2012-2013 Columbus Elementary School Improvement Plan

7/31/2019 2012-2013 Columbus Elementary School Improvement Plan

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MEDFORD PUBLIC SCHOOLSMEDFORD, MASSACHUSETTS

SCHOOL IMPROVEMENT PLANSY 2012-2013

Joan YaegerPrincipal

2011-2012


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TABLE OF CONTENTS

School Council Membership and Meeting Dates... 1

Mission Statements.... 2

Narrative... 3

Demographics...... 7

MCAS / AYP Status. 8

MCAS scores / 2008 2011 / Grade 3 9



Average Class Size Data... 12

Needs Assessment Survey 13

Action Plan Goal #1. 18









Non-Budgetary Items.. 34

Budgetary Requests 34

Closing Statement 35


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SCHOOL COUNCIL MEMBERSHIP AND MEETING DATES

Principal/Chairperson: Mrs. Joan M. Yaeger

Community Representative: Ms. Astrid Baehrecke

Teachers: Mrs. Nancy DeRosaMs. Diana GalluzzoMrs. Victoria MeloMrs. Gretchen Rich

Parents: Mr. Matthew BarlowMr. Christopher CarboneMrs. Kathy DakermanjiMrs. Louise MerriganMs. Melanie TringaliMrs. Leslie Winslow-Keats

Meeting Dates: December, 2011 via emailJanuary 11, 2012February 8, 2012March 14, 2012

All meetings were held at the Columbus Elementary School or via an email group where teammembers reported on discussions with other parents and colleagues. Meetings wereadvertised as being open to other interested members of the school community.


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COLUMBUS ELEMENTARY SCHOOLSCHOOL IMPROVEMENT PLAN

SCHOOL YEAR 2012-2013

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MISSION STATEMENTS

MEDFORD PUBLIC SCHOOLS MISSION STATEMENT

The Medford Public Schools is a caring educational partnership of school, family and communitydesigned to ensure that all students are afforded a safe and healthy learning environment inwhich they develop the knowledge, skills and attitudes to reach their full academic and personalpotential. This partnership is dedicated to providing all students with a 21st century education thatwill enable them to be life-long learners 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 educationbased on respect for self and others. The Columbus is a diverse school community that includesan English language support program and a K-5 Therapeutic Learning Program. Theinstructional focus of the Columbus promotes the ability to think clearly and creatively, to

communicate effectively, and to develop a lifelong curiosity and love of learning. It is our hopethat with the development of these skills our children will become happy, productive, responsiblecitizens of the 21st century.


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NARRATIVE

MORE ABOUT US

The Columbus School is also home to many after school activities. A very active PTO organizesand facilitates many exciting after school clubs. Tuition for the classes is structured to keep theprograms affordable and self-sustaining. Financial assistance offered to families to make theprograms available to all. This financial assistance is made available from funds from a verygenerous donation from a family who chooses to remain anonymous.

An after school day care program provides a valuable service to working families. Thisprogram is under the direction of the Medford Early Childhood Program. During the summers2007-2011 hundreds of children participated in a wonderful summer program held at the schoolsponsored by Medford Community Schools. This very successful program will be offered againin the summer of 2012.

The ELL Program services approximately 75 students whose first language is not English. Thisprogram helps students acquire listening, speaking, reading, and writing skills as well as provideacademic support. Over 25 different languages are spoken in the homes of Columbus Schoolstudents. Two full time teachers work with children in the classroom as well as outside theclassroom in small groups.

The Therapeutic Learning Program is a curriculum based behavior management program thatservices children in grades K-5. This program addresses the needs of students both socially andacademically in a small, structured classroom setting. A licensed special education teacherteaches each class. An extensive support staff including one or two Para-professionals for each

classroom, adjustment counselor, occupational therapist, physical therapist, school nurse, schoolpsychologist and speech and language therapist helps maintain and build capacity within theprogram. This small structured setting allows students to learn how to self regulate and monitortheir behavior. Students are mainstreamed with adult support for all non-academic subjects.Many of the students are mainstreamed for academic subjects depending on their ability tosustain behavior in a larger classroom environment. The special education staff, classroomteachers, and all support staff have continued to work diligently during the 2011-12 school year tobring the program toward a more inclusive model of instruction. This has proved to be verysuccessful and has greatly increased the programs capacity to provide instruction in the leastrestrictive environment for all children as defined by NCLB.

School Psychologist During the 2011-12 school year one full time school psychologist wasinvaluable to many facets of the school community. In addition to testing children as part of thespecial education referral process, he worked closely with individual children and small groups.He provided extensive family support to children with and without disabilities. His supportivepresence in the schoolyard and lunchroom provided an extra level of comfort for many children.


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NARRATIVE (continued)

School Adjustment Counselor Our full time school adjustment counselor wears many hats.She is in many ways the backbone of the Therapeutic Learning Program, providing in class

support, individual and small group counseling, family outreach and behavioral consultation. Forthe past four school years she has facilitated a family-giving project for the winter holidays.Through this project she has worked with other staff to collect donations from volunteer familiesand local agencies to provide holiday meals and gifts for as many as 40 families, an increasefrom last year. This is done so discreetly and has brought such a sense of community to ourschool. The school adjustment counselor also serves as a liaison to various community agenciessuch as Department of Children and Families and Eliot Community Human Services.

School year 2009-2010 brought a reduction in our school nurses from two full time nurses to onefull time nurse and one part time nurse. This has continued into the 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 thenurses provide care for as many as 1300-1400 student visits as well as numerous staff visits.These visits are for a variety of reasons: medication, sick call, procedures, and mental healthsupport. Additionally the nurses provide significant family and teacher outreach, consultationwith primary care doctors and other professionals, and health education services (diabetes care,nutrition etc.)

