2015 Argenziano School Improvement Plan

Transcription

Somerville Public Schools
Education • Inspiration • Excellence
Albert F. Argenziano School
Albert F. Argenziano School at Lincoln Park
SCHOOL IMPROVEMENT PLAN
January 2015
School:
Albert F. Argenziano School at Lincoln Park
Grade Levels: K - 8
Principal:
Barbara J. O‘Brien
Telephone:
617-625-6600 x 6300
Address:
290 Washington Street, Somerville
Fax:
617-629-5463
Web Site:
http://www.somerville.k12.ma.us/argenziano
NCES ID:
251089001739
School Title I: Title I School (SW)
Our Schools are one of the reasons why Somerville was named one of the 100 Best Communities for Young People from 2008-2009.
COUNCIL MEMBERS – Need to Update
Barbara O’Brien, Principal/Co-Chair
Natalie Vieira, Community/Co-Chari
Megan Bouchard, Parent
Emily Kathan, Parent
Stephanie Hirsch, Parent
Ronald Bonney, Parent/Community
Jennifer Quinlan, Parent/Teacher
Leo Martini, Community Resource Officer
Thomas and Roseanne Bent, Community
James Elliott, Assistant Principal
Sharon Lamer, Teacher
Nancy Kun, Teacher
Jill Christman Toce, Teacher
Jackie Brown, Counselor Educator
Elizabeth McKenney, Teacher
Valerie Donovan, SPED Paraprofessional
2
Table of Contents
Somerville Public Schools School Committee Goals/District Improvement Plan ...................................4
School Profile.....................................................................................................................................5
Mission Statement .................................................................................................................................... 5
Instructional Focus .................................................................................................................................... 6
Student Data for the Albert F. Argenziano School at Lincoln Park ........................................................... 9
Assessment Results .......................................................................................................................... 10
MCAS Assessment Spring 2014 ............................................................................................................... 10
2014 Growth Data (Student SGP) ........................................................................................................... 11
2014 School Accountability Data ............................................................................................................ 21
ACCESS Assessment Spring 2014 ............................................................................................................ 22
DIBELS Assessment ................................................................................................................................. 23
Additional DIBELS Data 2014-2015 ......................................................................................................... 24
Analysis of Data and Action Plan ...................................................................................................... 25
Overall Narrative ..................................................................................................................................... 25
Areas of Improvement: ........................................................................................................................... 25
AFAS Strengths ........................................................................................................................................ 27
My Voice Student and Staff Data Action Plan......................................................................................... 33
Strengths ............................................................................................................................................. 33
Challenges ........................................................................................................................................... 33
AFAS Success and On-Going Challenges ................................................................................................. 35
2014 School Improvement Plan Planning Grid for the Albert F. Argenziano School at Lincoln Park ...... 45
Core Instruction ...................................................................................................................................... 45
Multi-Tiered Systems of Support ............................................................................................................ 50
Home-School Connections ...................................................................................................................... 51
School Culture ......................................................................................................................................... 54
3
Somerville Public Schools School Committee Goals/District Improvement Plan
Goal 1: Support the "Whole Child" by working with stakeholders to increase and improve
activities that develop the intellectual, physical, social and emotional potential of all
students.



Maintain and expand access to co-curricular and extra-curricular activities for all students.
Develop an analysis of activities that support the "Whole Child".
Decrease chronic absenteeism and tardiness by 10%.
Goal 2: Improve Student Achievement.
Improve student achievement by meeting the following annual targets:
 Each school will meet or exceed the State Performance and Progress Index (PPI) targets for
each school.
 The District will meet or exceed the State Performance and Progress Index target for the
District.
 Achieve a minimum District-wide student growth percentage (SGP) average of 60 and
implement intervention measures for any student who does not meet this standard.
 Reduce the achievement gap by 10%.
 Increase the number of students ranking Proficient or Advanced on MCAS by 10% in all
subgroups.
 Increase the number of students ranking Proficient or Advanced on Science MCAS by 10%.
 Improve the four year and five year graduation rates by 10%.
Goal 3: Establish and begin implementation of a plan for Universal Kindergarten
Readiness and grade-level literacy.


Ensure that every child enters Kindergarten with the skills necessary to be successful.
Ensure that every child can read to learn by the end of 3rd Grade.
Goal 4: Promote a culture of Innovation and Collaboration.


Support Professional Learning Communities aligned with best practices.
Enhance teamwork and partnerships regarding student learning and school activities.
Goal 5: Improve Communication.

