School Improvements - Revere Public Schools

Transcription

Paul Revere Innovation School
Paul Revere Elementary School
“Innovation School”
Schoolwide Plan
2012 – 2013
Barbara Kelly
Principal
June 2009
June 2010
Innovation School Model
• Five Autonomies
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Budget: Spending based on per pupil
Staffing: Restructuring staff to fit the school’s needs
Curriculum: Freedoms but accountable for MCAS
Schedule: Restructuring the daily “bells”
District Policies: Freedom from range of district policies
• Innovation Governing Board Meets monthly to plan
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Schedule/Structure of the school day
Looping/Curriculum/Full Inclusion
More SPED and Title One teachers
Parent Center/Social Emotional Needs of Each Student
School Policy development
Summer School 2012
Summer School 2012
Time Line - Update
1.
2.
3.
Paul Revere Schoolwide Plan
Introduction ……………………… June
Paul Revere School Profile ……… Sept.
Vision……………………………… Sept.
4.
Summarize/Prioritize
Summarize Program’s Strengths and
Weaknesses…………………………..May
Prioritize Needs……………………….May
Components of a Schoolwide Program
5.
Program Mission & Goals…………….June
Schoolwide Planning Teams & Calendar
Leadership Team Members……… Oct.
Committees -……………………… Sept. -June
Calendar of Meetings/Activities…… Oct.-June
Needs Assessment
Demographics – Students………… Oct.
Demographics – Teaching Staff … Oct. .
Assessment………………………… Oct.
Accountability (AYP)……………… Oct.
Organization of School Year and Day…Sept.
Curriculum and Instruction…………….. Aug.
Professional Development……………... May
Family and Community Involvement…Sept.-June
6.
School Improvement Plan…………….June-May
Theme I: Students Learning/Curriculum and
Instruction
Theme II: Teacher Learning /Professional
Development
Theme III: School and Community Involvement
Theme IV: School Facilities (Climate, Safety and
Respect
7.
Partnerships
Community and Professional
Partnerships……………………………...Oct.
Coordination and Integration of Federal, State
and Local Services and Programs
1. Paul Revere
Schoolwide Plan
• Introduction
• School Profile
• Vision Statement
• Ten Essential Components of a School Wide
Plan
Introduction
The schoolwide plan presents the vision/mission statement, needs assessment, summary of priority needs,
and action plan for the Paul Revere Elementary School. The principal, leadership team, school council, and
teachers contributed to the development of the plan. The plan is intended as a “living document” to guide
school activities over the next three years, with updates based on findings from implementation and process
evaluation, as well as annual needs assessment. The school plan is in concert with the Revere Public
Schools NCLB Strategic Plan and Goals, and the District Improvement Plan, as indicated below:
No Child Left Behind Goals:
Goal 1:
All Students Proficient or Advanced in Reading/ English Language Arts and Mathematics
Goal 2:
All Limited English Proficient Students Proficient in English and Reaching High Academic
Standards in Core Subjects
Goal 3:
All Students Taught by Highly Qualified Teachers
Goal 4:
All Students Educated in Learning Environments that are Safe, Drug-free, and Conducive to
Learning
District Improvement Plan Goals:
Primary Goal:
Improve student achievement by exposing all students to rigorous course work, setting clear content
standards and evaluating student performance using a tool called the MCAS, Massachusetts aspires to
ensure that all students acquire the knowledge, skills and competencies necessary to lead productive lives.
Goal 1: To improve the instruction in Literacy and Mathematics
Goal 2: To focus on Standards Based Education
Goal 3: To create media rich classrooms to broaden students ability to access information
and to explore, invent and communicate experiences and ideas through 21st century tools.
School Profile
“One if by Land, Two if by Sea, always there for the Community”
The Paul Revere School in 2006 attained Title 1 school wide status to better serve its
population. In 2010 we were the first “Innovation School” in the state of
Massachusetts where we emulated many best practices. Our school promotes
educational excellence and academic standards aligned with the Massachusetts
Frameworks. The Paul Revere School recognizes social and emotional issues fist
period each day. Academic achievement and personal growth will encompass our
instructional teaching leading to positive self-esteem and nurturing a learning
culture where students exercise mutual respect, take risks, and attain knowledge
necessary to prepare them to become socially responsible citizens and life long
learners. Paul Revere’s history is the school’s theme and culture, which is reflected
in the building’s architecture and design. We are a small neighborhood school set in
an urban community. The school services approximately 436 students in
kindergarten through fifth grade. There are 67 students enrolled in kindergarten,67
students enrolled in grade one, 74 students enrolled in grade two, 58 students in
grade three, 80 students enrolled en grade four, and 65 students enrolled in grade
five. We have a faculty of 54. The Paul Revere School Innovation Plan takes into
consideration the high poverty rate (71.3%) and the large percentage of Limited
English Proficient students (44.1%) that make up its unique school community. We
encourage both parent and community support to help achieve our goals.
Vision
At the Paul Revere School, community members work
together to foster a stimulating and nurturing
environment. Students feel respected, safe, and
empowered to achieve individual success while working
together as a team. Each child will develop the desire to
learn through a well-rounded education that cultivates
individual strengths. Our goal is to provide an education
that allows our students to make connections to the real
world while improving self-esteem and academic
achievement.
All students can succeed!
Top Ten
Essentials of a Schoolwide Plan
REQUIRED COMPONENTS OF SCHOOLWIDE PROGRAMS
Under Section 1114 (b) (1), a schoolwide program must include the following components:
1. A comprehensive needs assessment of the entire school (including taking into account the needs of homeless and migratory children as defined in Section
1309(2)) that is based on information that includes the achievement of students in relation to the state academic standards described in Section
1111(b)(1).
2. Schoolwide reform strategies that:
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Provide opportunities for all students to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).
Use effective methods and instructional strategies that are based on scientifically based research that:
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Include strategies to address the needs of all students in the school, but particularly the needs of low-achieving students and those at risk of not meeting the state
student academic standards who are members of the target population of any program that is included in the schoolwide program, that may include:
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3.
4.
5.
6.
7.
Strengthen the core academic program in the school.
Increase the amount and quality of learning time, such as providing an extended school year and before- and after-school
and summer programs and opportunities, and help provide an enriched and accelerated curriculum.
