Williams Elementary Improvement Plan 2011-2012 Pittsfield Public Schools
Domain I: Literacy in All Content Areas
PPS Goals: Students will know and use reading, writing, listening, speaking, and thinking strategies to
learn across all content areas. They will demonstrate, communicate, and transfer their learning to new situations.
Students will demonstrate understanding of mathematical literacy, fluency with algebraic thinking, both abstract and procedural, and will implement strategic and efficient problem solving.
Williams Specific Goals:
1. To do better than we have done before at embedding literacy instruction in all content areas.
2. Strengthen core instruction to reduce the need for interventions. Where interventions are warranted, we will match the intervention to student needs using a three-tiered system.
3. Implement the Massachusetts Mathematics and ELA (English Language Arts) Literacy Curriculum Framework with fidelity.
Williams Actions:
1. PPS: Explicit literacy instruction in all content areas. • Integrate frequent reading, using a variety of texts, writing and vocabulary development
in all content areas. • Develop instructional activities that will promote critical thinking and meta-cognition. • Use graphic organizers to expand vocabulary development. • Use of text at grade level complexity. Provide daily opportunities for student fluency
practice with text at the student’s independent level. • Promote dialogue in various texts. • Scaffold from lower to higher level questions to promote higher order thinking skills. • Establish instructional routines before reading, during reading, and after reading. • Develop students’ skills in the use of multi-media and technology.
Williams Instructional Focus All students at Williams School will improve their writing ability in all content areas. They will accomplish this by responding to written and oral questions. The responses will be clear and concise and demonstrate their depth of knowledge.
1-5: Williams Literacy in content areas
We will focus on strong content literacy instruction in all content areas for all students. • Integrate frequent reading, writing and vocabulary development in all content areas. • Scaffold student’s oral language to promote the use of extended discourse.
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• Pre-teach critical vocabulary, discuss the meaning of the same word in different sentences, and revisit words over time.
• Develop instructional activities that will promote critical thinking and meta-cognition. • Students will write across the content areas to practice their skills as outlines in the
grade level standards. • Incorporate sheltering strategies in the content areas for Levels 3-5 English Language
Learner students. • Provide Levels 1-2 English Language Learner students a team teaching approach
(English Language Learner teacher and content area teacher) to delivering instruction. • Provide Special Education students effective access to the curriculum through a co-
teaching approach (Special Education teacher / ELA / Math/ content area teacher).
K-5: Williams Literacy and Reading Instruction
PPS: Focus on phonemic awareness, phonics, fluency, vocabulary and comprehension using a strong core program for all students. All students will be taught with grade level materials and leveled readers will be used for practice and application of skills taught.
“Students have less than 1,000 days – only 720 days to develop reading proficiency before leaving 3rd grade.” (Gumm, 2001)
We will prioritize high quality reading instruction through explicit delivery, which includes teacher modeling, teachers providing corrective feedback, and frequent practice. The final result will be student mastery.
• Whole and small group instruction; ample guided and independent practice: differentiated instruction specific to the needs of the students.
• Writing and word work in conjunction with reading.
K-5: Williams Literacy in Mathematics Instruction PPS: 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.
• Promote, math expression, math reading, consistent math vocabulary and math writing fluency.
• Increase students’ coherence in mathematics instruction, across and between all grade levels.
• Teachers scaffold instruction to help student’s reason and develop problem-solving strategies.
• Utilize math intervention resources that are aligned with the core instruction. • Incorporate sheltering strategies in the content areas for Levels 3-5 English Language
Learner students.
• Offer native language clarification, when needed, of mathematical concepts and vocabulary.
• Provide Levels 1-2 English Language Learner students a team teaching approach (English Language Learner teacher and content area teacher) to delivering instruction.
• Provide Special Education students effective access to the curriculum through a co- teaching approach (Special Education teacher / ELA / Math/ content area teacher).
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K-5: Williams Literacy in Mathematics Instruction
• Develop competency in basic math skills appropriate to each grade level. • Develop proficiency with whole numbers, decimals, percentiles, and fractions. • Develop basic algebraic thinking at all grade levels. • Develop literacy of mathematical symbols and notations. • Develop students’ abilities to use reasoning skills when problem solving. • Develop good error correction procedures.
2. PPS: Match core instruction and interventions to student needs using a three-tiered system. The goal of interventions is to accelerate student performance toward grade level standards.
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• Tier I whole and small group instruction within core instruction; ample guided and independent practice; differentiated instruction.
