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|sCHOOL NAME: Edison K8 |DATE: 1/22/13 |

Whole School Improvement Plan 2012-2013

The purpose of the Whole School Improvement Plan is to support the thinking of school leaders in analyzing trends in student data and help them identify the professional practices to overcome challenges to student learning. These strategies will be strategically aligned to the Academic Targets of the Acceleration Agenda and support the use of the educator performance evaluation system to support effective teaching.

|student performance data analysis |

This section of the document will support your identification of focus areas for your school. You should use 1 or 2 pages to answer the questions.

|OPTIONAL: Prior to answering the questions below, you may find it helpful to examine your school’s historical data, sub-group data |

|on the DESE school profiles website (see instructions below), and previous WSIPs. Collecting existing documentation you have |

|available will support your analysis. |

1. Go to

2. Under Organization Type, select “Public School” and under City/Town, select “Boston”

3. After selecting your school, click on the “Assessment” tab

In order to access preliminary MCAS data broken down similarly, you will need to log in to the DESE Security Portal.  If you don’t know your login information, please contact Diane Ford at 617-635-9505.

4. Go to and enter your username and password

5. Select Data Warehouse v3.0

6. On the top of the screen, select “Public Folders”

7. Now select the MCAS Reports folder

8. Explore the reports listed here but some helpful ones are:

Note: Reports allow you to view item analysis by the old MA Standards or the new Common Core-based MA Curriculum Frameworks; they also allow for reporting by various student subgroups

a. CU406 - Preliminary Spring 2012 MCAS School Results by Standards

b. IT401 - Preliminary Spring 2012 MCAS School Test Item Analysis Summary

c. PE404 - Preliminary Spring 2012 MCAS School Results by Subgroup (view in a PDF to see all grades easily)

How our students are doing

4. Analyze students’ academic strengths, struggles and data trends. Use this analysis to answer the questions below.

▪ For each AYP subgroup (Limited English Proficient, Special Education, Low Income, African-American, Asian or Pacific Islander, Hispanic, Native American, White) please cite specific data as evidence to answer the questions below:

o What are our students’ academic strengths?

Data Trends:

• In general, our data reflects the work the school has done to improve the ELA outcomes for our students. In the past year, we focused on our ELA instruction and our writing responses as a theory of action to improve student ELA achievement outcomes. In contrast, on average our students are severally underperforming in science. It is of note that only students in grades 5 and 8 are taking this particular exam. In terms of absolute achievement our CPI in math is lower than in ELA, however our SGP for math was a robust 60 percent. On both assessments our students are continuing to struggle in the open response sections of the exams. In terms of specific groups, in general our Special Education population is continuing to struggle behind the other subgroups.

| |Academic Strengths (CPI) |Struggling (CPI) |

|LEP |ELA-61.4 |Science-34.9 |

|SPED |ELA-38.6 |Science-34.3 |

|Low Income |ELA-63.6 |Science-40.2 |

|African American |ELA-59.8 |Science-34.3 |

|Asian American/PI |Math-87.9 |ELA-84.4 |

|Hispanic |ELA-61.6 |Science-38.1 |

|Native American |Sub Group Not Counted |Sub Group Not Counted |

|White |ELA- 69.8 |Science-50.0 |

Existing achievement gaps

5. Fill in data chart on sub-group performance from “MCAS Results by Subgroup.” We suggest that you choose the one group that is 15% or more below the aggregate and choose only one subgroup for each content area. Please note that for English Language Learners, MCAS should be aligned with MEPA ELD levels. This information is available from the Office of English Language Learners.

▪ Please cite specific data as evidence to answer the questions below:

o Who are our highest performing sub-groups?

|Subject Area |Highest Achieving Subgroup (CPI) |School |District |State |

|ELA/ESL |Multi-Race/Non-Hispanic Latino or Asian | 85.4/84.4 |78.2/86.9 |86.3/90.2 |

|Math |Asian |87.9 |90.8 |89.9 |

|Science |Asian |64.5 |78.7 |84.4 |

o Who are our lowest performing subgroups?

|Subject Area |Lowest Achieving Subgroup (CPI) |School |District |State |

|ELA/ESL |Student with Disabilities |38.6 |55.4 |67.3 |

|Math |Student with Disabilities |34.3 |49.2 |56.9 |

|Science |Student with Disabilities |24.0 |43.4 |58.7 |

6. Insert MCAS Graphs from the “MCAS Annual Comparisons” option into the spaces below. For each content area, select the graph(s) that synthesize your analyses.

|Insert ELA/ESL Data Below: | |Insert Math Data Below: | |Insert Science Data Below: |

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|PERSISTENCE AND BEHAVIOR (Attendance, Suspensions, Expulsions) |

Aggregated attendance and suspension data is available at your school’s page on the under the “Students” tab and after selecting the “Indicators” option. For more specific data on attendance, suspensions, tardiness, and expulsions, please refer to your school’s records.

