Students will know and use reading, writing, listening, speaking, and thinking strategies to learn across all content areas. They will be able to demonstrate and communicate their learning and transfer that learning to new situations.
A guaranteed and viable curriculum: Provide a new reading Scott Foremans program, Reading Street,and a Pittsfield School District English Language Arts curriculum that is linked to essential standards, reading programs, and assessments.
Effective instructional practices: Provide weekly opportunities to work with the reading coach and teaching team members to implement best instructional practices and routines.
Use of assessment to inform instruction: Use ongoing progress monitoring with DIBELS assessments to inform instruction and student differentiation/intervention. Continue to administer the GRADE reading assessment at all grade levels, K-5, and provide data team analysis of the comparative levels of success that these indicators provide in helping students meet Annual Yearly Progress (AYP) improvement levels on the MCAS tests.
Data Team: Use task analysis of MCAS questions to develop grade level focus on instructional activities to improve student performance.
Literacy skills in all areas: Facilitate non-fiction reading and writing each day in each class, with a greater emphasis on building vocabulary to better meet comprehension, content, and writing expectations.
H.O.T. (Higher Order Thinking): Encourage small student groups and discussions to build strength in problem solving, global awareness, creative thought and expression, team building, 21st century skills. Model writing skills and graphic organizers to assist students in the thinking process required to be a successful writer.
Students will demonstrate understanding of mathematical literacy, fluency with procedural operations, and implement effective and efficient problem solving.
A guaranteed and viable curriculum: All grades will implement the Pittsfield District mathematics pacing guides, and focus instruction on the standards and MCAS requirements. Conte Community School will develop and implement math expectations for grades PK-5 to meet the 2011 Massachusetts standards.Effective instructional practices: Instructional practice will be guided by a focus on Massachusetts state mathematics standards content, using appropriate supplemental activities from the Math Expressions program.Use of assessment to inform: Data from grade level assessments and Galileo online assessment will be used to inform instruction and student differentiation/intervention.Math literacy skills in all areas: A commitment to applying math concepts to MCAS questions and everyday experiences each day in each class.H.O.T. (Higher Order Thinking): Students will work as whole group, small groups, and individuals to develop problem solving, global awareness, creative thought and expression, team building, and 21st century applied math skills. Students will be expected to discuss mathematical ideas and work with peers.
Student outcomes will improve through the use of data to make instructional decisions. Multiple types of assessments will be used at different levels to monitor students' learning, program quality and professional development needs. The Data Team will work with grade level teams to monitor progress and focus instruction.
Conte Community School has developed a literacy assessment framework and will ensure that teachers administer progress monitoring and benchmark assessments to all students in addition to the MCAS. Conte has an Instructional Leadership Team/Data Team that will review student data and create action plans for development of appropriate enrichment and intervention.
The Data Team and grade level teachers will review and/or implement new DIBELS assessment programs and offer professional development and material support.
Effective instructional practices: Provide weekly opportunities to work with the reading coach and teaching team members to implement best instructional practices and routines. Conte will ensure that there is a tiered model of instruction in all grades.
- Teachers will teach a 90 minute reading block.
- Reading teachers, intervention teachers, and special education teachers will instruct the Tier 3 reading group model in intensive intervention focused on individual student need.
- Teachers will deliver content rich lessons following the Effective Daily Instruction (EDI) model.
- Reading coach will co-teach/plan lessons to model best reading instruction practices.
- Reading coach will meet with teaching staff weekly to review progress monitoring of data.
- Ongoing professional development will be offered to staff members, especially new staff members.
Literacy skills in all areas: Facilitate non-fiction reading and writing each day in each class, with a greater emphasis on building vocabulary to better meet comprehension, content, and writing expectations.
Focus on phonemic awareness, phonics, fluency, vocabulary and comprehension using a strong core program for all students.
- Modeling: whole and small group instruction; ample guided and independent practice; differentiated instruction
- Writing and word work in conjunction with reading.
- Focused instruction on development and use of robust vocabulary.
- Build reading comprehension skills.
- Critical thinking and metacognition.