Include strategies for meeting the educational needs of historically underserved populations.
Counseling, pupil services, and mentoring services.
College and career awareness and preparation, such as college and career guidance, personal finance education, and
innovative teaching methods, which may include applied learning and team-teaching strategies.
The integration of vocational and technical education programs.
Address how the school will determine whether such needs have been met.
Are consistent with, and are designed to implement, the state and local improvement plans, if any.
Instruction by highly qualified teachers.
High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents,
and other staff, to enable all students in the school to meet the state’s student academic achievement standards.
Strategies to attract highly qualified teachers to high-need schools.
Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.
Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run
preschool program, to local elementary school programs.
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Measures to include teachers in the decisions regarding the use of state academic assessments in order to provide information on, and to improve, the
achievement of individual students and the overall instructional program.
9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of the state academic assessments shall be provided
with effective, timely additional assistance that shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide
sufficient information on which to base effective assistance.
10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs,
nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.
2. Schoolwide Planning Teams/Calendar
• Governing Board
Chart A
• Committees
Chart B
• DATA Leadership Team Members
Chart C
• Calendar of Meetings/Activities
Chart D - E
Governing Board
2012-2013
Chart A
•
Community Partners
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Governing Board Co-Chairperson
Business Partner: Solid Works
Teachers
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Joan Connelly
Rachel Simone
TBA
Barbara Kelly
Marguerite Guide
Bianca Quirk
Nicole Doucette
Deb Larson
Parents
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Ralph D
Michele Abate
Soraya Guerra
Patricia Consoli
Elena Martinez
Principal
Grade K / RTA Union Representative
Math Coach
Grade 2
Grade 5
Committees Governing Board
School: Paul Revere School
Year: FY13
Keep records of sign in sheets
Paul Revere School
Date
Time
# hours
Location
Presenter/Facilitator
9 – 10 - 12
4 – 6 PM
2
Library
10 – 1 - 12
4 – 6 PM
2
Library
Board Members
See Chart A
11 – 5 - 12
4 – 6 PM
2
Library
Board Members
See Chart A
12 – 3 - 12
4 – 6 PM
2
Library
Board Members
See Chart A
1 – 7 - 12
4 – 6 PM
2
Library
Board Members
See Chart A
2 – 4 - 12
4 – 6 PM
2
Library
Board Members
See Chart A
3 – 4 - 13
4 – 6 PM
2
Library
Board Members
See Chart A
4 – 1 - 13
4 – 6 PM
2
Library
Board Members
See Chart A
5 – 6 - 13
4 – 6 PM
2
Library
Board Members
See Chart A
6 – 3 - 13
4 – 6 PM
2
Library
Board Members
See Chart A
J.Connolly,
Participants
Board Members
See Chart A
Chart C
Leadership DATA Team
2012-2013
Members
Role
Grade Level
Mrs. Barbara Kelly
Principal
K-5
Ms. Carol Longo
Assistant Principal
K-5
Ms . Deb Larson
Teacher
4/5
Mrs. Nicole Doucette
Teacher
2
Mrs. Michele Kelly
Reading Coach
K-5
Mrs. Kristen Hartman
Teacher
2/3
Mrs. Bianca Quirk
Math Coach
K-5
Chart D
Common Planning Time
School:
Year: FY13
Organization
Paul Revere School
Date
Time
# hours
Location
Participants
8/ 31 /11
12:30
2.:25
Room 310
B. Kelly, Principal
All Staff
9 – 9 - 11
schedule
35 min
Classroom
Grade Level
All Staff
9 – 14 - 11
12:30
2.:25
Room 310
B. Kelly, Principal
All Staff
9 – 21 – 11
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
9 – 23 - 11
schedule
35 min
Classroom
Grade Level
All Staff
9 – 28 - 11
12:30
2.:25
Room 310
B. Kelly, Principal
All Staff
10 -5 - 11
12:30
2::25
Room 310
B. Kelly, Principal
All Staff
10 – 12 - 11
12:30
2.:25
Room 310
B. Kelly, Principal
All Staff
10 – 14- 11
schedule
35 min.
Classroom
Grade Level
All Staff
10 – 19 - 11
12:30
2:.25
Room 310
B. Kelly, Principal
All Staff
10 – 26 - 11
12:30
2::25
Room 310
B. Kelly, Principal
All Staff
10 – 28- 11
Schedule
35 min.
Classroom
Grade Level
All Staff
11 – 2 – 11
12:30
2:.25
Room 310
B. Kelly, Principal
All Staff
11 – 9 – 11
12:30
2::25
Room 310
B. Kelly, Principal
All Staff
11 – 16 - 11
12:30
2:.25
Room 310
B. Kelly, Principal
All Staff
11 – 18 – 11
Schedule
35 min
Classroom
Grade Level
All Staff
Chart D
School:
Year: FY13
Organization
Date
Time
# hours
Location
Participants
11 – 30 -11
12:30
2.:25
Room 310
B. Kelly, Principal
All Staff
12 – 7 - 11
12:30
2.25
Room 310
B. Kelly, Principal
All Staff
12 – 9 - 11
schedule
35 min
Classroom
Grade Level
All Staff
12 – 14 – 11
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
12 – 21 - 11
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
12 – 23 – 11
schedule
35 min
Classroom
Grade Level
All Staff
1 – 4- 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
1 – 11 – 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
1 – 13 -12
schedule
35 min
Classroom
Grade Level
All Staff
1-18 -12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
1 – 25 – 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
1- 27 - 12
schedule
35 min.
Classroom
Grade Level
All Staff
2 – 1- 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
2 – 8 – 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
2 – 10 – 12
Schedule
35 min.
Classroom
Grade Level
All Staff
2 – 15 – 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
Chart D
School:
Year: FY13
Organization
Date
Time
# hours
Location
Participants
2 – 29 - 12
12:30
2.:25
Room 310
B. Kelly, Principal
All Staff
3 – 2 - 12
schedule
35 min.
Classroom
Grade Level
All Staff
3 – 7 - 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
3 – 14 - 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
3 – 21 - 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
3 – 23 - 12
schedule
35 min
Classroom
Grade Level
All Staff
3 – 28 - 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
4 – 4 - 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
4 – 11 - 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
4 – 13 – 12
schedule
35 min
Classroom
Grade Level
All Staff
4 – 25 - 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
5 – 2 – 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
5 – 4 – 12
schedule
35 min.