Improve two-way communication and outreach with all Somerville Public Schools
community members.
4
School Profile
Mission Statement
The Albert F. Argenziano School at Lincoln Park is driven by the mission of supporting and fostering an
educational and communal environment that results in the development of students who are literate in
all subject areas, experienced in current technologies, and who think critically, behave ethically, lead
healthy lives, and assume the responsibilities of citizenship in a multicultural and multiracial society.
Essential principals that support this mission:
 The Albert F. Argenziano School staff consistently works together to create a positive school
culture and climate for every student supporting each child to meet high academic expectations
as they fully develop life-long learning aspirations and skills.
 The Albert F. Argenziano School implements the challenging curriculum standards of the
Somerville Public Schools and the Common Core Curriculum effectively for every student
through data inquiry and on-going collaboration among grade level teams that continual informs
instruction and re-teaching in every classroom every day.
 The Albert F. Argenziano School staff foster the idea that ―smart is something you get‖ –
―students as workers‖ who understand that effort is the key to success and proficiency through
a growth mind-set.
 The Albert F. Argenziano School is a learning environment where students learn to ―use their
minds‖ with input and support from teachers, parents, students, support staff, community
members, and school administration fostering student and teacher engagement focused on the
“whole child” creating a sense of excitement about the learning process that continues
throughout their lives.
 The Albert F. Argenziano School is a learning environment where teachers and all support staff
talk about their practice, student data, work, supports and re-teaching strategies, interventions
and extensions and where the focus of every discussion is how best to support a teaching and
learning environment where every student and faculty member learns from each other.
 The Albert F. Argenziano School welcomes parent involvement demonstrated through our
Parent Aspiration’s Team encouraging all families to be active participants in our school learning
environment.
 The Albert F. Argenziano School Community fosters student’s engagement in the arts through
school collaborations and our AFAS Parent Arts Group.
5
Instructional Focus
A whole school coordinated effort to promote literacy and comprehension strategies to ensure all
students achieve measurable academic growth appropriate to common core standards across all
content areas. Student growth will be measured through improved MCAS, WIDA, MAPS, Fountas and
Pinell Assessments, and WIDA aligned grade level rubrics.
Student Friendly Instructional Focus
I understand what I read. I can express my understanding through accountable discussion and writing.
Theory of Action Regarding Our Instructional Focus
IF teachers consistently and effectively implement balanced literacy instructional practices across all
grade levels and content areas (as appropriate) – THEN we will develop independent, strategic thinkers,
readers, and writers as measured by above average annual student growth and achievement across all
content areas.
Best Practices (Non-Negotiables)
Mastery Objectives (Content & Language)
 Backward lesson planning design
 SWBAT ―kid friendly form
 Content and language component (RETELL)
 Linked to standards
 Worth knowing/specific
 Time-bound
 Evident in all content areas
Student Aspirations/PBIS
 Students see effort as the key to success
 Every student is valued as a learner
 We are a Community of Learners
 Teachers are learners who support each other around instructional practices and focus
 Parent‘s voices (aspirations) are heard and respected within the school environment
 Improving behavioral and academic supports for every child every day to improve student
learning and engagement
 Strengthening STAT and SST into a MTSS model
Fidelity to the Curriculum(s)
 Balanced Literacy/Close Reads
 Investigations/CMP3
 Writing Continuum
 Adherence to content area curriculum standards/Common Core
 Second Step – Social Curriculum and Mediation
6
Refocused/Strengthening Best Practices 2015/2016
Ongoing Assessments Informing Instruction and Re-Teaching – Collaborative Grade Level Teams
 Effective x block strategies that include RTI (MTSS)
 Appropriate use of student common assessment data to create student learning groups,
supports, and extensions – Collaborative team strategy planning
 Effective goal setting and conferencing
 Continual grade-level planning and providing supports based on student data
 On-going Formative Assessment – Exit Slips/Do Nows/Conferencing/Checklists
 Effective use of EDWIN and STAR/DIBELs/ACCESS/Fountas & Pinnell/A-Z Benchmark Assessment
data
 Common Grade Level Assessments based on the Can-Do Descriptors
Effective Writing Practices (Accountable Discussions and Writing)
 Effective spoken and written student responses in all content areas, which gives insight into
where each student is in the learning process and informs instruction
 Quick writes
 Embedded Skills Checklist (Vertically Aligned)
 Embedded Open Response Preparation
 ESL/Writer’s Workshop Interactions
Academic Vocabulary Development Practice
 Teachers’ use appropriate, high-level vocabulary/language within the structure of the classroom
and during daily academic instruction
 Academic vocabulary considered for all learners, particularly ELL students
 Tiered-vocabulary Instruction/Academic Word Family Charts/Word Walls
 Use of WIDA Model MPIs
Accomplished Through an Effective Focused Instruction Protocol
 All lessons have identified Mastery and Language Objective based on grade level/common core
standards
 All lessons follow a well-developed lesson plan (Students know what they are learning – how
they will learn it – and if they have learned it/formative assessment) that includes various
strategies, supports, and extensions that make learning and growth accessible in engaging,
positive ways.
Every Student at the Argenziano School ROARS!!!!!!!!!!!!
(Reading Opens All Roads to Success)
7
Argenziano School Focus/Best Practices
I understand what I read. I can express my understanding through accountable
discussions and writing.
Non-Negotiables in a Growth Centered Model, 2014/2015
Mastery Objectives
Fidelity to Curriculums
Content and Language
Balanced Literacy/Investigations/CMP3
Writing Continuum/Adherence to Content
Area Standards/Second Step/Mediation
Student Aspirations
Collaborative Teams
PBIS – “Whole Child”
Formative Assessment
Assess/Re-Teach/Reassess
Refocus 2014/2015
Academic Vocabulary Development
Developing Common Assessments
High level language for academic discussions
– Oral and written language/Imbedded tiertwo vocabulary
Based on Can-Do Descriptors
Exit slips, Do Nows, Routines
Writing
Essential Skill Checklists (Vertically Aligned)
Embedded Open Response Preparation
ESL/Writer’s Workshop Interactions
8
Student Data for the Albert F. Argenziano School at Lincoln Park
The Students at the Albert F. Argenziano School come from diverse backgrounds and cultures. The data
below, gathered from our SIMS reporting as of October 1, 2014, provides some insight into the make-up
of our student body.
Category
October 1 Enrollment
Students with Disabilities
First Language not English
Limited English Proficiency
Low Income Families
2013-2014
586
10%
59%
34%
69%
2014-2015
569
13%
55%
30%
68%
Ethnicity
Hispanic or Latino
Non-Hispanic/Latino
DESE Race Categories*
White
Black/African American
Asian
American Indian
Native Hawaiian
2 or more races
2013-2014
45%
55%
2013-2014
76%
9%
12%
0.2%
0%
3%
2014-2015
43%
57%
2014-2015
76%
9%
11%
0%
0.2%
4%
Indicators
Attendance
In School Suspensions
Out of School Suspensions
Retention Rates
Mobility Rate
Stability
2012-2013
96.2%
1%
1.6%
0.0
2012-2013
89%
2013-2014
96.2%
0%
1.6%
Data Unavailable
2013-2014
Data Unavailable
* Race category data is based upon data from Somerville’s student data system. Pulled October 9, 2014.
9
Assessment Results
MCAS Assessment Spring 2014
Percent of Students at Each Performance Level For
ALBERT F. ARGENZIANO SCHOOL
* NOTE: Performance level percentages are not calculated if student group less than 10.
* NOTE: Grade 10 Science and Technology/Engineering results represent the highest performance level attained by
class of 2012 students in grades 9 or 10 in any of the four subjects (Biology, Chemistry, Introductory Physics, and
Technology/Engineering). In addition, only students enrolled in Massachusetts since October 2008 are included in
state-level results; only students enrolled in the same district since October 2008 are included in district-level
results; only students enrolled in the same school since October 2008 are included in school-level results.
Data Last Updated on September 18, 2014
Grade and Subject
Proficient or
Higher
Advanced
Proficient
Needs
Improvement
Warning/Failing
#
Included
CPI SGP
in SGP
Stdnts
SCHOOL
STATE
SCHOOL
STATE
SCHOOL
STATE
SCHOOL
STATE
SCHOOL
STATE
Grade 3 - Reading
37
57
12
12
25
46
40
33
24
10
68
68.4
N/A
N/A
Grade 3 - Math
52
68
30
31
22
38
34
21
13
11
67
75.4
N/A
N/A
Grade 4 - ELA
29
54
11
13
18
41
18
33
53
13
72
49.7
40.0
64
Grade 4 - Math
28
52
14
20
14
32
38
36
35
12
72
58.3
48.0
64
Grade 5 - ELA
54
64
9
18
44
46
35
26
11
10
54
79.2
43.0
45
Grade 5 - Math
56
61
24
30
31
30
33
24
11
15
54
78.7
36.5
46
Grade 5 – Science
52
53
15
20
37
33
33
34
15
13
54
77.3
N/A
N/A
Grade 6 - ELA
67
68
9
16
59
52
28
23
4
9
46
88.0
58.0
45
Grade 6 - Math
33
60
7
29
26
31
50
25
17
15
46
67.9
36.0
45
Grade 7 - ELA
83
72
14
11
69
61
17
21
0
7
42
93.5
78.0
41
Grade 7 - Math
38
50
10
17
29
33
33
26
29
24
42
64.9
55.0
41
Grade 8 - ELA
81
79
13
14
69
65
16
14
3
8
32
93.0
54.5
32
Grade 8 - Math
47
52
13
19
34
33
25
29
28
19
32
69.5
52.0
32
Grade 8 – Science
38
42
3
4
34
38
41
41
22
18
32
68.0
N/A
N/A
All Grades - ELA
53
56
11
10
42
46
27
30
20
14
314
74.7
49.0
227
All Grades - Math
42
49
17
20
25
29
36
29
22
21
313
68.9
46.0
228
All Grades – Science
47
36
10
8
36
28
36
40
17
24
86
73.8
N/A
N/A
10
2014 Growth Data (Student SGP)
Grade 4
ELA - Grade 4
Test
Spring
Spring
Spring
Spring
Spring
Spring
Spring
2014
2013
2012
2011
2010
2009
2008
Very Low
21
22
27
29
30
11
10
Low Moderate
12
15
11
8
14
17
13
4
5
8
15
7
11
8
High Very HighMedian SGP
9
7
40.0
9
9
34.0
3
7
31.0
7
3
19.0
2
1
14.0
7
5
32.0
3
1
32.0
N Students % Proficient or
(SGP)
Higher
64
29
59
39
68
18
56
22
46
15
45
25
33
8
N Students
(Ach. Level)
72
64
72
63
53
52
38
11
Math - Grade 4
Test
Spring
Spring
Spring
Spring
Spring
Spring
Spring
2014
2013
2012
2011
2010
2009
2008
Very Low
14
11
32
15
17
12
11
Low Moderate
13
10
13
13
20
11
11
15
9
7
4
5
6
6
18
9
48.0
10
12
54.0
4
2
22.0
9
6
42.5
8
4
32.0
16
9
64.5
6
4
39.0
(SGP)
Higher
64
28
59
48
69
13
56
27
45
30
46
37
33
29
N Students
(Ach. Level)
72
65
72
63
53
52
38
12
Grade 5
ELA – Grade 5
Test
Spring
Spring
Spring
Spring
Spring
Spring
Spring
2014
2013
2012
2011
2010
2009
2008
Very Low
12
7
17
3
11
7
8
Low Moderate
8
11
9
13
16
10
7
10
7
9
2
9
7
4
9
5
43.0
16
16
62.0
11
5
37.0
17
11
62.5
9
13
53.0
9
11
68.5
7
4
42.0
(SGP)
Higher
45
54
61
48
59
33
48
38
49
42
38
36
30
32
N Students
(Ach. Level)
54
64
67
50
53
47
41
13
Math – Grade 5
Test
Spring
Spring
Spring
Spring
Spring
Spring
Spring
2014
2013
2012
2011
2010
2009
2008
Very Low
12
7
18
13
13
4
10
Low Moderate
14
10
7
11
13
15
13
10
9
4
14
7
6
4
8
2
36.5
21
15
66.0
10
3
40.0
6
5
39.0
14
9
53.0
7
8
47.0
5
5
36.0
(SGP)
Higher
46
56
61
42
59
36
47
36
49
36
40
34
30
27
N Students
(Ach. Level)
54
64
67
50
53
47
41
14
Grade 6
ELA – Grade 6
Test
Spring
Spring
Spring
Spring
Spring
Spring
Spring
2014
2013
2012
2011
2010
2009
2008
Very Low
4
6
4
5
1
3
9
Low Moderate
10
10
8
9
6
2
12
5
5
7
4
8
4
7
16
5
58.0
7
11
51.0
16
13
71.0
6
13
55.0
13
8
64.0
5
13
71.0
6
3
42.0
(SGP)
Higher
45
67
41
57
41
54
41
67
34
57
33
63
29
57
N Students
(Ach. Level)
46
42
41
42
37
35
30
15
Math – Grade 6
Test
Spring
Spring
Spring
Spring
Spring
Spring
Spring
2014
2013
2012
2011
2010
2009
2008
Very Low
10
7
9
3
16
7
7
Low Moderate
16
7
7
8
13
8
8
9
11
4
10
5
13
3
10
2
36.0
13
6
49.0
7
3
39.5
9
12
61.0
3
0
21.5
7
4
39.0
4
2
33.0
(SGP)
Higher
45
33
41
43
40
39
41
57
34
24
33
46
29
53
N Students
(Ach. Level)
46
42
41
42
37
35
30
16
Grade 7
ELA – Grade 7
Test
Spring
Spring
Spring
Spring
Spring
Spring
Spring
2014
2013
2012
2011
2010
2009
2008
Very Low
3
5
3
7
2
3
2
Low Moderate
5
8
8
7
4
7
6
13
4
8
4
1
3
4
7
18
78.0
8
10
59.5
11
13
72.0
6
3
49.0
7
10
68.0
7
12
75.0
8
17
80.5
(SGP)
Higher
41
83
38
79
38
92
35
72
31
84
27
85
34
70
N Students
(Ach. Level)
42
39
39
36
31
27
37
17
Math – Grade 7
Test
Spring
Spring
Spring
Spring
Spring
Spring
Spring
2014
2013
2012
2011
2010
2009
2008
Very Low
9
1
2
1
10
12
14
Low Moderate
4
9
5
10
6
8
5
7
6
5
7
3
5
11
8
11
55.0
12
11
71.0
12
11
65.0
12
10
69.0
6
4
38.0
3
2
26.0
4
0
30.0
(SGP)
Higher
41
38
39
46
39
63
35
47
31
42
27
37
34
22
N Students
(Ach. Level)
42
39
40
36
31
27
37
18
Grade 8
ELA – Grade 8
Test
Spring
Spring
Spring
Spring
Spring
Spring
Spring
2014
2013
2012
2011
2010
2009
2008
Very Low
4
7
1
9
5
6
11
Low Moderate
6
8
9
8
5
9
6
7
5
2
7
13
9
7
6
8
54.5
6
7
49.0
10
11
67.5
6
4
42.5
6
7
65.0
6
6
53.0
9
5
43.0
(SGP)
Higher
32
81
37
95
36
89
32
91
25
89
38
85
41
76
N Students
(Ach. Level)
32
37
36
33
27
39
42
19
Math – Grade 8
Test
Spring
Spring
Spring
Spring
Spring
Spring
Spring
2014
2013
2012
2011
2010
2009
2008
Very Low
6
6
3
9
2
17
13
Low Moderate
4
11
3
12
6
5
6
5
11
5
9
7
9
4
6
5
52.0
7
9
59.0
10
12
69.0
5
7
42.5
4
2
35.0
2
3
23.5
12
3
36.0
(SGP)
Higher
32
47
37
70
36
53
32
42
24
35
38
23
41
36
N Students
(Ach. Level)
32
37
36
33
26
39
42
20
2014 School Accountability Data
Organization Information
District: Somerville (02740000)
School type:
Elementary-Middle School
School: Albert F. Argenziano School at Lincoln Park (02740087) Grades served: PK,K,01,02,03,04,05,06,07,08
Region: Greater Boston
Title I status: Title I School (SW)
Accountability Information
About the Data
Accountability and Assistance Level
Not meeting gap narrowing goals
Level 2
This school's overall performance relative to other schools in same school type (School percentiles: 1-99)
All students:
41
Lowest performing
Highest performing
This school’s progress toward narrowing proficiency gaps (Cumulative Progress and Performance Index: 1100)
Student Group
View Detailed
On Target = 75 or higher (Click group to view
2014 Data
Less progress
More progress
subgroup data)
All students
High needs
66
58
Did Not Meet Target
Did Not Meet Target
Low income
ELL and Former ELL
Students w/disabilities
Amer. Ind. or Alaska Nat.
Asian
Afr. Amer./Black
Hispanic/Latino
Multi-race, Non-Hisp./Lat.
Nat. Haw. or Pacif. Isl.
White
55
55
57
Did Not Meet Target
Did Not Meet Target
Did Not Meet Target
Did Not Meet Target
Did Not Meet Target
Met Target
59
52
89
21
ACCESS Assessment Spring 2014
Percent of Students Making Progress toward English
Proficiency at Each Grade Cluster
N=82
N=255
N=81
N=199
N=4
N=72
* The number of students included represents students tested in both Spring 2013 and Spring 2014.
22
DIBELS Assessment
Oral Reading Fluency by Grade
Fall 2013 – Fall 2014
Fall 2013
Grade
1
2
3
Int
Strat
Winter 2014
Core
Spring 2014
Fall 2014
% Students
Int
36%
Strat
19%
Core
46%
Int
29%
Strat
23%
Core
48%
# Students
29
15
37
22
18
37
Int
Strat
Core
% Students
47%
22%
32%
44%
21%
35%
52%
25%
23%
44%
20%
36%
# Students
41
19
28
37
18
29
42
20
19
42
19
35
% Students
53%
24%
23%
51%
19%
30%
54%
19%
28%
54%
12%
34%
# Students
35
16
15
35
13
21
37
13
19
41
9
26
23
Additional DIBELS Data 2014-2015
Grade Level
Skill
Fall 2014
Spring 2015 Goal
% of ELL & SPED
First Sound Fluency
16% Intensive
20% Strategic
84% Core
FSF changes to PSF, 85% or
more of reg. ed. Students will
meet CORE
4% ELL
0% SPED
Letter Naming
Fluency
16% Intensive
16% Strategic
80% Core
90% or more of regular Ed.
Students will meet CORE
Nonsense Word
Fluency – CLS
36% Intensive
25% Strategic
25% Core
60% or more will meet CORE
Nonsense Word
Fluency – WWR
57% Intensive
8% Strategic
33% Core
40% Intensive
21% Strategic
35% Core
ORF – WRC
36% Intensive
21% Strategic
45% Core
ORF – Accuracy
ORF – WRC
40% Intensive
16% Strategic
43% Core
31% Intensive
20% Strategic
48% Core
ORF – Accuracy
Kindergarten
First Grade
Second Grade
Third Grade
Dually
Identified
SPED Students
31% ELL
8% SPED
42% ELL
2% SPED
51% ELL
1% SPED
50% of SEIP and SPED
students will increase their
scores by 50%.
DIBELS Strategies
 Intervention groups will be established for “at risk” readers in grade levels 1-3.
 On-going progress monitoring and assessing will be communicated between support staff and
homeroom teachers.
 On-going collaboration between ESL staff and Reading Teachers to better target instruction.
 Classroom teachers will design reading groups according to data and focus groups according to
student’s needs
DIBELS Evidence
 DIBELS Spring Benchmark scores
 Progress monitoring to show growth in SPED and SEIP students.
24
Analysis of Data and Action Plan
Overall Narrative
The Argenziano School @ Lincoln Park is truly a school with a “world” connection with students from
more than forty different countries (Brazil, Hungary, Haiti, Nepal, India, Bangladesh, Holland, Cameroon,
Cuba, Egypt, Guyana, and many other countries) speaking more than thirty different languages. Our
students experience multiculturalism in action every day assisting them to understand that there are
different ways to see the world that strengthen our ability to learn and grow within an inclusive,
learning environment. Staff, students, and families experience friendships across the diversity making
connections on the common interest of excellence in education for every student every day. AFAS is a
diverse school with a positive family oriented atmosphere that is multicultural and multilingual.
Areas of Improvement:
The Argenziano School has been a Level Two school for the past five years which is significant given the
demographics of our school population. Student learning growth increased in 2011 and in 2013
resulting in our receiving 75 PPI points in ELA for the growth percentage of all students, low income,
ELLs, and whites while receiving 50 PPI points for high needs students, students’ w/disability and
Hispanic students. Our growth in 2014 was not as strong with only a 49 SGP for all student growth in
ELA. We received 50 PPI points for ELA growth in 2014 in all subgroups except white where we attained
75 points. Our math SGP fell significantly in 2014 from 60 for all students to 46 decreasing in all
subgroups.
It should be noted that our ELA CPI for ELLs and FLEP students increased in 2014 (ELLs from 38.5 to 48.6
and FLEP from 76.1 to 82.1). The same trend was seen in math (ELL CPI went from 42.8 to 48.6 and FLEP
from 68.9 to 82.1). The CPI for all students went down slightly. The CPI in Science for ELLs moved from
39.3 to 47.5 and for all students went from 72.5 to 73.8.
We have seen an increase in the number of students reaching advanced and proficient MCAS status with
ELLs moving from 7% to 11%, FLEP students from 44% to 67%, students’ w/disabilities moving from 11%
to 21% and all students remaining at 53%. We received 25 PPI points in all subgroups. We received 25
PPI points in all subgroups for reducing the number of warnings (ELLs decreased from 48% to 43%, FLEP
from 20% to 10%). In science, we received 25 PPI points in all subgroups for increasing
advanced/proficient and decreasing warnings. Students’ with disabilities moved from 62% warning to
31% warning.
We continue to move up with regards to the school’s overall performance relative to other schools in
the same school type (School percentages: 1-99) although the increase was only slight in 2014 (201229/2013-39/2014-41). Our overall performance target is 75. The only subgroup we met this in was
whites (89) which was an increase from (73) in 2012 and from (82) in 2013. All but two other subgroups
showed decreases from 2013 but were still higher than 2012 – High Needs (51) in 2012 (64) 2013 and
(55) 2014 – Low Income (51) in 2012 (66) 2013 and (55) 2014 – Hispanic (45) in 2012 58 (2013) and 52
(2014) with the following three subgroups showing increases below the target - ELL/FLEP (41) in 2012
(55) (2013) and (56) (2014) – Students w/disability (45) in 2012 (55) 2013 and (57) 2014 – All Students
25
(54) in 2012 (68) 2013 and (66) 2014. A strong part of our focus in 2014 extending into 2015/2016 is to
put learning strategies in place that continue strong increases in this area with a goal exceeding 55 in
2014/2015 moving AFAS to a Level One School.
Our PPI Results and Targets 2011-2014 for our High Need Students and for All Students have strong
correlations indicating that good instruction is happening in our standard classrooms, SEI classrooms,
and Integrated classrooms. It should also be noted that the targets for 2015 are certainly attainable.
MCAS Targets and Progress: All Students
ELA
Math
Science
CPI
SGP
%W
%A
CPI
SGP
%W
%A
CPI
%W
%A
2011
74.7
45.5
16.9
5.4
68.8
47
21.0
10.8
64.8
26.5
3.6
2012
72.9
50
18.3
8.2
67.7
40
23.6
12.9
62.4
29.1
3.9
2013
75.5
50
17.4
7.6
70.6
60
19.6
14.8
72.5
14.9
5.9
2014
74.7
49.0
20.1
11.1
68.9
46.0
22.0
17.3
73.6
17.4
10.5
2014
2015
Targets Targets
81.0
83.1
51.0
51.0
15.7
18.1
8.4
12.2
76.6
79.2
51
51
17.6
19.8
16.3
19
73.6
76.5
13.4
15.7
6.5
11.6
MCAS Targets and Progress: High Need Students
ELA
Math
Science
CPI
SGP
%W
%A
CPI
SGP
%W
%A
CPI
%W
%A
2011
71.7
46
19.5
3.6
2012
69.0
51
21.6
6.6
64
41
27.0
9.7
57.0
34.9
0
2013
70.9
50
21.4
5.2
66.6
62
23.3
12.3
69.4
18.5
6.2
2014
69.4
49.0
21.4
6.9
64.7
45.5
23.3
13.8
67.3
18.5
1.5
2014
2015
Targets Targets
78.8
81.1
51.0
51.0
19.3
19.3
5.7
7.6
74.9
77.7
51.0
51.0
21.0
21.0
13.5
15.2
70.5
73.7
16.7
16.7
6.8
1.7
KEY:
Pink (On Target – 75 Points) Green (Extra Credit – 25 Points) – Blue (No Change – 25 points) –
Yellow (Improved Below Target – 50 Points)
26
AFAS Strengths
1. Instructional Leadership Team
 Our leadership team is committed to strengthening our school culture and learning community as
we dedicate ourselves to improving student learning outcomes for every student through a real
understanding of where each student is in the learning process as we look at student data and reteaching strategies that allow every student the differentiated instruction they need to attain grade
level standards and success.
 The ILT re-defined our school focus encompassed and supported by our “Non-negotiable” Best
Practices seen in every class every day (Master Objectives – Content/Language, Fidelity to Grade
Level Curriculums and Standards, Student Aspirations – the “Whole Child”, and effective Grade
Level Collaborative Teams. The ILT is working on professional development opportunities for staff
who need and/or want further development opportunities in these practices and to move forward
with a refocusing our understanding of effective academic vocabulary development for all students
including our ELLs, the development of common assessments to be used at grade level team
meetings based on the WIDA Can Do Descriptor model as we work towards effective data
discussions about every student’s learning in meaningful productive ways, and through our work
on enhancing our students’ writing that demonstrates comprehension at high levels of
understanding. This will involve some vertically aligned expectations for student work and focus on
ways to enhance writing experiences for our ELL learners; especially in the integrated model. This
will also include imbedded open response preparation and an essential checklist of skills that is also
vertically aligned.
 The ILT is committed to developing a school wide alignment of our focus initiatives; especially in
the area of writing across the curriculum.
2. Targeted Professional Development Opportunities for Staff
 The Instructional leadership Team is taking a more active, targeted role in the planning and
implementation of professional development opportunities for staff. Our commitment includes
creating teacher leaders within our school community resulting in effective” Mini-PD” options
focused on individualization and/or staff need. This includes our increased emphasis on RETELL
initiatives and discussions and work among grade level teams to include the WIDA rubric and “can
do” descriptors into our planning and into our progress monitoring models giving grade level teams
common, useful data that they can use to plan interventions, supports, and extension for students
meaningful within the curriculums. Sample “Mini PD” offerings facilitated by ILT and “teacher
leaders” include…………..
 RETELL/Supporting ELLs in the Integrated Model: Come learn, refresh, or add to your
repertoire of good teaching practices, the art of writing language objectives while providing
a variety of scaffolds and supports for the diverse range of ELLs and Special Education
students in your classroom
 Planning Interventions for Struggling Readers: Participants will plan interventions and
create materials to use with your struggling readers and ways to progress monitor the
effectiveness of these supports
27
 Other PDs include work on Effective interventions Using STAR & EDWIN, X-block
intervention Groups, Re-teaching Strategies, Understanding the Teacher’s Responsibility for
Implementation of IEP Strategies, PBIS Initiatives (Whole Child Supports MTSS ), effective
Response to Intervention options, etc.
 Professional Development also consists of targeted articles, books, and our Professional Library
about effective instruction available for staff and discussed during our Professional learning
Communities (PLC) component of PD. Much of this type of work focuses on our “Best Practices
(Non-Negotiables and Refocused). A strong emphasis moving forward will be on good academic
vocabulary; especially, the use of high level language for academic discussions (including “teacher
talk”) with imbedded tier-two vocabulary in oral and written language.
3. Family and School Engagement (Staff/Student/Parent Aspirations Teams)
 At the Argenziano School we are keenly aware of the importance of parent and guardian
involvement in the development of educated young people who are prepared for the challenges of
college, technical training, and beyond. We are double challenged in this area because of the many
languages and cultures in our school; however, our diversity is also one of our greatest strengths
and tapping into the whole school community is critical for our students to see learning outcomes
that will enhance their lives and strengthen our school learning community. We listen to our
families and take their feedback seriously. We truly understand that the best educational
experiences happen when there is meaningful collaboration between homes and schools.
 We have worked on an AFAS Family Survey since 2012. About 180 families took our survey in 2013
and 2014 and the SFLC’s survey in the fall of 2014 with the following results:
# Received English- 114
# Received Spanish- 37
# Received Portuguese- 25
# Received Haitian Creole-3
Total sent out- 340
Total sent out - 156
Total sent out - 76
Total sent out – 14
SFLC 2014 Parent Capacity/Welcoming Schools District Survey – AFAS Results
Language/Program
English
Spanish
Portuguese
Haitian Creole
Total
# Surveys Collected
77
12
7
0
96
Summary:
 94% of parents surveyed agree that when they walk into their child’s school, they feel welcome.
 88% of parents surveyed feel able to communicate with their child’s teacher about their child’s
education.
 96% of parents surveyed feel comfortable attending Parent-Teacher Conferences at the
Argenziano.
 86% of parents surveyed feel able to support their child’s learning at home.
28
 80% of parents surveyed agree that the Argenziano provides them with information to support
their child’s learning at home.
 72% of parents surveyed feel knowledgeable about the school’s expectations for their child.
Take-aways for School Improvement:
 20% of parents surveyed feel Argenziano could provide more information to help them support
their child’s learning at home.
 28% of parents surveyed need more information to feel knowledgeable about the school’s
expectations for their child
Moving Forward
 Continue to restructure our Parent Conference Night – Four hundred ninety-seven families
attended our November PTA Conference Night with translators available at their scheduled
Conference Time – there is a clear message that meeting at other times is acceptable
 Have simultaneous, informative activities about curriculum, events, learn to create e-mail
accounts, etc. in the cafeteria while parents wait
 Conference guidelines/data sharing protocol – a template that goes along with report card and
includes- STAR/DIBELs, F&P, Common Assessment Data/Behavior and/or Academic Plans –
space for notes on how the child is doing socially, behavior issues (positive and/or negative), and
space for suggestions on what parents can do to support the child and teacher at home
 Teacher developed (with parent assisted) protocols for information sharing at conferences
 What to expect this year – routines, homework policies, etc.
 Curriculum and Major Units of Study – overview of topics
 Opportunities for volunteering/classroom or school support
 Copy of grade level standards/expectations
 Hand-out – teacher’s preferred method of being contacted and when is best
 Parent Liaison and In-School Volunteer Co-coordinator Pilot Working with the Family Liaison and
the Principal’s Office
 PTA Family Connector Program Pilot in which School community members from different
grades work in conjunction with the PTA to ensure that parents are aware of PTA events, any
community-based activities for families that occur outside of the school day, and assist with PTA
sponsored fund raising and event planning. The program will start as a pilot this year (20142015) in grades Pre-K, K, 1st and 2nd. These “PTA Grade Level Family Connectors” will work in
conjunction with the PTA Board Members (attending PTA Meetings and Coffee hours as needed)
to support community building events that will engage grade level parents in school events that
support and celebrate student learning during after school hours and plan PTA sponsored
community building events after school hours.
Goals
1. Help parents connect within the Argenziano School community both across and within
cultures.
2. Assist with the logistics of PTA work (fund-raising, event planning)
29




