Timeline



Millbury Street Elementary School Improvement PlanSchool Year 2019-2020Grafton Public Schools – Strategy Overview VisionGrafton Public Schools is an evolving and responsive community. We provide an interactive learning environment that ensures academic excellence and social responsibility. Our instructional programs foster personal integrity and the critical thinking necessary for global citizenship. We empower our students to be active participants who thrive in an ever-changing world.Theory of ActionThe Grafton Public Schools will exceed the needs of all students by promoting exceptional instruction and the growth of all educators through collaboration, a rich and interconnected curriculum, and instructional supports.Strategic ObjectivesStrategic Objective #1: Foster the development of flexible and innovative learning environmentsOverview: The flexible modern learning environments being built today promote and support a range of learning activity, no longer confining students to a single desk and chair for everything they do. These learning environments support strengths-based teaching and can offer students and teachers flexibility, openness and access to resources, and can be configured to meet the changing requirements. Strategic Objective #2: Maximize community engagementOverview: Schools, parents, and the community should work together to promote the health, well-being, and learning of all students. When schools actively involve parents and engage community resources, they are able to respond more effectively to the health-related needs of students. Family and community involvements foster partnerships among schools, family and community groups, and individuals. These partnerships result in sharing and maximizing resources. And they help children and youth develop healthy behaviors and promote healthy families.Strategic Objective #3: Expand authentic learning experiences and assessments for all studentsOverview: Authentic learning refers to a wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications. Students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school.Strategic Objective #4: Increase personalized learningOverview: The term personalized learning refers to a diverse variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students. Personalized learning is generally seen as an alternative to so-called “one-size-fits-all” approaches to schooling in which teachers may, for example, provide all students in a given course with the same type of instruction, the same assignments, and the same assessments with little variation or modification from student to student. The goal of personalized learning is to make individual learning needs the primary consideration in important educational and instructional decisions.Strategic Objective #5: Foster social-emotional learningOverview: Provide a safe and supportive learning and social environment where each member of the educational community can achieve in a respectful and productive environment and where students will grow in the five Social-Emotional Learning Competencies: Self-Awareness, Social Awareness, Relationship Skills, Responsible Decision-Making, and Self-Management. Section 1: School Improvement Goals for 2017- 2020 (Goals/Connections to District Strategic Plan)Objective Area GoalsFoster the development of flexible and innovative learning environmentsSIP Goal # 1: Implement a rich and interconnected curriculum through high quality instruction that is differentiated, informed by evidence of student learning, collaborative, highly engaging, and focused on continual growth.Maximize community engagementSIP Goal # 4: Continue to strengthen our school community by increasing the involvement of parents, neighbors, businesses, and educational institutionsExpand authentic learning experiences and assessments for all studentsSIP Goal # 2: Improve student achievement through data and ongoing assessments that will inform all aspects of decision-making: curriculum, instruction and assessment practicesIncrease personalized learningSIP Goal # 1: Implement a rich and interconnected curriculum through high quality instruction that is differentiated, informed by evidence of student learning, collaborative, highly engaging, and focused on continual growth.SIP Goal # 3: Support student and faculty wellness through social and emotional programs and practices.SIP Goal # 4: Continue to strengthen our school community by increasing the involvement of parents, neighbors, businesses, and educational institutionsFoster social-emotional learningSIP Goal # 3: Support student and faculty wellness through social and emotional programs and practices.SIP Goal # 4: Continue to strengthen our school community by increasing the involvement of parents, neighbors, businesses, and educational institutionsSection 2: School Overview School DemographicsEnrollment and Class Size Information:GradeEnrollment 2018-2019Grade 2136 Grade 3125Grade 4145Grade 5142Grade 6129Total693Student Information:Subgroups% of PopulationNative American0African American1.3Asian15.2Hispanic5.8White75.2Other/Multi Race2.5Special Education22.3Low Income12.4English Language Learners1.7First Language, Not English2.6Above data from DESE School Profile FY 18 Section 3: Update on Goals from 2017-2020 School Improvement Plan:The 2017 – 2020 school year goals and objectives were:Goal #ObjectiveGoal #1Implement a rich and interconnected curriculum through high quality instruction that is differentiated, informed by evidence of student learning, collaborative, highly engaging, and focused on