Classroom
Grade Level
All Staff
5 – 9 – 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
5 – 16 – 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
5 – 18 – 12
schedule
35 min.
Classroom
Grade Level
All Staff
Chart D
School:
Year: FY13
Organization
Date
Time
# hours
Location
Participants
5 – 23 - 12
12:30
2.:25
Room 310
B. Kelly, Principal
All Staff
5 – 30 – 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
6 – 1 – 12
Schedule
35 min
Classroom
Grade Level
All Staff
6 – 6 – 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
6 – 13 – 12
12:30
2:25
Room 310
B. Kelly, Principal
All Staff
6 – 15 - 12
schedule
35 min
Classroom
Grade Level
All Staff
Chart E
Professional Development
School:
Year: FY13
Organization
Date
Time
# hours
Location
Participants
BSRI – Writing Process 6 Traits
8 -1 8 - 11
8–3
7
Framingham
Laurie Regan
8 Teachers
BSRI – Summer Training
8 – 22,23,24- 11
8–3
21
Spinialli’s
BSRI
3 new teachers
BSRI – Project Read Part I & II
Sept.- Oct. 2011
8-3
7
Framingham
Jill Pompi
5 Teachers
BSRI – Telian Lively Letters I & II
9 – 21 & 22 - 11
8-3
14
Spinialli’s
Nancy Telian
4 Teachers
BSRI – Fall Data Mtg.
10 – 21 – 11
8–3
7
Framingham
Judy loughlin
4 Teachers
BSRI – Enhancing the Power of the
Core
10 – 13 – 11
8–3
7
Framingham
Lesley Maxwell
3 - K Teachers
BSRI Vocabulary
11 – 3 – 11
8–3
7
Spinelli’s
Becky DeSmith
4 Teachers
BSRI Differentiated Instruction
11 – 4 – 11
8–3
7
Framingham
Judy Dodge
3 Teachers
BSRI Vocabulary
11 – 30 – 11
8–3
7
Framingham
Becky DeSmith
4 Teachers
BSRI Comprehension Strategy
12 – 11
8–3
7
Framingham
Joan DeSmith
3 Teachers
BSRI – Winter Data Mtg.
2 – 1- 12
8–3
7
Framingham
Judy Loughlin
4 Teachers
Open Circle – new staff
1 – 19 -11
8-3
28
Wellesley
Wellesley College
4 Teachers
Open Circle – Coach Training
2 -9 -11
8-3
28
Wellesley
Wellesley College
2 Teachers
Tech Goes Home
3 – 2 - 11
8-3
14
Cafeteria
Deb S and Matt
Gr. 4 & 5 Teachers Interventionist
Achievement Network
3 -16-11
12:30
2.25
Library
A-Net
Grades 2, 3, 4, 5
Project Based Learning
3-16-11
12:30
3.5
Cafeteria
ESE
All Classroom Teachers
Chart E
School:
Year: FY13
Organization
Date
Time
# hours
Location
Participants
4-13-11
12:30
2.25
Cafeteria
TBA
All Staff
5-11-11
12:30
2.25
Cafeteria
TBA
All Staff
Learning Walk Through
5-25-11
12:30
2.25
Library
B. Kelly, Principal
All Staff
6-8-11
12:30
2.25
Cafeteria
TBA
All Staff
Chart E
School BSRI DATA Meetings
School: Paul Revere
Year: FY13
Organization
BSRI Fall Data Meeting
BSRI Winter Data Meeting
BSRI Spring Data Meeting
Date
Sept. 12 - 13, 2012
Jan. 2013
June 2013
Time
8:45
8:45
8:45
# hours
6
6
6
Location
Participants
Data Room
Principal/
ReadingCoach/
BSRI Coaches
Home Room Teachers –
Interventionist
Data Room
Principal
/Reading Coach
BSRI Coaches
Home Room Teachers –
Interventionist
Data Room
Principal/
Reading Coach
BSRI Coaches
Home Room Teachers Interventionist
3. Comprehensive Needs Assessment
Collect and Analyze Data
School Demographics………………………………………………….3a, 3b
Student Achievement…………3c, 3d, (MCAS, Literacy Testing Results)
Organization of the School Year and Day…………3e (Calendars & Schedules)
Curriculum and Instruction…………………………3f (Programs and Interventions)
Family and Community Involvement
–
Link to Schoolwide Component
1. A comprehensive needs assessment of the entire school (including taking into account the needs of
homeless and migratory children as defined in Section 1309(2)) that is based on information that
includes the achievement of students in relation to the state academic standards
3a. Comprehensive Needs Assessment
Students
•
Grades Offered
•
Students
– Enrollment
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Indicators
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Selected Populations
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Technology
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Student/Teacher Ratio :
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1. A comprehensive needs assessment of the entire school (including taking into account the needs of homeless
and migratory children as defined in Section 1309(2)) that is based on information that includes the achievement
of students in relation to the state academic standards
3. Instruction by highly qualified teachers.
3b. Comprehensive Needs Assessment
Teachers
– Teacher Data
– Staffing Data by Race, Ethnicity, Gender
– Link to Schoolwide Component
1. A comprehensive needs assessment of the entire school (including taking into account the needs of
homeless and migratory children as defined in Section 1309(2)) that is based on information that includes
the achievement of students in relation to the state academic standards
3c. Comprehensive Needs Assessment
Assessment
MCAS Results
•
Percent of Students at Each Performance Level
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Item by Item Results (for each Grade/Subject)
•
MCAS Annual Comparisons
•
MCAS Results by Subgroup
•
Participation Report
•
Additional Data Results
- DIBELS, GRADE, MAZE, DAZE: Results and Implications
- The Achievement Network: Grades 2-5
- District-wide Mathematics Interim Assessments
- MEPA
- MELA-O
Schoolwide Intervention Project.doc
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1. A comprehensive needs assessment of the entire school (including taking into account the needs of homeless and migratory children as defined in
Section 1309(2)) that is based on information that includes the achievement of students in relation to the state academic standards
3d. Comprehensive Needs Assessment
Accountability
– Adequate Yearly Progress (AYP) Report
– 2012 -2013 NCLB Report Card
– PIP
– Link to Schoolwide Component
1. A comprehensive needs assessment of the entire school (including taking into
account the needs of homeless and migratory children as defined in Section 1309(2))
that is based on information that includes the achievement of students in relation to the
state academic standards
Paul Revere
2012 MCAS Gr.3 Math Needs
Assessment
Areas to maintain and strengthen (over 90% of students got these correct)
•
3.D.3 Interpret chart to identify type of book.