3. Work to engage under-represented families and to cultivate family leadership
4. Encourage parent participation in school and PTA events
AFAS Blog site – http://argenziano.blogspot.com/
 AFAS received $ 5,000 grant through this effort from the Beveridge Foundation for the
second year in a row to supply our second grade classes with “just right” books to
support our integrated model expansion and our seventh grade Social Studies
curriculum expectations.
 AFAS also received an Arts Council Grant to support our arts’ programs for the second
year through the efforts of Argenziano Arts Advisory Council (AAAC) including parents
and school staff
 AFAS also received several Math Council Grants and participate in a Boston College
National Science Foundation Research project, Two Studies on Long-term Changes in
the Relation Between Spatial Skills and Math Achievement which extended into our
seventh grade this year and moves into grade eight in 2015/2016. The math teacher
receives $ 400 for his participation allowing him to purchase materials for his
classroom.
AFAS Parent Aspiration Group - Parents worked with the Recreation department to create an
after school club (Argenziano Community Club-ARCC) for our younger students to extend the
school day learning, helping children and families to cultivate friendships, especially across
diverse backgrounds, learning more about people and places in their neighborhoods in May of
2013. The club was successful and has opened up conversation with Community Schools and
Recreation about expanded opportunities for after school options. Out of the conversations, we
were able to get a “late bus” for our ELL students who do not live in the neighborhood to be
able to take advantage of after-school tutoring support and enjoy a club at Community Schools.
A conversation has also begun to create a partnership with the Recreation Department to
provide some “recess” support and meaningful physical activities for our students at lunchtime.
We will do another ARCC club in the spring and are continuing to expand these ideas into 15-16.
The Argenziano Arts Advisory Council (AAAC) is a group of volunteer parents and teachers
whose mission is to increase art and music programming for Argenziano students while reaching
out and partnering with the greater community. By developing and maintaining a network of
volunteers and sponsors, the Council supports the expansion of the Arts and Music Curriculum
to strengthen students’ academic enrichment. Last year the Council hosted the first Argenziano
Community Concert and Arts Fundraiser in April, featuring local band Federator No. 1, AFAS
Junior Chorus, and student art. The money raised and a Somerville Arts Council Grant hosted
Joh Camara to teach Malian drumming, singing, and dance to Grade 6 and the 7/8 World
percussion Class. The Council hosted a very successful Argenziano multicultural heritage event
featuring student art, musical performances, interactive exhibits, and the Grade 8 Immigration
Museum. This work will be expanded in 2014-2015 and beyond.
New Argenziano School PTA has hosted many family events, book fairs, Election Bake Sale, and
fundraisers ( Flatbread, Stella Bella Toys, Morning Coffee Hours, Fall Balls, Holiday Craft Fair, and
the AFAS Community Card. The PTA and Parent Aspiration Group strongly supported the “Hour
of Code”.
30
4. Positive School Culture
Staff Data—My Voice 2013/TELLS 2014
In our efforts to ensure that the Argenziano School community continues to provide and sustain the
ten conditions articulated by the Massachusetts Department of Education, we will continue our
focus on strengthening tiered instruction at each grade level, providing, adequate learning time,
professional development and structures for collaboration, effective instruction across grades and
programs, focus on RETELL considerations with reflection on WIDA alignment and Can Do
descriptors, and ensuring aligned curriculum content to the common core the teachers took the
Teacher Aspiration Survey already in 2013 and the TELLS in 2014 with the following results
consistent across all surveys:
1. 91% - Effective School Leadership - the 2014 TELLS survey showed 92% of the staff said, “the faculty
and staff have a shared vision; 92% of the staff said, “the school improvement team provides
effective leadership” and on My Voice 2013 100% of staff said, “I know the goals my school is
working on this year,” and 92% feel building administration is assessable 2014 TELLS confirmed this
at 92%.
2. 86% - Aligned Curriculum - the 2014 TELLS survey showed 100% of the staff believe the
curriculum taught in the school is aligned to the Common Core and 88% believe it meets the
needs of our students and on My Voice 2013 100% of staff said, “Learning at my school is
relevant to my students”, 82% say. “Our school is a dynamic and creative environment” and 97%
believe that “professional development is critical to my educational growth.”
3. 91% - Effective Instruction – the 2014 TELLS Survey showed 100% said teachers are held to high
professional standards; 96% said, “Teacher performance is assessed objectively”. and on My
Voice 2013 95% of staff said, “Staff work in a collaborative manner,” “I receive constructive
feedback from colleagues”, and 79% said, “Setting yearly goals with my supervisor is an
important part of my work”.
4. 92% - Student Assessment - the 2014 TELLS Survey showed that 100% of the staff use
assessment data to inform their instruction and 100% say they are encouraged to try new things
to improve daily instruction and on My Voice 2013 95% of staff said, “My school inspires me to
learn.”
5. 76% - Professional Development/Structures for Collaboration - the 2014 TELLS Survey showed
that 96% of the school’s professional development is aligned with the school improvement plan
– a concern is that only 40% believe that PD is differentiated to meet the needs of individual
teachers – to raise this concern the ILT/administration is implementing Professional Learning
Communities and Mini PDs around practices led by staff leaders into the PD process to
differentiate and support individual teacher.
6. 91% - Students’ Social, Emotional, and Health Needs – the 2014 TELLS Survey showed that 100%
of the students understand expectations for their conduct. This speaks to the effectiveness of
the Redirect, positive behavior school wide initiatives, real student engagement, bullying
awareness and prevention models, the use of the MTSS protocols, and the Student Voice
Aspiration Group. The student 2013 My Voice Survey showed that there has been a 20% decline
in bullying over 2 years in the most vulnerable grades 6-8 and on the staff survey, “97% of the
31
staff feels staff support each other”. The TELLS survey in 2014 also showed that 100% of staff
believe they work in a safe school environment.
7. 81% - Family School Engagement – the 2014 Tells Survey showed that 96% of the faculty
believes that there is a clear and positive 2-way communication with parents supported by our
implementation and continued strengthening of our Parent Aspiration Group, increased parent
involvement in volunteer offerings, meetings, and a large increase in attendance at school
meetings and family events that includes both our first and second language families.
2013 My Voice Staff Data
The data indicate that 100% of the staff feels they “respect” all students at our school and 100% feel
that students respect them. It is significant that 95% of the staff are proud of their schools and 92%
believe our school “inspires them to learn”. It is important to note that 95% of the staff say “I know
the goals my school is working on this year” and 100% believe “it is important to set high goals” for
themselves and for their students. These data points were also evident in the TELLS survey that was
done in the spring of 2014. An areas of concern in the staff data was that only 76% of staff feel that
they have been “recognized for something positive at school but this increased in 2014 to 96%
which is a strong, positive increase reflective of our “Staff Shout Outs”, staff recognition in Parent
Aspiration, PTA forums, staff recognition bullet in all school newsletters, more active staff
involvement in PD presentation, and a more positive community environment. Other areas of
strength are that 87% of the staff believes they “work in a collaborative manner” and 78% are
comfortable “asking questions at PD”. It is concerning that only 79% of staff believe “setting yearly
goals with my supervisor is important for my work”, 74% say “building administration is assessable
to me." It is important to note that 97% believe the “staff are supportive of each other”, and 100%
“challenge themselves to do a better job each day”. Areas of concern are continuing to be
addressed through:






