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School Improvement Plan Roger Williams Middle School | 2013-2015

School Improvement Plan 2 | Page

TABLE OF CONTENTS

Part 1: General Information …………………………………….…………………………………..…. p. 3

A. Overview B. Instructions C. Timeline and Key Dates

Part 2: School Improvement Plan Template ……………………………………………………… p. 4 Section 1: Cover Page Section 2: Vision, Mission, and Values Section 3: Data Profile and Needs Analysis Section 4: School Priority Areas and SMART Goals Section 5: School Improvement Strategies and Implementation Timeline

Part 3: Requirement Checklists …..…………..……………………………………………………… p. 13

A. Title I School-Wide Program Checklist B. SIG Model Elements Checklist (SIG Cohort 1 and 2 Schools Only)


PART 1: GENERAL INFORMATION

Overview Providence Public Schools participate in the Title I Schoolwide Program, which give schools greater latitude in organizing their resources and operations to support school improvement and improved student outcomes. As such, all schools are required to prepare school improvement plans. While PPSD requires schools to prepare school improvement plans every two years, federal regulation requires schools to submit school improvement plans every year. The district simplifies this process by asking schools to prepare two-year plans instead of yearly plans, but schools must revisit and modify the plan at the end of the first year and prior to the start of the second year. In other words, schools will be asked to revise their plans between years 1 and 2. The planning process is the first phase in a very important cycle of implementation effectiveness and performance monitoring. Providence School Department has modified and streamlined the planning process to ensure that it is coherent, comprehensive, actionable, and results-oriented. The new school improvement plan (SIP) template is designed to provide a step-by-step, strategic approach to promote ongoing improvement district-wide. Through the planning process, school teams will:

1. Articulate the mission, vision and values of the school; 2. Provide a data profile and needs analysis; 3. Identify three to four SMART goals to address the prioritized areas of need; 4. List specific strategies and implementation milestones to achieve each goal.

Instructions Review and follow all directions carefully when completing the SIP template. School administrators should collaborate with their Instructional Leadership Teams (ILT) to complete all sections of the SIP template and use the checklist located in the Appendix Section to review the completed plan.

Timeline and Key Dates

1. School teams attend SIP planning sessions

2. DATs provide on-site technical assistance as needed Ongoing

3. School teams submit SIP sections 1-4 to Executive Directors for review May 28th

4. Executive Directors provide feedback on sections 1-4 June 3rd

5. School teams incorporate feedback and complete sections 5 June 3rd - June 14th

6. Schools submit a final draft SIP and Title 1 budget to Executive Directors and Tomas for approval

June 14th


PART 2: SCHOOL IMPROVEMENT PLAN TEMPLATE

Section 1: Cover Page Instructions: Please complete this cover page by entering the requested information below.

Name of School: Roger Williams Middle School

School Address: 278 Thurbers Avenue

School Principal Name: Jennifer Vorro

Classification (check one):

X SIG Cohort 1 School SIG Cohort 2 School ESEA Waiver Warning School ESEA Waiver Focus School ESEA Waiver Priority School None of the above

ILT/SIT Member Names:

1. Sharon Nightingale 2. Sara Bobak 3. Sherri Sharpe 4. Cynthia Robles 5. Jamie Salisbury 6. Patrick Dorcus 7. Jeffrey Glantz 8. Dina Cappalli 9. Alex Lucini 10. Christina Gibbons 11. Dinah Larbi

Parent and Community Member Representatives:

Maria Moya

Executive Zone Director: Dr. Kregg Cuellar

Executive Zone Director Signature: Date:

School Principal Signature: Date:

../../Grant%20Office/Middle%20Schools/Roger%20Williams/Title%20I/2013-2014/Budget%20File%20-%20Submission/13-14%20RWMS%20-%20J.%20Vorro%20-%2004502-%20Title%20I%20Budget.xlsx


Section 2: Vision, Mission, and Values Instructions: Using the space provided below, insert the school’s vision statement describing the school’s aspirations for the future. Insert the mission statement explaining the school’s driving purpose. Lastly, define the core values or guiding beliefs that are to be embodied by all staff, students, and members of the school community.

What is the school’s vision statement?

Every student at Roger Williams Middle School will engage in high quality instruction and character development that

they will need to be successful in college and life. We will also be a customer-friendly, student-centered school, and

serve our students, educators, and parents in a welcoming environment.

