Columbus School Improvement Plan 2013-14
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Transcript of Columbus School Improvement Plan 2013-14
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MEDFORD PUBLIC SCHOOLS
CHRISTOPHER COLUMBUSELEMENTARY SCHOOL
37 Hicks Avenue, Medford, MA 02155
SCHOOL IMPROVEMENT PLANSY 2013-2014
Kathleen KayPrincipal
2012-2013
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COLUMBUS ELEMENTARY SCHOOL
SCHOOL IMPROVEMENT PLAN
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TABLE OF CONTENTS
School Council Membership and Meeting Dates 3
Mission Statements 4
Narrative 5
Demographics 8
MCAS/AYP Status 8
MCAS Annual Comparisons – Grade 5 9
MCAS Annual Comparisons – Grade 4 & Grade 3 10
Average Class Size 11
Action Plan Goal #1 Community Building – Families 12
Action Plan Goal #2 Community Building Developmental & Social Curriculum 15
Action Plan Goal #3 All Students in Grade K-5 will Practice & ImproveWriting Skills 16
Action Plan Goal #4 All Students in Grades K-5 will Practice & ImproveReading Skills 17
Action Plan Goal #5 All Students in Grades K-5 will Practice & ImproveMathematics Skills 21
Action Plan Goal #6 All Students in Grades K-5 will Practice, Strengthen & Improve Science Skills 22
Action Plan Goal #7 All Students in Grades K-5 will Practice & ImproveSocial Studies Skills 24
Action Plan Goal #8 Columbus Elementary School will Develop aComprehensive & Consistent Response to Intervention (RtI)Model Across All Grade Levels 24
Action Plan Goal #9 Promote Healthy Living & Student Safety 26
Action Plan Goal #10 Higher Level Thinking Skills: Encourage Higher LevelThinking Skills by Promoting Increased Opportunities forChildren who Demonstrate Mastery of Grade Level
Curriculum and/or Significant Curiosity About SpecificSubjects 28
Budgetary Items 29
Closing Statement 29
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SCHOOL COUNCIL MEMBERSHIP AND MEETING DATES
Principal/Chairperson: Ms. Kathleen Kay (Year 1)
Community Representative: Mrs. Ann Engel (Year 1)Mrs. Sharon Guzik (Year 1)
Teachers: Dr. Diana Galluzzo (Year 2)Mrs. Victoria Melo (Year 2)Mrs. Gretchen Rich (Year 2)
Parents: Mr. Matthew Barlow (Year 2)Mr. Christopher Carbone (Year 2)Mrs. Kathy Dakermanji (Year 8)Mrs. Louise Merrigan (Year 2)
Ms. Lori Schwartz (Year 1)Mrs. Leslie Winslow-Keats (Year 2)
Meeting Dates for the 2012-2013 school year:The 2nd Wednesday of each month at 6:30PM in the Columbus Conference Room:
October 10, 2012November 10, 2012January 9, 2013February 13, 2013
March 13, 2013
All meetings were held at the Columbus Elementary School or via an email group where teammembers reported on discussions with other parents, teachers and colleagues. Meetings wereadvertised as being open to other interested members of the school community.
The 2012-2013 School Council agreed that council members should commit for a requiredminimum of two years.
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MISSION STATEMENTS
MEDFORD PUBLIC SCHOOLS MISSION STATEMENT
The Medford Public Schools is a caring educational partnership of school, family and community designedto ensure that all students are afforded a safe and healthy learning environment in which they developthe knowledge, skills and attitudes to reach their full academic and personal potential. This partnership is
dedicated to providing all students with a 21st century education that will enable them to be life-longlearners and contributors to a diverse and rapidly changing world.
COLUMBUS SCHOOL MISSION STATEMENT
The mission of the Columbus Elementary School is to provide every child with an education based onrespect for self and others. The Columbus is a diverse school community that includes an Englishlanguage support program and a K-5 Therapeutic Learning Program. The instructional focus of theColumbus promotes the ability to think clearly and creatively, to communicate effectively, and to develop
a lifelong curiosity and love of learning. It is our hope that with the development of these skills ourchildren will become happy, productive, responsible citizens of the 21st century.
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NARRATIVE
MORE ABOUT US
The Columbus School is home to many exciting activities, both during the school day, as well as afterschool. A very active PTO organizes and facilitates a variety of educational and fun after school clubs.
Tuition for the classes is structured to keep the programs affordable and self-sustaining. Financialassistance is offered to families to make the programs available to all. This financial assistance is madeavailable from PTO funds raised throughout the school year.
Columbus continues to house an after school day care program which provides a valuable service toworking families. This program is under the direction of the Medford Early Childhood Program. Duringthe summers 2007-2012 hundreds of children participated in a wonderful summer program held at theschool sponsored by Medford Community Schools. This very successful program will be offered again inthe summer of 2013.
The ELL Program services approximately 60 students whose first language is not English. This programhelps students acquire listening, speaking, reading, and writing skills, as well as provides academicsupport. Over 25 different languages are spoken in the homes of Columbus School students. Two full
time teachers work with our ELL children in the classroom, as well as outside the classroom in smallgroups.
The Therapeutic Learning Program is a curriculum based behavior management program thatservices children in grades Pre-K-5. This program addresses the needs of students both socially andacademically in a small, structured classroom setting. A licensed special education teacher teaches eachclass. An extensive support staff including one or two Para-professionals for each classroom, adjustmentcounselor, occupational therapist, physical therapist, school nurse, school psychologist and speech andlanguage therapist helps maintain and build capacity within the program. This small structured settingallows students to learn how to self regulate and monitor their behavior. Students are mainstreamed withadult support for all non-academic subjects. Many of the students are mainstreamed for academicsubjects depending on their ability to sustain behavior in a larger classroom environment. The special
education staff, classroom teachers, and all support staff continue to work diligently to bring the programtoward a more inclusive model of instruction. This has proved to be very successful and has greatlyincreased the program’s capacity to provide instruction in the least restrictive environment for all children
as defined by NCLB.
School Psychologist – During the 2012-13 school year one full time school psychologist was invaluableto many facets of the Columbus School community. In addition to testing children as part of the specialeducation referral process, our psychologist works closely with children, individually or in small groups. Heprovides extensive family support to children with and without disabilities. His supportive presence in theschoolyard, lunchroom, and during Lunch Bunch provides an extra level of comfort for many children.
School Adjustment Counselor – Our full time school adjustment counselor wears many hats. She is inmany ways the backbone of the Therapeutic Learning Program, providing in class support, individual andsmall group counseling, family outreach, and behavioral consultation. For the past five school years shehas facilitated a ‘f amily-giving’ project for the winter holidays. Through this project she worked with otherstaff to collect donations from volunteer families and local agencies to provide holiday meals and gifts formany families in our community. This past year we were able to provide 12 Thanksgiving meals, 13Christmas dinners and donate gifts to 16 families, which ended up pleasing 35 children. This is donediscreetly and has helped to further bring a sense of community to our school. The school adjustment
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counselor also serves as a liaison to various community agencies such as Department of Children andFamilies and Eliot Community Human Services.