Targeted PD integral to our best practices, with exit slips that allow staff to voice their concerns
and needs guiding professional development planning
Norms for effective staff participation in professional development opportunities
Continue to strengthen protocols for collaboration grade level with more inclusion of support
personnel focused on data and targeted interventions and supports for staff and student
growth and learning
Strengthen “peer observation” protocols among grade level teams that allow for real
conversations between/among staff and programs to ensure that every child has a path to
successful attainment of all curriculum goals and that as a school we work together to support
student learning across programs and grade levels.
Continue to foster a school community with a culture of openness and learning where the focus
every day is student learning.
Implement more ways to recognize and celebrate staff work to strengthen collaboration, trust
and a sense that we are all working together towards a common goal – improved student
learning for every child.
32

Strengthen all protocols related to collaborative dialogue and improved, informed instructional
practices
My Voice Student and Staff Data Action Plan
Strengths
Students feel connected to and comfortable at school.
 80% are proud of or like school(includes grade 1)
 80% feel that teachers really care about them
 20% decline in bullying over 2 years in the most vulnerable grades 6-8
Students are motivated to do well in school.
 96% feel it is important to get good grades
 83% do not give up when the work gets hard
 75% feel that learning can be fun
 81% of gr.3-5 like learning new things
 95% of gr. 6-8 push themselves academically
 99% of gr. 6-8 want to do their best
 87% of gr. 3-5 work hard in school
Students take responsibility, leadership, and their future seriously.
 94% of gr. 3-5 feel it’s important to follow the rules
 81% of gr.6-8 feel their teachers encourage them to make decisions
 92% want to go to college
 97% of gr.6-8 believe they can be successful
Challenges
Communication about ideals.
 55% of students feel they are not important or valued at school
 66% of teachers tell my parents when I do good work
 51% of gr. 3-5 feel teachers know what they like to do
 57% of gr. 6-8 feel their classes help them understand what is happening in their everyday life
 50% see themselves as leaders
Respect
 59% of students feel that students respect other students (up 9% in 2 years)
Strengthening communication with students and parents:
 Encourage further and ongoing communication with parents through email, phone, notes, and
postcards
 Work with the Parent Aspirations Team and the school liaison
 Close the feedback loop to staff by reviewing survey findings
 Continue the Middle School Project which promotes student identity both as an individual and
within social contexts
 Continue with and increase the PBIS initiative
33