What is the school’s mission statement?

The mission of Roger Williams Middle School is to maximize the potential of every student and to establish a

community of life-long learners within our diverse adolescent population by creating an environment that is sensitive,

challenging and nurturing in order to guarantee students’ successful transition to high school and beyond.

What are the school’s core values?

Teach students as if they were the child of a loved one. Treat parents as you would want to be treated going into a school for your own child. Support colleagues as if your job depends on their classroom performance.


Section 3: Data Profile and Needs Assessment

3.1. SCHOOL DATA PROFILE Instructions: Complete the school data profile below by providing enrollment and demographic data for the current 2012-13 school year and inserting achievement and school climate data for the past several years.

Grades: 6-8 # of Administrators: 3

Student Enrollment: 756 # of Teachers: 74

5-yr Enrollment Trend: unknown # of Support Staff: 24

Student Demographic Breakdown (2012-13):

% Black: 19% % Limited English Proficient (LEP) 21%

% Hispanic: 72% % Special Education: 19%

% White: 3.7% % Free/Reduced (F/R) Meals: 97%

% Other: 5.3%

NECAP Achievement (Teaching Year): 2009 2010 2011 2012

Math Overall % Proficient: 21.6% 17.8% 16.9% 17.6%

Math % Below Proficient: 78.4% 82.2% 83.1% 82.4%

Math African American % Proficient: 17.9% 26.2% 15.4% 21.8%

Math Hispanic % Proficient: 19.3% 14.3% 11.8% 17.1%

Math LEP % Proficient: 5.6% 2.9% 5.9% 0.0%

Math IEP % Proficient: 7.0% 5.8% 6.0% 3.6%

Reading Overall % Proficient: 31.9% 33.8% 32.0% 30.1%

Reading % Below Proficient: 68.1% 66.2% 68.0% 69.9%

Reading African American % Proficient: 41.0% 31.0% 22.2% 42.6%

Reading Hispanic % Proficient: 38.8% 25.2% 23.7% 24.1%

Reading LEP % Proficient: 0.0% 3.4% 4.1% 3.2%

Reading IEP % Proficient: 16.3% 3.9% 9.8% 5.5%

Writing Overall % Proficient: n/a 32.2% 22.2% 26.5%

Science Overall % Proficient: 0.0% 0.0% 0.0% n/a

School Climate Data: 2009-2010 2010-2011 2011-2012 2012-2013

Student Attendance Rate: 89.5% 90.2% 89.8% 91.3

% of Students Chronically Absent: 43.7% 42.9% 42.3% 31.7%


Graduation Rate (HS only): n/a n/a n/a n/a

Dropout Rate (HS only): n/a n/a n/a n/a

3.2. NEEDS ANALYSIS Instructions: Prior to identify goals and strategies, school teams must engage in a thorough needs assessment to evaluate the current state of the school. School administrators and ILTs should carefully analyze school qualitative and quantitative data to identify school strengths and areas for development. Consider strengths and weaknesses in the following areas: academic achievement, teacher and leader effectiveness, curriculum and instruction, family and community engagement, use of time, use of data, culture and climate, and nonacademic supports. Summarize the school’s greatest strengths and growth areas and provide specific data points to support the analysis.

Summarize the school’s greatest strengths.

Academic achievement: According to our 2012 NECAP results, the writing scores improved with 18% fewer students scoring a Level 1. Additionally, our chronic absenteeism has decreased by over 10% according to REG. Teacher and leader effectiveness: In the 2012-2013 school year we had 5 new strong teachers join us and a change in building leadership in October of 2012 and January of 2013. These changes have had a positive impact on teacher and leader effectiveness with increased leadership opportunities being made available to staff. Our veteran and returning teachers have acted in the capacity of informal mentors to many of the new educators. The reading and math specialists worked with over half of our student population and more than 25 students were placed in more rigorous and grade appropriate ELA and math classes based on their work with the specialists. Our reading coach mentored 4 new teachers and continued to work with building capacity among the ELA and ELL departments and overall staff through Collaborative Planning Time sessions. Curriculum and instruction: The district’s guaranteed and viable curriculum has provided a framework for our teachers to work from. We have also implemented tier 2 and 3 intervention courses in our Math and ELA departments. Family and community engagement: A teacher was provided an administrative period for the specific purpose of family and community outreach. We have had an increase in the number of parents attending events as a result of community contributions and stacked events such as a Literacy night involving a book fair, spelling bee and parent reading workshops. Use of time: Extended day allowed for a 7th period of instruction and 20 minute advisory 4 days per week. Early release one day per week with collaborative planning time for educators provided the opportunity for educators to plan as a department, as a grade level and with co-teachers. Use of data: The reading coach and reading and math specialists have been instrumental in using available data to provide targeted intervention and placement support. Culture and climate: Roger Williams has had a long-standing tradition of a strong climate and culture. In the December 2012 Innovation Zone C&C survey, 68% of students agreed with the statement, “There is at least one other adult in my school that I can talk to if I have a problem.” and 70% of students agree that, “The teachers here respect me.”