School Nurse - School year 2009-2010 brought a reduction in our school nurses from 2 full time nursesto one full time nurse and one part time nurse. This has continued into this current school year. TheSchool Nurses contribute actively to the positive atmosphere of the Columbus School by being involved
with both the education and physical well being of the students. In any given month the nurses providecare for as many as 1300-1400 student visits, as well as numerous staff visits. These visits are for avariety of reasons: medication, sick call, procedures, and mental health support. Additionally, the nursesprovide significant family and teacher outreach, consultation with primary care doctors and otherprofessionals, and health education services (diabetes care, nutrition etc.)
Occupational Therapist (OT) – Occupational Therapy is provided for 40-45 students at the ColumbusElementary School five days per week. Occupational therapy in the Medford Public Schools is provided to
help students more fully participate in and benefit from the educational program.
Speech and Language Therapy is currently provided for over 40 students at the Columbus to assistchildren in accessing the curriculum and to treat a variety of disorders. Therapy is provided in and out of class, individually and in small groups, according to student need.
Special Education - The Columbus Elementary School offers services for children with learningdisabilities within a small group setting. Three full time and 3/4 time special education teachers provideinstruction for children according to each child’s IEP in the areas of reading and mathematics.
Title I services are federally funded and designed to help children who are experiencing difficulty inreading and writing. Children work in small groups for about forty minutes four days per week with areading specialist. Three Title I teachers are key to the ongoing success of the Columbus School. OneEnglish Language Arts Support teacher works three days per week to assist children with reading andwriting skills.
Specialists - The Columbus School staff also includes one full time music teacher, one .90 Art teacher,one full time Computer teacher, one full time Physical Education teacher, one part time Physical Education
Teacher, and two part time Italian teachers.Library - The Columbus library continues to be staffed by a part time Paraprofessional. She worksdiligently to manage a large inventory of books and to provide access to the library for all children. Thisyear our library Paraprofessional supported and organized a Book Swap for the entire student population.It must be noted that a full time professional librarian would certainly be a benefit to all!
Shore Educational Collaborative - The Columbus School is also home to two special needs classroomsfrom Shore Educational Collaborative. While Shore oversees all aspects of the educational programmingfor these students they are included in all activities of the Columbus School and are considered animportant part of the Columbus School Family.
Pre-School - The 2012-2013 school year welcomed a Pre School class to the Columbus family. This classsupports 12 children. Some attend for a full day, others for only part of the day. These students are also
included in all activities (including Universal Breakfast) appropriate for young learners of this age and areconsidered an important part of the Columbus School Family.
Tufts University provides a variety of support programs. The Tufts Literacy Corps (TLC) tutors, underthe direction of Dr. Cindy Krug, provide extra reading, writing, and math assistance after school forstudents in grade three.
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Medford School Volunteers - Tutors from this program have provided individual tutoring services inmathematics for second grade students. We are so appreciative of their work and dedication and thank Mrs. Miller for her coordination of this program!
Mystic Valley Elder Services Reading Partners Program – Columbus Elementary School has beenvery fortunate to have a tutor from this program who works at the Columbus School twice each week.
She provides individual and small group tutoring to all students in two Kindergarten classrooms and to asmall group of children in one third grade class.
Hallmark Health ‘Team Medford’ - For the fourth consecutive year the Columbus School was the verygrateful recipient of school supplies donated by the generous Team Medford collection sponsored byHallmark Health. We are incredibly appreciative of and hope to look forward to their continued spirit of generosity. Thank you Hallmark Health!
The Columbus continues to use Second Step , a violence prevention curriculum. This is in addition tomany enrichment lessons focusing on the prevention of bullying.
D.A.R.E. – This community drug awareness program continues to educate our fifth grade students, underthe tutelage of Officer O’Keefe. Each year the students learn to implement the D.A.R.E. decision making
model when it comes to the choices they will face as they enter adolescence.
The Columbus School welcomes and encourages former students as well as other middle and high schoolage student to participate in community service opportunities by helping at various after school events.
IN THE SPIRIT OF GIVING
The following programs are in place at the Columbus Elementary School:
Our school wide community service project is called GOOD NEIGHBORS. Every day through the schoolyear families are invited to send in non-perishable food items to be place on a table in the foyer. Thefood is collected and parent volunteers deliver items to the Community Cupboard Food Pantry at theUnitarian Universalist Church of Medford.
Holiday Meal Program - Organized by our school adjustment counselor and supported by donations
from families, staff, and Medford Family Network Thanksgiving and Winter Holiday dinners are provided tomany needy families over the past five years.
Holiday Giving Program - Organized by our school adjustment counselor with the help of manyteachers and paraprofessionals. Teachers nominate families thought to be in need. The schooladjustment counselor contacts the families and asks them to create a ‘wish list’ for each child in thefamily. The list of items is posted in the teachers’ room. Teachers and other staff members choose fromthe list to help fulfill the child’s dreams. The school adjustment counselor, along with a team of merryelves, wrap and deliver the gifts to the families. Most of the families also receive a holiday dinner.
Scholarship Program/Emergency Family Fund - For the past eight years an anonymous donor hasmade a significant contribution to the Columbus School Student Activity Fund. It is important to thisdonor that some of this contribution be set aside to scholarship children in need into after school clubs
and also to make funds available for families for emergency situations. Gift cards are purchased togrocery stores and given as needed to families in need when an emergency presents itself. This year thefunds will also support MCAS snacks, a wireless microphone for presentations, and ink for the teachers.
I am very proud of the giving spirit and generosity of the Columbus School Family!
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GRADE 05 - MATHEMATICS
PERFORMANCELEVEL
2009 2010 2011 2012
ADVANCED 11% 14% 14% 8%
PROFICIENT 32% 34% 33% 37%
NEEDSIMPROVEMENT
39% 42% 37% 32%
WARNING 19% 10% 16% 23%
GRADE 05 - SCIENCE ANDTECH/ENGINEERING
PERFORMANCELEVEL
2009 2010 2011 2012
ADVANCED 16% 20% 12% 27%
PROFICIENT 43% 54% 34% 25%
NEEDS
IMPROVEMENT 39% 24% 49% 38%
WARNING 3% 2% 6% 10%
MCAS Annual Comparisons
* NOTE: Performance level percentages are not calculated if student group less than 10.Data Last Updated on October 1, 2012.