Strengthen through the MTSS process the supports put into place that addresses the “whole child”
to ensure connectedness and success.
Creating an environment of Respect and Student Leadership
 Expand “buddying” between older and younger students fostering an inclusive environment of
aspirations
 Continue the Student Voice Team program in our integrated first grades which emphasizes
students respecting other students
 The 7th and 8th Grade Voice Team has been hard at work with AFAS First Graders. Our theme
is students respecting other students. At an early school age, children can learn and embrace
being respectful and kind to one and other. As a result the team decided to work in the first
grade on a variety of activities that encouraged cooperation, fun, and teaming with older
students.
 In October the team worked with the first grade on Pumpkin Activities, involving weighing
and measuring, estimating, flotation, plus other learning fun. In November we also
assembled a book called “Be a Super Friend”. Team members helped their mentees read,
review, and enjoy the book. These books are permanently kept in the classroom for further
learning. In December the Voice Team played the Draedel Game with Kindergarteners and 1st
Graders in teams of four just before vacation. It was hard to tell who was enjoying the
festivity the most. These activities come about with the expert help of 1st Grade teachers.
Voice Team members meet at regular intervals to get these activities ready and put their
unique spin on it.
 Expand our Voice Team created surveys for Grade 2 – in process
 Evaluate and expand monthly activities in our integrated first grades by 7th/8th Grade Voice Team
 Provide opportunities for students to demonstrate leadership
 We have attended the SUSO, Stand Up and Speak Out, at SHS in November sponsored by the
Aspirations Team there. We are also sending two candidates to the Middle School Peer
Leadership Conference at Lasell College in January. Some of our 8th Graders act as mentors to
specific younger children. They encourage them to keep trying, work hard, and celebrate
success.
 Our next venture will be to present a Leadership Day for our 1st Graders sometime in the next
month or two. The Team will do some community building activities, then determine ways 1st
Graders also become leaders in their classroom and school. We are still in the developing
stage of this Leadership Day. There are some truly creative and practical ideas being
discussed.
 Our team consists of ten 8th Graders and eleven 7th Graders. They are a wonderful blend of
students who desire to make their school an even better place for everyone.
 Continue weekly Voice Team meetings as well as meet regularly with Mrs. O’Brien
34
AFAS Success and On-Going Challenges
 Effective On-going, Well-Planned Tiered Instruction
This is a continual challenge for our staff with regards to the high needs population we serve. We
continue to work on a real commitment to a Backward Design of Instruction and Assessment that
includes an understanding of student data and the increased use of formative (in the moment) data
that allows the teacher to understand where the student is in the learning process. This is being
done through the use of Do Nows, Exit Slips, Conferencing, Checklists, and the work we are
beginning on creating formative grade level data based on the WIDA Can Do model that will give
staff a common, in “the moment” data protocol that makes their collaboration about student
achievement meaningful. This is critical as we move forward with the Integrated Model extending it
into our third grades in 2015/2016.
Integrity to all grade level curriculums and an understanding of the common core expectations
coupled with a high level of expectations for all students reflected in well-planned lessons is critical.
What does the student work tell you about your instruction? How were the students taught? What
have you learned about what your students learned from your instruction? What is the data really
telling us? How do we effectively create and progress monitor student learning groups that fill the
gaps students have in the learning process?
Accountability in learning for students and for teachers is necessary with a strong commitment to
student ownership and high standards for all students. Lesson planning includes an understanding
of where students are, front loading of supports (previewing/background knowledge/laying a strong
foundation), providing appropriate strategies for student interventions and extension is critical.
 The Whole Child – PBIS/MTSS/PBIS/Tutoring/Student Council/Aspirations
Our school learning community is working on perfecting the MTSS (Multi-tiered System of Support)
Protocol to plan for appropriate differentiation in varied areas to meet individual student’s needs.
This is critical to our students’ learning as many do not reach proficiency in core curriculum
expectations due to our numbers of ELLs, high need students, low income students, and special
education students.
We are currently working on coordinating the many groups in the building with a focus of
student support to central, secure system of making necessary student data easily available to
the MTSS Team. We will continue to promote MTSS as we synthesis our work around the
“whole child” and effectively document supports creating an effective protocol for
documentation.
This involves the following teams:
Redirect – Track MTSS system, create behavior and academic plans, track and address
behavioral referrals, outreach to families and to students, and attendance/tardiness –
Attendance is currently 97.6%
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Student Support Team (SST) – Administration, counselors, resource office, attendance officer,
school nurse meet as a problem solving resource to support AFAS students/families. The team
meets weekly and provides supports to staff, families, and students connecting students with
outside agencies and in-school supports academically and socially to ensure student
engagement at high levels in the curriculum of their grade level. The team focuses on
appropriate progress monitored supports within a RTI (Response to Intervention) framework.
Student Teacher Success Team (STAT) –Teachers, administration, and appropriate support staff
meet and track student interventions and supports (Response to Interventions (RtI) as a way to
ensure that all students have a path to success and if necessary a referral for Special Education
services. This is a pre-referral team that works to put supports and strategies for success into
place that allow each student to show progress in their grade level curriculum expectations.
Dually Identified Task Force – Principal, SEI Director, SPED Director, SEI Teacher representatives,
SPED staff representation to look at our dually-identified students to insure that they are in the
correct placements with the required and needed supports to be successful. This includes
progress monitoring to insure on-going progress and discussions that allow us to look at the
services we present to students including expanding enrichment and challenge for students
bringing them to high levels of performance and an understanding of where language, social
needs, and prior educational history meet with regards to learning disabilities that require the
proper specialized instruction. We are focusing on many of our students who have behavioral
and social problems that impact their learning in negative ways. We are working with staff on
understanding appropriate ways to modify and support learning for ELL students, on better
collaboration between support staff and classroom teachers about the implementation of
accommodations and supports. We are assisting staff through professional learning
communities, professional development, grade level collaborations with effective lesson design
that includes both language and content objectives, including high-level expectations for all
students, using strong academic language, and using formative data to inform instruction while
driving re-teaching techniques and additional supports and extensions. Critical to this is the
progress monitoring of students coupled with targeted, effective data discussions.
PBIS (Positive Behavior Instructional Support) – Administrators, Redirect, Counselors, staff,
students, families working within their teams and together to create a positive, growthfocused learning environment that is supported by the entire school community. The
philosophy revolves around the idea that recognizing positive behaviors is more productive
than focusing on what students are doing wrong. There are whole-school PBIS protocols
that the staff is committed to using and has been reflected in our home-school connection
translated (as needed) and is visible in all behavior and academic plans created to promote
student growth and engagement in their own learning. Our Redirect Counselor assists us
with the successful implementation of behavior, academic, and attendance plans/contracts
designed to reduce out of school suspensions and improving positive student behavior
through the implementation of positive/productive consequences, engagement, and
attitudes. Positive Behavior Protocols, effective use of building behavior
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forms/contract/tracking will increase student attendance and engagement by 25% or
higher. We continue to support our student’s academic and social growth through our
Second Step Curriculum. This is likewise supported by staff and families and considered to
be an essential part of our school focused curriculum areas. It is also used for classroom
interventions and supports as needs arise coupled with other supports; for example, the SHS
Mediation Team. You can view our PAWs – Pawsitive Behavior Recognition – as classroom
teachers, support staff, volunteers, tutors, cafeteria staff, etc. recognize positive student
interaction and the all-around “good” children in our school.
Aspiration Teams (Student Voice, Parent, Staff)—It is our multi-tiered aspirations work that
allows 100% of the staff believe they work in a safe learning environment, 94% of families
feeling welcome and safe, and 87% of students are proud of their school and 97% feel they
can be successful. Respect and student leadership have been and will continue to be an
area of focus. Our Student Aspiration’s Team has developed a first grade survey and will
expand that into our second and third grade. They are developing a First Grade Leadership
Day for the spring of 2015 and will expand this moving forward. The Redirect teacher will
continue developing our “student voice” and Aspirations work to strengthen and improve
our school culture and climate to one where all students s feel respected and actively
involved in our school’s focus and goals for every student.
Our Parent Aspiration Team will continue to work with us to improve our home-school
connections. They will continue to create partnerships between parents, school, and the
community to support each student’s performance and hopes for the future with a strong
focus on improving engagement with parents/guardians of our ELL using various strategies
to support their active participation in our school community. This is clearly shown through
our worked with the Recreation department to create an after school club (Argenziano
Community Club-ARCC) for our younger students to extend the school day learning, helping
children and families to cultivate friendships, especially across diverse backgrounds, learning
more about people and places in their neighborhoods. The club was successful and has
opened up conversation with Community Schools and Recreation about expanded
opportunities for after school options. Out of the conversations, we were able to get a “late
bus” for our ELL students who do not live in the neighborhood to be able to take advantage
of after-school tutoring support and enjoy a club at Community Schools.
The Argenziano Arts Advisory Council (AAAC) is a group of volunteer parents and teachers
whose mission is to increase art and music programming for Argenziano students while
reaching out and partnering with the greater community. By developing and maintaining a
network of volunteers and sponsors, the Council supports the expansion of the Arts and
Music Curriculum to strengthen students’ academic enrichment. The Council hosted the
Argenziano Community Concert and Arts Fundraiser in April, featuring local band Federator
No. 1, AFAS Junior Chorus, and student art. The money raised and a Somerville Arts Council
Grant will again host Joh Camara to teach Malian drumming, singing, and dance to Grade 6
and the 7/8 World percussion Class. The Council did receive the Arts Council Grant again
37
this year and will focus on hosting an Argenziano multicultural heritage event featuring
student art, musical performances, interactive exhibits, and the Grade 8 Immigration
Museum. This work will be expanded in 2015-2016.
Tutoring Supports – We have a significant number of students in Tiers 1 and 2 with regards to
academic risk. We are able to provide morning and after school tutoring option through our
Bambry-Duhamel Morning Tutoring Grant ($5,000/third year), our Supplemental Educations
Services (ATP), and through the use of our AFAS Local Club monies (18 clubs/$13,788). We
service approximately 137 students through BD and ATP and approximately 210 through Local
Clubs (academic tutoring, arts, book clubs, Future City Engineering, Running Club, Media Club,
Math Team, Book Clubs, School Council, Aspiration Coordinator, etc.). We also have a literacy
in-building tutor who supports students with tutoring in grades 3-5 during x-block periods. We
have added an after-school bus to support our ELL Bus students to insure they have the ability
to attend these programs. Target instruction is provided and monitored and attendance
contract support student attendance. We believe that about 20 hours of support is meaningful
for students to show progress. We will continue to support and expand this vital service into
2015/2016 school year. We also work with our In-Building Volunteer Coordinator to provide
tutoring help to individual classrooms based on teacher need. This can be at x-block or other
times during the school day or before. We have begun working with our coaches to do some
training for volunteers to insure quality support is happening based on student need. The focus
of our tutoring is student attendance, consistency, targeted strategies to strengthen
foundational skills to support core instructional growth.
Recognized Excellence in Nutrition and Physical Activity – The Argenziano School has been
recognized by the United States Department of Agriculture by received Bronze status with a
Healthy US Schools Award again in 2015. We look to continue our Healthy Snack Grant for every
student everyday into 2015/2016. We have also added a Morning Boks Fitness Program to the
school day. More than 85 students grades k-3 participate with the goal of improving their
bodies, minds, and emotional well-being through daily activity. The program begins at 7:15 in
the gym. We are looking to expand this program in 2015/2016.
 Integrated Model
In 2013-2014 we changed the structure of our first grade classrooms from standard and SEIP to an
integrated model of instruction in four classrooms with one SEI Level 1 (Newcomer) model. We
expanded this into our second grade classrooms in 2014/2015 and the model will move into grade
three in 2015/2016. The main idea behind the model is to provide good language models for all
students and to insure equity of curriculum instruction for all students. Both on ACCESS testing and
DIBELs our ELLs growth is not good. We believe that the collaboration and support this model
provides will assist students’ progress in literacy and English proficiency. We have an ESL support
teacher who provides ESL push-in and pull-out support and we have added a .5 Reading/.5 Special
Education teacher that supports these students in literacy, as well. This model does provide some
flexibility for beginners to move more freely into the integrated class as they reach a certain level of
English proficiency. This model is in its infancy and needs more support moving forward. A
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challenge is staff involved in the model (ideally they would be ESL certified). We are meeting all
legal requirements for our students; however, additional ESL support would be appropriate for
student growth. The other challenge is the collaboration needs and time associated with the model.
Teachers do need more support with creating scaffolded instruction for ESL students and modifying
areas like guided reading to meet the needs of all students. It is also essential that teacher identify
language and learning needs of dually identified students in the model developing enhanced
instructional supports and there is a need to create some common formative assessment tools for
progress monitoring ideally based on the WIDA Can Do models. As the program moves forward it is
important to monitor the performance data of students in the program.
Areas of Challenge
Although we maintained our Level Two status on the 2014 MCAS results, we had mixed results – slight
improvements in some areas, declines in some areas, and many scores similar to those of past years. Our
growth trends are concerning in ELA 49 SGP and Math 46 SGP – a sharp drop. However, our CPI increased
for ELLs and FLEP students in ELA, Math, and Science.
ELL SGP Growth
SGP/ELA
SGP/Math
2011 2012 2013
45
50
50
47
40
60
2014
49
46
The number of students scoring Adv/Prof held steady at 53%, though the percentages of ELLs, FLEP and
SPED students scoring A/P increased. Our overall performance relative to other Massachusetts Schools in
the same grade span has increased since 2011. Our growth percentile rankings are concerning – 35th
percentile ELA and 20th Percentile Math – 2014 was not a good year for us! Grade four continues to be a
concern with regards to SGP as is our middle school math performance with the percent of students scoring
needs improvement and/or warning remaining steady and the lowest performing students not growing fast
enough.
 Growth SPED – Our special education students are a strong concern with regards to our overall school
performance.
Students w/disability
ELA/SGP
Math/SGP
ELA/CPI
Math/CPI
Science/CPI
2012
43
32.5
42.3
42.3
2013
43
53
55.1
43.1
40.5
2014
46
44
41.5
41.5
57.2
Target 2015
60
60
55
55
62
ELA SGP improved in 2014 to 46 and we received 75 PPI points and decreased in math from 53 to
44; however this growth is flat. Our CPI in ELA and Math decreased but is also flat. Our science CPI
improved and we are looking to maintain this growth. Our focus is on improving the performance
and growth of our students with disabilities. We have added a .5 Special Education teacher this year
and our efforts are on proper identification of students; especially our dually identified students.
We are looking at more collaboration with classroom teacher insuring that strategies and
accommodations are in place for these students in all lessons. These students are a strong part of
our re-teach focus and appropriate and useable, transparent progress monitoring. We have looked
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at student pull-out and push-in options; especially in math insuring that our x-blocks are used
appropriately for all students. The inclusion model is open for discussion and must be improved.
Our MTSS protocols are critical for our students with disabilities and those on 504’s.
The percentage of students receiving special education services at AFAS (5.1%) is relatively low given
our significant high needs population. And 48% of all students with an IEP designated disability is
communication – a concern about proper identification and understanding language development
vs. learning disability. We have created a Dually Identified Task Force this year that we will expand
into 2015/2016 to do case studies of our students to insure proper identification and that students
are receiving the services they need. We are looking at identifying the language and learning needs
of our dually identified students while enhancing supports based on the WIDA model and
developing shared tools for progress monitoring. We are also identifying students who should be
taking an MCAS ALT – we have 5 students this year vs. 0 last year. We also do need more special
education support and would like to expand our .5 teacher to full time allowing for more planning
time among classroom teachers and special education staff to balanced curriculum needs and
specialized instruction needs of our students with disabilities.
 ELL Access Growth – Our percentages of students making progress towards English proficiency is strong
in grades 6-8 (75%) better than the district (65%) and the state (63%). Our growth in grades 3-5 is
strong (53%); however not as strong as the district (60%) and the state (61%). We do house a significant
numbers of ELL SEI-1 at this cluster. We did have a large number of students FLEP at this grade level
after the Spring ACCESS in 2014. Our growth within grades 1-2 is not as strong (46%) which is better
than the district (45%) but below the state (61%).
We implemented an integrated model of instruction last year and are anxious to get the current year’s
ACCESS results. We have expanded the model into grade two and will move it into grade three in
2015/2016. Concerns we have are the need for more ESL support and would like another teacher to
support this model; especially with regards to staff licensure teaching in the model. We also believe
that we need to provide more guidance and professional development to the SEI Integrated classroom
teachers with regards to structure, curriculum, instruction, and developing common assessment data
around the CAN Do Descriptors.
We also changed the structure of our fourth grade classrooms this year because of the large number of
FLEP students. We reassigned staff based on experience and the need for strong collaboration,
assessment and re-teaching for student learning growth to improve.
 Effective Use of Support Staff – The Argenziano School presently houses 571 students approximately
37% white and 47% Hispanic (69% of this is SPED) . In October 68% of our students are free and reduced
lunch and 36% of our students are limited English proficient. We presently have two self-contained
resource room teachers and one Reading teacher (who has just received her ESL license) and a .5
Reading/Special Education support teacher. We have two teachers who provide ESL support as needed
in the building. One of these teachers support our grade one and two integrated classrooms. We have
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a Redirect Teacher, a Counselor Educator and an Adjustment Counselor that we share with the Brown
School.
We have worked on improving collaboration between support staff and classroom teacher; however,
more time is needed for this to be significantly impactful on student learning. We have encouraged staff
to do much of this collaboration by email. We are looking at support staff targeting specialized
instruction while understanding the curriculums and benchmarks of the grades they service. This is true
of counselors and Redirect as we work to make MTSS protocols meaningful in behavior and academic
plans and reflected within the interactions of staff with students to promote student growth.
We have worked on support staff scheduling designed to provide adequate learning time coupled with
re-teaching and strategic support. We need to focus on early identification of students who need
support, early referrals to our Student Teacher Assistance Team (STAT), fidelity to the core instruction
coupled with tiered support, creating common assessment data protocols for re-teaching opportunities
consistently, and support for our students facing behavioral challenges and/or crisis issues (supported
through MTSS protocols).
 Collaboration – Peer Observations - Our ELA and Math coaches, reading teachers, special education
staff, and data team members have assisted us as we planned for result-oriented Collaborative Grade
Level meetings to look at student work, look at common assessment data and/or common grade level
data, writing samples, unit lesson planning, and developing interventions strategies, supports, and
extensions. The goal was to really see where students are in the learning process raising expectations
across grade levels and programs – high expectations with pathways towards the common core for
every student every day. Some of our collaborative groups have been cross grade level with the goal to
increase understanding of the curriculum’s progression and to support Investigations and CMPs (grades
6 /7/8) the middle school coach will facilitated several of these meetings with imbedded MCAS prep
discussions and Balanced Literacy moving into the middle school area (Close Reads) (grades 6/7/8)
across all content areas (ELA/Science/Social Studies). The data inquiry process will continue to be
defined and refined including looking at trend data and results for each teacher over time.
More collaboration between classroom teachers and support staff (Reading/ELL Specialists/Special
Education Teachers) is also a critical area to student success and appropriate expectations These
staff members need to share areas of instruction and support with classroom teachers so every
person involved with a student is on the same page and is aware of strategies that work or do not
work in order for student progress to be on an upward spiral. Collaboration, appropriate,
meaningful talk about students among the daily providers is critical to closing the achievement gap
and creating an environment where every student has the opportunity and path to achieving grade
level standards and learning. Given time constraints of the day this must be a committed effort as
much of this must be done by e-mail or “on-the-fly”. Support staff must provide specialized
instruction with an understanding of grade level curriculum expectations. Supports and/or
accommodations written into 504s and IEPs must be seen in every day classroom instruction. This
has to happen in all content areas as we begin to see students making gains on school based, local,
41
and state assessments but – more importantly – to see a real, positive change in school culture and
communication.
Our unique school that houses two significantly important programs needs to become a real
Learning Community striving towards increased collaboration and reflection on practice among all
staff who truly believe that every child can learn and achieve – that every child needs to be looked
at as an individual, unique learner capable of learning and succeeding. All staff needs to see
themselves as learners with individual needs – where asking for support, speaking up, asking
questions, talking with each other about our practice, learning from each other is valued and
supported. It is imperative that all staff truly learns to understand all data (multiple sources)
available on each student becoming involved in more frequent, in-depth discussions about data
(what it is really telling you about how to effectively form instructional learning groups) and using
data to plan effective, meaningful daily instruction. A strong component to our Grade Level
Collaborative Team Meetings focusing on student data, strategies, supports, re-teaching and reassessing involves teachers owning all students and learning from each other – observing through
the peer observation protocol followed by discussions and feedback to strengthen practice allowing
staff to support each other as they support student growth for all students.
 Formative Assessment/Release of Support – AFAS uses DIBELs/ACCESS/STAR/Fountas & Pinnell/District
Common Assessments/MCAS/A-Z Benchmark Assessments/On-the-Mark Assessments and grade level
common assessment data to help us understand where each student is in their learning and to
effectively re-teach in targeted, meaningful ways. We are currently working on creating common grade
level assessments using the Can Do Descriptors from the WIDA framework. This can be very effective
given our ELLs and Dually Identified as we move forward with the integrated model of instruction
allowing teachers of all students to talk about student progress from a common point of learning. Data
discussion are an on-going learning point and need to be expanded and supported as we move forward
as a learning community. The important part of formative assessment is to accurately figure out “what
happens next” and how we know it has made a difference. Formative assessment can be as simple as: a
Do Now, an Exit Slip, a Quick Write, a Graph, A question, using a White Board, a Student Conference, a
Check List, Can Dos, etc., and remembering that it happens in every class every day!
Given the high needs population of the Argenziano School and the work staff has done around
understanding data and differentiating instruction for our students a significant area of challenge is
to understand when and have the confidence to pull back on the everyday support provided. Simply
put, we need to do a better job of challenging our students and trust that they will fly. We need to
move from our initial teaching of skills using strategies and decreasing teacher supports and
scaffolds until students can independently apply the skills they are learning. We can imbed supports
into our daily instruction (open response preparation) and build students self-regulation and
independence by making students truly active in their own learning. Teacher need to:
1. “Talk less” – use non-verbal gestures - explain/model concisely – give process and selfregulation feedback – step back while students work
2. Self-statements –“ Remember last time I forgot to add correctly. I have to check that
today” – “A good story uses action words. I’m going to use my action word sheet”.
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3. Students create their own tools – Checklists, graphic organizers, reference notebooks, Tips
4. SWBAT………Independently – SWBAT write a paragraph with a strong lead independently.
Students will read two syllable CVC words independently
 Student Learning Goal 2014/2015 – Expansion in 2015/2016
During the 2014/2015 academic school year, Argenziano School students will reach an aggregate
SGP minimally of 62.5 on the spring 2015 ELA and Math MCAS tests and a CPI of 80 in the grade 5
and grade 8 Science MCAS tests; including all sub-groups.