Non-academic supports: PASA’s Afterzone, College Crusade, CityArts and City Year are supports we have available to students and staff. While they are “non-academic supports”, they have had great impact on the overall school community through afterschool and summer school programming, arts integrated lessons and targeted attendance supports.

Summarize the school’s most significant growth areas.

Academic achievement: The proficiency level of our sub-group population of IEP students and LEP students, which accounts for almost half of the school is unsatisfactory especially in Mathematics. Only 7% of grade 8 LEP students achieved a 2 or higher on the 2012 NECAP math and only 9% of grade 8 IEP students achieved a 2 or higher on the 2012 NECAP math. Teacher and leader effectiveness: We have several teachers who struggle with instruction and classroom management. We were also left with long-term substitute teachers as a result of teacher leave of absences and late resignations. Curriculum and instruction: While we have a curriculum framework to follow, we still struggle with delivery of instruction in a way that is both engaging and meaningful for our diverse population of students. Too often teachers are teaching content rather than students. Teachers also struggle with interpreting data and using it to plan lessons. Professional development and coaching will support teachers with this. Family and community engagement: We need to establish a formal PTO and offer more opportunities for parents to be actively involved in the school community. Use of time: We have used our extra time effectively, now our focus will be to determine how we will continue what we have implemented with less time. Use of data: While the instructional coach and specialists are quite adept with using data, the teachers as a whole are not. We need to work with teachers to help them effectively utilize data to plan for instruction. Culture and climate: The results of the first OTI Climate and Culture survey showed some alarming results among students. Only 44% of the students feel they are being challenged most or all of the time. 53 % of the students agreed or strongly agreed with the statement, “the classes are out of control”. We need to use that data to make changes that will promote a more positive, rigorous, engaging learning environment for students.


Non-academic supports: The non-academic supports run quite well however funding for these programs is always a concern.


Section 4: School Priority Areas and SMART Goals Instructions: Successful and sustainable school improvement requires a targeted and focused approach on the school’s most pressing needs and challenges. Please reflect upon school data and the needs analysis in Section 3 to identify a manageable set of priorities to guide the school’s improvement efforts over the next two years. Based on these identified priorities develop 3 or 4 SMART goals that are specific, measurable, attainable, results-oriented, and time-bound. SMART goals should align to and support the district’s vision, mission, and goals. Step 1: Priority Areas

Priority Areas: Based upon the analysis conducted, what 3 to 4 priorities emerge for the school? Cite relevant evidence from your analysis to support these priorities.

1) Improve ELA proficiency 2) Improve math proficiency 3) Increase parent engagement 4) Increase attendance and decrease tardies

Step 2: SMART Goals

Goal #1: Insert the first SMART goal below. District strategic alignment:

By 2015, we will increase our ELA proficiency by 25% according to the StarReading Assessment.

Engaged students and families X Highly-effective educators X Student-centered instruction X Systems that work X Collaborative community

Goal #2: Insert the second SMART goal below. District strategic alignment:

By 2015, we will increase our Math proficiency by 25% according to the

StarMath Assessment.

Engaged students and families X Highly-effective educators X Student-centered instruction X Systems that work X Collaborative community

Goal #3: Insert the third SMART goal below. District strategic alignment:

By 2015 we will increase parent attendance at events to 25% attendance at each event.

X Engaged students and families Highly-effective educators Student-centered instruction

X Systems that work X Collaborative community

Goal #4: Insert the fourth SMART goal below. (Optional) District strategic alignment:

By 2015 we will increase student attendance by 1.5% and decrease chronic student tardiness by 10%.

