Washington Oak School 2007 – 2010 School-Based Improvement Plan

 

 

 

 

INTRODUCTORY STATEMENT

 

The intent of this School-Based Improvement Plan is to focus on educational goals, which benefit the entire population.  To be successful, this requires the cooperation of all.  The Washington Oak School-Based Improvement Plan will create educational opportunities for all students to reach high standards.  Each and every member of our school community will work together to achieve this goal.

 

 

·                     Dr. Donna Raptakis – Principal

·                     Ms. Denise Hennessy – School Nurse/Teacher

·                     Ms. Elaine Malachowski – Remedial Reading Teacher

·                     Ms. Ruth Daniels - Classified Representative

·                     Ms. Kathleen McKinney - Grade 5 Teacher

·                     Mr. Donald Jacques - Grade 4 Teacher

·                     Ms. Diane Hunter - Grade 3 Teacher

·                     Ms. Betty Nadrowski - Grade 2 Teacher

·                     Ms. Jill Patrie – Grade 1 Teacher

·                     Ms. Deborah Schofield - Kindergarten Teacher

·                     Ms. Joan Guilfoyle & Margaret Harris - Unified Services Representative

·                     Ms. Susan Enos - Special Education Teacher

·                     Ms. Kimberly Estrela and Ms. Kristen McCarthy - Special Education Teacher

·                     Ms. Chris Magiera – Parent

·                     Ms. Susan Wallbank - Parent

                                                                                                           

 

 

 

 

 

 

 

SCHOOL-BASED IMPROVEMENT TEAM MEETINGS

 

 

 

School-based Improvement Team meetings are held on the first Monday of each month.  Dr. Raptakis facilitates all meetings and in her absence Mrs. Kathleen McKinney is the facilitator.  All minutes and the agenda for these meetings are posted in the faculty room.  Items for immediate consideration are given directly to our faculty and staff.  The opportunity to discuss all items is provided at faculty meetings.

 

 

 

RESPONSIBILITIES OF THE SCHOOL-BASED IMPROVEMENT TEAM

 

 

 

The School-Based Improvement Team has the responsibility of writing and revising the yearly mission statement, attending monthly meetings, monitoring the progress of the action plans and determining objectives and developing tactics for achieving objectives based on all assessments completed throughout the year.  These may include:  NECAP Testing, the DRA, GRADE and additional classroom assessments.

 

 

GOALS

 

 

 

 

 

  • Use mathematical strategies to develop concepts and skills to solve problems, implement solutions, justify conclusions and make generalizations.

 

  • Use the language of mathematics to describe concepts and to explain reasoning and results as well as take responsibility for learning through self-evaluation.

 

  • To promote positive citizenship in order to enhance a safe, effective and personal learning environment.

 

  • Demonstrate the ability to communicate effectively in writing using a variety of formats while applying control of the conventions of  grammar of the English language.

 

  • To read proficiently, to comprehend and analyze a variety of materials to become critical readers.

 

  • To integrate health education and healthy living practices into all areas of the school curriculum and daily school schedule.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MISSION STATEMENT

 

 

 

 

“Washington Oak School is united in achieving academic excellence. We believe that all children are capable of becoming successful life-long learners.”

 

 

 

 

 

 

VISION STATEMENT

 

 

 

 

Washington Oak School provides opportunities for all students to learn skills, acquire knowledge, and develop character within a rich, diverse, and nurturing learning environment.

 

 

 

 

 

 

 

 

GUIDING BELIEFS

 

WE BELIEVE THAT:

 

 

 

 

●     Education begins at home and that the relationship between family and school must be continuously nurtured.

 

 

●    Embracing changes, intelligent risk-taking; and shared decision-making create a catalyst for improvement.

 

 

●    The community at large shares accountability for the success of every child’s academic and personal growth.

 

 

●    Differentiated instruction, including the integration of multimedia technology, allows and motivates all students to

      reach high standards.

 

 

●    Inspiring a life-long ambition for learning enables students to become productive citizens.

 

 

 

Washington Oak School Improvement Plan 2007 - 2010

Reading Literacy

 

Result Statement:  All students will be able to read proficiently, comprehend and analyze a variety of materials to become critical readers.

Target: Close the achievement gap between special populations and state minimum competency and improve analysis and interpretation skills for all students.