•
3.N.12 Rounding to estimate whole number computation (this was a weakness
last year).
3.P.4 Choose the number sentence that correctly compares two numbers.
3.M.4 Finding area and perimeter.
3.P.2 Choosing the symbol that makes a number sentence true.
3.D.2 Select correct bar graph.
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Recommendations
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Continue to represent real life data with tables, charts, and graphs. Use classroom
models for a variety of areas i.e., lunch count, field trips, weather, etc. and draw
conclusions.
Continue work with rounding to check for reasonableness of answers.
Continue work with area and perimeter.
Continue to emphasize algebra connections-balancing equations.
Assessment
Areas to improve (under 60% of students got these correct)
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3.N.4 Compare fractions using models or number line. Identify smallest fraction
and equivalent fractions (see OR Ques.14)
3.D.3 Unreleased item - Draw conclusions from representations of data sets
(note: this standard was also our strongest?? Difficult to assess the aspect of the
standard that was weak, so we need to address the whole standard in as many
ways as possible*)
3.M.3 Use calendar to calculate date
Recommendations
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Use fraction bars or fraction circles to help students order fractions and find
equivalent fractions. Continue to use a number line as a way to model fractions.
*Continue to work on a variety of data representations, having students create
and draw conclusions from ALL forms of data representation, including tables, line
plots, pictographs, tallies, and bar graphs.
Have students use the calendar to find dates that are 3 weeks later, 2 weeks later,
etc.
Continue to collaborate with Sped inclusion teacher and math coach to find
different strategies to differentiate instruction
Assessment
Areas to maintain and strengthen
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4.N.16 Round 31,169 to the nearest ten thousand.
4.N.7
Choose a number that is a square number.
4.D.4
Compute probability of picking a pencil from a case.
4.D.3
Draw conclusions or make predictions from a graph, table, or plot. (also
a weakness?)
Recommendations
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Continue excellent work with rounding and estimating
Continue work with identifying classes of numbers – factors, multiples, squares.
Continue to work with probability, outcomes, combinations
Continue to work with graphs, tables, and plots.
Assessment
Areas to improve
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4.P.3
4.D.3
4.N.4
4.D.6
4.D.1
Determine values of variables in simple equations.
Draw conclusions or make predictions from a graph, table, or plot.
Fractions, mixed numbers, decimals, equivalent fractions
Classify outcomes as certain, likely, unlikely, or impossible.
Select data best presented on a line graph ( how data changes over time)
Recommendations
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Exposure to more graphs from newspaper, magazines, internet. Create problems to
go along with the graphs using a third variable. For example, using a graph of
magazines sold, determining the total cost of magazines sold in January if they cost
$3 each. This was also a weakness for our third grades. Note how different graphs
are used for different purposes.
Teach students to create algebraic expressions to solve problems, stress variables
Work with fractions and fractional relationships - pattern blocks are a good tool
Work with ordering decimals and fractions and finding equivalent fraction
Work with probability, possible outcomes, classifying outcomes.
Continue to work with math coach to differentiate instruction
Assessment
Areas to maintain and strengthen
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5.M.5 Calculate the measure of an angle within a triangle.
5.N.4 Demonstrate an understanding of fractions
5.P.2 Replace variables with given values and evaluate.
5.M.4 Calculate the volume of a rectangular prism.
Recommendations
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•
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Continue to work with measurement of angles using measurements of the whole
to determine the missing angle and using a protractor. Play angle tangle.
Continue to find and compare fractions on a number line.
Continue algebra connection for expressions, rules, and variables.
Continue to work on geometric measurement, i.e., volume, area, perimeter, etc.
Assessment
Areas to improve
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5.N.7 Compare and order whole numbers, fractions, mixed numbers, decimals and percents.
(Same standard as last year ~ only 1 student correctly answered this question)
5.P.4 Select an expression that represents information in a problem.
5.M.3 Practice conversion of units within a measurement system, i.e., 62 in. = how many feet and
inches.
5.N.5 Calculate percentage of students by mode of transportation line, i.e., 1/5 = what % , so 4/5
= what %
5.P.5 Calculate a problem involving proportional relationships, i.e., 2 pizzas feed 5 people, N
pizzas feed 20 people.
.
Recommendations
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Compare fractions, decimals, percents, using as many strategies as possible, number lines,
fraction bars, fraction circles, grids, pattern blocks, etc. This is a continued weakness.
Teach them to write expressions when solving problems, i.e., Mary makes $5 per hour or 5 x H
Practice converting feet to inches and inches to feet; minutes to hours, feet to yards, etc.
Continue to stress common percents and how they are related to fractions and decimals.
Solve problems using proportional relationships using tables or models (ratios).
Continue to work with the math coach on ways to differentiate instruction for all students.
Additional Data Results -Based upon Math Interim Assessments
Grade 1
WOWS:
• Ways to make ten using a ten-frame
• Identifying a cube
• Predicting the next shape in a pattern
• Capacity - Determining which container holds the least
• Interpreting a graph
WONDERS:
• Finding NO line of symmetry
• Counting money up to 15 cents
• Identifying the fraction ¾
• Subtracting 10
Additional Data Results -Based upon Math Interim Assessments
Grade 2
Strengths:
• Determine whether a number is odd or even
• Identifying 2-D figures
• Capacity - Determining which object holds the least
• Measuring a pencil with inches
• Using an array to find a number (area model)
Challenges:
• Subtracting from 100 (regrouping)
• Finding corners and sides of an irregular shape
• Probability – least likely
• Subtracting 3-digit numbers with regrouping
• Counting coins to $1
Additional Data Results -Based upon A-Net Data
Grade 3
Strengths:
• Patterns
• Finding ¼ of a group
• Elapsed Time
• Place Value
• Modeling multiplication using an area model
Challenges:
• Identifying angles
• Finding a mixed number on a number line
• Estimation
• Combinations
• Plotting a point using ordered pairs
• Congruent figures
Grade 4
Strengths:
• Using a rule with a variable to determine a pattern
• Identifying lines
• Capacity
• Coordinate Grid
• Determining a variable in a balanced equation*
Challenges:
• Identifying a model of 1/3
• Attributes of 2-d geometric figures
• Locating a fraction on the number line
• Measurement conversion changing gallons to pints.