Baseline Expectation(s):
AFAS overall performance will reflect school percentiles that reach the target of 75 raising
the school from Level 2 to Level 1
AFAS will meet state targets for reducing the achievement gap for each sub-group (with
school focus on white, ELL, FLEP, SPED, Low Income) with a reduction of warnings on the
2015 MCAS of no less than 10% and an increased number of students scoring
Advanced/Proficient by at least 10% in all sub-groups
100% of AFAS teaching staff will show evidence of fidelity to AFAS "best practices" and
school focus during all evaluation observations as evidence by student growth on all
formative and summative assessments and re-teaching strategies
AFAS teaching staff will demonstrate the effective use of data to inform daily instruction,
intervention supports and extensions, re-teaching strategies, and follow-up assessment data
as evidenced during grade level collaborative meetings followed by student growth on
formative and summative data tools
AFAS teaching staff (including instructional support staff) will demonstrate an effective,
targeted understanding of sub-group specific learning needs through participation in and
documentation of targeted, x-block instructional strategies that are progress monitored
consistently showing student growth - a targeted, dually identified group of students will be
a focus of this assessment of practice
AFAS teaching staff will demonstrate effective collaboration with instructional support staff
(Reading/ESL/ SPED/ Paraprofessionals/Tutors)through documented and observed use of
ESL strategies, Can Do Descriptors, WIDA rubric, and progress monitoring showing student
growth in all sub-groups
Documentation of increasing student growth presented at and discussed at Grade Level
Collaborative meetings and evidenced by 3's and 4's on open response questions, STAR,
DIBELs, A-Z Assessments, F&P Assessments, and Common Assessments
Evidence of challenge and extension activities during daily instruction and x-block
observations as evidence by student growth reaching advanced
AFAS teaching staff will demonstrate fidelity to School Committee Goals and to School goals
and focus as evidenced by continual student growth in all sub-groups on formative and
summative data throughout the 2014/2015 academic school year
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 Requests/Needs Moving Forward
 Full Time Adjustment Counselor
 .5 Reading Support increase to full time
 .5 Special Education Inclusion Support increase to full time
 Integrated Model ESL Support for (Grades 1, 2, 3) increased from 1 teacher to 2 teachers
 Increase Utility Aid Support for Morning/lunch/dismissal safety and supervision
 Continue expanding lunch recess and after-school activities (connection with Recreation
Department)
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2014 School Improvement Plan Planning Grid for the Albert F. Argenziano School at Lincoln Park
Core Instruction
I. ACCESS SGP is low compared with other schools in the district. Need to be more faithful to ELL instructional strategies.
2014-2015 Goals
1. 68% of ELL students in grades 1-8 will
show progress on the 2015 ACCESS test
2. 100% of students will be appropriately
placed in the integrated model in grades 1
and 2 extending into grade 3 during the
2015/2016 school year
3. Improve the % of students making progress
towards English proficiency 46% (grades 12) to 55%, from 53% (grades 3-5) to 60%,
and from 75% (grades 6-8) to 80% on
ACCESS testing 2015
4. Reduce the MCAS performance gap for
ELLs by 10% in 2015
5. Consistent meeting dates for collaborative
team meetings for integrated grade level
teams with ESL and Special Education staff
6. Create and discuss grade level shared
writing prompts for integrated class rooms
7. 100% of Cum folders will contain ACCESS
Teacher reports and Can Do Descriptors
Strategies for 2014-2015
Evidence of Change
 Give teachers information about to English proficiency of their
 Monthly attendance logs for meetings
students (more usable/clearly articulated information) and
 Creation of formative assessment data based
district-wide
on the WIDA Can Do model in all integrated
 Regular observations in classroom with understanding of what
classrooms ensuring appropriate discussions
good instruction looks like (including Sarah) and meeting with
about student work
teachers regularly to discuss program (1 time per month)
 Evidence that the Can Do Descriptors are
used in the standard classrooms containing
 Develop a collaboration model for teachers (build teams, develop
sustainable model)
FLEP and Opt-out students
 Share good instructional practices of other teachers (e.g., teacher
 Classroom observations will consistently
videos)
show teachers support language
development, sheltered instruction
 Finish developing ELL curriculum (WIDA)
techniques, and consistent use of language
 Coach and develop ELL instruction guide
objectives.
 Maximize teacher coaching (select teachers who will most