- Maintain the use of DIBELS benchmark assessments and progress monitoring.
- Encourage greater student reading stamina (test duration) through "Battle of the Books" or other reading stimulus programs.
Focus on a coherent progression of mathematics with an emphasis on mathematical conceptual understanding, mathematical computational fluency and mathematical problem solving skills using a strong core program for all students.
- Focus on a progression of critical foundations with an emphasis on fluency with whole numbers.
- Promote specific Massachusetts standards based math content knowledge through focused instruction in MCAS related instructional tools including math content skills, math reading, math vocabulary and math writing fluency.
- Implement district Galileo benchmark assessments (Grades 3-5).
- Pilot AIMSWEB for early numeracy skills in grades K-3 for possible whole school implementation.
6. Offer Pre-K-5 professional development in teaching students of generational poverty (book study).
Use of assessment to inform instruction: Use ongoing progress monitoring with DIBELS assessments to inform instruction and student differentiation/intervention. Continue to administer the GRADE reading assessment at all grade levels, K-5, and provide data team analysis of the comparative levels of success that these indicators provide in helping students meet Annual Yearly Progress (AYP) improvement levels on the MCAS tests.
Implementation of grade level writing expectations and assessments including rubrics designed to assess areas of focus for each grade level. Improvement in writing scores on MCAS tests will also indicate growth in writing open response questions and compositions to ensure that students meet Annual Yearly Progress (AYP) improvement levels on the MCAS tests.
Use of assessment to inform instruction: Use ongoing progress monitoring with Galileo and other formative math assessments to inform instruction and student differentiation/intervention. Continue to administer formative assessments at all grade levels, K-5, and provide data team analysis of the comparative levels of success that these indicators provide in helping students meet Annual Yearly Progress (AYP) improvement levels on the MCAS tests.
Students will be proficient within a standards-based curriculum and high-quality, research-based instruction. District staff will use assessment data to inform curriculum development and instructional practice in order to promote student learning and meet Annual Yearly Progress (AYP) goals as listed below:
|
Grade |
2009 |
2010 |
2011 |
2012 |
2013 |
2014 |
|
3 |
55 |
37 |
54 (gr.2) |
69 (gr.1) |
75 (K) |
70 (est.) |
|
4 |
54 |
60 |
40 |
54 |
69 |
70 |
|
5 |
55 |
57 |
60 |
40 |
54 |
69 |
|
Students testing: |
|
|
154 |
163 |
198 |
209 |
ANNUAL YEARLY PROGRESS (AYP) PERFORMANCE TARGETS – 2010-2011
2011 CPI baseline
Target CPI Gain
2012 CPI Target Range
English Language Arts
81.7
4.3
84-88
Mathematics
76.6
5.4
80-84
Conte staff will systematically use data to track student progress, allocate resources, and provide students with appropriate instruction.
Conte staff will implement a standards-based curriculum that is aligned with the state frameworks and ensures that all students receive rigorous and sequential instruction targeted toward preparing them to be career and college ready.
District staff will provide students with scientific, research based instructional methods and intervention so that students meet or exceed grade level proficiency.
The Conte Instructional Leadership Team and staff members will develop an instructional focus based on data demonstrating shared and common practices used across all content areas.
Express Yourself!!
Conte Community School is committed to model, practice, and expect complete sentences and expressive language to develop student growth in:
- Vocabulary
- Speaking
- Writing
- Expressing ideas
Our school wide focus is to have all Conte Community School students speak in complete sentences and show significant growth in their ability to listen, speak, read, and write complete thoughts as measured by the local benchmarks, writing assessments, and annual MCAS results to meet Annual Yearly Progress (AYP) goals.
Conte staff will identify effective instructional strategies and practices and provide critical feedback for improvement through the use of student data and informal and formal observations. Conte staff will also analyze MCAS questions and use tasks and language that will develop higher levels of thinking to meet student performance goals.
Class Presentations: Students enrich their vocabulary and strengthen their oral language by using complete sentences when presenting and sharing with fellow classmates.