 

Changes in student learning Behavior:

 

 

 

All Students will:

·         Demonstrate reading comprehension by making text to self, text to world, text to text connections.

·         Special population students will increase their reading proficiency by identifying important text information, examine story elements, and develop an overall understanding of the text.

·         Students will self evaluate their reading comprehension.

·         Utilize various technology software and hardware to assist in becoming a proficient reader.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Changing Instruction: 

 

 

 

 

All Teachers will:

·         Provide modeling of reading comprehension strategies to promote higher level thinking, reasoning and guided support:

Model

Guided practice

Independent practice

 

·         A variety of alternative instructional materials and strategies will be utilized when needed to increase reading comprehension for  regular and special populations including, but not limited to:

Wilson/Fundations

Think Alongs

Other phonics systems

·         Develop individual conferences to address application of reading comprehension strategies during reading workshop or literature circles.

·         Adapt self-assessment measures according to student needs/abilities.

  • Utilize IPA responses to literature

·         Integrate Scholastic Text Talk into classroom practice

Monitoring progress with timelines and adjustments: 

 

All Teachers will monitor progress through:

  • District and school based assessments (DRA, GRADE) at regular intervals (trimesters) as well as open-ended, teacher prepared, informal assessment tools.
  • Written assignments across disciplines.
  • Routine conferences with students to identify individual instructional goals.
  • Parents will be informed of student progress through parent teacher conferences, IEP progress reports, portfolios and work sent home.
  • Systematic reporting to the SIT team and full staff about observations and concerns regarding instruction.
  • Document and monitor student progress through Personal Literacy Plans.
  • Holistic tests (Signatures)

Collaboration and Support: 

 

 

Professional Development Activities:

  • Data from assessments and looking at student work will be used to design instruction to address areas that need improvement.
  • Grade Level meetings/cross- discipline meetings to discuss uniform areas of progress and areas in need of improvement.
  • Discussion of scientifically research based practices.
  • District level support provided for reading staff
  • Teachers will participate in a Book Study designed to further enhance their instructional practices through inquiry, application & reflective  professional collaboration.

 

 

 

 

 

Resources, School and District: 

 

 

 

 

  • Create designated common planning time for all teachers (faculty meetings, invitations to observe classes, grade level meetings.)
  • Review all forms of evaluation to assess program effectiveness.
  • Continue to provide family outreach efforts through workshops.
  • Ensure the district and school plan for Article 18 professional development funds and other professional development support this action plan.
  • RI PreK-12 Literacy Policy will serve as a resource for all staff

Evaluation of Success/ Reporting to families and community: 

 

  • Student work will be assessed according to expectations outlined in the Grade Level Expectations, using benchmarks and rubrics.
  • State NECAP/

      Alternate

      Assessment

      data

  • Evaluate student work over time using benchmarks and assessments.
  • School report night at PTA meetings.
  • Provide opportunities throughout the year for parents to view evidence of student progress.
  • Create conclusions using evidence that lead to effective planning for the next school year
  •  Utilize IPA responses to literature
  • Integrate Scholastic Text Talk into classroom practice school year.

 

 

Washington Oak School Improvement Plan 2007 - 2010

Language Arts

 

Result Statement:  All students will demonstrate the ability to effectively communicate in writing using a variety of formats while applying control of the conventions of grammar of the English language.

Target: Maintain and continue to improve in the area of conventions and increase assessment results in short responses and extended response to literature.

 

Changes in student learning Behavior:

 

 

 

All Students will:

·         Learn and apply correct grammar, usage, spelling, and mechanics

·         Consistently practice proofreading and editing skills

·         Self-evaluate writing to assess their progress through the use of rubrics and checklists

·         Demonstrate the ability to communicate ideas and information using technology

Effectively increase responses to literature and support making analytical judgments.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Changing Instruction: 

 

 

 

 

All Teachers will:

·         Differentiate instruction based on student need using systematic and frequent assessment data to determine needs.

·         Provide modeling of grammar and punctuation to promote usage by guided support (model, guided practice, independent application)

·         Develop individual conferences to address convention needs during writing workshops

·         Use common language consistently throughout grade levels

·         Make technology available for classroom use for all students.