Occupational therapy (OT) is provided for 40-45 students at the Columbus Elementary Schoolfive days per week. Occupational therapy in the Medford Public Schools is provided to helpstudents more fully participate in and benefit from the educational program.

Speech and Language Therapy is currently provided for over 40 students at the Columbus toassist children in accessing the curriculum and to treat a variety of disorders. Therapy isprovided in and out of class, individually and in small groups according to student need.

The Columbus Elementary School offers services for children with learning disabilities within asmall group setting. Three full time and one half time special education teachers provideinstruction for children according to each childs IEP in the areas of reading and mathematics.

Title I services are federally funded and are designed to help children who are experiencingdifficulty in reading and writing. Children work in small groups for about forty minutes four daysper week with a reading specialist. Three Title I teachers are key to the ongoing success of theColumbus School. One English Language Arts Support teacher works three days per weekto assist children with reading and writing skills.


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Specialists: The Columbus School staff also includes one full time music teacher, one .90 Artteacher, one full time Computer teacher, one full time Physical Education teacher, one parttime Physical Education Teacher, and two part time Italian teachers.

Library: The beautiful sun filled library on the fourth floor is currently staffed by a part time Paraprofessional. She has done a wonderful job of managing a large inventory of books andproviding access to the library for all children. In a healthy budget year a full timeprofessional librarian would certainly be a benefit to all!

Shore Educational Collaborative: The Columbus School is also home to two special needsclassrooms from Shore Educational Collaborative. While Shore oversees all aspects of theeducational programming for these students, they are included in all activities of the ColumbusSchool and are considered an important part of the Columbus School Family.

Tufts University provides a variety of support programs. The Tufts Literacy Corps (TLC)tutors under the direction of Dr. Cindy Krug, provides extra reading, writing, and mathassistance after school for students in grades 2-5.

Medford School Volunteers: Tutors from this program have provided individual tutoringservices in mathematics for 11 second grade students. We are so appreciative of their work anddedication!

Mystic Valley Elder Services Reading Partners Program: We have been very fortunate tohave a tutor from this program who works at the Columbus School one day each week. Heprovides individual and small group tutoring to 9 students.

Hallmark Health Team Medford: For the third consecutive year, the Columbus School was thevery grateful recipient of school supplies donated by the generous Team Medford collectionsponsored by Hallmark Health. We look forward to their continued spirit of generosity. Thankyou!

The Columbus continues to use Second Step, a violence prevention curriculum. This is inaddition to many enrichment lessons focusing on the prevention of bullying.

The Columbus School welcomes and encourages former students as well as other middle andhigh school age student to participate in community service opportunities by helping at

various events.


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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 daythrough the school year families are invited to send in non-perishable food items to beplace on a table in the foyer. The food is collected and weighed by student and parentvolunteers once a month and then delivered to the Community Cupboard Food Pantry atthe Unitarian Universalist Church of Medford.

Thanksgiving Meal Program - Organized by our school adjustment counselor andsupported by donations from families, staff, and Medford Family Network. Thanksgivingdinners have been provided to many needy families over the past four years.

Holiday Giving Program - Organized by our school adjustment counselor with the help ofmany teachers and Para-professionals. Teachers nominate families thought to be in

need. The school adjustment counselor contacts the families and asks them to create awish list for each child in the family. The list of items is written on snowflakes and hung inthe teachers room. Teachers and other staff members choose snowflakes and fulfill thelist of items. The school adjustment counselor with her team of merry elves wraps anddelivers the gifts to the families. Most of the families also receive a Christmas dinner.

Scholarship Program / Emergency Family Fund - For the past six years, an anonymousdonor has made a significant contribution to the Columbus School Student Activity Fund.It is important to this donor that some of this contribution be set aside to scholarshipchildren in need into after school clubs and also to make funds available for families foremergency situations. Gift cards are purchased to grocery stores and given as needed tofamilies in need when an emergency presents.

I am so proud of the giving spirit and generosity of the Columbus School Family!


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DEMOGRAPHICS

Enrollment Data

Enrollment by Race / Ethnicity (2010-11)

Race % of School % of District % of State

African American 16.8 15.5 8.2

Asian 8.2 7.9 5.5

Hispanic 16.2 10.2 15.4

Native American 0.0 0.1 0.2

White 54.0 63.7 68.0

Native Hawaiian, Pacific Islander 0.0 0.0 0.1

Multi-Race, Non-Hispanic 4.9 2.6 2.4

Enrollment by Gender (2010-11)School District State

Male 263 2,497 490,363

Female 250 2,352 465,200

Total 513 4,849 955,563


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MCAS/AYP STATUS

All children in Grades 3, 4 and 5 at the Columbus School participated in MCAS in spring, 2011.Adequate Yearly Progress is a measure of the extent to which a student group demonstrates

proficiency in English Language Arts and Mathematics. AYP Reports are issued each year andshow the progress schools and districts are making toward the goal of having all students reachproficiency by the year 2014. All schools in the Commonwealth are rated based on the scoresfrom the Massachusetts Comprehensive Assessment System (MCAS) tests in English LanguageArts and Mathematics.

The challenge to meeting Adequate Yearly Progress is that each year the target score is raisedsignificantly. In the past the Columbus School has done well in meeting the requirements forAdequate Yearly Progress.