• Tier II supplemental and additional instruction beyond the core that provides students additional instruction and reinforcement.
• Tier III intervention for students identified to have a gap in learning or difference in learning that impacts the achievement of grade level standards.
• For Tier II and Tier III, interventions are strategically matched to student sub-skill deficits and support and accelerate the academic progress of students.
• Provide enrichment for those students at benchmark to further their performance PPS: MA Mathematics and ELA Literacy Curriculum Frameworks
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Provide professional development on the MA Mathematics and Literacy frameworks.
Williams has four trained faculty members for in-house continued support. Weekly grade level meetings will be preserved using planned agenda’s for mathematics
and reading data, and instructional analysis. Coaches will facilitate grade level meetings as well as professional development in
alignment with needs.
Williams Performance Aspirations:
• Meet Composite Performance Index Targets are displayed in Tables 1and 2. • Increase from 75% to 88% the number of grade three students meeting or exceeding the
benchmark for Oral Reading Fluency on the DIBELS as displayed in Table 3.
• Vocabulary and Comprehension as measured by GRADE (Group Reading Assessment and Diagnostic Evaluation): 90% of the students will achieve a Stanine of 4 or above for each measure administered to Grade 5 in the fall and the spring.
• Increase from 78% to 82% of the number of students scoring at the proficient or advanced level on the grade 3 MCAS reading comprehension and 96% to 97% MCAS mathematics.
• Increase from 42% to 60% of the number of students scoring at the proficient or advanced level on the overall grade 4 MCAS reading comprehension questions and 64% to 78% in MCAS mathematics.
• Increase from 85% to 90% the number of students scoring at the proficient or advanced level on the grade 5 MCAS reading comprehension questions and 90% to 92% MCAS mathematics.
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Table 1: ELA Performance Targets (CPI) for years 2011 – 2014: Grades 3 - 5
ELA Composite Performance Index (CPI)
Grade Span 3 - 5
Group 2010 2011 2012 2013 2014
Aggregate
Low Income
White
* Actual Scores
87.6* 87.7* 91.8 95.9 100
77.9* 82.4* 88.3 94.2 100
87.8* 86.9* 91.3 95.6 100
Table 2: Mathematics Performance Targets (CPI) for years 2011 – 2014: Grades 3 - 5
Mathematics Composite Performance Index (CPI)
Grade Span 3 - 5
Group 2010 2011 2012 2013 2014
Aggregate
Low Income
White
* Actual Scores
88.8*
77.2*
93.8*
89.2*
95.9 98. 100
92.8 96.4 100
91.5* 93.1* 95.4 97.7 100
Table 3: DIBELS Fluency Performance Targets
Group FALL SPRING 2011 2012
Kindergarten Letter Naming 80%
First Grade Phoneme 80% Segmentation
First Grade Nonsense Word 95%
Second Grade Oral Reading 80%
Third Grade Oral Reading 75%
Fourth Grade Oral Reading 85%
Fifth Grade Oral Reading 85%
Domain II: Curriculum, Instruction, and Assessment
92%
100%
100%
94%
88%
95%
95%
PPS Goal: Students will learn within a standards-based and data driven system that includes aligned, coherent curriculum and rigorous instruction that is responsive to the needs of all students.
Williams Specific Goals: 1. Standards-Based Curriculum
• Work under the guidance and expectations of the K -5 standards/ state frameworks to ensure a cohesive system that will spiral up through the grade levels.
2. Effective Instruction
• Provide effective instruction that will prepare students to successfully transition to the next grade level, especially middle school, and ultimately for college and career readiness.
• Become experts is Reciprocal teaching, which refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. The dialogue is structured by the use of four strategies: summarizing, question
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generating, clarifying, and predicting. The teacher and students take turns assuming the
role of teacher in leading this dialogue. 3. Assessment
• Starting with critical beginning reading skills at predetermined points in time, we will utilize a data driven decision-making system to inform and differentiate instruction to facilitate student learning. Included will be mathematic benchmarks aligned to grade level needs as well as comprehension assessments, and written expression.
Williams Actions: Standards-Based Curriculum
Williams’ improvement is hinged on change with direction that is supported and sustained over time. Crucial to our success is the capacity to preserve the opportunity for faculty to learn how to do it, and to educate faculty on the process of learning how to deliver and assess standards based curriculum.