GRADE 05 - ENGLISH LANGUAGE ARTS
PERFORMANCELEVEL
2009 2010 2011 2012
ADVANCED 11% 18% 15% 13%
PROFICIENT 45% 55% 57% 28%
NEEDSIMPROVEMENT
37% 22% 24% 44%
WARNING 7% 6% 3% 15%
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GRADE 04 - ENGLISH LANGUAGE ARTS
PERFORMANCELEVEL
2009 2010 2011 2012
ADVANCED 13% 8% 4% 9%
PROFICIENT 48% 42% 30% 43%
NEEDSIMPROVEMENT
32% 42% 47% 34%
WARNING 6% 8% 19% 14%
GRADE 04 - MATHEMATICS
PERFORMANCELEVEL
2009 2010 2011 2012
ADVANCED 8% 12% 10% 8%
PROFICIENT 39% 45% 31% 40%
NEEDSIMPROVEMENT
44% 38% 40% 31%
WARNING 10% 6% 19% 22%
GRADE 03 - ENGLISH LANGUAGE ARTS
PERFORMANCE
LEVEL 2009 2010 2011 2012
ADVANCED 11% 7% 0% 6%
PROFICIENT 46% 45% 55% 33%
NEEDSIMPROVEMENT
33% 37% 32% 53%
WARNING 11% 12% 12% 9%
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GRADE 03 - MATHEMATICS
PERFORMANCELEVEL
2009 2010 2011 2012
ADVANCED 14% 29% 2% 9%
PROFICIENT 49% 39% 52% 26%
NEEDSIMPROVEMENT
24% 14% 34% 37%
WARNING 12% 17% 12% 29%
AVERAGE CLASS SIZE DATAJanuary 15, 2012
CLASS SIZE
The Educational Reform Act requires that class size be addressed each year in the School’sImprovement Plan.
Goal: Class size will continue to be reviewed, giving considerations to student achievement, classroomsafety, developmental practices, & the use of technology in the curriculum & the inclusion of special needsstudents in a regular educational setting.
The student/teacher ratio at the Columbus from 2009-2013 is as follows:
Level Recommended Cap
2012-2013 2011-2012 2010-2011 2009-2010 2008-200
K 25 21 19.6 19.8 24 20.5
1 25 22.3 19 22.75 20.5 19.25
2 27 21 21.25 18.75 21.6 25
3 27 24.6 23.3 22.3 17.5 24
4 27 22.6 21.3 22 20.25 19
5 27 18.3 22 21 17.3 23
TLP 18 28 36 33 39
TOTALSTUDENTS
470 506 518 479 478
Number of teachers per grade level:
Level 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009
K 4 5 5 4 41 4 5 4 4 42 4 4 4 3 33 3 3 3 4 44 3 4 3 4 35 3 3 4 3 3
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Number of Special Education Classroom Teachers at this grade level:
K 1 2 3 4 5
# 1 .5 .5 1 1 1
Anticipated Class Size for 2013-2014 without additional staff:
K 1 2 3 4 5
Size ? 20.5 22.25 28 24.6 22.6
Note: As you can see from this table, class size at grades 3 and 4 may be significant for the school year 2013-2014 without additional staff.
Class Size Statement
The School Improvement Council is painfully aware of expected budgetary shortfalls in the district and thestate. With that in mind it is critical to consider strategies that will minimize the impact of possible largerclass sizes.
Students in the self-contained classes that make up the Therapeutic Learning Program mainstream into
grade appropriate classrooms. All students are together for art, computer, physical education, Italian,music, and lunch. A number of students also mainstream for academic subjects. It takes a great deal of effort and self control on the part of these children to go from a group of 6 - 8 to a class of 22 or morewith some assistance from a paraprofessional, It is also difficult for the teacher to make sure that all of the children receive the attention they need to meet with success.
Approximately 135 limited English-speaking children and/or children whose first language is not Englishare currently enrolled at the Columbus School. All of these students, with the support of the staff and theencouragement of their peers, are doing well. Low class numbers promote opportunities for individualattention and a greater chance of success for all learners.
ACTION PLAN
GOAL #1: COMMUNITY BUILDING-FAMILIESSpecific Objectives: Continue to work on fostering an environment that is a community of students, teachers,parents, and administrators who work together to achieve the school's mission. Continue to improve communication
and promote family involvement within the Columbus School Community. Continue to foster a school environmentwhere students and teachers are engaged and excited about learning and experiencing school. All students and staff will continue to become more accepting of themselves and the varied cultures of an increasingly diverse student
population.
Assessments: Participation in classroom, school-wide, enrichment and other special event programs during the
school day and attendance at family events which extend beyond our school day.
ACTIVITY INDIVIDUAL(S)RESPONSIBLE
RESOURCES TIMELINE ASSESSMENT
1. Personal invitations toPTO Meetings & otherschool events viaphone calls utilizing theSchool Messengervoice mail system, faceto face invitation, and
Principal, Staff, Parents,& Students, Parentliaisons to non-Englishspeaking families willvolunteer to extendpersonal invitations.
SchoolCommunityLiaisons will beidentified,Principal,DepartmentChairpersons,
ONGOING Track number of families that attendschool events & Attendance.
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through notices, suchas: MonthlyNewsletter, Noticessent home inbackpacks, WebsitePosts, Posts on School
doors.
Evening meetings & Principal Coffee Hourswill be scheduled withspeakers to addressparent concerns and toprovide information on
timely subjects.Examples: MCASresults, Bullying,
Common CoreStandards, New ReportCards, etc.
Special evenings during
which academicdepartment chair
people describeelementary curriculuminitiatives which include
EnVisions Mathematics,pilot reading programs,new Standards Based
Report Cards.
SchoolMessenger,Principal MonthlyNewsletters,Principal’s MondayMemo,
Yahoo DistributionGroup
2. Attempt to employ helpdisseminatinginformation from the
Family Network.
Principal Family Network ONGOING
Throughout
the 2012-13School Year
Track number of families that attendschool events.
Attendance.
3. After/Before schoolevents featuring: ice
cream social, Book Fairs, Winter Festival,Family Game Night,Spelling Challenge, Art& Music exhibits,Gardern Clean-Up,Safe Routes to School,etc.
Principal, Staff, ArtTeacher, Volunteers,
Students, & Families
PTO-minimal feefor event entry.
Most events arefree
Seasonal Increase inparticipation.
4. July/August new family
play groups. Meet & Greet Kindergartenfamilies.
Welcoming Committee
members & Principal
PTO Summer
2013
Number of families
in attendance.
5. Back to
School/Welcome Open
House.
Principal & PTO PTO volunteers &
supply of
stickers/snacks
August
2013
Number of families
in attendance.
6. Multi-Cultural
Presentations forstudents, staff & families.
Principal, PTO & Music
Teacher
PTO funds,
Cultural CouncilGrants, SchoolPerformances
ONGOING Teacher assessment
of class appreciationof performance andcarry over to
curriculum areas. A feedback tool will be
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developed forteachers tocomplete at the endof eachperformance.