For Spring 2011 in English Language Arts The Columbus School was assigned a performancerating of HIGH and an accountability status of Improvement Year One.

For Spring, 2011 in Mathematics subgroup scores fell short of the assigned target score of92.2% proficiency. We earned a performance rating of Moderate and were assigned an NCLBAccountability Status of Corrective Action for subgroups.

The Columbus School staff has worked with the school administration in analyzingstudent performance data.


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MCAS Annual Comparisons

* NOTE: Performance level percentages are not calculated if student group less than 10. Data Last Updated onSeptember 30, 2011

GRADE 3

GRADE 03 - ENGLISH LANGUAGE ARTS

PERFORMANCELEVEL 2008

2009 2010 2011

ADVANCED 15 11 7 NA

PROFICIENT 35 46 45 55

NEEDSIMPROVEMENT 32 33 37 32

WARNING 18 11 12 12

GRADE 03 - MATHEMATICS

PERFORMANCELEVEL 2008 2009 2010 2011

ADVANCED 17 14 29 2


NEEDSIMPROVEMENT

29 24 14 34

WARNING 26 12 17 12


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GRADE 4



2009 2010 2011

ADVANCED 7 13 8 4


NEEDSIMPROVEMENT

39 32 42 47

WARNING 17 6 8 19


PERFORMANCELEVEL 2008 2009 2010 2011

ADVANCED 14 8 12 10



WARNING 15 10 6 19


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GRADE 5


PERFORMANCELEVEL

2008 2009 2010 2011

ADVANCED 13 11 18 15


NEEDSIMPROVEMENT

38 37 22 24

WARNING 6 7 6 3


PERFORMANCELEVEL

2008 2009 2010 2011




WARNING 12 19 10 16

GRADE 05 - SCIENCE AND TECH/ENG


2009 2010 2011



NEEDSIMPROVEMENT 29

39 24 49

WARNING 10 3 2 6


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AVERAGE CLASS SIZE DATAJanuary 15, 2012

K 1 2 3 4 5

19.6 19.4 21 23 22 22 486 children in regular education classrooms

+4 +4 +5 +6 +4 +8 32 children is special ed. Classrooms who aremainstreamed at this grade level.

5 5 4 3 3 3 Number of regular classroom teachers at thisgrade level.

1 .5 .5 1 1 1 Number of Special Ed. Classroom Teachers atthis grade level

19.6 24.25 28 23 22 Anticipated Class Size for 2012-13 withoutadditional staff.

Note: As you can see from this table class size at grades 2 and 3 will be significant for theschool year 2012-2013 without additional staff.

Class Size StatementThe School Improvement Council is painfully aware of expected budgetary shortfalls in the districtand the state. With that in mind it is critical to consider strategies that will minimize the impact ofpossible larger class sizes.

Students in the self-contained classes that make up the Therapeutic Learning Programmainstream into grade appropriate classrooms. All students are together for art, computer, phys.ed., Italian, music, and lunch. A number of students also mainstream for academic subjects. Ittakes 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 more with some assistance from a Para-professional. It is 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 notEnglish are currently enrolled at the Columbus School. All of these students, with the support ofthe staff and the encouragement of their peers, are doing well. Low class numbers promoteopportunities for individual attention and a greater chance of success for all students.


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NEEDS ASSESSMENT SURVEY 2011-2012

A needs assessment survey was distributed to parents in January 2012. The results of thissurvey were used to expand upon existing and ongoing action plan items as well as to add new

goals. The results of the survey are included. With the exception of the principal (author of thisdocument) the names of specific staff members are not included.

COLUMBUS ELEMENTARY SCHOOL

Total Number of Completed Surveys: 219

K 40 1st

28 2nd

29 3rd

29 4th

20 5th

28 No Grade 36 Multi 9*note 23 surveys were missing 2

ndpage, questions starting with Diversity used only 196 surveys.

ACADEMIC:

1. I feel that the Columbus School adequately addresses my childs academic needs.

Almost Always Frequently Occasionally Seldom No Opinion No Answer Given47% 37% 9% 1% 3% 3%

2. My childs homework is meaningful, requires an appropriate amount of time, and can becompleted independently.

Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

37% 35% 18% 1% 6% 2%

3. The school program provides variety and interest and my child is challenged to do his/herbest.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

44% 37% 11% 3% 2% 3%

4. The faculty is knowledgeable and I am satisfied with the quality of instruction my childreceives.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

54% 33% 8% 1% 1% 3%

5. I have a child with an IEP (Individual Education Plan) or 504 Plan. I feel my childs needs arebeing met.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

12% 14% 5% 2% 46% 21%


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AFTERSCHOOL CLUBS

The Columbus School runs after school clubs coordinated by the Enrichment Committee.

1. I am aware of the After School Enrichment Clubs offered at the Columbus School?Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

44% 20% 11% 2% 16% 7%

2. Has your child participated in the After School Clubs? YES NOYES NO No Answer

34% 62% 4%

3. If your child has not participated, please tell us why (circle all the apply)Not Interested Day/Time Club Filled Too Expensive Other No Answer

3% 13% 5% 26% 18% 35%

HEALTH & SAFETY

1. School discipline at our school is handled in a fair manner.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

45% 36% 4% 4% 8% 3%

2. Our school fosters a safe environment.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

57% 32% 4% 1% 4% 2%

3. My child feels comfortable talking to and interacting with his/her teacher(s).Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

63% 26% 7% 2% 0% 1%

4. If you have a question about Columbus School policies (i.e., drop-off, tardiness, discipline,

etc.), do you refer to the school handbook?Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