We will have an organized WIDA model in
benefit)
June for rising Ks for better classroom
 Collaborate with teachers from other schools to build a learning
placement
community
 Summer PD to grade 1, 2and 3 teachers
 Extend PILOT INTEGRATED SEI into grade 2 (2014/2015) and
and all involved support personnel
grade 3 (2015/2016) with ELL pull-out support staffed by an ESL
 Visits to other
paraprofessional, and one newcomers’ class. Currently
st
nd
classroom/programs/district that Use an
undertaking meetings with ELL administrators and 1 and 2
integrated model will be a focus of
grade teachers to strengthen model for next year.
further planning
 Meet frequently with grade one teachers to improve the model
 Improve effective communication and
and provide more professional development for teachers
collaboration among ESL and regular
involved as they work effectively with both strands of students
classroom
 Create a clearer understand of who delivers ESL instruction vs.
teachers
support – move to a co-teaching model
 BETTER ASSESSMENT DATA: To create better interim assessment
data for placement decisions and instruction, the District is
piloting administration of a WIDA benchmark assessment
 For 2014-2016 Grade 1/2/3 teachers will use F&P and/or A-Z
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Benchmark for assessment purposes – push towards using Can
Do Descriptors as a common ground
 Continue to align curriculum units of study to WIDA MPIs
 Consider adding an integrated Kindergarten model at AFAS to
insure a base level of appropriate placement into grade 1
integrated
 Focus PD on integrating ESL practices into core curriculum at all
grade levels
II. Middle grades math performance has been low over the past 3 years or so. The percent scoring Needs Improvement or Warning has not fallen by much
and the lowest-performing students are not growing the fastest.
2014-2015 Goals
1. Increased mastery in fact fluency by 100%.
2. Set expectations on skills required coming
from grade 5 into the middle grades and
th
follow through to 8 grade and beyond
3. Create a realistic, useful ‘bridge’ of skills
and procedures from Investigations to
CMP3
4. Establish a set of resources to supplement,
reinforce and extend the current
curriculum
5. Increased median SGP of above 62%
6. 100% of open response answers will attain
a score of at least 2
7. Decrease the number of students receiving
needs improvement/warning in grades
6/7/8 by 10% and demonstrating strong
growth
8. Become mathematical problem solvers
who can recognize and solve routine
problems readily and can find ways to
reach a solution where no routine path is
apparent
 Reassign staff
 Increase the focus on multiple choice items
 Increase exposure to academic vocabulary to increase
students’ familiarity with the vocabulary used
 Co-support in middle grades math with SPED teacher with
content expertise
 Targeted and assessed instructional supports
 Increase grade 6-8 teacher collaboration on curriculum use
and X-Block and targeted strategies
 Increased collaboration between grade 6/7/8 teachers and
Special Education staff and ESL specialist
 Support around writing strategies in math
 Increase basic fact fluency through more exposure and
practice built-in to the math block
 Look into ensuring X-Block time can access the students who
need the most support. (regarding specials time: band/strings
th
and Spanish are all available in 6 grade)
 Frequent use of technology to assess mastery of skills and
strategies and inform teaching and re-teaching
 Model thinking, not solutions or answers to the problems.
 Weekly re-teaching of previously learned material.
 Progress monitoring through group and individual
achievement awareness, use Exit slips, Edwin data for reteaching
Evidence of Change






A reversal of the trend – a reduction in the
number of students in grade 6/7/8 receiving
a warning score in 2015
A reversal in the growth trend – students in
warning/needs improvement showing
stronger growth helping to close the
achievement gap
Observations of practice consistently
showing fidelity to the CMP3 curriculum
Observations consistently showing planning
using effective content and language
objectives
Collaborative Team meetings using formative
assessment data clearly show student
progress and growth in the math standards
There is clear evidence of teachers
integrating targeted instructional strategies
into daily lessons and x-block supports
46
9. Communicate precisely about quantities,
logical relationships, and unknown values
through the use of signs, symbols, models,
graphs, and mathematical term
10. Reason mathematically by gathering data,
and analyzing evidence
 Explicit vocabulary building through random recurrent
assessments:
 Use math tutors or volunteers to help with struggling students
III. Over identification of students with a communication disability.
2014-2015 Goals
1. 5.1% of students receive Special Education
Services at AFAS, increase this number
through appropriately identifying dually
identified students
2. 48% of dually identified students are listed
with a Communication Disability, properly
identify students’ disability category by
100%
3. Proper identification of students who should
be taking an MCAS Alt Assessment
4. Improve the performance and growth of
special needs students on ELA/Math/Science
as follows:
 CPI – ELA from 41.5 to 55
 CPI-Math from 41.5 to 55
 CPI Science from 57.2 to 62
 SGP – ELA from 46 to 55
 SPG - Math from 44 to 55
 DIBELS – 50% of Dually Identified
Students will improve their
scores by a minimum of 50%
 Do a case review for students with a communication
disability to better understand the process of designation
and student history – Dually identified Task Force
 Identify students who needs services who are not getting
them or are getting the wrong services; suggest referrals (for
STAT—teacher strategy meetings)
 Conduct 3-year evaluations for students who are on their
year 2 evaluations to correct identification, as needed
 Use WIDA Can Do Descriptors to help with targeted progess
monitoring and collaboration between SPED/ELL/Standard
Teachers and Support Staff
 Insure students are receiving specializing instruction
 Complete targeted professional development in ESL
strategies and language needs with building support staff
 SPED Facilitator will continue trainings with staff on the
disability categories
 Request our .5 Special Education inclusion specialist become
a full time position (allowing work in the area of math need
as well as literacy)
 K-2 Academic assessments down in native language if
necessary for accurate identification of disability
 Use F&P’s/A-Z Benchmark assessments to give useable data
to inform interventions
Evidence of Change









Develop shared tools for progress monitoring
to improved
An increased understanding of identified
language learning needs by all support staff
is demonstrated at collaborative meetings
Language supports and specialized
instruction evident in all classrooms and
support interventions
More inclusion support services are evident
in IEPs to support student content
knowledge and consistency of standards
There is more detailed, targeted information
that identify each student’s specific learning
needs
DIBELs spring benchmark scores
Progress Monitoring that shows growth for
SPED students and Dually Identified students
MCAS Alt students showing growth on MCAS
assessments
ESL Scaffolds and WIDA supports evident in
specialized instruction provided by SPED staff
47
IV. Many teachers employ scaffolding but may need assistance fine-tuning the scaffolding used.
2014-2015 Goals
1. Increase the median SGP to 62 in

math/ELA/Science on 2015 MCAS.
2. Increase by at least 10% the number of
students reaching English proficiency on
ACCESS 2015

3. Increase the average score on open
response questions in grades 3-8 to a
minimum expectation of 2 increasing open
response results by a minimum of 10%
4. Students in grades 4 and 7 will increase
their performance on the long essay
section of MCAS in 2015 by 10% or better
5. Students will improve the accuracy of their



multiple choice responses by a minimum of
10% in 2015

6. 55% increase in student self-regulation and

student independence in all classrooms




Provide PD on “pulling back” and not over-scaffolding
during collaboration team meetings and/or grade level
team meetings
Conduct peer learning walk that are focused on scaffolding
well; talk afterwards for teachers to identify their own
strategies to use for scaffolding with their students
Increase communication between support staff and regular
education teacher staff so that support staff are aware of
what teachers are doing in the classroom
All staff (including support) employ strategies that build
student self-regulation and independence
Insure that accommodations of 504 and IEP plans are being
used in regular classroom lessons consistently
Provide ELL PD on integrating ESL practices into core
curriculums; especially Balanced Literacy
Create a document for staff that defines language specific
ESL scaffolds and WIDA supports at PDs and demonstrated
during peer learning walks
Using formative assessment data (including WIDA Can Do
descriptors) discuss appropriate scaffolds/supports during
collaborative team meetings
Insure all teachers have information on ELL students’
language proficiency they work with
Insure fidelity to grade level curriculum coupled with high
expectations for all students in all classrooms every day
Professional Development and PLC (Professional Learning
Communities) around the topic of high expectations, grade
level curriculum expectations, needed scaffolds, and an
appropriate, targeted release of that support
Evidence of Change
 Teachers are talking less - explaining and
modeling concisely – stepping back while
students work
 Teachers give process and self-regulation
feedback consistently
 Teachers/students using self-statements-“how
should I start this math problem? I’ll look at the
anchor chart. I know, I will..”
 Students creating their own tools – checklists,
graphic organizers, Self-help tips, reference
notes, daily schedule – (Support staff will guide
this process) – ex. To get things done I will….
 Consistent use of the SWBAT (Students will be
able to….) language in writing content and
language objectives that students use to guide
their work during a lesson
 Appropriate planning when scaffolding with the
independence curve in
mind…………………………..Initial teaching skill –
decreasing scaffolds and teacher supports –
leading to students independently applying the
skill
48
V. DIBELS – Lower the number of students in grades K-3 who score in the intensive category in the fall of 2014 by 50%.
2014-2015 Goals
1.
2.
3.
4.
5.
Kindergarten – First Sound Fluency
changes to PSF, 85% or more of
regular ed students will meet core. –
LNF 90% or more of regular ed
students will meet core - ELL/SPED 4% ELL/0% SPED/0% dually identified
Grade One – Nonsense Word Fluency
CLS – 60% or more of regular ed will
reach core – 31% ELL and 8% SPED and
Nonsense Word Fluency WWR – 60%
or more will reach core
Grade Two – ORF/WRC - – 60% or
more of regular ed will reach core –
42% ELL and 2% SPED ORF Accuracy – 70% or more will reach core
Grade Three - ORF/WRC - – 80% or
more of regular ed will reach core –
51% ELL and 1% SPED ORF Accuracy - –
80% or more will reach core
50% of SEIP and SPED students will
increase their scores by 50%