7. Classroom lessons that
extend the culturalenrichment as relatedto performances.
Classroom teachers &
support staff
MPS Curriculum,
as well as studyguides providedby performers
ONGOING Student
performance onfollow-up activities.
8. Evening Family Socialsthat will help familiesbecome acquainted.
Teachers, Children, & Families
Parent fundraisingactivities
ONGOING All aboveStudent/FamilyParticipation.
9. Second Step , violence
prevention program, tocontinue in all
classrooms. BullyingPrevention Programsand informational
programs for families
and children.
Staff & Students School Resources
Bullyingprevention tools-
posted on theschool website foruse. Report form
available online to
complete & submit to principalanonymously.
ONGOING Improved student
interaction withinthe school day.
10. Columbus CommunityPride Day (Cleangrounds).
Parents, Families,Students, Principal & Staff
“Sweat Equity”,Donated supplies
Fall & Spring
More student andfamily ‘ownership’ of school grounds.
11. Monthly School
Spirit/Theme Days thatpromote community.
Principal, Teachers, &
Students
Food donations
for the FoodPantry
Monthly Increase in School
Pride.
12. Enrichment programs. Principal, Teachers,PTO, Parents, & Volunteers
Research to learnmore about freeand low cost,
Grants
ONGOING Student & Parentparticipation, theawarding of grants
& Museum of Science schoolvisits..
13. After School Clubs. Parents, PTO,Enrichment
Committee, & Volunteers
Tuition paid bychildren to keep
clubs self sustaining & available Financial
Aid emphasized inliterature
Fall & Spring
Number of childrenwho participate.
14. Enhanced use of schoolweb page as anongoing source of
information forfamilies.
Principal & Parentdesignated to work onweb page to add PTO &
family information
Teachers will be askedto provide moreinclusive & updatedclassroom informationto be posted & updated
Principal,Teachers, PTO, & Parents.
Oldest & OnlyPaper DistributionSystem
ONGOING Increased use of web page anddecreased need for
papercommunication.
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15. Develop and circulateFamily Directory
Families & PTO Family ContactInformation & PTO resources tocreate, copy anddistributecompleted copy
2013 & ONGOING
Participation in theDirectory’s contents& positive feedback relating to itsusefulness.
GOAL #2: COMMUNITY BUILDING-DEVELOPMENTAL & SOCIAL CURRICULUM
Specific Objectives: Staff at the Columbus school will continue to work to increase adherence to pedagogies suchas, but not limited to: The Responsive Classroom Approach, The First Six Weeks, in addition to exploring thecreation of our own Positive Behaviors Interventions and Supports system.
Assessments: The Columbus data indicates that the large majority of staff members at the Columbus school arecommitted to “the following seven beliefs, based on developmental and social learning theory and informed by yearsof experience in the classroom” that underlie The Responsive Classroom approach (Wood 1999, 293):
1. The social curriculum is as important as the academic curriculum . Social and academic learning are
inextricably connected, and each is equally important. The balanced integration of the two is essential tochildren’s growth.
2. How children learn is as important as what children learn . Children learn best when they have theopportunity to make choices about what they’re learning and to make their own discoveries through trial anderror. Ideally there should be a balance between teacher-directed and child-initiated experiences.
3. The greatest cognitive growth occurs through social interaction . While children certainly do learn when theyare working alone —reading a book, taking a test, completing a worksheet —children learn the most whenthey are engaged in meaningful ways with others.
4. There is a set of social skills that children need in order to be successful academically and socially . Theseskills form the simple acronym CARES —cooperation, assertion, responsibility, empathy, and self-control —andshould be taught in an integrated fashion throughout the school day.
5. Knowing the children we teach is as important as knowing the content we teach . The more known childrenfeel at school, the more likely it is that they will succeed. Teachers come to know children individually,culturally, and developmentally by taking time to observe and interact with the students and byunderstanding the stages of child development. The science of child development is the most important
academic discipline for teachers.
6. Knowing the parents of the children we teach is as important as knowing the children . Parent involvementis essential to children’s education. The greatest gains are made when educators work with parents aspartners.
7. Teachers and administrators must model the social and academic skills that they wish to teach their
students . These skills must be lived daily in educators’ interactions with each other, with children, and with
parents. Meaningful and lasting change for the better in our schools requires good working relationshipsamong the adult community. Children are always watching.
Most teachers apply the principles of developmental and social curriculums as laid out above. Many hold morningmeetings which set the tone for the entire day by teaching social skills aimed to better support the ability to learn
and apply academic skills. Such lessons also build a stronger sense of community within each class and the school.
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GOAL #3: ALL STUDENTS IN GRADES K-5 WILL PRACTICE & IMPROVE WRITING SKILLS.
Specific Objectives: Teachers will adapt lesson plans and teach according to the Massachusetts 2011 ELA Curriculum Framework. Students’ editing and writing skills will improve based on teacher evaluation and analysis of MCAS Results Open Response scores at all tested grades, as well as practice such skills at the grades prior to
testing. Children in K-2 will demonstrate increased enthusiasm about writing and continue to share their writingwith peers and other members of the school community.
Assessments: MCAS Open Response average scores will improve. Grade Four scores will continue to improve as ameasure of improved writing using the ‘Long Composition’ as one measure. The implementation of a new Standards
Based reporting system will be utilized through a newly approved district report card. Children will write more oftenand share their results with the Columbus Community.
ACTIVITY INDIVIDUAL(S)RESPONSIBLE
RESOURCES TIMELINE ASSESSMENT
1. Revise, as needed,district curriculum
guides to remaincompliant with thecurrent/updated
Massachusetts 2011ELA CurriculumFramework.
ELA CurriculumDirector,
Curriculum Teams,Teachers, Specialists& Staff
Meeting time,Professional
Development timeto identify & writenecessary revisions,
Specializedmaterials
ONGOING Published revisions foreach curriculum area.
2. Teachers work individually andcollaboratively ingrade level teams toreorganize and refinematerials for students.
Teachers & SupportStaff
Teacher & Studenttime
ONGOING Student application of skills.
3. Independent computer
use by students todevelop assignments.
All staff Teacher & Student
time, utilization of the computer labsand media center
ONGOING Staff discussions and
samples of students'writing.
4. Teach and reinforceskills to/with students.
Principal, ELA Curriculum Director& Teachers
Teacher & Studenttime
ONGOING Evaluation and analysis of test data.
5. Ongoing professionaldevelopment to keep
staff instructional skillscurrent.
Principal, ELA Curriculum Director
& Teachers
District-basedProfessional
development
ONGOING Collaborative staff discussions and analysis of
students' writing samples.
6. ELA Director willattend grade levelmeetings to work withteachers to conduct & discuss informal
assessments.
Principal, ELA Director & Teachers
Principal, ELA Director & Teachers
ONGOING Collaborative staff discussions and analysis of students' writing samples.