• Balancing an equation*
Grade 5
Strengths:
• Fraction of a group
• Solving an equation by substituting a value for a variable
• Symmetry
• Matching a line graph to a table of data
• Interpreting a circle graph (identifying a fraction)
Challenges:
• Finding the value of an expression (order of operations)
• Finding the median
• Area
• Probability
• Subtraction of mixed numbers
• Perpendicular and Parallel lines
What Does our ELA Literacy Block Look
Like?
•
120 minute (interrupted) literacy block in grades K-3
–
•
Teachers plan well together both horizontally and vertically
90 minute literacy block in grades 4-5
**120 minutes with science and social studies integrated
•
Literacy Centers and Small Group Instruction
–
–
•
SPED and ELL Inclusion Model in some classrooms
–
–
•
•
•
Professional development for Full Inclusion
Addition of a Grade 3, Grade 4, & Grade 5 Full Inclusion classroom (co-teaching model)
Title I Intervention
–
–
•
•
Routines of centers are similar throughout grade levels
Differentiated Instruction
Need more staffing for Inclusion in the classroom
Two para-professionals servicing Grades K-1
Assessments: DIBELS, GRADE, Progress Monitoring, A-Net, MAZE, DAZE
Read Aloud book “Trumpet of the Swan” will be read in every classroom
- Entire school as one large literacy circle
Computer-Based Reading Program: Achieve 3000, Read About, Lexia, Success
Maker, Education City
Common Planning every Wednesday (early release day) and every Friday
ELA Literacy Block/Centers
• The literacy block in grades K-5 is made up of a
20-30 minute whole group lesson with the
remainder of the time focused on small group,
tiered instruction.
• Literacy Center activities include: Guided
Reading, Reciprocal Teaching, Word
Work/Study, Listening Center, Writing, Partner
Reading, Vocabulary, Poetry, Fluency and
Technology.
K
Full Day
Daily
1
Weekly
Daily
2
Weekly
Daily
3
Weekly
SUBJECT
minutes
minutes
D
a
i
l
y
minutes
4
Weekly
5
Week
ly
Daily
minutes
Daily
minutes
minutes
120
600
120
600
120
600
1
2
0
600
90
450
90
450
90
450
90
450
90
450
9
0
450
90
450
90
450
20
100
30
150
30
150
3
0
150
45
225
45
225
20
100
30
150
30
150
3
0
150
50
250
50
250
30
150
30
150
30
150
3
0
150
30
150
30
150
15
75
15
75
15
75
1
5
75
15
75
15
75
Recess
30
150
15
75
15
75
1
5
75
15
75
15
75
Lunch
20
100
20
100
20
100
2
0
100
20
100
20
100
20
100
15
75
15
75
1
5
75
10
50
10
50
365
1825
365
1825
365
1825
1825
365
1825
365
1825
ELA
Math
Social Studies
Health &Science
Weekly
each subject once/ wk
Physical Education
Music
Technology
Art
Library
Opening Exercises
(Attendance, Salute the Flag, Lunch
Count, Calendar Events, Itinerary,
Activator, etc)
Closing Exercises
(Summarizer, Homework, Notices, etc.)
3
6
Title I Interventions
•
Scott Foresman Reading Intervention Program “My Sidewalks”
•
Early Reading Intervention (ERI)
•
Interventionists and Teachers who were trained in “Lively Letters,” “Project
Read Phonics,” and “Project Read Linguistics” integrate components of the
program with their some risk and at-risk students
•
Reading Interventionists work collaboratively with teachers using both a
pull-in and push-out model. Students are progress monitored to ensure
adequate gains.
•
CAI: Successmaker, Achieve 3000, Read About, Fasst Math, Lexia,
Education City
Assessments
• Dynamic Indicators of Basic Early Literacy Skills
(DIBELS) (K-5)
• DIBELS Progress Monitoring (K-5)
• Group Reading Assessment and Diagnostic Evaluation
(GRADE) (1-5)
• Scott Foresman Unit Benchmark Tests (K-1)
• Scott Foresman Weekly Selection Tests and “Fresh
Reads” (1-5)
• MAZE/DAZE (2-5)
• A-NET (2-5)
• Achieve 3000 (4 -5)
• Read About (3-4)
ELA DIBELS Data Results
• DIBELS Summary Report for Kindergarten
• DIBELS Summary Report for Grade 1
• Dynamic Indicators of Basic Early Literacy K-5
2012 MCAS Gr.3 ELA Strengths
• S4: Vocabulary
• Literature
• Language
2012 MCAS Gr.3 ELA Challenges
• S8: Understanding Text
• S14: Poetry
• Recommendations
• Students will continue to work on reading and rereading text for
comprehension
• Students will also continue to strengthen their skills of going
back to a text in order to pull out information in order to draw
conclusions
• Students will continue to work with different types of poetry
• S11: Theme
• Recommendations
• Students will continue to work on their inferential skills
for comprehension in order to identify theme in
different genres
•
S17: Drama
•
S10: Genre
•
S8: Understanding Text
•
S4: Vocabulary
•
Style and Language
•
Recommendations
•
•
•
•
•
Students will continue to participate in class plays and text that allows students to read with expression,
inflection, and vocal intonation
Students will continue to be exposed to different authors’ tone and purpose
Students will continue to be exposed to sequence of events in stories and stories that lend themselves to
cause and effect relationships
Students will continue to read in order to find context clues; a focused vocabulary development plan would
also strengthen these skills
Students will continue to practice the differences between literal and figurative language and understand
idiomatic language
3e. Comprehensive Needs Assessment
Organization of School Year and Day
–
District Calendar 2012 - 2013 School Calendar with Meetings
–
Time on Learning
–
Classroom Schedules (Link to all classroom schedules)
–
Extended Day Schedule
•
•
Extra support academic and enrichment schedule
•
For Kids Only After School Program K-5
Link to Schoolwide Components
2. Provide opportunities for all students to meet the state’s proficient and advanced levels of student academic achievement.
