Elementary School-Wide Plans

1. Elementary School-Wide Plans Report to Curriculum Committee October, 2019 Created and Presented by Elizabeth Clarke, Melanie Ellsworth, Margaret Emery, Douglas Kilmister, Tiffany Karnes, DJ Thorne, Lori Pacholski, Jessika Sheldrick

2. 2nd Year Under ESSA • Comprehensive Needs Assessment Process - Consolidated Plan July 1, 2018 (5 Year Goals) • No accountability identification yet (Tier 3) • Feedback: simplify, use student outcomes, adjust goals • App - Aug 1, Performance Report - Sept 1 • Title V expended (TC and Mentoring) • Title IV carryover

3. District View - Elementary Schools 7 Schools now have Title I schoolwide plans

4. District Level Work - Reflecting on 2018-19 What went well? • Scoring Criteria Developed through PD Days • Resiliency • Mentor training • Expanded screening tool to K-2 (STAR) • Summer School - doubled Challenges: • RTI Protocols • Attendance • Data- access

5. District Level Foci for 2019-20 Through District Funds: • Phonics Units of Study • Formative Assessment & Gathering Evidence Over Time • Behavior Screener • Coordinate Summer Programming

6. District Level Foci for 2019-20 Title I: • Small group work (Coaching) • Summer Programming (Reallocated Funds) • Strengthening Intervention System (RTI PLC) Title IV: • Understanding the Impact of Trauma • Attendance • SWIS in several schools

7. Celebrations at OES! • We met two of our three goals!!!!! • Decreased office referrals every month • PBIS Data Team • Maiden Voyage of the Pride Patrol • Retained more staff this year than in years past!

8. Oxford Elementary School Attendance: • Home visits • Schoolwide & Classwide Challenges • Attendance letters & Meetings • Pride Patrol • Attendance committee • Student Care Team • Messaging around attendance

9. Oxford Elementary School - Math • Family Math Activities • FreckleMath • Math Running Records • STAR Data Reviews • Math coaching

10. Oxford Elementary School - Reading • Phonics • Whole School Data Team • Family Literacy Activities • Freckle Literacy • STAR Data Reviews • Literacy Coaching • STAR Data Reviews

11. Agnes Gray School - Reflecting on 18-19 Highlights Met our goals! Worked with a math coach when available Monthly in-house colleague visits Challenges Lack of consistent access to coaching Emotional needs of children

12. Agnes Gray School - Plans for 19-20 • Collective Efficacy - Professional Growth Partners • Family Engagement • Student Assistance Team • Partnering with 21st Century Community Learning Center

13. Harrison Elementary School - Reflections on 2018-19 Highlights: • Monthly Meetings ER Days for professional development • Formalized PD for data analysis • Discussions around pre-assessments in math • Coaching for both math and literacy • RTI protocols - Understanding of the importance of documenting instruction/assessment Challenges: • Lost the hour of ERDay-Impacted our professional development work • Difficult to analyze success of word problems because we don’t have common assessments • Math is not linear/different standards(numeracy) for each grade level • STAR was given but not enough time or training for adequate PD to analyze

14. Harrison Elementary School - 2019-20 RTI: • Meeting Protocols & Norms • Data Analysis, Including SWIS • PD on Behavior - Executive Skills in Children and Adolescents Math: • Math Wall with a clear purpose: Operations and Algebraic Thinking • Assessments: Math Running Records, EMDI and STAR • STEM teachers will develop pre-assessments for units 2-4 • Moby Max and Freckle Literacy: • 3rd grade will use 2nd grade UOS in phonics • Humanities teachers and coach will focus on Reading Conferences • Collaborate on Reading and Writing Strategies cross-curriculum

15. Hebron Station School: Highlights 2018/2019 • Improved Scores • Improved Attendance • Student Accountability for Learning • Pre-K

16. Hebron Station School: Academic Focus 2019/20 • Continue focus on Math PD • Phonics and Word Study • Interventions

17. Hebron Station School: Teacher Efficacy • Common Scoring • Understanding Across Grade Levels • Planning Together

18. Paris Elementary School: Highlights from FY 18 - FY 19: • Significantly decreased number of restraints and seclusions from 79 to 23 • Significantly decreased percentage of special education population being suspended from 18% to 5% • Decreased percentage of chronically absent students from 23.4% to 21% • We have had a significant decrease in office/behavior referrals