“Together we must learn new behaviors and values that are associated with collective responsibility for teaching practice and student learning.” (Elmore, 2000)
1. Begin with K-2 2011 frameworks as written. 2. Monitor any gap in content areas for grades 3-5, during transition between framework
editions. 3. Collaborate vertically to reinforce cohesiveness.
Williams Actions: Effective Instruction
• Williams will use reciprocal teaching. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue.
4. Utilize research-based instructional methods, interventions and best practices in classrooms with support from professional development in the following areas:
• Alignment to the instructional expectations outlined in the 2011 MA Curriculum Frameworks in Literacy and Mathematics.
• The Psychology of Student Engagement: Strategies for Educators. • Content based professional development that spans across and between grade levels. • Category English Language Learner trainings. • DSAC professional learning community and content offerings. • Differentiated Instruction. • Targeted professional development based on school instructional foci. • Literacy/LETRS professional development. • Cultural Competency in the Classroom and Beyond. • Leadership development to guide continuous instructional improvement.
5. Utilize instructional strategies that address the following: • Engaging students in tasks that address all four cognitive domains: recall, skills and
concepts, strategic thinking, and extended thinking. • Increasing focus on persuasive and informational writing across content areas. • Reading complex text accurately and fluently in all classes. • Engaging students in critical thinking through discussions and written work.
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• Providing opportunities for students to apply content knowledge in real world applications.
6. Provision of both a direct and/or team teaching method for the delivery of instruction to Levels 1-2 ELL students in order to maximize access to the core curriculum. (Team teaching includes the English Language Learner teacher and content/classroom teacher.)
7. Implement sheltered instruction across the content areas for Levels 3-5 ELL students.
8. Implement instructional accommodations and modifications specified in students’ Individual Education Plans and 504 Plans with fidelity.
PPS: Assessment
Implement existing District assessments to monitor student learning and curriculum cohesiveness.
9. Utilize student assessment data to inform and adjust instruction to maximize student learning and to allocate resources.
10. Develop learning communities that utilize data to improve learning of all students.
Williams Performance Aspirations:
• Increase the student growth percentile from 66 to 70 in 4th grade mathematics and from 85 to 90 in 5th grade mathematics.
• Increase the student growth percentile from 30 to 60 in 4th grade ELA and from 85 to 90 in 5th grade ELA.
• Maintain Williams attendance rate of 95% or higher for all levels. Domain III: School Climate
PPS Goal
Students will learn in a physically and emotionally supportive environment conducive to student growth and achievement.
Williams Specific Goals:
1. School-Wide Positive Behavioral Supports (PBS) • Build positive school climate through continued implementation of School-Wide
Positive Behavioral Supports (PBS). • Faculty will celebrate along with students in a physically and emotionally supportive
environment. 2. Prevention
• Reduce the incidence of violence and bullying. 3. Safety Nets
• Increase attendance, academic advancement, and future graduation rates through academic, behavioral, and social support services.
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Williams Actions:
PPS School-Wide Positive Behavioral Supports (PBS)
1. Utilization building specific data in each school to establish PBS goals and develop implementation plans.
2. Review and continual revitalization of building-based School Climate Team membership and the creation of a calendar of meetings.
3. Offer professional development to support effective, proactive classroom routines and procedures with a focus on enhancing student engagement.
4. Expand implementation of systematic, routine intervention programs for targeted at risk students, utilizing the Behavioral Education Program (BEP) model.
5. Refer students who display academic, behavioral and/or social risk indicators to the problem-solving process (Building Assistance Meetings) to develop and monitor intervention plans/safety nets in each building.
6. Plan and celebrate monthly with full school assemblies the good news of the students. 7. Plan “spirit days” for students to have fun on half days and increase attendance.
Prevention
1. Fully implement Violence Prevention Programs—Second Step (Grades K-6) and Steps to Respect (Grades 3-5).
2. Utilize district Bullying Prevention and Implementation Task Force of teachers and administrators, in collaboration with parents, students and community stakeholders to review, refine and implement the Bullying Prevention and Intervention Plan.
3. Implement the Olweus Bullying Prevention Program and other bullying prevention activities identified in the District Bullying Prevention and Intervention Plan in each school (Grades K-12).
4. Further develop reporting of suspected bullying incidents and explore use of an electronic bullying reporting system.
5. Implement “Balancing the Equation” activities in identified grade levels. Safety Nets
1. 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.