X Engaged students and families X Highly-effective educators Student-centered instruction X Systems that work

X Collaborative community


Section 5: School Improvement Strategies and Implementation Timeline Instructions: Identify a comprehensive and coherent set of strategies that are aligned with the school’s SMART goals identified in Section 4. Select strategies that are transformative, actionable, and student-centered. Complete the strategic planning process outlined below for each of the SMART goals. Provide a performance metric to help measure progress and gauge whether or not the strategy is being implemented effectively and with fidelity. Identify when each strategy will occur by year and semester.

Goal #1: Insert your first SMART goal below.

By 2015, we will increase our ELA proficiency by 25% according to the StarReading Assessment.

Summary: Briefly describe the school’s comprehensive approach to produce gains in this goal area.

Student achievement starts with effective classroom instruction, parental support and enriching learning opportunities. We will approach this goal with a whole-school effort incorporating opportunities for in-school learning, extended learning and educator supports. In-School Learning: Students reading below grade level will be scheduled for Tier 3 intervention program, Language! and Tier 2 intervention program, Literacy Navigator. We will continue to employ a Reading Specialist to provide small-group targeted intervention. Non-ELA classes will support students by incorporating effective reading and writing strategies into the curriculum and by using standards-based, school-wide writing rubrics for assessment. All Special Education and ELL students will have access to common core content in addition to necessary intervention support classes and benchmark assessments will be created for students as a way to gather in-depth data to determine individual student needs. We will also ensure that students have access to technology rich lessons and learning opportunities. As additional support for Special Needs students, an elective course is being implemented to support student achievement and ELL Push-In teachers will continue to provide language acquisition and reading/writing strategies for ELL students in mainstream classes. Extended Learning: In additional to the “in-school” supports we will offer extended learning opportunities for students to ensure continuation of classroom learning and real-world application of knowledge. Students will have access to technology rich lessons and learning opportunities during extended learning programs. We will continue to offer summer learning opportunities for students in the form of formal programming through PASA AfterZone, informal home learning with summer learning packets and summer transition programming to support students in developing a strong academic foundation upon entering middle school. Educator Support: We will continue to employ a Literacy Coach to provided targeted support to ELA teachers through planning, modeling, co-teaching, observation/feedback process and professional development. A leadership retreat will be held to prepare teacher leaders and ILT members to support teachers in the work they will do to increase ELA proficiency. Teachers will also be offered professional learning opportunities in both a rich professional learning library and in opportunities to observe, reflect upon and implement best practices of high achieving classes. Data rooms will be developed and utilized as a tool to guide classroom instruction and targeted intervention. Finally,


educators will engage in professional development focusing on differentiated instruction and data-driven instruction.

Strategies: Identify a core set of strategies to achieve this goal.

Funding: If the strategy requires funding identify source: local or Title I

ESEA Waiver Intervention: (If applicable)

Performance Metric: Identify an indicator for each strategy.

2013-14 2014-15

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

1.1. Using 2 periods of ELA instruction as an implementation tool for all tier 2 and 3 students

Local (Scheduling) Implementation and development of 2 period system for tier 2 and 3 students, and formal/informal walkthrough data that focuses on instructional implementation.

X X X X X X X X

1.2. Reading Specialist will continue to provide small-group targeted intervention.

Local and Title I (Staffing)

Adult behaviors will be determined by formal/informal walkthrough data that observes mall group interventions of the Reading Specialist. Student outcome: Students will move from tier 2 and 3 (intervention status) to tier 1 ( content proficiency)

X X X X X X X X

1.3. Development and implementation of extended learning opportunities offered to students through Afterzone, Summer Scholars programming and supplemental

Title I (Programming) Adult beaviors will be measured by the implementation evaluation of all extended learning,

X X X X X X X X


Saturday learning . Saturday learning, afterzone, and summer scholar programming opportunities

1.4. Incorporation of writing proficiency exercises in Science and Social Studies courses, and incorporate effective reading and writing strategies in PE class and elective curriculum.

Title I (Professional Development)

Adult behavior performance metrics is measured through formal/informal Classroom Walk, which focuses on writing across the curriculum model fidelity

X X X X X X X X

1.5. Implementing use of school wide- writing rubric for assessments in all courses.


Adult behavior performance metrics is measured through formal/informal Classroom Walkthrough that focuses on use of school-wide writing rubric for assessments in all courses.

X X X X X X X X

1.6. Providing all ELL and Special Education students the Core English curriculum

Local and Title I (Program Costs and Professional Development)

Adult behavior will be measured by formal/informal walkthrough data which focuses on curriculum implementation in all classes.