continual growth.Goal #2Improve student achievement through data and ongoing assessments that will inform all aspects of decision-making: curriculum, instruction and assessment practicesGoal #3Support student and faculty wellness through social and emotional programs and practices.Goal #4Continue to strengthen our school community by increasing involvement of parents, neighbors, businesses and educational institutions. Summary of Progress Made on 2017-2020 Goals:SIP GOAL #1 Results from 2017-2019SIP Goal # 1: Implement a rich and interconnected curriculum through high quality instruction that is differentiated, informed by evidence of student learning, collaborative, highly engaging, and focused on continual growth.Description of Proposed Action/Activity (What is going to be done to address this goal?)Research/Rationale For Activity (Explain how best practices and research justify this activity)Person(s) ResponsibleTimeline(When will the activity occur?)AnticipatedEnd Outcome1.1 Inform stakeholders on state standards/frameworks revisionsGPS curriculum should be aligned vertically and horizontally to the MA state standards/frameworks.District AdminBuilding AdminGrade Level LeadersDepartment Heads2017 - 2019Curriculum & instruction will reflect current MA state standards/frameworks1.2 Engage staff in professional learning groups across district (Report Card, Impactful Practice, 6 Traits, Social Thinking, Homework, New Teacher Workshop, BLA Trainings, IA Trainings) & out of district professional development (MASSCue, Lesley Literacy Conference, PRWE, MA Down Syndrome Conference, Wilson Reading)Staff engagement in researched-based professional development supports the district strategic objectives and student learning.District AdminBuilding AdminTeachersSpecialistsService Providers2017 - 2019Staff will continuously build their repertoire of pedagogical knowledge and instructional strategies; as well as provide in-house professional development through “Staff Shares”.1.3 Continue improvement of students’ reading & writing skills through the implementation of Guided Reading, Daily 5, CAF? and Project READ/WRITEThe essential components of reading are generally agreed to address phonics, vocabulary, fluency, and comprehension.Building AdminTeachersReading Spec.Literacy Spec.2017 - 2019MSES students will show continuous improvement in reading & writing skill as reflected in trimester assessment data and MCAS performance data.1.4 Increase the use of technology to engage students and support authentic learning (Student Google Ed Accounts, Discovery Learning, Raz Kids, Brain Pop, NewsELA, Ozbots, Envisions, ChromeBook Carts) Technology in the classroom allows students to engage in high-interest topics, collaborate with peers, access curriculum and accommodate various learning styles.Today’s students are living in a digital world.District AdminBuilding AdminTeachersSpecialistsService Providers2017 - 2019Technology use will be embedded throughout the instructional day to enhance instruction, as well as a conduit for students’ learning, communication and self- assessment.1.5 Train staff on Authentic Learning principles and practices“Learning-by-doing is generally considered the most effective way to learn.” M. Lombardi, May 2007Building Admin2017 - 2018Student engagement and performance will increase as they experience learning through real-life application.1.6 Train staff on Mathematical Practices and High Yield Activities These [mathematical] eight practices describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics. - NCTMBuilding Admin2017 - 2018 Students will think mathematically and develop as mathematicians.During the 2018-2019 school year we implemented the following action steps at MSES to meet our SIP goal #1. After teacher leaders received training throughout the summer, Project Read Written Expression was implemented in all grade levels (1.3). The trimester reading assessment criteria was revised allowing teachers the flexibility to assess only those students who were at or below grade level standards. This reduced the amount of time assessing students unnecessarily while increasing instructional time in the classroom. (1.3) The building principal worked alongside grade level leaders and the Director of Technology to develop and instructional schedule for Chromebook use and technology integration in the classroom to ensure equity and exposure to all students in all grade levels. (1.4) Teachers engaged in several outside professional development opportunities, bringing back their newly acquired skills and provided inhouse training to fellow staff members though “staff shares” at faculty meetings (1.2). Teacher teams met to align math, science and social studies curriculums. (1.1)Status of Goal: Met. SIP GOAL #2 Results from 2017-2019SIP Goal # 2: Improve student achievement through data and ongoing assessments that will inform all aspects of decision-making: curriculum, instruction and assessment practices.Description of Proposed Action/Activity (What is going to be done to address this goal?)Research/Rationale For Activity (Explain how best practices and research justify this activity)Person(s) ResponsibleTimeline(When will the activity occur?)Anticipated?End Outcome2.1 Inform stakeholders on new state standards/frameworks and associated testing, new curricular programs and/or methodologiesGPS curriculum should be aligned vertically and horizontally to the MA state standards/frameworks.District AdminBuilding AdminGrade Level LeadersDepartment Heads2017 - 2019Assessment will reflect current MA state