16% 18% 27% 26% 11% 2%

5. I feel the Columbus School offers enough opportunity for physical activity on a daily basis.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

30% 43% 15% 7% 3% 1%

DIVERSITY & MULTICULTURALISM

1. The Columbus School demonstrates respect for my childs traditions, family composition, andspecial needs.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

56% 31% 6% 2% 5% 1%


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PARENTAL INVOLVEMENT

1. Communication between home and school is regular, two-way and meaningful.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

46% 34% 13% 2% 2% 3%

2. Parenting skills are promoted and help families to support children as students.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

37% 33% 15% 3% 9% 3%

3. Parents at our school play an integral role in assisting student learning.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

32% 39% 13% 4% 10% 3%

4. Parents are welcome at our school and their assistance and support are sought.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

46% 35% 11% 3% 3% 2%

5. Parents are full partners in the school decisions that affect children and families.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

30% 37% 14% 4% 10% 5%

6. The school administrators help me with problems I bring to their attention. Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

42% 28% 11% 4% 13% 3%

ENRICHMENT

1. Overall enrichment program, including presentations and field trips are satisfactory. Variety ofprograms is curriculum relevant.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

32% 35% 13% 5% 13% 4%

2. PTO funding is going to worthwhile programs.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

43% 29% 3% 2% 20% 3%

3. Students are able to utilize school resources (library, gym, computer labs) efficiently andconveniently.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

46% 34% 13% 2% 4% 2%


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COMMUNICATION/ACCOUNTABILITY

1. I am provided with timely, accurate information about services and programs offered at ourschool.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

45% 35% 12% 3% 2% 3%

2. Our principal is an effective leader.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

66% 21% 5% 2% 6% 1%

3. Bus arrivals and departures are well supervised and general bus safety is appropriate andproblems are dealt with effectively and in a timely manner.Almost Always Frequently Occasionally Seldom No Opinion No Answer Given

22% 23% 8% 2% 41% 5%

4. In order to cut down on paper, would you be willing to receive all notices and communicationvia email?

YES NO No answer given44% 42% 14%

GENERAL COMMENTS: Please share all general comments and thoughts.Kindergarten Ages for clubs don't always match Concern is practice of taking away children's recess time as a punishment, highly inappropriate and unhealthy fo

kindergarteners, review policy with a view to changing it.

Daughter is learning and happy, participates in school, I'm happy with everything No one responds to some, if not all emails from school. Communication is late. K curriculum same or less than

most preschools. Discipline same despite "crime". Individual goals/objectives, whether children need IEP or notwould be great.

Notices and communications via email great. Love fact able to email daughter's teacher and get timely response Really appreciated being able to talk with Mrs. Yaeger about finding the right classroom fit for my child. Has bee

essential for better success for both of my children

School yard does not seem to be supervised by adult during morning drop off

Will miss Mrs. Yaeger, very happy with school and teacher

1stGrade Almost satisfied. Would like to know about trips and some places regarding science, culture, history, need some

additional homework and resources to students Bus contractor seems disorganized and doesn't prepare well for bus drivers to change routes. Buses have been

late several times b/c drivers learn their route as they transport kids. Created unsafe situation, placing kids at risby driving in an unsafe manner. Mrs. Yaeger awesome, will miss you. Will provide email separately to maintainconfidentiality of survey

Certain general correspondence would be welcome via email but not all like last minute reminders, forms to fill ou

Need tech upgrades. Want to emphasize importance School has been great starting place for my children; always encouraged to do well, staff has always been very

attentive and fair Winter would be better for kids to stay inside for pick up. Open doors early for kids to come in and not get cold

outside until 8:35 Would like school's help about bus that is taking my child before school is done. I don't like it. Would like the

school teaching music free for each student. Must learn how to play an instrument.

Would like to see more enrichment activities (field trips, visits to school) need full time librarian


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2ndGrade Need music activity, need more sports activities

Keep up good service; great job specifically how you teach kids music, did really well for Christmas season Would like opportunities to meet specialists, art, music, Italian, etc., observed or volunteer at their classes;

curriculum nights allow time to meet regular teachers, great, but would like time to visit art room or hear a shortpresentation by art/music teachers; could universal breakfast be served in caf, only to those who sign up, too mu

extra juice and muffins for kids who already eat breakfast at home3rdGrade Bus - would like more information on arrival time at bus stop, frequently late and school has no information

Cut down on homework

First year, pleased. Mrs. Yaeger textbook bar setter for teachers, parents and future principals Mrs. Yaeger highlight, hope parents can be involved in picking replacement; focus group with parents prior to nex

survey might be helpful and provide information may not have considered. Pleased with (TEACHER), use ofresponsive classroom, emphasis on providing extra time for active movement and multiple projects are excellent

Needs to be changes at school starting with principal. Does not speak effectively to parents with an issue. Shetakes favoritism and has her favorite parents and kids

Not sure if answered parental involvement correctly. Always same handful of parents involved with school. Wishmore would help out.

Why ask for email when notices do not come paperless. Need plan to address disruptive behavior in classrooms

support/guide parents of kids who create problems, impede others to learn and enjoy classroom learningenvironment

4thGrade Attempt to foster safe environment, have not seen much enrichment programs this year; like to see more outside

exercise, free play time. Needs to be safe environment for kids to learn

Bad bus drivers. Bus hit car, denied it, police called

Not a fan of no recess discipline Sad Mrs. Yaeger retiring; no email use by (TEACHER) tough, like access to website to ideas parents can do to

enrich at home, what is being learned at school, books, movies, field trips, etc.