Please respond to the following questions:

Define the attendance goal for your school:

▪ The goal for our school is to have a daily average attendance rate of 95%.

What are your attendance rates?

▪ In the 2011-2012 school year our average attendance rate was 92.7%

▪ Our 2012-2013 current daily average attendance is 93.9%

▪ Which sub-groups of students have the best attendance? (Highlighted in teal)

o

| |Average Daily Attendance |

|LEP |95.4% |

|SPED |93.5% |

|Low Income |81.7% |

|African American |91.6% |

|Asian American/PI |97.6% |

|Hispanic |92.1% |

|Native American |93.8% |

|White |92.4% |

▪ Using your defined attendance goal as a benchmark, which sub-groups of students have not met this goal?

o The subgroups that did not meet our attendance goal from last year were: Special Education students, Low Income Students, African American students, Hispanic students, Native American students, and White students.

What are the tardiness rates at your school?

▪ What sub-groups of students are struggling the most with tardiness?

o The group of students that struggle the most with tardiness is our students with special needs which on average were tardy approximately 4.303 times in the 2011-2012 school year.

Who is being suspended and expelled?

▪ Which sub-groups are suspended the least?

o Asian students are suspended the least with zero students having a suspension, or spending any days out for suspensions.

▪ Which sub-groups are suspended the most?

o African American students have the highest number of students with suspensions. The number of African American students that have been suspended to date is 12 students totaling 17 suspensions and 26 days spent out of school in total.

▪ Which groups of students appear to be struggling with behavior?

o Students that struggle the most with behavior are our students with special needs, especially those in the Emotional Impairment strand. It should be noted this is in part due to the nature of their disabilities.

|School-Wide Assessment |

|ACCELERATION AGENDA ACADEMIC TARGETS |

|Which Academic Targets of the Acceleration Agenda are most challenging for your school? |

|Reading by the end of Grade 1 |

|Reading to learn in Grade 3 |

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|Skillful, analytical writing in Grades 4-12 |

|Algebra 1 in Grade 8 |

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|English Language Learners acquire academic language and content mastery and fluency |

|Significant academic growth for students with disabilities |

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|“On-track” to graduate by the end of Grade 10 |

|High school graduation |

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|College-ready and success-bound |

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|Focus Areas. |

|District Priority |

|Teacher Rubric Element |

|Administrator Rubric Element |

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|Increasing Academic Rigor |

|Well-Structured Lessons (I-A-4) |

|Lesson Development Support (I-A-2) |

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|Using Data to Differentiate Instruction |

|Adjustments to Practice (I-B-2) |

|Access to Knowledge (II-D-3) |

|Adjustments to Practice (I-C-2) |

|Diverse Learners’ Needs (I-B-3) |

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|Engaging Families, Community and Partners |

|Parent/Family Engagement (III-A-1) |

|Two-Way Communication (III-C-1) |

|Parent/Family Engagement (III-A-1) |

|Two-Way Communication (III-C-1) |

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|Professional Growth and Evaluation |

|Goal Setting (IV-A-2) |

|Educator Goals (I-D-1 ) |

|Observation & Feedback (I-D-2) |

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|Use data analysis on preceding pages and other information about your school to identify three problems of performance: |

|a. Our students that are classified as Special Education are consistently underperforming in comparison to their general education peers |

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|b. Our African American Male Students are consistently underperforming in relation to other ethnic subgroups and gender. |

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|c. Our ELL students are consistently underperforming in comparison to our non-ELL population. |