X X X X X X X X


1.7. Educators will engage in professional development focusing on differentiated instruction, data-driven instruction and instructing ELL students in the classrooms


Adult behavior will be measured by formal/informal classroom walkthrough data which focuses on implementation of strategies learned in professional development.

X X X X X X X X

1.8. Data rooms will be developed and utilized as a tool to guide classroom instruction and targeted intervention

Title I Adult performance metrics will be Number of teachers using the data room and the informal/formal observation of teachers using interactive data walls in individual classrooms

X X X X X X X X

1.9. The Reading coach will continue to support ELA teachers through planning, modeling, co-teaching, observation/feedback process


Adult performance metrics will be Weekly cycle reports, schedule of teachers being supported, and formal/informal observation of supported teachers to identify areas of improvement based on received coaching

X X X X X X X X

1.10. X X X X X X X X


1.11.Implementation of a “Learning Center” course to support student achievement

Local Adult behavior will be measured through the informal /formal observation of the “learning center” course implementation..

X X X X X X X X

1.12.ELL push-in teachers will continue to support language acquisition and reading/writing strategies for ELL students in mainstream classes.

Title I (Staffing and Professional Development)

Adult performance metrics will be Weekly cycle reports, schedule of teachers being supported, and formal/informal observation of ELL push in teachers’ strategies.

X X X X X X X X

1.13.Workshops will be offered to inform parents about the ELA curriculum, expectations and ways they can support students at home.

Title I Adult behaviors will be measured by parent surveys that observe a successful delivery of ELA curriculum expectations, etc during parent workshop.

X X X X

1.14.Leadership retreat will be held to prepare teacher leaders and ILT to support teachers in the work they will do to increase ELA proficiency.

Title I CWT data and school wide surveys to measure the effect of leadership implementation

X X X X X X X X

1.15.Educators will be offered professional learning opportunities to support them in increasing ELA proficiency.

Title I Educators will present evidence of learning to full faculty at CPT.

X X X X X X X X

1.16.Common Benchmark Assessments Title I Collection and X X X X X X X X


will be created to assess student growth formally and frequently

Analyzing of data reflecting student achievement and growth throughout the year.

1.17.College pathway opportunities will be offered to improve student effort and commitment to academic success

Title I Number of students participating in college pathway opportunities

X X X X X X X X

1.18 Students will have access to technology rich lessons and learning opportunities

Number of students using the library/media center and CWT will assess the use of technology rich lessons and

X X X X X X X X

1.19 Summer Transition program will be offered to support students in their move from elementary to middle school

Number of students attending


By 2015, we will increase our Math proficiency by 25% according to the StarMath Assessment.


Student achievement starts with effective classroom instruction, parental support and enriching learning opportunities. We will approach this goal with a whole-school effort incorporating opportunities for in-school learning, extended learning and educator supports. In-School Learning: Students with below grade level math scores will be scheduled for Tier 3 intervention program, TransMath and Tier 2 intervention program, VMath. We will continue to employ a Math Specialist to provide small-group targeted intervention. Science courses will focus on math proficiency through data collection and graphing application activities and elective and PE classes will support this initiative by incorporating academic mathematics vocabulary into the curriculum. All Special Education and ELL students will have access to common core content in addition to necessary intervention support classes and benchmark assessments will be created for students as a way to gather in-


depth data to determine individual student needs. We will also ensure that students have access to technology rich lessons and learning opportunities. As additional support for Special Needs students, an elective course is being implemented to support student achievement and ELL Push-In teachers will continue to provide language acquisition to enable ELL students in mainstream classes to better comprehend the content of the math classes.. Extended Learning: In additional to the “in-school” supports we will offer extended learning opportunities for students to ensure continuation of classroom learning and real-world application of knowledge. Students will have access to technology rich lessons and learning opportunities during extended learning programs. We will continue to offer summer learning opportunities for students in the form of formal programming through PASA AfterZone, informal home learning with summer learning packets and summer transition programming to support students in developing a strong academic foundation upon entering middle school. Additionally, we will offer parent/student workshops to inform families about the Math curriculum, expectations and ways students can be supported at home. Educator Support: A leadership retreat will be held to prepare teacher leaders and ILT members to support teachers in the work they will do to increase Math proficiency. Teachers will also be offered professional learning opportunities in both a rich professional learning library and in opportunities to observe, reflect upon and implement best practices of high achieving classes. Data rooms will be developed and utilized as a tool to guide classroom instruction and targeted intervention. Finally, educators will engage in professional development focusing on differentiated instruction and data-driven instruction.