Teacher supervision needed during recess, witnessed children leaving playground and heading towards street

5thGrade (TEACHER)is a fine teacher

Parents not as welcome for assistance and support in 5th grade

Positive and affirming culture at Columbus; love for and acceptance of differences is obvious and felt; positivesupport from guidance and Mrs. Donnelly. Totally available. Ms. (TEACHER) is exceptional.

No Grade Indicated Don't understand parenting skills question

Feel my child is getting what he needs to be a productive young student Mrs. Yaeger responds to all issues in a proper manner, by guidelines to ensure proper results instead of deciding

for herself. Her way never resolved problem, just made the innocent feel it was their fault. Serious problemsdeserves serious attention

q2. homework not completed independently; homework meaningful; wish email was option for communication;lunch time and physical activity times are too brief; faculty and administration are outstanding

School has been fabulous school of caring, skilled and dedicated teachers and staff. Will really miss Mrs. Yaegebeen supportive of us and our children

When daughter reached Columbus she is completely changed. Made me feel she fits in there and could be the

most important fit for her

Would like 2 gym classes per week

Would like to do sports club, but age is wrong

Would like to see more field trips/enrichment type stuff

Multiple Grades Just moved here this year, very pleased with school so far, too much homework in 4th grade

Parent involvement is not encouraged, don't see a lot


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ACTION PLAN

GOAL #1: COMMUNITY BUILDING-FAMILIESContinue 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 improvecommunication and promote family involvement within the Columbus School Community.Continue to develop a sense of community. Continue tofoster a school environment wherestudents and teachers are engaged and excited about learning and experiencing school.Allstudents and staff will continue to become more accepting of themselves and the varied culturesof an increasingly diverse student population. This will be accomplished by participating inenrichment and other special event programs during the school day and by attending familyevents held beyond of the school day.

During School Improvement Council

ACTIVITY

INDIVIDUAL(S)

RESPONSIBLE RESOURCES TIMELINE ASSESSMENT1. Personal

invitations toschool eventsvia phone callsand face toface invitation;Connect-Ed.Phone callsprior to eachevent.

Principal, staff,parents, children

Parent liaisons tonon-Englishspeaking familieswill volunteer toextend personalinvitations.

Evening meetingswill be scheduledwith speakers toaddress parentconcerns and toprovide informationon timely subjects.

SchoolCommunity.Liaisons will beidentified.Names andcontactinformation willbe posted on theweb site.

Principal,DepartmentChairpersons

ONGOING

Fall 2012

Increase ofnumber offamilies thatattend schoolevents.

Attendance

Examples: Bullying: 2012 Needs Assessment Survey indicates that parents want moreinformation about the bullying policy and how it is addressed at the elementary level.

2011-12 School Council recommends that this plan include the need for an evening in the fall

during which the Principal will explain NCLB, MCAS, and AYP.

2011-12 School Council recommends that the plan include the need for an evening during whichacademic department chairpersons describe the elementary curriculum to parents including newinitiatives which this year include LUCY CAULKINS UNITS OF STUDY (Grades K-5 writing) andWORDS THEIR WAY: WORD STUDY IN ACTION, DEVELOPMENTAL MODEL (spelling gradesK-5)


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GOAL #1: COMMUNITY BUILDING-FAMILIES (CONTINUED)

ACTIVITYINDIVIDUAL(S)RESPONSIBLE RESOURCES TIMELINE ASSESSMENT

2. Evening eventfeaturing artexhibits and icecream social

Principal/Staff/ArtTeachers/Studentsand Families

PTO/minimal feefor ice creamGrant has beenawarded!

Fifth AnnualEvent, Spring2012

Number offamilies thatattend.

3. July/Augustnew family playgroups

First and secondgrade parentWelcomingCommitteemembers

PTO Summer 2012 Number offamilies inattendance.Track how manyof these familiesstay involved

once the childstarts school.

4. WelcomeOpen House

Principal and PTO PTO volunteers& supply ofstickers/snacks

August 2012 Number offamilies inattendance. Howmany familiescontinue to beinvolved once theschool yearstarts.

5. Multi CulturalPresentations

Principal and PTO PTO funds;Cultural CouncilGrants

ONGOING Teacherassessment ofclassappreciation ofperformance andcarry over tosocial studies. Afeedback tool willbe developed forteachers to

complete at theend of eachperformance.


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6. Family Ice

Cream Social

PTO, Staff, and

Principal

PTO funds Fall 2012 All above

7. Classroomlessons thatextend theculturalenrichmentbegun atperformances.

Classroomteachers andsupport staff.

MPS Curriculumas well as studyguides providedby performers.

ONGOING All above

8. Evening

Family Socialsthat will helpfamilies becomeacquainted

Teachers/

Children/Families

Parent

fundraisingactivities

ONGOING through

SY 2012-13

All above

Student/FamilyParticipation

9. Second Step,violencepreventionprogram, tocontinue in allclassrooms.

BullyingPreventionPrograms andinformationalprograms forfamilies andchildren.

Staff andstudents

School ResourcesAll bullyingprevention toolswill be posted onthe schoolwebsite for parent

use. A reportform will beavailable onlinefor individuals tocomplete and besubmitted toPrincipalanonymously.Parent resourcesand bibliographieswill also be

posted.