7. Teachers will continueprofessionaldevelopment in LUCY
CAULKINS UNITS OF STUDY and expand
upon its use in eachclassroom.
Principal, ELA Director & Teachers
Principal & Teachers ONGOING Collaborative discussionsand data analysis of student writing.
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8. ELA Director & teachers will analyzefeedback from writingcomponents of theReading Street & Journeys pilot reading
programs.
Principal, ELA Director & Teachers
Writing componentsof pilot programs & alignment to MA 2011 ELA CurriculumFramework
ONGOING Program alignment to theMassachusetts 2011 ELA Curriculum Framework & student writing dataanalysis.
9. Devote increased timeto a high level of student engagement
in constructive, hands-on, learning tasks,which foster critical thinking skills & addresses writing
across the curriculum.
Principal, CurriculumDirectors & Teachers
Programs of Study,Time to compareteacher/student
efforts & products,and any necessarySpecializedmaterials
ONGOING Student achievement onformative & summativeassessments, MCAS
results, Written CurriculumGuides, ClassroomObservations, & Implementation of SixTraits.
10. Evaluate & monitortime on task for allcurriculum areas in
classrooms.
Principal, CurriculumDirectors & Teachers
Submission of teacher instructionalschedules,
Evaluation Criteria,Review of planbooks, Formal &
informalobservations & “walk -throughs”
ONGOING District-wide time onlearning requirements aremet, Time on learning is
reviewed yearly to ensureoptimal time is prescribed,Classroom Observations, &
Coordinated InstructionalScheduling.
11. Provide training forstaff, especially new,in best teaching
practices
Principal, CurriculumDirectors,Professional
Developers & Mentors
Massachusetts 2011CurriculumFramework, MPS
CurriculumDocuments,Exemplars of best
teaching practices,Meeting time
ONGOING Retention of highly skilledand qualified MPS staff, Classroom
observations/walk-throughs, Student Achievement on formative
and summativeassessments.
GOAL #4: ALL STUDENTS IN GRADES K-5 WILL PRACTICE & IMPROVE READING SKILLS.
Specific Objectives: Teachers will continue to adapt lesson planning and teaching according to the Massachusetts2011 ELA Curriculum Framework and in keeping with the Medford District Literacy Plan. During 2013-14, Columbusstudents will read more. Frequent practice with literacy will lead to more confidence and a deeper understanding andappreciation of the written word.
Assessments: Columbus’s average MCAS Reading/ELA scores will increase. Reading initiatives and incentives will
track and show increased number of books being read by students.
ACTIVITY INDIVIDUAL(S)
RESPONSIBLE
RESOURCES TIMELINE ASSESSMENT
1. Work to align the
Scholastic Reading Counts program withour library inventory.
Teachers & Library
Aide
Existing library
resources, Bookspurchased using ‘Scholastic Dollars’ earned from ScholasticBook Fairs.
ONGOING Records of student
progress.
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2. Expand cross-curricular contentreading. The districtliteracy planemphasizes the needto teach reading in all
content areas.
Principal & Teachers ProfessionalDevelopment, GradeLevel Meetings
ONGOING Collaborativeassessment andanalysis of gatheredreading data,formative & summative
assessments.3. ELA Director &
teachers will analyzefeedback from all
components of theReading Street & Journeys pilot readingprograms.
Principal, ELA Director & Teachers
All components of thepilot programs & theiralignment to MA 2011
ELA CurriculumFramework
ONGOING Program alignment tothe Massachusetts2011 ELA Curriculum
Framework, studentperformance dataanalysis; formative & summativeassessments.
4. Foster a love of reading, increasevocabularydevelopment, &
support deepercomprehension byencouraging students
to participate intutoring sessions,Jumpstart’s Read for
the Record, the TuftsJumboRead Program,
Book Swaps, readingincentive programs,and more.
Principal, Teachers,Parents, Volunteers& Students
The Columbus Schoolwill continue to joinforces with Mystic Valley Elder Services
RSVP (Retired Senior Volunteer ProgramReading Partners)
enabling students toenjoy newrelationships with their
elders while encouragereading and
enhancement of textcomprehension.Continued Professional
Development, Gradelevel meetings,collaborativediscussions in regardto literacy skills ateach grade level.
ONGOING Analyzed studentwork, assessments,and responses.Feedback from staff.
Marked increase inthe number of bookschecked out of
library. Increasedparticipation in schoolwide reading
incentive activities.
5. Continue to teachreading & writingskills as a reciprocal
process.
Principal, ELA Director, Teachers& Students
ProfessionalDevelopment, GradeLevel Meeting
Discussions andCollaboration
ONGOING Analyzed studentwork, assessments,and responses.
Increasedperformance on bothformative &
summativeassessments.
6. Implement Words Their Way word studyin action to improvespelling skills.
Principal, ELA Director & Teachers
ProfessionalDevelopment, GradeLevel MeetingDiscussions andCollaboration
ONGOING Analyzed studentwork, assessments,and responses.Increasedperformance on bothformative & summativeassessments.
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10. Devote increasedtime to a high level of student engagementin constructive,hands-on, learningtasks, which foster
critical thinking skills& addresses reading& writing across the
curriculum.
Principal,Curriculum Directors& Teachers
Programs of Study,Time to compareteacher/student efforts& products, and anynecessarySpecialized materials
ONGOING Student achievementon formative & summativeassessments, MCASresults, WrittenCurriculum Guides,
ClassroomObservations, & Implementation of
Six Traits.
11. Evaluate & monitortime on task for allcurriculum areas inclassrooms.
Principal,Curriculum Directors& Teachers
Submission of teacherinstructionalschedules, EvaluationCriteria,Review of plan books,
Formal & informalobservations & “walk -throughs”
ONGOING District-wide time onlearningrequirements aremet, Time onlearning is reviewed
yearly to ensureoptimal time isprescribed,Classroom
Observations, & CoordinatedInstructionalScheduling.
12. Provide all studentswith a balanced
literacy program & monitor progress
through valid, reliabledata & assessments.
Principal,Curriculum
Directors, Teachers& Support Service
Teachers
Access to studentassessment results,
Meeting time tocompare & analyze
results, Assessmentsthat fit our studentneeds & co-relate to
MCAS growthperformance
ONGOING Student achievementon formative &
summativeassessments, MCAS
results.
13. Train support staff toeffectively implement
intervention & language supportcomponents of instructionalprograms to ensure
classroom instructionconsistency withinthe SPED/ELL
Program.
CurriculumDirectors, Support
Staff & Teachers
ProfessionalDevelopment time,
Common preparationtime for SPED/ELLteachers and inclusionteachers, Planningtime for ELL teachers
to meet withhomeroom teachers,Monitor effectiveness
of time with ELLstudent by each
instructor
ONGOING Individualizedinstruction from
teaching staff thatmeets each child’sneeds, Increase inthe number of proficient speakers of
English,Support staff timeutilized to fullest
potential in eachclassroom.