2013-14 2014-15

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

2.1 All Tier 2 and 3 students will receive 2 class periods of Math Instruction

Local (Scheduling) Number of students in appropriate classes

X X X X X X X X

2.2 Math Specialists will continue to provide small-group targeted intervention.


Number of students receiving small-group targeted intervention; number of students moved out of Tier 2 and 3 intervention courses

X X X X X X X X

2.3 Extended learning opportunities will be offered to students through Afterzone, Summer Scholars programming and supplemental

Title I (Programming) Number of students attending regularly

X X X X X X X X


Saturday learning opportunities.

2.4 Science courses will continue to focus on math proficiency through data collection and graphing activities. Elective and PE classes will incorporate Math vocabulary into the curriculum


Classroom Walk Thrus will ensure implementation of data and graphing strategies and activities in these classes.

X X X X X X X X

2.5 Educators will engage in professional development focusing on differentiated instruction, data-driven instruction and instructing ELL students in the classrooms


Number of teachers in attendance

X X X X X X X X

2.6 Data rooms will be developed and utilized as a tool to guide classroom instruction and targeted intervention

Title I Number of teachers using the data room; number of teachers using interactive data walls in individual classrooms

X X X X X X X X

2.7 Teachers will have access to a rich professional learning library

Title I (Library books) Number of books circulated to teachers

X X X X X X X X

2.8 Implementation of a “Learning Center” course to support student achievement

Local Number of students showing academic growth throughout the year.

X X X X X X X X

2.9 ELL push-in teachers will continue to support language acquisition to support ELL students in content comprehension in mainstream math classes.

Title I (Staffing and Professional Development)

Number of students serviced in a Push-in setting X X X X X X X X

2.10 Workshops will be offered to inform parents about the Math curriculum, expectations and ways

Title I Number of parents in attendance X X X X


they can support students at home.

2.11 Leadership retreat will be held to prepare teacher leaders and ILT to support teachers in the work they will do to increase Math proficiency.

Title I CWT data and school wide surveys to measure the effect of leadership implementation

X X X X X X X X

2.12 Educators will be offered professional learning opportunities to support them in increasing Math proficiency.

Title I Educators will present evidence of learning to full faculty at CPT.

X X X X X X X X

2.13 Common Benchmark Assessments will be created to assess student growth formally and frequently

Title I Data reflecting student achievement and growth throughout the year.

X X X X X X X X

2.14 College pathway opportunities will be offered to improve student effort and commitment to academic success


X X X X X X X X

2.15 Students will have access to technology rich lessons and learning opportunities

Title I Number of students using the library/media center and CWT will assess the use of technology rich lessons and

X X X X X X X X

2.16 Summer Transition program will be offered to support students in their move from elementary to middle school

Title I Number of students attending


By 2015 we will increase parent attendance at events to 25% attendance at each event.



In order to achieve our goal of improving parent engagement we will implement both formal and informal opportunities for parents to become more involved in the school community. Formal Opportunities: We will increase the number of celebration activities for parents to support student success and achievement, implement monthly coffee hour to provide parents with the opportunity to communicate with the school principal and offer quarterly family engagement activities. A formal PTO will be established and workshops will be offered to educate parents about ELA and Math proficiency, overall student achievement and college pathway opportunities. Informal Opportunities: We will keep the lines of communication open with parents by utilizing Parent Link for announcements, increasing electronic communication through school website and various social media outlets and continuation of monthly newsletters.





2013-14 2014-15

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

3.1. Increase the number of awards activities for parents to support student success and achievement.

Title I Number of activities offered. X X X X X X X X

3.2 Maintain a public master calendar of parent engagement events in the school, school newsletter and electronically via school website

Title I Completion of and maintenance of school calendar

X X X X X X X X

3.3. Continue monthly parent information newsletter

Title I Completion of and mailing of parent newsletter

X X X X X X X X

3.4. Increase electronic communication with families through school website, facebook and twitter.

Title I Completion of and maintenance of school website

X X X X X X X X

3.5.Institute monthly coffee hour for parent to communicate with principals

Title I Number of parents attending

X X X X X X X X

3.6. Official PTO will be established Title I Number of meetings held and parents in

X X X X X X X X


attendance

3.7. Parental empowerment opportunities will be offered each quarter

Title I Number of parents in attendance X X X X X X X X

3.8. Family engagement activities will be offered each quarter

Title I Number of parents in attendance

X X X X X X X X

3.9 Attendance raffles for families at organized events

Title I Number of entries X X X X X X X X

3.10 Workshops will be offered to inform parents about the ELA and math curriculum, expectations and ways they can support students at home.