Ongoing

SY2012-13

Improvedstudentinteraction


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10. Columbus

Community PrideDay (Cleangrounds)

Parents /

Families /Students

Sweat

Equity/Donatedsupplies

Fall 2012 / Spring

2013

More student and

family ownershipof school grounds

11. Monthlytheme days thatpromote schoolspirit and familysupport.

Principal /Teachers /Students

Self sustainingfor ice cream

Monthly Increased SchoolPride

12. Enrichment

programs

Principal /

Teachers /Parents

Research to learn

more about freeand lowcost/Grant writing

ONGOING Participation and

awarding ofgrants

13.After SchoolClubs**

Parents andEnrichmentCommittee

Tuition paid bychildren to keepclubs selfsustaining.

FALL, WINTER,SPRING

Number ofchildren whoparticipate.

**Note: 2012needs assessment survey indicates that some parents have not registeredbecause of expense. Literature pertaining to clubs will emphasize the availability offinancial aid for clubs.

14. Enhanceduse of schoolweb page as anongoing sourceof information forfamilies

Principal/Parentdesignated to workon web page toadd PTO andfamily information.Teachers will beasked to providemore inclusive andupdated classroominformation to beposted andupdated.

Principal /Teachers /Parents

ONGOING2012-13

Increased use ofweb page /Decreased needfor papercommunication


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GOAL #2: COMMUNITY BUILDING-CHILDREN AND ACADEMICSStaff at the Columbus school will continue to work to increase adherence to pedagogy such asthe Responsive Classroom Approach. Data indicates that the large majority of staff members atthe Columbus school are committed to the following seven beliefs, based on developmental and

social learning theory and informed by years of experience in the classroom that underlie TheResponsive Classroomapproach (Wood 1999, 293):

1. The social curriculum is as important as the academic curriculum. Social and academiclearning are inextricably connected, and each is equally important. The balancedintegration of the two is essential to childrens growth.

2. How children learn is as important as what children learn. Children learn best when theyhave the opportunity to make choices about what theyre learning and to make their owndiscoveries through trial and error. Ideally there should be a balance between teacher-directed and child-initiated experiences.

3. The greatest cognitive growth occurs through social interaction. While children certainlydo learn when they are working alonereading a book, taking a test, completing aworksheetchildren learn the most when they are engaged in meaningful ways withothers.

4. There is a set of social skills that children need in order to besuccessful academically andsocially. These skills form the simple acronym CAREScooperation, assertion,responsibility, empathy, and self-controland should be taught in an integrated fashionthroughout the school day.

5. Knowing the children we teach is as important as knowing the contentwe teach. Themore known children feel at school, the more likely it is that they will succeed. Teacherscome to know children individually, culturally, and developmentally by taking time toobserve and interact with the students and by understanding the stages of childdevelopment. The science of child development is the most important academic disciplinefor teachers.

6. Knowing the parents of the children we teach is as important asknowing the children.Parent involvement is essential to childrens education. The greatest gains are madewhen educators work with parents as partners.

7. Teachers and administrators must model the social and academicskills that they wish to

teach their students. These skills must be lived daily in educators interactions with eachother, with children, and with parents. Meaningful and lasting change for the better in ourschools requires good working relationships among the adult community. Children arealways watching.


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GOAL #3: ALL STUDENTS IN GRADES K-5 WILL IMPROVEWRITING SKILLS.

Assessments: MCAS Open Response average scores will improve. Grade Four scores willcontinue to improve as a measure of improved writing using the Long Composition as onemeasure. Children will write more often and, to the degree that it can be measured, take more

joy in their writing.

Specific Objectives: Teachers will adapt lesson plans and teaching according to the newCommon Core Curriculum. Students editing and writing skills will improve based on teacherevaluation and Open Response scores on MCAS Results at all tested grades. Children in K-2will demonstrate increased enthusiasm about writing and continue to share their writing withpeers and other members of the school community.


1. Purchasestationarysupplies (folders,highlighters, etc.)to implementplan.

Principal /Teachers /Parents

Fundraising andTeam Medford

ONGOING Student WorkSamples

2. Teachers workindividually and in

grade level teamsto reorganize andrefine materialsfor students.

Classroomteachers and

support staff

Teacher andStudent time

ONGOING Studentapplication of

skills

3. Independentcomputer use bystudents todevelopassignments

All staff Teacher andStudent time

ONGOING Staff discussionsand samples ofstudents'improved writing.

4. Teach andreinforce skillsto/with students.

Principal, ELADirector,Teachers

Teacher andStudent time

ONGOING Evaluation of testdata


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GOAL #3: ALL STUDENTS IN GRADES K-5 WILL IMPROVE WRITING SKILLS. (CONTINUED)


5. Ongoing

professionaldevelopment tokeep staff skillscurrent.

Principal/Teachers District based

Professionaldevelopment

ONGOING Staff discussions

and samples ofstudents'improved writing.

6. ELA Directorwill attend somegrade levelmeetings to workwith teachers toconduct informal

assessments

Principal/ELADirector/Teachers

Principal/ ELADirector/Teachers

ONGOING Same as above.Evaluation ofstudent writingproject

7. Teachers willcontinueprofessionaldevelopment inLUCYCAULKINSUNITS OFSTUDY andexpand upon its

use in eachclassroom.

Principal/Teachers Principal/Teachers

ONGOING Student WorkSamples/Dataabout improvedwriting.


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GOAL #4: ALL STUDENTS IN GRADES K-5 WILL IMPROVEREADING SKILLS.

Assessments: Columbuss average MCAS Reading/ELA scores will increase. Readinginitiatives will show increased number of books being read by students.

Specific Objectives: Teachers will continue to adapt lesson planning and teaching according tothe new Common Core Curriculum and in keeping with the Medford District Literacy Plan. During2012-13 Columbus students will continue to read more books. The frequent practice will lead tomore confidence and a clearer understanding of the written word.