·         Implementation of 6 Traits+1 along with Empowering Writers

·         Use picture books to model 6 Traits  of writing (grades K-5)

·         Implement Reader Response Journals (grades 3-5) Fountas & Pinnell)

·         Incorporate writing in all content areas

Monitoring progress with timelines and adjustments: 

 

All Teachers will monitor progress through:

  • Daily observation of written work and student participation
  • Written assignments across disciplines.
  • Routine conferences with students to identify individual instructional goals.
  • Parents will be informed of student progress through scheduled parent teacher conferences, IEP Progress Reports, portfolios and work sent home.
  • Systematic reporting to the SIT team and full staff about observations, concerns regarding instruction and assessment results.

Frequent opportunities for principal to review and observe student writing.

  • Utilize IPAs

Collaboration and Support: 

 

 

Professional Development Activities:

  • Data from assessments and looking at student work will be used to design instruction to address areas that need improvement.
  • Grade Level meetings/cross- discipline meetings to discuss uniform areas of progress and areas in need of improvement.
  • Opportunities to aid in improvement and consistent teaching methods across classroom opportunities.
  • Display school-wide common language (i.e., Fundations, 6 Traits posters and proof reading marks).
  • Utilize school-wide grade appropriate rubrics and checklists

 

Resources, School and District: 

 

 

 

 

  • Create designated common planning time for all teachers (faculty meetings, invitations to observe classes, grade level meetings.)
  • Utilize multimedia technology for instruction

Evaluation of Success/ Reporting to families and community: 

 

 

 

  • Student work will be assessed according to expectations outlined in the Grade Level Expectations, using benchmarks and rubrics.
  • State assessment data NECAP
  • Evaluate student work over time using GLE/AGESIS benchmark assessments.
  • Provide opportunities throughout the year for parents to view evidence of student progress.
  • Create conclusions using evidence that lead to effective planning for the next school year.
  • Display student work

 

Washington Oak School Improvement Plan 2007 - 2010

TEACH

 

Result Statement:  To promote positive citizenship in order to enhance a safe, effective and personal learning environment.

Target:  To recognize the positive actions of others while decreasing the number of student referrals for inappropriate behavior.

 

Changes in student learning Behavior:

 

 

 

All students will:

  • Identify TEACH values
  • Participate in SWPBIS supports and programs
  • Become involved in service learning projects that focus on welcoming new students and peer mentoring
  • Improvement in behavior in unstructured settings

 

 

 

 

 

 

 

 

 

 

Changing Instruction: 

 

 

 

 

All faculty & staff will:

  • Adapt and participate in SWPBIS activities
  • Implement classroom and/or grade level service learning projects for positive community interactions
  • Participate and recognize students for their positive contributions to daily school environment

      Complete behavior

           referral forms

  • Utilize SWIS data during RTI meetings
  • Develop support plans for “red zone” students based upon SWIS data.

 

Monitoring progress with timelines and adjustments: 

 

All teachers will monitor progress through:

  • SWIS data collection
  • Referral sheets
  • Completion of service learning projects

 

Collaboration and Support: 

 

 

 

 

  • Data from

      SALT survey

  • SWIS data
  • Recognition awards
  • PBIS Cohort III support from the Sherlock Center
  • Lifetouch for making nametags.

Resources, School and District: 

 

 

 

 

  • Purchase SWIS program
  • Support Recog-nition raffles and rewards
  • Service Learning grants

 

 

Evaluation of Success/ Reporting to families and community: 

 

 

 

  • Recognition bulletin boards
  • Family FYI news and info board
  • Principal monthly newsletter
  • PTA meetings
  • Web Page

 

 

Washington Oak School Improvement Plan 2007 - 2010

Math

 

Result Statement:  Use mathematical strategies to develop concepts and skills to solve problems, implement solutions, justify conclusions and make generalizations.  Students will use the language of mathematics to describe attributes and concepts and explain reasoning and results.  Students will take responsibility for their own learning by self evaluating their work.

Target:  An increase in the percentage of students meeting and exceeding the standard on the math NECAP Assessment with a focus on geometry and measurement across grade levels.