standards/frameworks2.2 Embed Response to Intervention (RtI) throughout the instructional day Interventions to support student learning should be differentiated and embedded during classroom instruction.TeachersSpecialists2017 - 2019Students will receive timely, personalized and targeted interventions.2.3 Utilize data to flexibly group students both within and among classroomsStudent individual learning needs will be better met while engaging in classroom learningTeachersSpecialists2017 - 2019Students will learn grade level content that best suits their individual learning styles and needs.2.4 Update and implement comprehensive standards-based reporting tools for all students. (Report Cards, Progress Reports)Report cards should accurately reflect grade level standardsDistrict AdminBuilding AdminTeachersSpecialists2017 - 2018Report cards will accurately reflect grade level standards.During the 2018-2019 school year we: implemented the following action steps at MSES to meet our SIP goal #2. Teachers worked with colleagues during half-day sessions to review, edit and align curriculum. (2.1) Fifth grade teachers created interventions in math and reading to implement during small group instruction through flexible groupings across classrooms. (2.3) Second grade teachers implemented “double doses” of Fundations when necessary to targeted groups of students. (2.2) Reading specialists grade level created RtI fluency groups for students who did not qualify for Title I Reading services but did not show desirable gains in fluency rate from the fall through the winter assessment windows. (2.2) Status of Goal: Met. SIP Goal # 3: Support student and faculty wellness through social and emotional programs and practices.Description of Proposed Action/Activity (What is going to be done to address this goal?)Research/Rationale For Activity (Explain how best practices and research justify this activity)Person(s) ResponsibleTimeline(When will the activity occur?)AnticipatedEnd Outcome3.1 Develop stakeholder surveys (Student, staff, parent) to gather formative feedback for ongoing improvementCollecting ideas, opinions, concerns and questions from all school community stakeholders provides essential information for school improvement.Building AdminGrade Level LeadersTeacherSAC Members2017 - 2019Increased community involvement and investment in the school.Greater sense of pride and sense of belonging in all community members.3.2 In conjunction with Responsive Classroom philosophies implement proactive, building-wide, positive reinforcement practices to promote expected behaviors (CARES Certificates, All School Meetings, Community Helpers)“Findings showed that teachers' use of RC practices was associated with students' improved reading achievement, greater closeness between teachers and children, better pro‐social skills, more assertiveness, and less fearfulness…” -Rimm-Kaufman & Chui March 16, 2007Building AdminTeachers/StaffParentsVolunteers2017 - 2019Students will demonstrate a greater sense of belonging to their classroom and school community. 3.3 Implement the Social Thinking Curriculum in classrooms“Social thinking is the process by which we interpret the thoughts, beliefs, intentions, emotions, knowledge and actions of another person along with the context of the situation to understand that person’s experience.A person’s social thinking ability has a considerable affect on his or her relationships and success in school and at work.” - School PsychologistSPL TherapistsTeachers2017 - 2018Students will develop social competencies to better understand themselves and the world around them.3.4 Implement classroom practices, language and attitudes that foster a growth mindset in students and teachers“Students with a growth mindset understand they can get smarter through hard work, the use of effective strategies, and help from others when needed.” - Building AdminTeachersStaff2017 - 2018Students will understand and practice the power of “not yet”.3.5 Schoolwide Professional Development on Social Emotional Learning, Growth Mindset, Trauma, Relationships“A growth mindset is the belief that intelligence can be developed. Students with a growth mindset understand they can get smarter through hard work, the use of effective strategies, and help from others when needed.” C.Romero, July 2015Building Admin 2018 -2019Students and staff will practice a growth mindset throughout their school day.Students will reach a higher level of success through hard work and positive thinking. Teachers and staff will set high expectations and meet challenges.3.6 Social Emotional Learning in the Classroom Book StudyA book study will provide deeper understanding of the book SEL in the Classroom.Building AdminTeachersStaff2018 - 2019Teachers will develop a greater sense of understanding of SEL and will effectively blend SEL into their instructional and classroom communityDuring the 2018-2019 school year we: implemented the following action steps at MSES to meet our SIP goal #3. All staff (teachers, specialists, BLAs, IAs, Nurses) participated in year long professional development around trauma, relationships, social emotional learning and growth mindset (continued from FY18). During this time we utilized the 5DM process to analyze student survey results to identify our starting point as well specific target areas for SEL implementation. We created “relationship maps” for all students to discover those who may be “hidden” or “under the radar”, and strategized how to make these students seen and empowered. (3.1), (3.5), (3.6). We designed a data collection