1. Continue to

Align ScholasticReading Countsprogram withlibrary inventory.(Expand uponthis initiative asthe new techplan improvesthe capacity touse the updatedsoftware.)

Teachers /

Library Aide

Existing Library

resources.Books purchasedusing ScholasticDollars earnedfrom ScholasticBook Fairs.

ONGOING

THROUGH 2012-2013

Records of

student progress

2. Expand uponcross contentreading. Thedistrict literacyplan emphasizesthe need to teachreading in allcontent areas.

Teachers /Principal

ProfessionalDevelopment /Grade levelmeetings

ONGOINGTHROUGH 2012-2013

ONGOINGASSESSMENT


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GOAL #4: ALL STUDENTS IN GRADES K-5 WILL IMPROVE READING SKILLS. (CONTINUED)


3. Foster a love of

reading byencouragingstudent readingclubs such as theBookMatchprogram started in08/09 with the helpof Tufts Studentsand to utilize allavailableresources to

improvevocabulary andcomprehension.

Principal /

Teachers /Parents/Students

The Columbus

School willcontinue to joinforces with MysticValley ElderServices RSVP(Retired SeniorVolunteerProgram ReadingPartners). Inaddition toallowing children

to enjoy newrelationships withtheir elders thegoal will be toencouragereading andenhancecomprehension oftext.

ONGOING

THROUGH2012-2013

Student

Improvement.Feedback fromstaff. Markedincrease in thenumber of bookschecked out oflibrary.

Increasedparticipation inschool wide

activities such asReadingChallenge.**

**The first Reading Challenge in the fall, 2010 recorded 2000 books read by children over thecourse of a month. Even at this data showed that many individual children did not participate. We

are looking for 100% participation!

4. Continue to teachreading / writing asreciprocalprocesses. Spellingwill improve throughthe ongoing use ofWORDS THEIRWAY: WORDSTUDY INACTION,DEVELOPMENTALMODEL. Thisprogram wasintroduced to theColumbus school inSeptember, 2011.

Teachers /Principal /Students

ProfessionalDevelopment/Gradelevel meetings

ONGOINGTHROUGH2012-2013

ONGOINGASSESSMENT


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GOAL #5: ALL STUDENTS IN GRADES K-5 WILL IMPROVE MATHSKILLS.

Assessments: Columbus school students average MCAS Math scores will increase.

Specific Objectives: In SY 2012-13 teachers will continue to adapt lesson planning andteaching according to the Common Core Curriculum. More students and their families will enjoypracticing math skills through use of Everyday Mathtake homegame packets. Grades 3-5 willcontinue MCAS practice packets with emphasis on Open Response questions. The frequentpractice will lead to a clearer understanding and application of skills. Parents will become moreconfident in their knowledge of the Everyday Math Curriculum.


1. Review gamesused to reinforcemath concepts.

Classroomteachers, andsupport staff

Every Day MathTeacherResource Kit

ONGOING List ofgames/Datarelative to howmany games arebeing used athome and inschool.

2. Game packetsgo home withstudents for

family practice

Parents andclassroomteachers

Grade level gamepackets

ONGOING Same

3. Ongoingprofessionaldevelopment tokeep staff skillscurrent.

Classroomteachers/Principal

Districtcurriculum, MathFramework/School budget

ONGOING Participation inProfessionalDevelopment

4. Teachers workindividually and ingrade level teamsto reorganize andrefine materialsfor students.

Teachers,students, andparents

Above and gamepackets

ONGOING Staff discussionsand samples ofstudents' work,parent feedback


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GOAL #5: ALL STUDENTS IN GRADES K-5 WILL IMPROVE MATH SKILLS. (CONTINUED)


5. Family MathNight

Teachers,students, andparents

Game packets,teachermodifications,Everyday MathResource Kit

Quarterly MathParent Nights willhelp parentsprepare to supporttheir childs math

growth.

Staff discussionsand samples ofstudents' work,parent comments

6. Mathvocabulary willbe reinforcedacross all grades.There will be anincreased focuson math literacy.

Principal/Teachers Data relative toimproved scoreson math wordproblems andreasoning.


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GOAL #6: ALL STUDENTS IN GRADES K-5 WILL STRENGTHENAND IMPROVE SCIENCE SKILLS.

Assessments: Students will develop and demonstrate a love of science.

Specific Objectives: Teachers will continue to adapt lesson planning and teaching according toCommon Core Curriculum. Improve open response type answers in grades 3-5. Improve MCASscores on grade 5 Science/Technology Test. Increase teacher and student participation inschool wide science fair. Continue to generate a love and energy for Science.


1. Each gradelevel team will

review majorscience themesto be coveredduring the schoolyear.

Principal andteachers

StateFrameworks and

Medford ScienceCurriculum

ONGOING Outline of units ofstudy

2. Teach lessonswith emphasis onverbalizing howand why.

Classroomteachers andsupport staff

All of the above ONGOING Teacherobservation,studentparticipation andquality of written

responses

3. Revieweffectiveness andappropriatenessof scienceactivities.

Tufts support,teachers, andprincipal

Teachers /CommunityResources

ONGOING

4. Plan andimplement fifthannual school

wide Science Fairand Family Night

Principal,Teachers, PTO

PTO funds Spring 2013 Participation.Our goal is 100%participation by

classroom andindividualchildren.


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GOAL #7: ALL STUDENTS IN GRADES K-5 WILL STRENGTHENAND IMPROVE SOCIAL STUDIES SKILLS.

