoring rubric to...

Documents