system for our CARES certificates, which enabled staff to analyze which of the five Core Values are more frequently acknowledged by staff and discussed methods and means of fostering those values less practiced by our students (empathy and assertion). Students practice growth mindset strategies within their classrooms. Older students visited younger students to read books and lead activities around the importance of learning with an growth mindset. (3.5) (3.2) Reset buttons were introduced to staff and students as a visual reminder that every day is a reset for everyone at MSES. (3.5) Teacher participated in an online book study of SEL in the Classroom using the Schoology platform. (3.7)Status of Goal: Met. SIP Goal # 4: Continue to strengthen our school community by increasing involvement of parents, neighbors, businesses and educational institutions. Description of Proposed Action/Activity (What is going to be done to address this goal?)Research/Rationale For Activity (Explain how best practices and research justify this activity)Person(s) ResponsibleTimeline(When will the activity occur?)AnticipatedEnd Outcome4.1 Continue to develop and maintain relationships with local businesses to enrich and sustain support for school based activities/programs/enrichment (Homefield Credit Union, Kohl’s, 99 Restaurant, Dunkin’ Donuts, Target)Community involvement strengthens a school climate and culture as well as provides additional resources.Building AdminStaffCommunity OrganizationsLocal BusinessesEducational InstitutionsSG-PTO2017 - 2019 An increase in enrichment programs, authentic learning opportunities, student choice and student engagement.4.2 Continue to develop and maintain relationships with educational institutions to enhance and expand authentic learning opportunities for students outside of their classrooms and school (Apple Tree Arts, Tufts Veterinary School, PTO Enrichment, Framingham State University, Grafton Land Grant, Grassroots Wildlife Conservation, EdCamp)Partnering with outside educational institutions provides enrichment and authentic learning opportunities that may otherwise not be available at MSES.Building AdminTeachers/StaffCommunity OrganizationsLocal BusinessesEducational InstitutionsSG-PTO2017 - 2019Students will experience authentic learning outside of their classroom walls and school building.4.3 Increase the involvement and presence of parent and community volunteers throughout the schoolResearch shows that a strong home-school connection and sense of community strengthens a school’s climate and culture.Building AdminTeachers/StaffParentsCommunity MembersSG-PTO2017 -2019Students and staff will feel a greater sense of support from community members and benefit from these relationships.During the 2018-2019 school year we: implemented the following action steps at MSES to meet our SIP goal #4. MSES students across all grade levels benefitted from enrichment programming provided by various outside organizations, SG-PTO and local businesses. (4.1) Students created, organized and enacted several Service Learning Projects that benefited community members within our school area and globally. (4.2) Sixth grade students organized a year long food drive in support of the Grafton Food Bank. MSES welcomed 10 Grafton High School students who completed community service hours in our classrooms (4.3). Our students also participated in Independent Service Projects implemented by Grafton High School students by helping to make blankets, write letters to veterans and attend after school art classes instructed by the GHS students. (4.2) MSES had our very first EdCamp this year which could not have been possible without our volunteers. (4.3) Partnering with Apple Tree Arts, an after school drama program was available at MSES to interested students. (4.2)Status of Goal: MetSections 4 & 5: Goal Detail and Action Plans for 2019-2020 SIP GOAL #1 Action PlanSIP Goal # 1: Expand the available approaches for addressing the social emotional learning needs of students and staff. District Strategic Connection: Foster social-emotional learning and Maximize community engagementDescription of Proposed Action/Activity (What is going to be done to address this goal?)Research/Rationale For Activity (Explain how best practices and research justify this activity)Person(s) ResponsibleTimeline(When will the activity occur?)Anticipated?End Outcome1.1 Establish a Social Emotional Learning Team (SELT)The research is clear that we need to address the Social Emotional?of our students “in order to motivate them to learn critical skills such as the ability to communicate, connect with others, resolve conflict, self-regulate, display kindness and empathy and cope with challenges.”Dr. Shulamit Ritblatt???Jan 26, 2018Building AdminStaffQuarterly Meetings throughout the 2019-2020 school yearSocial Emotional Learning Team (SELT) to be formed and to convene on a quarterly basis.1.2 PD around SEL & Instructional practicesTo ensure that instructional practices support the SEL needs of students, staff must be proficient in their understanding and approach. Building AdminTeachersStaff2019-2020 Through PD, all staff will demonstrate a shared understanding of the 5 components of SEL, as evidenced by integration of instructional practices which focus on explicitly addressing our students needs. 