Assessments: Students will develop and demonstrate a love of social studies.

Specific Objectives: Teachers will continue to adapt lesson plans and teaching according toCommon Core Curriculum. Increase participation during class lessons and discussions. Improveopen response type answers in grades 3-5.


1. Each gradelevel team willreview major

social studiesthemes to becovered duringthe school year.

Principal andteachers

StateFrameworks andMedford Social

StudiesCurriculum


2. Teach lessonswith emphasis onverbalizing howand why.

Classroomteachers andsupport staff

StateFrameworks andMedford SocialStudiesCurriculum



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GOAL #8: PROMOTE HEALTHY LIVING AND STUDENT SAFETY

Assessments: More healthy food and less junk food will be consumed at snack and lunch times.Students will demonstrate increased attention and healthier outlook.

Specific Objectives: Promote healthier living habits in students and their families. Provideincreased opportunities for physical exercise during the school day.


1. Good SportFitness Clubsand Dance Club

EnrichmentCommittee ofPTO

Minimal fee 2012-2013 Attendancerecord

2. Students vs.Teachers athleticevents

PE Teachers /Staff / Students

ColumbusCommunity

2012-2013 Participation

3. Coordinatewith MedfordSaving Livesprogram to holdhelmet sale at theColumbus.

Principal/School Nurse

Medford SavingLivesand SchoolNurse

Spring 2013 Number ofhelmets sold

4. All children willbe offered a 20-minute recess ondays when they donot have physicaleducation class.Cooperativegames will beencouraged duringthis time. Briefinstructionalbreaks will be

provided whenappropriate onnon phys-eddays.

Principal /Teachers /Support Staff

ONGOING


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GOAL #8: PROMOTE HEALTHY LIVING AND STUDENT SAFETY (CONTINUED)


**According to the 2012 needs assessment survey there is continued concern about recess being

used as a consequence for no homework.5.** A schoolcommittee sub -committee hasbeen organized toaddress this.Several optionsmay be availablefor the school year2012-13 such as alate bus one day aweek. Principal

and staff willcontinue to workwith options whilestill maintaininghigh expectationsfor homework.

Principal /Teachers /SchoolCommittee SubCommittee

Late bus ONGOING Increased recesstime / improvedhomework

6. Improveparents andchildrensawareness ofsafety concerns inthe immediateschool arearelative to parking,pedestrian safety,and mutualcooperation. Allparents will beprovided with anoutline of rules ofthe loop (drop offand pick up)

All members ofthe schoolcommunity /Medford PoliceDepartment

All members ofthe schoolcommunity /Medford PoliceDepartment.

ONGOING Observation ofimproved safetyawareness/Parentand Teacherinput. Improved

traffic flow aroundschool.

7. All members of

the schoolcommunity willdemonstrate anincreasedawareness ofenvironmentalresponsibility.

All students and

staff members.

School budget

and PTO funds

Ongoing through

2012-2013

Less waste/ more

conservation /potentialpurchase of non-disposable traysfor cafeteria


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GOAL #9: HIGHER LEVEL THINKING SKILLS: ENCOURAGEHIGHER LEVEL THINKING SKILLS BY PROMOTING INCREASED

OPPORTUNITIES FOR CHILDREN WHO DEMONSTRATE MASTERYOF GRADE LEVEL CURRICULUM AND/OR SIGNIFICANTCURIOSITY ABOUT SPECIFIC SUBJECTS.

Assessments: Observable student behavior and participation in special projects related to whileexpanding upon the core curriculum.

Specific Objectives: As stated in the Columbus School Mission Statement, our children willbecome happy, productive, responsible citizens of the 21st century.


1. Developactivities that willhelp studentsacquire skills thatallow them to thinkmore deeply aboutand expand uponthe subject matter.

Principal /Teachers /Specialists /Department Heads

School andcommunityresources /Tufts TLC

ONGOING Observablebehavior andstudent worksamples


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NON-BUDGETARY ITEMS

Whole child initiatives designed to increase student awareness and acceptance of

themselves and other cultures represented at the school: evening family events such asFamily Ice Cream Social and Math and Computer Nights; September open house; summerplay groups; healthy snack days; School Spirit Days, Fitness, and Dance Clubs

Scholastic Reading Counts Literacy Initiative. The capacity to expand on this initiative isdependant on improved technology that is anticipated by the 2012-13 school year.

Expansion of Library Inventory. Profits from annual Scholastic Book Fair are used to allowteachers to add titles to classroom collections as well as upgrade the library collection.

In the 2011-2012 school year teachers benefited greatly from professional development for

Lucy Caulkins Units of Study and Words Their Way. This type of ProfessionalDevelopment is critical to ongoing improvement.

After school enrichment programs/clubs (self-supporting)

Family Math Nights

Family Computer Night

Evenings with Academic Department Chairpersons

BUDGETARY REQUESTS

Replacement of full time librarian.

1 additional classroom teachers.

On-going professional development in all academic areas, and character education.

Non-disposable trays for cafeteria.


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CLOSING STATEMENT

All members of the School Improvement Council are keenly aware of the dire budgetsituation nationally, statewide, and more specifically in our own school district. Thisplan was developed with sensitivity to that issue.

I would like to express sincere appreciation to all who participated in the developmentof this SCHOOL IMPROVEMENT PLAN as well as to those who read this plan andconsider the needs of the Christopher Columbus Elementary School.

Mrs. Joan M. YaegerPrincipal

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2012-2013 Columbus Elementary School Improvement Plan

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