19. Paris Elementary School Highlights related to Responsive Classroom Initiative • Staff participated in 2 book studies related to Responsive Classroom Practices in FY 19 • Decrease in behavior incidents • Staff reported a higher percentage of students taking responsibility for their learning • New staff will read read Responsive Classroom books to give everyone the same understandings

20. Paris Elementary School: Focus Areas for FY 20 • HOWLS • Continue to implement and refine documentation system for RTI data • RTI team will meet on a bi-weekly basis to develop a plan of action to support students • Attendance is a priority • Spreadsheet will help us better track students at risk • Parent contact started in first few weeks of school

21. Paris Elementary School: • Rewrote writing goal to focus on helping teachers better understand and use the rubrics • Monthly grade level PLCs for reading and math • Consistent administration of Student Perception Survey • PES is participating in a Mindfulness grant through OmKids and the DOE which supports Trauma Informed Practices

22. Otisfield Community School • Survival • Family Activities • Math Night, Author Night: Tamra Wight, Family Fall Festival, STEM night • “Bridge work” K-6 math • SWIS (School Wide Information System) implementation • Addition of our pre-k

23. Otisfield Community School - Response to Intervention • Continue our monthly RTI meetings • PK-2 • 3-6 • Using protocols for discussions • More emphasis on supporting staff with school and district paperwork. • Added Attendance, Social/Emotional, and Academic monthly meeting • Small group • Looking at data through specific lenses • Goal: Creating a wider safety net • Goals Focus • Setting • Checking Progress • Celebrating

24. Otisfield Community School - Behavior • Added a monthly social/emotional meeting • Coordinating services and interventions for students • Analyzed data using SWIS • PBIS • Proactive Approach • Schoolwide modeling • More consistent paperwork • Office referral forms • Consequences • Added a ‘house system’ at our school • Book Study • SE: Research stage

25. Otisfield Community School FAMILIES • SOS (Supporting our Students) Improved Structure • 4 MAIN meetings for year • Partnership • Education • Title One • Home School Compact • Family Engagement Plan • SWP • Needs Assessment • Education • Community • Fundraising

26. Guy E. Rowe Elementary School Some Successes from 2018-2019 • A systematic approach to address children with significant behaviors (PBIS Tier 3 Process) • A referral and planning process for supporting students struggling in math and reading • Improved our use of protocols to look at student data from common assessments PB

27. Guy E. Rowe Elementary School Opportunities for Growth(last year and ongoing) • Academic performance as measured by standardized assessments is flat. • Time and structure for professional learning is limited. • More children present behavior problems related to trauma, lack of social skills, and mental health issues.

28. Guy E. Rowe Elementary School Moving Forward: Our Focus This Year • Leadership Team: Collaborative Professional Culture • Refining grade-level team practice • Agendas and meeting notes • Norms / learning focus

29. Guy E. Rowe Elementary School • Using coaches effectively to support: • Improved teaching practice, • Academic program implementation, and • Teaming practices • Discipline as Learning (PBIS) • Clarifying processes for discipline referrals • Developing a School Discipline Handbook

30. Waterford Memorial School DATA DATA DATA Highlights: • RTI plans were developed for students • ER Days were focused on analyzing and using student work • Data walls were developed for literacy • Instructional coach met with teachers during PLCs and ERDays (reading/writing) • Units of Study in Phonics -2nd grade used 1st grade - 20 min block Challenges: • Lost the hour of ER Day-Impacted our professional development work • More PD around RTI is needed • Understanding how to use and analyze running records • Math wall not developed -More specific information around math with additional PD needed

31. Waterford Memorial School 2019-2020 Data: • Use of SWIS to find patterns of behavior and determine next steps • Analyze and understand STAR Data for instruction • Pre-assessments to be developed for math units • Math wall • Student evidence portfolios (RTI) Professional Development: • Balanced literacy approach through readings, classroom visits, cluster conferences, school visits. • Differentiation of instruction • RTI • Evidence-based instructional strategies in math. Monitoring: • Administrator will complete at least 10 walkthroughs monthly and record data Reading and Behavior Goals will be addressed through the district’s goals.

32. Questions? The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low and achieving our mark. - Michelangelo