Increase the amount and quality of learning time.3. Use effective methods and instructional strategies that are based on scientifically based research that
Increase the amount and quality of learning time.
3f. Comprehensive Needs Assessment
Curriculum and Instruction
•
Research Based Programs
•
•
•
•
•
•
Core Programs
Intervention Programs
Technology Based Programs
Three Tier Model
Universal Design Learning
•
Extended Day Activities
•
2. Provide opportunities for all students to meet the state’s proficient and advanced levels of student academic achievement
3. Use effective methods and instructional strategies that are based on scientifically based research that
Increase the amount and quality of learning time
3f. Comprehensive Needs Assessment
•
Research Based Programs
•
•
•
Core Programs
Intervention Programs
•
Three Tier Model
•
•
2. Provide opportunities for all students to meet the state’s proficient and advanced levels of student academic achievement
3. Use effective methods and instructional strategies that are based on scientifically based research that
Increase the amount and quality of learning time
English Language Arts
Mathematics
Encore Subjects
Core Curriculum Programs
Reading Streets 2007, 2008 /Scott Foresman K-5
Envision Math 2008/ Scott Foresman K-5
Art
Phonics ~Rose Bradley Phonics,
Lively Letters, Project Read
Calendar Math
Music
MCAS Release Questions
Six – Traits Writing
Math Mates, MCAS Release Questions
Physical Education
Interventions
Technology
My Sidewalks, Language for Learning
Project Read
Library Science
Early Reading Intervention
MCAS Release Questions
Book Buddies
Soar to Success
Summer School
Book Exchange
Lexia
Envision Math, Reading Street Assignment Tools
Achieve 3000
Success Maker
Read About
FASST Math
Science
Social Sciences
Core Curriculum Programs
Scott Foresman Content Leveled Readers
Scott Foresman Content Leveled Readers
Big Ideas Curriculum Grades 3-5
Paul Revere House
Star Lab Grades 3-5
Interventions
Lexia
Lexia
Study Island
Study Island
Technology Based Sites
Brain Pop
Discovery Education
Success Maker
School-District
3- Tier Model
Tier I
Core Instruction: 2007 Scott Foresman Reading Street
-
Staffed by Classroom Teachers
120 minute Instructional Time Block
Tier II
Supplemental Interventions: for “some risk” students
Lexia
SuccessMaker
Bradley Phonics/
Lively Letters
Students
Kindergarten
First grade
2nd grade
3rd grade
5th grade
Kindergarten
First grade
2nd grade
1st,2nd 3rd , 4th and 5th Grade “at risk” with
language and concept development,
fluency, comprehension difficulties
Nature of
Instruction
Computer assisted
Computer assisted
Explicit and systematic
Explicit and systematic
Time
30 minutes/3x week
30 minutes/2x week
K – 20 minutes/5x week
1 – 30 minutes/5x week
35 minutes 5x/week (Gr.1)
40 minutes 5x/week (Gr.3,4 & 5)
2
Staff
Where
Serviced
- 10 minutes/5x week
My Sidewalks
Classroom teacher
Computer teacher
Classroom teachers
Classroom Teachers
T/I Reading Teachers
DIBELS
K- (LNF) (ISF)(PSF)
Gr.1- (NWF)
Gr.2- (NWF)
Gr.3- (NWF)
Teacher
Recommendation
GRADE (voc & passage
comp)
Oral Reading Fluency (ORF)
Teacher Recommendation
DIBELS
K- (ISF) (PSF)
Gr.1- (NWF)
Grs. 2 & 3 (ORF) (PSF)
(NWF)
Teacher Recommendation
NWF, ORF
GRADE
Passage Comprehension, Word Meaning
and Vocabulary subtests
In computer lab and in
classroom
In classroom
In classroom
In classroom
Tier III
Intensive Interventions: for “at risk” students
ERI
Sidewalks
SPIRE/Explode the Code
Students
Kindergarten – “at risk”
with phonemic awareness
and phonics difficulties
1st,2nd, 3rd, 4th and 5th Grade “at risk”
with language and concept
development, fluency, comprehension
difficulties
1st -5th Grade “at risk” with phonics difficulties,
and phonemic awareness difficulties
Nature of
Instruction
Systematic and explicit
Time
30 minutes/5x week
40 minutes 5x/week (Gr.3, 4, and 5)
As determined by the students’ IEP
Staff
Title 1 Reading Teachers
T/I Reading Teachers
SPED Teacher
Assessment
PSF, NWF, Teacher
recommendation
End of level ERI test,
ERI placement test
NWF, ORF
GRADE
Passage Comprehension, Word
Meaning and Vocabulary subtests
PSF, NWF, ORF, Core Evaluation Assessment
Where Serviced
Out of classroom
Out of classroom/in classroom
In classroom/Resource Room
Administration of assessments:
GRADE is administered in September and May and also vocabulary and passage comprehension sub testing of GRADE are used for progress
monitoring, MCAS prep placement, and regrouping in mid November and mid February.
DIBELS is administered in September, January and May as a Benchmark test for Grade K, 1, 2 and 3 and also monthly to progress monitor “at risk”
and “some risk” students.
Use of Data:
DIBELS and GRADE are used to formulate appropriate instructional groups and at professional team meetings to strategically readjust student
placements in Core, Supplementary, and Intervention programs.
Trimester 1
Name of Activity
Grade
Book Club
1-5
Poetry
1-5
Sports
4-5
Hip-Hop
1-5
Jump Rope
1-5
Math Games
1-3
Breakfast Book Club
1-2
Environmental Awareness
4-5
Homework Club
1-5
Newspaper
1-5
AAA (Geography and Mapping)
4
Arts and Crafts
5
Soccer
3-5
Cooperative Learning
1-2
Trimester 2
Name of Activity
Grade
Homework Club
1-5
Board Games
1-5
Scrapbook Club
3-5
Computer Club
1-5
Sports Club
3-5
Mathletes
4-5
Book Club
1-5
Robotics
5
Glee Club
1-5
Arts and Crafts
3-5
Recycled Art
4-5
Soccer Club
3-5
Newspaper
1-5
Roots and Shoots
4-5
Phonics Games
1-3
Cheerleading
1-5
Trimester 3
Name of Activity
Grade
Homework Club
K-5
Math Games
2-5
Board Games
K-3
Computer Club
2-4
Robotics
5
Book Club
1-4
Sports Club
1-3
Physical Fitness
2-5
Arts and Crafts
3-5
Recycled Art
4-5
Book Making
1-5
Cheerleading
1-5
3g.