- Morning meeting
- Think/write/pair/share/
- Social language
- Listening binders
- Explaining math thinking/algorithms
Response Journals: Students will organize their thoughts and ideas in journals by writing responses to prompts related to curriculum content using:
- Graphic organizers
- Math Sentences – Numbers, Pictures, & Words
- Explain Their Answers
- Writing rubric - exemplars
- T-charts
- T.T.Q.A - Turn the question around
Conte will develop skillful school and district leaders who guide continuous instructional improvement (i.e. Focus on Results). The Conte Data Team will meet regularly and guide staff in instructional improvement according to student performance data.
Conte will continue to develop curriculum and implement instruction that is aligned to the Conte instructional focus to meet the specific needs of the students at Conte to build success in meeting AYP requirements (see above).
Conte staff will be offered focused professional development opportunities to meet the instructional needs of the students based on data analysis using regular formative and summative assessments.
Express Yourself!!
Conte Community School is committed to model, practice, and expect complete sentences and expressive language to develop student growth in:
- Vocabulary
- Speaking
- Writing
- Expressing ideas
Our school wide focus is to have all Conte Community School students speak in complete sentences and show significant growth in their ability to listen, speak, read, and write complete thoughts as measured by the local benchmarks, writing assessments, and annual MCAS results to meet Annual Yearly Progress (AYP) goals.
• Students will learn in a physically and emotionally supportive environment conducive to student growth and development.
- Student and staff will recognize, report, and reduce all types of bully behaviors.
Reduce disruptive behavior and build positive school climate through full implementation of School-Wide Positive Behavioral Supports (PBS).
Reduce the incidence of violence, substance abuse and pregnancy, and sexually transmitted illnesses through prevention programming.
Reduce the incidence of bully behavior through open reporting and preventive actions.
Increase attendance, academic advancement, and graduation rates through academic, behavioral, and social support services.
a. Conte school will utilize building specific data to establish PBS goals and develop implementation plans. The use of electronic log entries (Powerschool) and SWIS data will guide pro-active school wide planning to continue to improve behaviors.b. Professional development will support effective classroom routines and procedures. (Responsive Classroom model; PBS supports)c. The Olweus Bully Prevention model will be taught and implemented to prevent incidents of bullying.d. Students who display academic, behavioral and/or social indicators will be referred to the problem-solving process (Building Assistance Meetings) to develop and monitor intervention plans/safety nets in each building. The "Cougar Pride" program will be developed for individual students who indicate a need for a personal support plan.
a. Violence Prevention Programs—Second Step (Grades K-6) and Steps to Respect (Grades 3-5)—will be fully implemented.b. Conte school (Grades K-8) will continue to implement and strengthen the Olweus anti-bullying curriculum. The PBS/Bully Prevention team will actively teach the definition of bullying and ways to prevent it. Conte currently has an active definition of bullying, an anti-bully pledge, and behavioral rubrics for action if reported.
a. Staff will support students at risk. This will include assessment, behavior planning, interventions such as counseling, case management, family consultation, and referral to appropriate resources.
b. Conte will provide transition planning and programs for students transitioning to grade 6. We will develop direct contacts at the middle school to improve transitions for Conte students moving to sixth grade.
c. Conte will provide family support services through the family center and community coordinator to help families make sure their child attends school.
d. Identify families in need and assist in providing health, dental, social, and emotional services. Conte will develop in-school programs with the Brien Center to keep students in school, rather than pulled out for extra services.
4. Provide exemplary before and after school programs to support the needs of students and families.
a. Reduction in incidence of school disciplinary referrals.
b. Use of SWIS and Powerschool data to determine areas of need and implement proactive strategies.
c. Building Assistance Meetings will result in improved student attendance and increased academic or behavioral performance.
d. Develop and implement protocol for risk assessment.
a. Reduction in the reported incidence of violence and bullying.
c. Continued implementation of Second Step and Steps to Respect curriculums.
d.Continued implementation and strengthening of Olweus anti-bullying program ideas.
a. Increased family involvement in school events and programs - survey families for new ideas to boost family attendance.
b. Increase in attendance rate.
c. Increase in community outreach and services available for families.
d. Continue to support full day early childhood programs to encourage families to be involved in early education.
e. Support and maintain before and after school programming to meet specific student needs.