 

Changes in student learning Behavior:

 

 

 

 

  • Represent,  describe and make sense of the world in which they live
  • Develop reasoning and justification skills
  • Be able to communicate observations and solutions to an audience using the language of mathematics
  • Utilize various technology, software and hardware to assist their efforts

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Changing Instruction: 

 

 

 

 

  • Teacher will utilize technology to enrich teaching mathematics via video streaming, interactive math based websites & programs.
  • Implement a scaffold of  math terminology encompassed in GLE’s and NECAP tools to provide consistent language growth across grade levels and within daily classroom activities
  • Implement lessons to  promote conceptual  understanding of spatial relations and measurement
  • Routinely provide opportunities for students to challenge, justify, and share their ideas both orally and in writing.
  • Routinely collaborate, observe, and reflect upon good teaching practices in classrooms
  • Differentiate instruction using systematic, frequent assessment data to meet the needs of all students
  • Model and provide opportunities for routine student self assessment
  • Pursue and attend professional development opportunities
  • Learn, utilize and model technology using techniques developed from online course work
  • Build computational fluency using skill building supplements and from the Math Learning Center.

Monitoring progress with timelines and adjustments:

 

All teachers will monitor progress through:

  • Collaborative reflections of effectiveness of instruction during grade level common planning time

         submitted to SIT

         team

  • Surveys from teachers, students, parents and subsequently, SIT members
  • Data collected from: pre and post testing, observations, work samples, benchmark assessments and scheduled trimester reports

Collaboration and Support: 

 

 

 

 

  • Data from NECAP and other tools will be used to design instruction addressing areas of need. Our focus: geometry  and measurement using problem solving techniques and effective math

language

          development

  • Ensure the district and school plan for Article 18 and other Professional

          development

          funds support

          these efforts

  • Schedule Ms. Armitage for September and April dates to extend efforts begun previously
  • Enhance technology using our own faculty as facilitators with support from Fresh Perspectives Resources to Enhance Elementary Math Instruction

Resources, School and District:

 

 

 

 

  • Find ways for teachers to observe other successful schools and colleagues within our school
  • Fall and spring professional development opportunities with Ms. Armitage of Exemplars
  • Support consistent skills and concept development with chosen pieces of “Bridges” calendar program
  • computer software and hardware and internet to enhance
  • Math instruction using instruction from Fresh Perspectives online course work.

Evaluation of Success/ Reporting to families and community: 

 

 

 

  • District, school, classroom and State Assessments
  • Parent workshop with Ms. Armitage in September
  • Teacher, parent, and student surveys
  • Math team reflections from accumulated surveys and data at trimesters
  • Provide parents with internet resources from Fresh Perspective Course work.

 

 

Washington Oak School Improvement Plan 2007 - 2010

School-Wide Health and Wellness Action Plan

 

Result Statement:  All students, faculty, and staff will increase their knowledge about physical, mental, emotional, and social health in order to improve and maintain their overall wellness, prevent disease, and reduce risky behaviors.

Target:  To integrate health education and healthy living practices into all areas of the school curriculum and daily school schedule.

 

Changes in student learning Behavior:

 

 

 

 

 

·         Comprehend concepts related to health promotion and disease prevention as a foundation for a healthy life

·         Demonstrate the ability to practice health-enhancing behaviors and reduce health risks

·         Demonstrate the ability to use goal-setting and decision-making to enhance health

 

 

 

 

 

Changing Instruction: 

 

 

 

 

In collaboration with the school nurse/teacher, teachers will:

  • Promote a learning environment that supports students in developing lifelong healthy behaviors by supporting healthy nutritional practices and regular physical activity
  • Provide non-food rewards and incentives as the first choice to promote positive behavior
  • Provide daily opportunities for physical activity in all classes, other than gym
  • Model healthy behaviors
  • Encourage healthy snacks

 

Monitoring progress with timelines and adjustments:

 

 

Teachers will monitor progress through:

  • Pre and post tests to measure changes in behavior
  • Various evaluation tools and techniques of each teacher’s choosing
  • Observation of overall health and wellness behaviors

 

Collaboration and Support: 

 

 

 

 

 

  • Scheduled regular meetings with the school/nurse teacher to assess the progress of health teaching and positive healthy changes throughout the building
  • School nurse/teacher will be available to assist and provide materials to reinforce classroom teaching
  • School nurse/teacher will contact community agencies to seek out resources/programs

 

Resources, School and District: 

 

 

 

 

 

  • Health education textbooks
  • Various kid-friendly websites that promote health and wellness
  • Continuing pursuit of grant monies to promote health and wellness programs
  • School nurse/teacher will maintain webpage to include tips and informational links for teachers/students

 

Evaluation of Success/ Reporting to families and community: 

 

 

 

 

  • Monthly newsletters
  • PTA meetings
  • Salt survey