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|Write up to three school-wide student learning goals that will address your problems of performance: |

|In order to address the achievement gaps that exist between general education students and students who have special needs and/or who are English language |

|learners students scoring in the lowest 1/3 of each class on the first predictive will make 5 points of progress by the second predictive assessment and an |

|addition 5 by MCAS for a total of 10 points. |

|What professional practices (from the district priority areas and the Rubric of Effective Teaching) will you leverage to address the above student learning |

|goals? |

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|School-wide Priority i: Data Driven Instruction |

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|School-wide Priority ii: Writing in response to reading-lead in to the Common Core |

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|School-wide Priority iii: Continued implementation of PBIS |

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|School-wide Priority iv*: Working with staff to implement staff goals with fidelity and purpose. |

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|School-wide Priority v*: |

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|*If applicable |

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|School Leader Goals. Compose one student learning goal and one professional practice in the space below. Please follow the SMART goal format (for |

|assistance, please visit the Goals Guidance Document). Note that the professional practice goal should be based in the Rubric of Effective Administrative |

|Leadership Practice. |

| |

| |

|Student Learning Goal: |

|In order to address the achievement gaps that exist between general education students and students who have special needs and/or who are English language |

|learners students scoring in the lowest 1/3 of each class on the first predictive will make 5 points of progress by the second predictive assessment and an |

|addition 5 by MCAS for a total of 10 points. |

|Professional Practice Goal: |

|All teachers will receive at least 10 pieces of useful feedback per year. All administrators are expected to complete at least 2 observations per week to |

|support this goal. |

| |

School-wide Priority:

|Data Driven Instruction |

| |Check Applicable Area(s):|

|Action Steps |

| |Check Applicable Area(s): |

|Action Steps |

| |Check Applicable Area(s): |

|Action Steps |

| |Check Applicable Area(s): |

|Action Steps |

Please respond to the following questions:

• Describe how parents will be involved in the design, implementation, and evaluation of the school wide program.

i. Parents will be involved via School Site Council and the Learning Walks. In these venues, parents are able to provide feedback on our goals for students learning, to share how we are improving our practice as professionals and to share their expectations for our performance and operation as a school.

• Describe how parents will receive timely information about the Title I program at your school; how they will be informed of the curriculum, assessments and proficiency levels students are expected to meet; and how they will be encouraged to participate in decision making opportunities about their child’s education.

i. Teacher and Family Conferences-There are two mandatory teacher and family conferences in October and March. Teachers discuss classroom and school wide expectations with families. During this time, they also review the learning goals for the year and the content that students will be learning throughout the school year.

ii. Learning Walks- Learning Walks are a key tool in exposing families to the daily operations of the school. Learning walks are conducted monthly. During the visits parents learn about grade level curriculum and standards, discuss the work students are completing, learn how to use the BPS Family Guide to Learning and they are able to talk with other parents and school staff members about what they can do to support the child’s learning.

• List specific training activities and decision-making opportunities for parents.

i. School Site Council- For parents we offer the School Site Council as a way to participate and engage in school decisions. The School Site Council is also the governing body of Edison K8. Parents, staff and community members serve 2-year terms on the School Site Council.

ii. Parent University- This is an opportunity for parents to sharpen their skills as they work as one of life’s most important and demanding roles. The program provides parents and caregivers with information about their vital responsibility in shaping children’s lives. The parent university focuses on child development, what children are learning in schools, advocacy, parent leadership and effective parenting skills.

iii. Technology Goes Home-We provided two 25-hour sessions in October and November. When parents complete the course families receive a certificate and are able to receive a netbook at a reduced price.

• Describe how parents’ input or feedback has been used to shape this plan.

i. Through the School Site Council and Learning Walk, we have been able to share our priorities for student learning and solicit parent feedback.

WSIP Communications Plan

3-2-1

3: What are three key messages about the WSIP you will communicate to teachers?

1. We are maintaining the Umbrella – despite multiple initiatives and competing demands we are seeking coherence in our work to improve student achievement.

2. We are continuing to refine our skills in our 3 target areas: using data, writing in response to reading and PBIS.

3. For us to be successful we will have to engage in collaborative and integrative work between PD, Instruction, Teachers, Grade Teams, and Families.

2: What are two ways you will communicate to parents and the greater school community?

1. One way we will be sharing our plan is through our school website and twitter feed.

2. We will also be sharing this plan in the Learning Walk and with our School Site Council

1: What is one way that you will monitor your progress towards achieving the goals of this WSIP?

1. Through our regular data team and ILT meetings we will be able to see how we are making progress to our goals.

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