14. Monitor benchmarksof success & create aconsistent system forentrance/exit frominterventionprograms.
K-5 Administrators,CurriculumDirectors,Curriculum Teams,Title I Teachers,ELL Teachers,Support Teachers,
Comparative studiesfor benchmarks,Support in theclassroom forcontinued successonce exited,Transitional classroom
ONGOING All student needs aremet, Flexible systemfor RtI,Decrease in thenumber of IEPs,Student achievementon formative &
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Teachers, & Tutors time, Flexibility to re-enter programs asneeded, establishedEvaluation Criteria
summativeassessments,improved MCASresults
15. Provide training for
staff, especially new,
in best teachingpractices.
Principal,
Curriculum
Directors,ProfessionalDevelopers & Mentors
Massachusetts 2011
Curriculum
Framework, MPSCurriculumDocuments,Exemplars of best
teaching practices,Meeting time
ONGOING Retention of highly
skilled and qualified
MPS staff, Classroomobservations/walk-throughs, Student
Achievement onformative andsummativeassessments.
16. Increased focus onnon-fiction texts.
Principal & Teachers Pilot ReadingPrograms
SY 2012-2-13 & 2013-2014
Improved formative& summative studentassessments.
GOAL #5: ALL STUDENTS IN GRADES K-5 WILL PRACTICE & IMPROVE MATH SKILLS.
Specific Objectives: In SY 2013-14 teachers will continue to adapt lesson planning and teaching according to the
Massachusetts 2011 MATH Curriculum Framework. More students and their families will enjoy practicing math skillsthrough use of the district adopted mathematics program and its accompanying take-home/game packets. Grades3-5 will continue MCAS practice packets with emphasis on Open Response questions. The frequent practice will lead
to a clearer understanding and application of skills. Parents will become more confident in their knowledge of thedistrict adopted mathematics curriculum.
Assessments: Columbus school students’ average formative, summative and MCAS Math scores will increase.
ACTIVITY INDIVIDUAL(S)
RESPONSIBLE
RESOURCES TIMELINE ASSESSMENT
1. Review games
used to reinforcemath concepts.
Teachers & Support
Staff
Math Program
TeacherResource Kit
ONGOING List of games & data relative
to assessments and utilization.
2. Game packets gohome with
students for familypractice.
Teachers & Parents Grade levelgame packets
ONGOING List of games & data relativeto assessments and utilization.
3. Ongoingprofessional
development tokeep staff skillscurrent.
Principal,Curriculum Director,
& Teachers
Districtcurriculum, Math
Framework,School Budget
ONGOING Participation in ProfessionalDevelopment, Observation of
skills in lessons taught asevidenced in classroomobservations/evaluations.
4. Teachers work individually and in
grade level teamsto reorganize andrefine materials for
students.
Teachers, Students,& Parents
Districtcurriculum, Math
Framework,School Budget& game packets
ONGOING Staff discussions, samples of students' work & parent
feedback.
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5. Family Math Night. Teachers,Curriculum Director,Students, & Parents
Game packets,teachermodifications & Program MathResource Kit
ONGOING Staff discussions, samples of students' work & parentcomments.
6. Math vocabulary
will be reinforcedacross all gradesand curriculumareas. There will
be an increasedfocus on ‘mathliteracy’.
Principal & Teachers District
curriculum & Math Framework
ONGOING Data relative to improved
scores on math word problems& reasoning.
7. Evaluate & monitor time ontask for allcurriculum areas inclassrooms.
Principal,Curriculum Directors& Teachers
Submission of teacherinstructionalschedules,EvaluationCriteria,
Review of planbooks, Formal & informal
observations & “walk -throughs”
ONGOING District-wide time on learningrequirements are met, Timeon learning is reviewed yearlyto ensure optimal time isprescribed,Classroom Observations, &
Coordinated InstructionalScheduling.
8. Provide trainingfor staff, especiallynew, in bestteaching practices.
Principal,CurriculumDirectors,Professional
Developers & Mentors
Massachusetts2011 CurriculumFramework, MPSCurriculum
Documents,Exemplars of best teaching
practices,Meeting time
ONGOING Retention of highly skilled andqualified MPS staff, Classroom observations/walk-throughs, Student
Achievement on formative andsummative assessments.
GOAL #6: ALL STUDENTS IN GRADES K-5 WILL PRACTICE, STRENGTHEN AND IMPROVE SCIENCESKILLS.
Specific Objectives: Teachers will continue to adapt lesson planning and teaching according to Massachusetts2011 SCIENCE Curriculum Framework. Improve open response type answers in all grades, K-5. Improve MCASscores on grade 5 Science/Technology Test. Increase teacher and student participation in school wide science fair.
Continue to generate participation in the energy of Science.
Assessments: Students will demonstrate greater participation in science related activities.
ACTIVITY INDIVIDUAL(S)
RESPONSIBLE
RESOURCES TIMELINE ASSESSMENT
1. Each grade level
team will reviewmajor sciencethemes to becovered duringthe school year.
Principal & Teachers Massachusetts 2011
SCIENCE CurriculumFramework & MedfordScience Curriculum
ONGOING Curriculum Map Grade
Level units of study.
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2. Teach lessonswith emphasis onverbalizing how & why.
Teachers & SupportStaff
Massachusetts 2011SCIENCE CurriculumFramework & MedfordScience Curriculum
ONGOING Teacher observation,student participation & quality of verbal & written responses.
3. Review
effectiveness &
appropriatenessof scienceactivities.
Principal, Curriculum
Director & Teachers
Teachers, Grant monies,
Community Resources
ONGOING Teacher observation,
student participation &
quality of verbal & written responses.
4. Plan & implementannual schoolwide Science Fairand Family Night.
Principal, CurriculumDirector, TeachersPTO
Massachusetts 2011SCIENCE CurriculumFramework & PTO funds
Spring 2013 Participation. Our goalis 90% participation.
5. Increased focuson non-fiction
texts.
Principal & Teachers Pilot Reading Programs SY 2012-2-13 & 2013-
2014
Improved formative & summative student
assessments.
6. Integratetechnology & engineering
strand into thesciencecurriculum.
Administrators,Curriculum Directors,Technology Director,
& Teachers
Meeting time,Massachusetts 2011 ELA Curriculum Framework,
Programs of Study,Technological ProfessionalDevelopment,Specializedmaterials/technology
ONGOING Written Technology & Engineering integratedcurriculum,
Incorporation of thiscurriculum into dailyteaching schedules,New technology to beutilized by all, Creation& development of aSTEM Fair for schoolyear 2014-15.
7. Provide training
for staff,especially new, inbest teaching
practices.