1.3 SEL Parent NightEngaging parents in the education of their child is integral to the success of the whole child. In an ever changing world, supporting parents understanding of the SEL needs of students will benefit the student, parent and overall educational experience for the family. Building AdminTeachersStaff2019 - 2020(Date TBD)Parents will have the opportunity to explore and understand the 5 components of SEL, the instructional methods used to explicitly teach their child and ways in which they can support their child at home at SEL Parent Night in 2019-20.1.4 SEL Book StudyAll Learning is Social & Emotional LearningA book study will provide deeper understanding of the book All Learning is Social & Emotional LearningBuilding AdminTeachersStaff2019 - 2020Teachers will continue to develop a greater sense of understanding of SEL and will effectively blend SEL into their instructional and classroom communitySIP GOAL #2 Action PlanSIP Goal # 2: Provide high quality instruction that is differentiated, authentic, aligned to state standards, and informed by evidence of student learningDistrict Strategic Connection: Expand authentic learning experiences and assessments for all students and Increase personalized learningDescription of Proposed Action/Activity (What is going to be done to address this goal?)Research/Rationale For Activity (Explain how best practices and research justify this activity)Person(s) ResponsibleTimeline(When will the activity occur?)?End Outcome2.1 Evaluate current assessment practices and develop a means for collecting and analyzing student data in Math content area. A standard method for benchmarking and progress monitoring student progress in the area of math will allow teachers to better analyze student needs as well determine more targeted intervention to support learning for all. Building AdminTeachersSpring 2020A standard practice for assessing all students in the area of Math. 2.2 Implement and analyze the alignment of the 2018 Social Studies practice standards in grades 2-6.The state of Massachusetts has based their 2018 Social Students standards alignment on the importance of “practice standards”. During the 2018-2019 school year teams mets to align standards and update ATLAS.Building AdminTeachers2019 - 2020The new standard alignment will meet the state’s over-arching guiding practices as outlined in the 2018 History and Social Science Framework. 2.3 Implement the Fountas & Pinnell Benchmark Assessment System in grades 2 - 5F & P Benchmark Assessments provide teachers with precise tools and texts to observe and quantify specific reading behaviors, and use that data to plan meaningful instruction.Building AdminTeachersStaffLiteracy Coordinator2019 - 2020Teachers will have access to detailed information about analyzing and interpreting reading behaviors of their students to inform instructional planning and interventions. 2.4 Expand opportunities in the classroom for students to engage STEAM activities to increase technology integration, inquiry based instructional practices, and enhance inter-curriculum connections.STEAM activities have increasingly become an essential component of the elementary classroom as a method to providing authentic learning experiences, incorporating project based learning, increasing student inquiry and engagement, and fostering higher-level, critical thinking skills. Building AdminTeachersStaffTechnology Director2019 - 2020By engaging students in STEAM activities they will be able to make meaningful, “real-life” connections to their learning and develop essential skills that will be accessed throughout their lives, such as those found under the evaluation and synthesizing levels in Bloom’s Taxonomy.SIP GOAL #3 Action PlanSIP Goal #3: Provide a safe, innovative and emotional flexible safe school environment for all learners.District Strategic Connection: Expand authentic learning experiences and assessments for all students and Increase personalized learningDescription of Proposed Action/Activity (What is going to be done to address this goal?)Research/Rationale For Activity (Explain how best practices and research justify this activity)Person(s) ResponsibleTimeline(When will the activity occur?)AnticipatedEnd Outcome3.1 MSES Safety Protocols to be reviewed, refined, and practiced with all staff and students.The safety of the students and staff at MSES is a priority in ensuring access to a physical and emotionally safe learning community.District AdminBuilding AdminAll StaffGrafton PD2019 - 2020Creation of a year-long safety practice plan to enhance student and staff awareness of potential emergency incidents, such as fire drills and active intruder drills. 3.2 Adopt and Adapt the district School Emergency Operations Plan.Each building’s SEOP should be individualized based on student population, location of the school, and age of the students.District AdminBuilding AdminTeachersStaff2019 - 2020The SEOP offers a range of protocols for emergency procedures including, but limited to, relocation, reunification, and communication in the event of an emergency.3.3 Outdoor learning classrooms will be revitalized and fully restored for instructional useThe flexible modern learning environments being built today promote and support a range of learning activity, no longer confining students to a single desk and chair for everything they do.Building AdminTeachers/StaffCustodians2019 - 2020Student learning and engagement will be enhanced through authentic learning experiences outside of the classroom walls.Section 6: Signature PageName/RoleSignatureJoanne Stocklin, Co-Chair, Principal Cathy Lazo, Parent Jody Simpson, Parent Jenny Lee, Teacher Tracy Estaphan, Teacher Heidi Shorr, TeacherKatera Lazeren, ParentDiane Silver, Parent ................
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