Title I Number of parents in attendance

X X X X X X X X

3.11 College pathway opportunities will be offered to increase parent commitment to student academic success

Title I Number of parents participating in college pathway opportunities

X X X X X X X X

OPTIONAL Goal #4: Insert your first SMART goal below.

By 2015 we will increase student attendance by 1.5% and decrease chronic student tardiness by 10%.


If students are not present in school for all classes, their chances for success are minimal. We plan to implement a whole-school positive reward program to improve daily attendance and decrease student tardiness. We will also track data and analyze patterns and trends in attendance and tardiness to determine how best to help our students and families. A teacher will be assigned an administrative period in order to implement a daily check-in system for chronically absent and tardy students. We will also ensure the integrity of the daily attendance data by implementing on-line attendance in every class and mid-day attendance checks. Additional programs that will be offered as a way to improve student


attendance are PASA Afterzone and City Year’s High-interest AM activities. Students will also be recognized and rewarded for perfect attendance and most-improved attendance at monthly meetings and during daily announcements.





2013-14 2014-15

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

4.1 Participate in the Get Schooled Initiative

Data from Get schooled

X X X X X X X X

4.2 Monthly/Quarterly recognition for good attendance.

Title I Number of students invited to participate

X X X X X X X X

4.3 Continuation of data tracking in open areas throughout the school, in classrooms and through the school’s electronic communication.

Title I Posting of attendance

X X X X X X X X

4.4 Daily announcement of attendance and uniform participation percentages

n/a Completion of daily announcement

X X X X X X X X

4.6 Mid-day attendance checks for accuracy

N/A Completion of daily checks

X X X X X X X X

4.7 Increased before-school high-interest activities

Title I Number of students attending before-school activities

X X X X X X X X

4.8 Daily check-in system for chronic attendance/tardy students

Title I Number of students checking in daily

X X X X X X X X

4.9 Offer extended learning opportunities through After Zone targeted toward students with chronic attendance issues.

Title I Number of students attending regularly

X X X X X X X X

4.10 Leadership retreat will be held to prepare teacher leaders and ILT to support teachers in the work they will do

Title I Daily attendance data X X X X X X X X


to increase student attendance and decrease student tardies.

4.11 Educators will be offered professional learning opportunities to support them in increasing student attendance and decreasing tardiness.

Title I Number of teachers in attendance

X X X X X X X X

4.12 College pathway opportunities will be offered to improve student effort and commitment to academic success and attendance


X X X X X X X X


PART 3: REQUIREMENT CHECKLISTS

Title I School-wide Program Checklist

Instructions: Complete the Title I School-wide Program checklist to ensure that the school’s SIP meets the

federal Title I requirements. A comprehensive school improvement plan must address all of the components

defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I).

Component 1: School-wide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement

Component 2: Use of effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program, increase the amount and quality of time (such as providing before and after school and summer programs and opportunities), and include strategies for meeting the educational needs of historically underserved populations.

Component 3: Instruction by highly qualified teachers

Component 4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil service personnel, parents, and other staff to enable all children to meet the State’s academic achievement standards.

Component 5: Strategies to attract highly qualified teachers to high-need schools

Component 6: Strategies to increase parental involvement

Component 7: Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs

Component 8: Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program

Component 9: Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance to ensure student difficulties are identified on a timely basis

Component 10: Coordination and integration of Federal, State, and local services and programs


SIG Transformation Element Requirement Checklist (SIG Cohorts 1 and 2 ONLY)

Instructions: Complete the SIG Transformation Element Requirement Checklist to ensure that the school’s SIP

meets federal School Improvement Grant (SIG) element requirements under the Transformation model.

Strategies for teacher and leader effectiveness

Strategies for comprehensive instructional reform

Strategies for increased learning time and community oriented schools

Strategies for operational flexibility and sustained support

Roger Williams Middle School | 2013-2015 student at Roger Williams Middle School will engage in high...

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