Principal, Curriculum
Directors,ProfessionalDevelopers &
Mentors
Massachusetts 2011
Curriculum Framework,MPS CurriculumDocuments,
Exemplars of best teachingpractices,Meeting time
ONGOING Retention of highly
skilled and qualified MPSstaff, Classroom
observations/walk-throughs, Student Achievement onformative andsummative assessments.
8. Ensure theutilization of the
Science TakeHome/Activity
Backpacks by allstudents inGrades 3-5.
Principal, CurriculumDirector, Teachers &
PTO
IBM Grant Funding, Approved backpack
materials, & MPSCurriculum Documents
Fall 2013Engineering integratedcurriculum, New
technology to be utilizedby all, more specifically
to start in grades 3-5.
9. Utilize leveled
readers forguided reading tomeet theMassachusetts2011 CurriculumFramework forScience.
Principal, Curriculum
Director & Teachers
Reading Program-Leveled
Readers, Massachusetts2011 CurriculumFramework, MPSCurriculum Documents,Exemplars of best guidedreading practices,Meeting time
ONGOING Teacher lesson planning
& observation, studentparticipation & quality of verbal & writtenresponses.
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GOAL #7: ALL STUDENTS IN GRADES K-5 WILL PRACTICE AND IMPROVE SOCIAL STUDIES SKILLS.
Specific Objectives: Teachers will continue to adapt lesson plans and teaching according to Massachusetts 2011
Curriculum Framework . Increase participation during class lessons and discussions. Improve open response typeanswers in all grades, K-5.
Assessments: Students will develop and demonstrate a greater participation in social studies related activities.
ACTIVITY INDIVIDUAL(S)RESPONSIBLE
RESOURCES TIMELINE ASSESSMENT
1. Each grade level
team will reviewmajor socialstudies themes tobe covered duringthe school year.
Principal& Teachers Massachusetts 2011
Curriculum Framework & Medford SocialStudies Curriculum
ONGOING Curriculum Map Grade
Level units of study.
2. Teach lessons withemphasis on
verbalizing how & why.
Teachers & SupportStaff
Massachusetts 2011Curriculum Framework
& Medford ScienceCurriculum
ONGOING Teacher observation,student participation &
quality of verbal & writtenresponses.
3. Provide training for
staff, especiallynew, in bestteaching practices.
Principal, Curriculum
Directors,ProfessionalDevelopers & Mentors
Massachusetts 2011
CurriculumFramework, MPSCurriculum
Documents,Exemplars of bestteaching practices,Meeting time
ONGOING Retention of highly skilled
and qualified MPS staff, Classroomobservations/walk-
throughs, Student Achievement on formativeand summativeassessments.
4. Utilize leveledreaders for guidedreading to meetthe Massachusetts2011 CurriculumFramework forSocial Studies.
Principal, CurriculumDirector & Teachers
Reading Program-Leveled Readers,Massachusetts 2011CurriculumFramework, MPSCurriculumDocuments,Exemplars of best
guided readingpractices,Meeting time
ONGOING Teacher lesson planning& observation, studentparticipation & quality of verbal & writtenresponses.
5. Increased focus onnon-fiction texts.
Principal & Teachers Pilot ReadingPrograms
SY 2012-2-13 & 2013-2014
Improved formative & summative studentassessments.
GOAL #8: COLUMBUS ELEMENTARY SCHOOL WILL DEVELOP A COMPREHENSIVE & CONSISTENTRESPONSE TO INTERVENTION (RtI) MODEL ACROSS ALL GRADE LEVELS.
Specific Objectives: To develop a comprehensive and consistent Response to Intervention (RtI) model which willbe implemented across all grade levels, curriculum areas and within necessary support services, (e.g., ELL, IEPs,504s, etc).
Assessments: Students will receive what they need to access the curriculum while meeting success.
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ACTIVITY INDIVIDUAL(S)RESPONSIBLE
RESOURCES TIMELINE ASSESSMENT
Develop RtI goals and create areachable timeline toimplementation.
AssistantSuperintendent, SPEDDirector, Curriculum
Directors,
Administrators, RtIBuilding Teams, & Teachers
RtI models,Current RtIresearch,
Professional
Development,CollaborativeMeeting time
ONGOING Written Response toIntervention goals & timeline,
RtI trainers, RtI
practices in theclassroom,ProfessionalDevelopment time.
Provide Response toIntervention (RtI) Training.
Administators & RtITeams
ProfessionalDevelopmentProviders withexpertise in RtI,WrittenResponse toInterventiongoals andtimeline
Continuum of assessments usedwhen determininginterventions and theireffectiveness onstudent achievement,Demonstrated use of a three-tiered RtIprogram during
student/teacherassistance teammeetings and in
classroom instruction,RtI team andconsultant work,
Trainers implementingRtI practices in their
classrooms,ProfessionalDevelopment time
offered to trainers & staff for training.
Research & evaluatecurrent/future academic, social
& behavioralscreenings/assessments.
AssistantSuperintendent, SPED
Director, CurriculumDirectors, Administrators, RtIBuilding Teams, & Teachers
Currentassessment
documents,RtI Models,Current RtIResearch & Sample
assessments
ONGOING Written list of effective assessments
to determineinstruction,intervention andprogress for studentachievement.
Develop a three-tiered systemfor student intervention.
AssistantSuperintendent, SPEDDirector, Curriculum
Directors,
Administrators, RtIBuilding Teams, & Teachers
RtI Models,Current RtIResearch &
Professional
Development
ONGOING Written & implementeddocument that
establishes a three-
tiered RtI program,RtI team andconsultant work,Implementation of RtIpractices inclassrooms,ProfessionalDevelopment time.
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Provide training for staff in theappropriate uses of technologyas a tool to learn andcommunicate globally.
Technology Director & Administrators
Meeting time,ProfessionalDevelopmentwith expertise ininstructionaltechnology
ONGOING Utilization of technology forinstructionalmanagement andpersonal productivity, Application of
technology in allaspects of student-centered learning,
Evidence of globalnetworking, (i.e., classweb pages, Skype,
etc.).
Structured English Immersion(SEI) training for school
administrators and mainstreamclassroom and content staff working with English LanguageLearners.
Administrators, ELLDirector, & Teachers
Training Time,Training
Materials,Certificationrequirements,Substitute
Teachers, TitleIII Grant Monies
ONGOING All teaching staff ELLcertified,
Student achievementon formative andsummativeassessments
GOAL #9: PROMOTE HEALTHY LIVING AND STUDENT SAFETY
Specific Objectives: Promote healthier living habits in students and their families. Provide increased opportunitiesfor physical exercise during the school day. Greater awareness of our community as a part of a larger global world.
Assessments: More healthy food will be consumed at snack and lunch times. Students will demonstrate increasedattention to their daily tasks, less frequent visits to the school nurse and overall increased health reports. All
members of the Columbus Community will promote healthier choices for ourselves and the earth.