Comprehensive Needs Assessment
Professional Development Data
– District/School Professional Development Calendar
– Schoolwide Professional Development Schedule
–
4. High-quality and ongoing professional development to enable all
students to meet the state’s student academic achievement standards.
5. Strategies to attract highly qualified teachers to high-need schools.
School: Paul Revere
Year: FY12
Organization
Date
Time
# hours
Location
Participants
BSRI – Writing Process 6 Traits
8 -1 8 - 11
8–3
7
Framingham
Laurie Regan
8 Teachers
BSRI – Summer Training
8 – 22,23,24- 11
8–3
21
Spinialli’s
BSRI
3 new teachers
BSRI – Project Read Part I & II
Sept.- Oct. 2011
8-3
7
Framingham
Jill Pompi
5 Teachers
BSRI – Telian Lively Letters I & II
9 – 21 & 22 - 11
8-3
14
Spinialli’s
Nancy Telian
4 Teachers
BSRI – Fall Data Mtg.
10 – 21 – 11
8–3
7
Framingham
Judy loughlin
4 Teachers
BSRI – Enhancing the Power of the
Core
10 – 13 – 11
8–3
7
Framingham
Lesley Maxwell
3 - K Teachers
BSRI Vocabulary
11 – 3 – 11
8–3
7
Spinelli’s
Becky DeSmith
4 Teachers
BSRI Differentiated Instruction
11 – 4 – 11
8–3
7
Framingham
Judy Dodge
3 Teachers
BSRI Vocabulary
11 – 30 – 11
8–3
7
Framingham
Becky DeSmith
4 Teachers
BSRI Comprehension Strategy
12 – 11
8–3
7
Framingham
Joan DeSmith
3 Teachers
BSRI – Winter Data Mtg.
2 – 1- 12
8–3
7
Framingham
Judy Loughlin
4 Teachers
Open Circle – new staff
1 – 19 -11
8-3
28
Wellesley
Wellesley College
4 Teachers
Open Circle – Coach Training
2 -9 -11
8-3
28
Wellesley
Wellesley College
2 Teachers
Tech Goes Home
3 – 2 - 11
8-3
14
Cafeteria
Deb S and Matt
Gr. 4 & 5 Teachers Interventionist
Achievement Network
3 -16-11
12:30
2.25
Library
A-Net
Grades 2, 3, 4, 5
3-16-11
12:30
3.5
Cafeteria
ESE
All Classroom Teachers
Chart E
School:
Year: FY12
Organization
Date
Time
# hours
Location
Participants
4-13-11
12:30
2.25
Cafeteria
TBA
All Staff
5-11-11
12:30
2.25
Cafeteria
TBA
All Staff
Learning Walk Through
5-25-11
12:30
2.25
Library
B. Kelly, Principal
All Staff
6-8-11
12:30
2.25
Cafeteria
TBA
All Staff
3h. Comprehensive Needs Assessment
Family and Community Involvement
–
Parent Teacher Conferences
–
Open invitation to monthly Governing Board meetings
–
National Education Week: parents visit classrooms
–
Newsletters
–
PTO Schedule
–
Paul Revere School Web Site
–
Monthly coffee with principal
–
Paul Revere Monthly Calendar
–
Read Across America Day
–
Raising a Reader/Author’s visit
–
ELL parent curriculum workshop with coaches
–
Family Math Night
–
Open Circle parent overview
–
Veterans Day Program
–
Kindergarten Orientation
–
EC/K Transition Meeting
–
6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.
7. Plans for assisting preschool children in the transition from early childhood programs
4. Summarize and Prioritize
On-Going
•
•
•
•
•
•
Innovation Plan
Collaboration
Differentiated Instruction for all students
BSRI
A-Net
Open Circle
4. Summarize and Prioritize
Upcoming
• Inclusion for Special Education/ELL
– Interventionists service within classroom
setting
• Full Inclusion (Grade 3: Co-Teaching)
• Project Based Learning
• Technology – Hands on in classroom &
home
Prioritize Goals
• Maintain a SGP (student growth percentile) of 60% or above in ELA and math
• Year 2 implementation of Innovation Plan
- Mandatory school uniforms: agreed upon by the parents and voted on through the governing
board
- Open Circle continues
- Learning Walk Through
- Peer Observations
- Achievement Network grade 2, continue in grades 3-5
- Summer Program
- Full Inclusion for special education students in grade 3
- Project Based Learning
- Technology Training: Technology Goes Home
- Bay State Reading Institute
- Three Tier Model K-5 continuation ELA – implementation of three tier model for
math
- Transitioning to new National Common Core Standards across curriculum
–
1. A comprehensive needs assessment of the entire school (including taking into account the needs of homeless and migratory children as defined in Section
1309(2)) that is based on information that includes the achievement of students in relation to the state academic standards
5. Program Mission Statement
•Mission Statement
•The Paul Revere School Community believes in life-long learning. We are
connected by a vision that highlights the abilities of all children and strives for a
learning environment that brings out the best in all of us. The Paul Revere
School is a place of joy and learning where there is a concern for the school
experience in its own right as well as “next level” preparation. Moral and
aesthetic education is taught along with our comprehensive academic program.
Our students are guided through their educational experience via excellent
teaching practices supported with an evaluation protocol designed to focus on
Standards-Based Education, differentiated instruction and continuous
instructional improvement. Classrooms are encouraged to promote an
atmosphere of discovery-oriented learning for all students.