2. Faculty will receive professional development training in active supervision and verbal de-escalation techniques.
Williams Performance Aspirations:
1. School-Wide Positive Behavioral Supports (PBS) • Reduction in incidence of in and out-of-school suspension. • Recognition in all common areas of the school. • Annual results of SET (School Evaluation Tool) and EBS (Effective Behavioral
Support) survey data will reflect increased level of PBS implementation in each
classroom. • Building Assistance Meetings will result in improved student attendance and
increased academic or behavioral performance.
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2. Prevention • Implement the Bullying Prevention and Intervention Plan and identify data for
numbers of incidence of bullying. • Full implementation of Second Step and Steps to Respect curriculums on the annual
implementation survey. • Increased student physical activity and nutrition on Balancing the Equation grant
indicators.
3. Safety Nets • Increase in attendance rate to achieve and maintain state established performance
target of 96% average daily attendance. • Increase in levels of student engagement.
Domain IV: Safety and Emergency Planning
PPS Goal
Pittsfield Public Schools will continue to develop, plan, and practice emergency planning procedures to support the safety of students and staff.
Williams Specific Goals:
• Faculty, staff, and students will participate in emergency drills, following the procedures outlined in the Williams Emergency Action Plan.
• Faculty, staff, and students will practice emergency drills for lock down, shelter in place, evacuation, and relocation every year.
Williams Actions:
• Faculty and staff will review, teach, and practice the procedures as outlined in the emergency plan.
• All faculty and staff on the Incident Command System (ICS) chart will be reviewed and updated.
• Fall and spring review of emergency plan, AED machine, and Epi Pen training. Williams Performance Aspirations:
• Practiced drills will be successful as indicated by the local emergency and law enforcement officials.
• Student participation in school and community based programs and events will increase positive normative behaviors among students and decrease risk behaviors.
• Professional development - Increase in the number of trained and certified staff capable of responding to a safety, emergency, or health related event.
Domain V: Family, School & Community Connections PPS Goal
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Pittsfield Public Schools will share responsibility with families, business partners and the community to foster and maintain welcoming, mutual and culturally sensitive collaborations that support student learning and career/college readiness.
Williams Specific Goals:
1. Effective Mutual Communication • Schools routinely and systematically share and solicit information with and from
families and engage in meaningful dialog about learning, high academic expectations,
achievement and the healthy development of students. • As Principal Lisa Buchinski will make every effort to respond to families and the
community on the same day or at least within 24hours.
2. Schools as Partner with Families • Staff will share responsibility with families to support academic achievement and
healthy development of students. • William’s staff will make themselves available to meet with parents as needed for
support of students. • Grade Levels will provide newsletters and updates weekly. • Principal Lisa Buchinski will send quarterly instructional newsletters.
3. Schools as Partner with the Community • Staff collaborates with community partners to connect students and families to
expanded learning opportunities and community services to support academic achievement, social development and civic participation.
Williams Actions:
Effective Mutual Communication:
1. Williams will use the building parent advisory member to act as a liaison to the School Council, to create routine opportunities for interaction and communication regarding district policies, current issues, concerns, and possible solutions.
2. Williams School Council will review the school climate, parent survey and other pertinent data to inform the development of more responsive family engagement planning.
3. Williams PTO and School Council will examine ways that staff and families interact (using a variety of methods, media and technology) both formally and informally to inform improved communication.
Schools as Partner with Families
1. Provide learning opportunities for parents to support the educational success of students, including ways to enhance social and emotional development, as well as academic achievement.
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2. Williams Principal will host and annual Open House with updated information to help identify and deliver clear, concise messages to families about the ways that they can support the schools and work together to improve student academic and social success.
3. Williams Principal will meet with all volunteers to review important safety and wellness information as well as actively recruit members of under-represented families to participate in parent leadership and collaboration groups, including providing communication in families’ native language whenever possible.
Schools as Partner with the Community 1. Partner with local government officials to support programmatic, budget development,
and facilitate understanding of school mission within the community. 2. Williams will actively support the business relationship with Greylock Federal Credit
Union.
Williams Performance Aspirations:
1. Increase the number of families, including under-represented populations, participating in school based events programs offered to parents; evaluation of feedback from parents.
2. Increase the number of staff participating in community organizations and events. 3. Respond to business and community stakeholders through mutual collaboration in
support of student achievement and college/career readiness. 4. Daily and/or weekly, updated school web sites. We aspire to have 100% teacher
published websites. 5. Routine quarterly instructional newsletter delivery across the district. 6. Identify ways that families can support school success in their homes.
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