ACTIVITY INDIVIDUAL(S)RESPONSIBLE
RESOURCES TIMELINE ASSESSMENT
1. Good Sport FitnessClubs and DanceClub.
EnrichmentCommittee of PTO
Minimal fee 2013-2104 Attendance record.
2. All children will beoffered a 20-
minute recess ondays when they donot have physicaleducation class.Cooperative
games will be
encouraged duringthis time. Brief instructionalbreaks will beprovided when
appropriate on ‘non-physicaleducation days’.
Principal, Teachers& Support Staff
Materials thatfoster physical
activity
ONGOING Improved overall student health& BMI, Increased recess time,
improved homework completionrate.
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3. Improve parents’ and children’ sawareness of safety concerns inthe immediateschool area
relative to parking,pedestrian safety,& mutual
cooperation. Allparents will beprovided with an
outline of ‘rules of the loop’ (drop off
and pick up).
Principal, Allmembers of theschool community,Teachers, & Medford PoliceDepartment
MonthlyNewsletter, Allmembers of theschool community& Medford Police
Department.
ONGOING Observation of improved safetyawareness, Parent & Teacherinput, Improved traffic flowaround school.
4. All members of theschool communitywill demonstratean increased
awareness of environmentalresponsibility.
Principals, Teachers,Staff, Parents & Students
School Budget & PTO funds
ONGOING Less waste & greaterconversation/recycling.
5. Cut down on copypaper usage & notices sent home.
Principal, Secretary,PTO & Teachers
Oldest & Only List ONGOING Less papers distributed as aresult of sending home only oneschool-wide notice per family,
Movement to more electroniccommunication.
6. Conduct Monthly
Safe Routes toSchool Events.
Principal, Teachers,
PTO & Students
Principal,
Teachers, SupportStaff, Parents,PTO and Students
Beginning
SY 2013-2014
Increased attendance each
month at the Safe Routesmeeting spots, Safe Routes toSchool Activity decorates the
first floor, improved BMI andstudent attention to daily tasks,Increase in numbers of families
choosing to walk to school.(Based on results the hope is tomove to a Bike to SchoolProgram.)
7. PALs Program. Nurse, Teachers, & Students
PAL posters,Discussions & Interventions
ONGOING Observation of healthier snack choices throughout the schoolday. Less allergic reactionswithin school.
8. Monthly SpiritDays.
Principal, Teachers,PTO & Students
Innovation & Creative Spirit
Day suggestions
Fall 2013-ONGOING
Student and teacherparticipation in the Spirit Event,
increased donations for the FoodPantry, photos of smilingColumbus Members for the
school website.
9. Peanut Table. Principal Signs ONGOING Fewer peanut reactions.
10. Physical EducationStaying Healthy
Physical EducationTeacher
Staying HealthyPamplets
ONGOING Healthy students & conversations.
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Pamphlets.
11. Create a common
language forexpected studentbehaviors.
Principal & Staff Evaluate school
needs & programsthat can helpaddress them
Fall 2013-
ONGOING
Decrease in problematic student
social & behavioral interruptions.
12. Increase publicawareness of school entryprecautions & student safetyneeds while inattendance.
Administrations,Principals, Teachers,Parents, PTO & Community Users of the Columbus
Workingsurveillanceequipment,functional entryintercom system,door monitor, & protocols forvisitor entryduring & after theschool day
Fall 2013-ONGOING
Systematic procedures in placefor Visitors during and after theschool day, Lock Down & FireDrills. Special procedure thatallows for systematic large groupentry during schoolpresentations & studentperformances.
GOAL #10: HIGHER LEVEL THINKING SKILLS: ENCOURAGE HIGHER LEVEL THINKING SKILLS BY
PROMOTING INCREASED OPPORTUNITIES FOR CHILDREN WHO DEMONSTRATE MASTERY OF GRADE
LEVEL CURRICULUM AND/OR SIGNIFICANT CURIOSITY ABOUT SPECIFIC SUBJECTS.
Specific Objectives: As stated in the Columbus School Mission Statement, “…our children will become happy,productive, responsible citizens of the 21st century”.
Assessments: Observable student behavior and participation in special projects related to and expanding upon thecore curriculum.
ACTIVITY INDIVIDUAL(S)RESPONSIBLE
RESOURCES TIMELINE ASSESSMENT
Develop activitiesthat will help
students acquireskills that allow themto think more deeply
about & expandupon the subjectmatter.
Principal, Teachers,Specialists &
Department Heads
School & communityresources & Tufts
University outreach
ONGOING Observable behavior & studentwork samples.
Implementation of differentiated Mathhomework & challenging games.
Teachers EnVisionsMathematicsProgram
SY 2013-2014
Improved formative & summative studentassessments.
Promotion of
Massachusetts 2011Curriculum
Framework – HOTS.
Teachers Massachusetts 2011
CurriculumFramework
ONGOING Improved formative &
summative studentassessments.
Increased focus onnon-fiction texts.
Principal & Teachers
Pilot ReadingPrograms
SY 2012-2-13 & 2013-2014
Improved formative & summative studentassessments.
The staff of Columbus School willcontinue to integratecomputer technology
& the Internet into
Director of Technology,Teachers,Specialists &
Support Staff
Technologicalprograms of study,Research valuableinstructional
websites,
Classrooms observationsindicating the utilization of thecomputer lab, Mimios® & othernew technology in lessons,
Participation in teacher websites
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content curriculum. Massachusetts 2011CurriculumFramework Medfordcurriculum
& utilization of the internet forlessons, newsletters & electronic parentcommunication, Increase inshared, curriculum-related,Internet findings at grade level
meetings, implementation of technology curriculum.
Opportunities todevelop outside
interests & to usecritical thinking skills.
Principal, Teachers,PTO
After School Clubs,Science Fair, Field
Trips, In SchoolPresentations, Math& Reading Nights,Using the SchoolGarden for in class
lessons, recycling,etc.
ONGOING Increase participation & feedback from participants in
the activities offered.
BUDGETARY REQUESTS
Computer Ink Cartridges;
EnVisions Mathematics consumable materials;
Replacement of one Full-Time Nurse;
1 additional classroom teacher for grade three;
Possible need for additional classroom teacher for grade four;
Teacher for Math support;
On-going professional development in all academic areas, most specifically for character education;
Copy Paper;
Classroom supplies & materials.
CLOSING STATEMENT
All members of the School Improvement Council are keenly aware of the dire budget situation nationally, statewide, and more specifically in our own school district. This plan was developed with sensitivity to that issue.
I would like to express sincere appreciation to all who participated in the development of this SCHOOL IMPROVEMENT PLAN as well as to those who read this plan and consider the needs of the Christopher Columbus Elementary School.
Ms. Kathleen Kay Principal, Christopher Columbus Elementary School