Continue to implement strategies from the previous year
that support the strengthening of reading instructional
practices, namely CPT, data analysis meetings, PD around
reading instruction.
Focus a new teacher seminar on balanced literacy,
including phonics instruction.
X-block tutors focus some tutoring on early reading skills.
Intervention groups will be established for “at risk” readers
in grade levels 1-3.
On-going progress monitoring and assessing will be
communicated between support staff and homeroom
teachers.
On-going collaboration between ESL staff and Reading
Teachers to better target instruction.
Classroom teachers will design reading groups according to
data and focus groups according to student’s needs
Evidence of Change





DIBELS Spring Benchmark scores
Progress monitoring to show growth in SPED
and SEIP students.
For Dually Identified students growth on
F&P/A-Z Benchmark Assessment Data
Growth shown on Common Assessment A&R
Meetings
Checklists/Exit Slips/Quick Writes etc.
Intervention groups will be established for “at risk” readers
in grade levels 1-3
49
Multi-Tiered Systems of Support
VI. Continue to increase our daily attendance while reducing the numbers of students who are tardy to support student learning coupled with a focus on
the “whole child” learning as evident in our positive behavior plans and/or academic plans that engage both the student/teacher/family.
2014-2015 Goals
Evidence of Change
1. 100% of the staff understand our focus on
the “whole child” with regards to all
student support
2. 100% staff buy-in to our PBIS initiatives
3. Increase in ATP by a minimum of 15% for
High Risk students
4. Increased targeted attendance of students
in our Bambry Duhamel Morning Tutoring
program
5. Increased # of students (10%) being
referred for discussion supports through
our STAT process
6. Continue to improve daily attendance by
10% with a focus on reducing the # of tardy
students by 10%
7. Increase the # of high risk students K-3
receiving necessary reading supports
8. A 50% increase in student leadership
initiatives (Grade One Leadership Day)









Continued collaboration and communication amongst
building support teams – Student Teacher Assistance
Team/Student Support Team/Student Aspiration
Team/Parent Aspiration Team/Staff Aspiration
Team/Instructional leadership Team/Student
Council/School Improvement Team as needed for student
learning growth
Increased collaborative meetings using our school
Attendance Officer/Redirect/ Counselor
Educator/Adjustment Counselor/Community Police
Officer/Building Administrators/Mr.
Melillo/Students/Families to support positive attendance
plans/behavior plans/academic plans
Improve targeted supports for “at risk” students by
increasing our .5 Reading and .5 Special Education literacy
inclusion to full time positions
Increase our Adjustment Counselor position to a full time
position at our school
Increase our ESL support within the integrated 1/2/3
model to two full time inclusion specialists
Develop an effective tracking model for MTSS that engages
all areas of support and is available to targeted staff as
needed
Professional development for staff around the MTSS model
Continue to develop student leaders through our
Aspiration Model – Student Voice Team
Use of 504/IEP documented accommodation needs
evident in classrooms and on behavior contracts
 Improve our present 98.1% attendance rate to
99% by the end of 2015
 A continue reduction in the number of tardies by
10% (9/14-1/15 748 tardies compared to 9/136/14 1989 – on track for a significant reduction)
 Increased amount of student in-class time
through the use of effective
behavior/academic/attendance plans as
documented through the Redirect office
 Increased # of “at risk” students in tutoring
resulting in improved assessment data focused
on baseline expectations
 Increased number of ELL students on the “late”
bus attending tutoring
50
Home-School Connections
VII. Continue to engage families in the AFAS learning community in appropriate, meaningful ways that show improved student learning outcomes for all our
students – focus group is the engagement of our multi-lingual families by 50%.
2014-2015 Goals
Evidence of Change
1.
2.
3.
4.
5.
6.
During the 2014/2016 school years,
AFAS will development and refine an
action plan to increase parental
involvement in our school community
by 60% with a lens on engaging
parent/guardians of our ELL students.
During the 2014/2016 school years,
AFAS will improve engagement with
parents/
guardians who are not yet become
actively involved in the school by 50%.
100% parent involvement at
parent/teacher conferences and all
school activities during the 2014-2016
school years.
AFAS will work to leverage city
resources to support targeted student
improvement goals and initiatives
strengthen its community partnerships
by 25%.
AFAS will work to develop the capacity
to engage the talents and skills of
parents/guardians/and community
members increasing the # of inbuilding volunteers by 25%.
Insure 100% of families are able to
participate effectively in Parent
Teacher Conferences











Continue utilizing Connect Ed/ website in target
languages-notifications of school events
Provide translations/interpretation services to support homeschool communication/partnerships
Revise/translate student/parent handbook with all necessary
information regarding school-based
procedures and protocols
Pilot the PTA Family Connectors Program
Increased welcoming and inclusive feeling at all AFAS events increasing number of ELL families volunteering
at the school in classrooms (In-building Coordinator’s
goal)
Host monthly Parent Coffee Hours with interpretation,
morning and afternoon/evening sessions through the
PTA and Aspiration Team to discuss AFAS happenings
and instructional focus
Identify strategies teachers are using to communicate
with parents - develop data protocols to use during
parent conferences - continuing to increase the effectiveness
of parent/teacher conferences
School Council focus group works with targeted staff to
create better ways to conference with parents effectively
Provide professional development around cultural differences
and unengaged families
Improve family/school cooperation and understanding
of student behavior goals through a personal
connection with the Redirect position as well as information
to parents regarding PBIS, Student
Aspiration anti-bullying campaigns, etc.
Increase parent/guardian understanding of Math and Literacy
Curriculum in order to improve home supports
for student learning and strengthen home-school partnerships
 100% of families conference with their
student’s homeroom teacher during each
quarter of the 2014/2016 school years
 80% of families surveyed feel AFAS is providing
concise and targeted information to help
families support student learning at home
 100% of families understand AFAS’
expectations for their children
 498 families attended the November 2014
Parent Conference evening – a consistent
increase in the number of families
conferencing with the teacher each quarter
indicating that 100% of our families feel
comfortable with the school
 A 10% increase in our community partnerships
 100% of families whose students receive a
PAW receive a congratulatory call from our
parent liaison
 A 25% increase in the number of families
attending and participating in our Parent
Aspiration Team and Srts Advisor Groups
51










by planning Family Learning nights and providing
information for families on how to support student
achievement
Continue to improve structure and efficiency of
quarterly Parent- Teacher Conferences by developing a
pre-conference sign-up system to improve quality of
home-school communication and increase and target
outreach to families of students not in attendance and/
or students at risk– Continue this discuss with
Parent Aspiration’s Group/School Council/ILT/Staff
Establish more clear two-way channels for home-school
communication including staff members’ preferred times and
modes of communication and a calendar template which
includes classroom curricular updates,
Argenziano events, classroom events, special topics for
parents such as classroom support opportunities,
guiding questions for parents to communicate with
their child about school, definitions and examples of schoolrelated jargon, i.e. Focus Lesson, “Just Right
Book,” reading strategies, etc.
Bullying discussions with parents; especially at Parent Coffee
hours
Improved protocols for welcoming new families – first grade
event during August and a seventh grade event “welcoming”
students to middle school – high school transition night for
grade 8
Family “curriculum” understanding events – Math homework
parent support night
Increased outreach to parents about PBIS and MTSS
Continue strong outreach and support of Parent Liaison
Position and Parent Aspiration Group continuing a partnership
with PTA
Continue Rotary Club monthly reading program
Continue to support Shape Up Somerville goals and
work to sustain newly developed BOKS morning fitness
program
Continue to explore grant opportunities that provide funding
52










for projects and events that support student learning, i.e.
Somerville Math Fund/Argenziano Family Math Night,
Somerville Arts
Council/Artist Residency, Joh Camera, Malian drummer, etc.continue to apply for grants (Arts Council, etc.) to support the
arts at AFAS
Strengthen community partnerships – actively recruit
new community partners for AFAS Parent Aspiration/
PTA around AFAS Community Card
Develop Argenziano Learning Community activities that
promote school pride, diversity and culture, and build schoolwide community, i.e. Argenziano Family Day, Heritage Night,
Craft and Cocoa Night, etc.
Develop collaborative relationships with Union Square Main
Streets and continue collaboration with neighborhood
organizations (The Family Center) and businesses
Continue collaboration with Bunker Hill Community
College and surrounding universities to attract
volunteers and/or special projects
Utilize student, staff and parent/guardian survey data to set
goals for improvement of school culture, events and
processes
Continue to develop Parent Aspiration Team program,
holding monthly morning and evening meetings on
topics related to school improvement planning
Continue to provide opportunities for parent and community
volunteers in the school including tutoring, homework and XBlock support, involvement in Career Week, music, library and art
program activities, PTA, etc.
Continue to develop yearly volunteer drive effort with schoolbased volunteer trainings in order to best accommodate and
match staff needs and parent and community availability and
skills
Continue to develop parent and community
engagement through arts and music via the work of the newly
established Argenziano Arts Advisory Council, focused on
increasing family engagement and building community with a
53







focus on music, arts and supporting student learning
Increase communication with surrounding community
and Somerville at large via neighborhood list serves,
press releases regarding school events, etc.
Look into expanding morning activities for student
fitness and engagement through the BOKS program support
Develop and refine AFAS parent/community
involvement protocols and trainings
Improved interest in after school opportunities and supports –
creating a variety of engaging after-school options that
increase the school’s community spirit
Increased student awareness of positive choices
through the impact of Rotary Readings
Increased family involvement through new initiatives in
the school – the arts and music
Identify creative strategies to increase the number of
volunteers and ways to match their skill sets and
student need
School Culture
VIII. Create a positive school culture where 100% of students, families, and staff are proud of their school and feel they are valued members of the school
community – See this data within the narrative of the report
2014-2015 Goals
1.
2.
3.
75% of students feel students
respect each other at AFAS (from
59%)
Increase to 75% of students who
see themselves as leaders grades 18)
Increase the student perception
from a 20% decline in bullying to a



Strengthen the focus of the following teams around
involvement, leadership, and respect – PAT (Parent
Aspiration Team), PTA Family Connector program,
Student Aspiration Team, Argenziano Arts Advisory
Council
Create effective partnerships with community
partners
Continue to strengthen school leadership among staff
through effective collaborative teams, peer
Evidence of Change
 A decrease in bullying reports
 An increase in student leadership projects
 Teacher leaders presenting professional
development needs at PDs – especially in the
area of ELLs access to the curriculum
 A 20% increase in community partnerships
 Continuation of the BOKs program
 Staff and family “buy in” to all PBIS protocols
54
4.
50% decline
Maintain the strong student
conduct data where 100% of
faculty feel they work in a safe
environment supported by
administration
5. Increase from 98% to 100% the
staff perception that in this school
we are about solutions













observations, between and among support staff
Strengthen communication with parents and
students…(See narrative for details)
Create an environment of respect and leadership by
expanding buddying between older and younger
students
Continue Student Voice Team projects with grade one
and grade 2 around respect
Continue Book Projects around respect and leadership
– student created book, Be a Super Friend
Expand Leadership Days – Grade One (Spring 2015)
Continue weekly voice team meetings with
administration
Improve morning and lunch supervision in a way that
does not interfere with the instructional leadership
role of the administrators of the school allowing them
to be in classrooms supporting staff and student
learning
Work with staff and club money allotted to the school
to provide enrichment activities for students
Begin to create a partnership with recreation to
provide lunch activities supervised by Recreation staff
to engage students in physical activity in an
appropriately supervised way
Continue working with Community Schools and
Recreation to create a model at AFAS that works for all
our families and students
Training for utility aids about ways to interact with
students and about positive behavior supports
Continue PBIS protocols to engage students in
positive behaviors that allow for fun and
engagement during more unsupervised times
Fidelity to the Second Step Curriculum in all
classrooms supported by Counselor Educator and
evident in all behavior plans
55

2015 Argenziano School Improvement Plan

Transcription

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