• Conte Community School will continue to develop, plan, and practice emergency planning procedures to support the safety of students and personnel.
The Conte Emergency Planning Team has developed a school-wide emergency plan and will continue to meet to plan and review protocols/procedures.
Conte Community School will conduct drills for relocation, lock-down and shelter-in-place situations.
The Conte Emergency Planning Team will meet annually to review and revise, as needed, security and safety plans based on current standards and evidence from practice drills. These plans will be reviewed annually by the District Emergency Management Team.
Conte School will complete a relocation, lock down, and shelter-in-place drill and will use the feedback from these drills to develop the safety and emergency planning process.
Through collaboration with emergency service agencies (i.e. MEMA, FEMA, and NIMS), students and families will be provided with information and skills that ensure safety in and out of school (i.e. Drug Awareness Resistance Education, Gang Resistance Education And Training, Canine Unit Demonstrations, Anti-Bullying Professional Development and Planning with the District Attorney's Office). Conte will partner with "Safe Routes to School" to teach pedestrian and bicycle safety.
Through collaboration with community groups, school administration, and neighboring property owners, the Conte Emergency Planning Team has developed a plan for a safe evacuation route and will practice a full evacuation.
Safety and emergency procedural professional development for health care and educational staff will be offered in CPR, First Aid, Epi-Pen use, temporary medication distribution, vaccination administration training, restraint training, and pandemic prevention throughout the year.
Students, families, and staff will be provided with information, preventative strategies, and care through collaboration with the Department of Public Health (i.e. H1N1 informational sessions and vaccination clinics, dissemination of information processes, and Emergency Recovery efforts through FEMA recovery standards).
Conte School will provide documentation of the completed drills and will use feedback to inform revision of the safety and emergency planning procedures.
Student participation in school and community based programs and events will increase positive normative behaviors among students and decrease risk behaviors.
There will be an increase in the number of trained and certified staff capable of responding to a safety, emergency, or health related event. Several Conte staff members will also be trained in de-escalation and restraint techniques.
• Conte Community School will share responsibility with parents, business partners, school committee members, and community providers to foster and maintain positive, mutual collaborations in order to support student learning and career/college readiness.
Staff will share relevant information with families and other stakeholders in a timely and consistent manner through the use of an updated website and ConnectEd calling system.
Conte staff will partner with families to support academic achievement and positive development of students. The Conte Family Center will continue to organize and promote family activities that involve families in high student achievement, e.g. family reading programs, class presentations, showcase events, concerts, plays, and other demonstrations of achievement.
Conte staff will partner with community and business partners to support academic achievement and positive development of students. The Conte community coordinator will continue to develop collaborative relationships with many area organizations such as Jacob's Pillow, "Got Math", Safe Rides to School, Berkshire Bank.
4. Develop a team of community members to improve our playground for the health and safety of students.
Conte Community School will continue to develop a plan for effective communication for staff and families, continuing to use regular newsletters, calls home, website postings, and ConnectEd calls.
Conte will continue to welcome families as partners in the education of our children. Family events coordinated by our family center will support and involve parents in the success of all students. We also actively engage family members in educational opportunities.
Conte staff members continue to plan for involvement is the community and with business partners. Our school/community coordinator takes an active roles in facilitating use of the building and providing meaningful programs for our students and the community. We also partner with organizations in many supporting roles for our before and after school programs.
The Conte family center, Neighborhood Advisory Council (NAC), and School Community Coordinator will work with community members, parents, and business partners to improve the playground facilities.
1. Implementation of communications and public relations plan and feedback from staff, parents, and community members. A needs assessment will take place annually.2. Data on the current levels and nature of parent involvement in their child's education.
3. Number of families participating in the family nights and school based events. Evaluation of feedback from parents.
4. Data will reflect that business and community stakeholders report mutual collaboration in support of student achievement and college/career readiness.