6. RPS District Goals
• Goal 1: RIGOR
Meeting the needs of diverse learners
RETELL
Progress monitoring/data driven decisions
Tiered/differentiated instruction
Effective and appropriate instructional practices
Effective use of technology to increase academic rigor
• Goal 2: RELEVANCE
Maintain currency in state and national educational trends
Educator evaluation
Common Core/College & Career
WIDA
WGEE
Effective use of technology to increase instructional relevance
• Goal 3: RELATIONSHIPS
Develop positive relationships among Staff, Families, and the community
Five District Partnership
Professional learning groups
Content coaches/teacher leaders
Effective use of technology to foster relationships among students, staff, parents and the community
7. School Improvement Plan
Paul Revere School
2012-2013
Theme 1
Student Learning/Curriculum and Instruction
High expectations are at the center of the vision for all students in the Revere Public
Schools. By embracing the Massachusetts Curriculum Frameworks, the Paul Revere
School will meet the needs of diverse learners. Lessons will be rigorous and relevant
and will incorporate RETELL, progress monitoring/data driven decisions,
tiered/differentiated instruction, effective and appropriate instructional practices, and the
effective use of technology.
• Link to Schoolwide Components
3. Instruction by highly quantified teachers.
4. High-quality and ongoing professional development to enable all students to meet the
state’s student academic achievement standards.
5. Strategies to attract highly qualified teachers to high-need schools.
Theme 2
Teacher Learning/Professional Development
•
Developing relevant techniques to teach to higher standards while embracing the
latest research is at the heart of teacher
training in the Revere Public Schools. By embracing the Massachusetts Curriculum
Frameworks and effective strategies
for teaching and learning, teachers build a repertoire
of approaches to challenge all students effectively. With the foundation set by Research for
Better Teaching, and a formal departmental and building professional development program,
all teachers have the opportunity to hone their skills on a regular basis. Continual
professional and personal growth is an expectation for all teachers.
•
•
3.
4.
Instruction by highly qualified teachers.
High-quality and ongoing professional development to enable all students to meet the state’s student academic
achievement standards.
5.
Theme 3
School and Community Involvement
Educating children is a community effort. Involving parents, as well as
community resources, provides a continual reinforcement of academic and
social ideals embraced by the schools and community. Fostering
relationships among students, staff, families, and the community increase
communication and develops a positive school climate with consistent
expectations for school performance and social behavior.
•
6.
7.
Strategies to increase parental involvement
Plans for assisting preschool children in the transition from early childhood programs
Theme 4
Planning and Support Systems
A healthy and safe environment in all schools provides an optimal learning environment.
To that end, student support services and a strong infrastructure for plant expansion and
maintenance must be in place. Facilities must be able to accommodate the needs of teaching
and learning as defined by innovative teaching and learning practices in order to support the
three RPS district goals of rigor, relevance, and relationships.
•
3.
4.
Instruction by highly qualified teachers,
High-quality and ongoing professional development to enable all students to meet the state’s student academic achievement
standards.
5.
8. Partnerships
Coordination and integration of federal, state, and local services and programs
–
Partnerships
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
–
Salem State College
North Shore Community College
Gordon College
Paul Revere House
Veterans Association
NASA
Kid Smart
Star Lab
Bay State Reading Institute (BSRI)
Massachusetts General Hospital
Revere Cares
A-Net
AAA
Solid Works
Revere High School
10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence
prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job
training.
Schoolwide Title I Plan  List
According to the Education Department's new guidance on developing a










schoolwide Title I program, a comprehensive plan must:
Identify research-based strategies aligned with school needs.
Provide instruction by highly qualified teachers.
Offer high-quality, ongoing professional development.
Create strategies to recruit and retain highly qualified teachers in high-need
schools.
Create strategies to increase parental involvement.
Develop plans to assist preschool students through the transition into
elementary school.
Identify measures to include teachers in decisions on the use of academic
assessments.
Ensure students having difficulty reaching proficiency receive effective,
timely, additional assistance.
Coordinate and integrate federal, state and local services and programs.
Include an annual evaluation process of the plan's implementation.
Schoolwide Program Evaluation
Program Evaluation is ongoing as it assesses the following components of the Schoolwide Plan:
• Student Data
– Data Meetings (Fall, Winter and Spring)
 MCAS Data Analysis ELA & Mathematics (Leadership Data Team)
 Data Reports– Principal, BSRI Principal Coach, BSRI Literacy Coach and School
Literacy Coach- DATA Team

DIBELS (Literacy Coach - University of Oregon)

GRADE (Staff and Literacy Coach)

MAZE/DAZE (Staff and Literacy Coach)

A-Net
 Teachers and Support Staff Observations of students
 Principal’s Review of Data (University of Oregon)
 Progress Monitoring Data (Teachers and Support Staff)
 Mobility of Students Using the Three Tier Model: Literacy Coach, Teachers
 Analysis of Math Data – math coaches
 Math Quarterlies
• Effective Programs and Teaching Practices
– Leadership Team assesses curriculum and instruction and program needs (monthly)
– A-Net reflection meetings (monthly)
– Formative and Summative Teacher Assessments
 Walkthroughs – Principal, BSRI Coach, Math Coach (every day)
 Informal Observations and Conversations – Principal, Reading Coach, Math Coach (ongoing)
 Formal Evaluations (Follows RPS Evaluation Protocol) - Principal, Assistant Principal,
Directors
• School Improvement Plan
– Leadership Team (on-going review and assess SIP)- Monthly
– Leadership DATA Team (on-going and assess Data) – 10 times a year
– School Council – Development of School Improvement Plan- Update Plans at Spring Council
Meetings
– Governing Board – meets monthly
– Surveys to assess needs of the Schoolwide program– Parent and Teachers
Home School Involvement Contract
This contract is attached to the Student Handbook and distributed to every student on the
first day of school.
• The importance of Contract is reviewed in class.
• Parents complete the student Involvement Contract and Signature page and return it
to the child’s classroom teacher.
• Teachers keep a check list of all returned forms. Classroom teachers send home
reminders to parents who have not completed the forms.
• Teachers send home duplicate handbooks and forms with those students who have
misplaced the originals.
• Forms are provided to parents at Meet the Teacher Night.
• Forms are in Spanish and Arabic.
Upon 100% return, teachers submit forms to Title I Interventionist who files forms for
referral throughout each school year.
• Throughout the school year, the parent of any incoming student must sign the form.
• This procedure is followed annually.

School Improvements - Revere Public Schools

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