Dr. Elmer S. Bagnall Elementary School Capacity-building Plan … School Capacity-Building... ·...

Bagnall Capacity-Building Plan (2015-2016) 1

Pentucket Regional School District

Dr. Elmer S. Bagnall Elementary School Capacity-building Plan

2015-2016


World Class Vision: Pentucket will become the educational opportunity of choice for students/families,

the employment opportunity of choice for talented educators, and the investment opportunity of choice for the community.

Ex

pe

rie

nc

e t

he

Pe

ntu

ck

et

dif

fer

en

ce

– W

or

ld C

las

s e

du

ca

tio

n w

ith

s

ma

ll-t

ow

n f

lair

.

Pentucket students see themselves as active participants locally and globally and expect school to deliver World Class opportunities so that each student can reach a future of his

or her choosing. Parents, educators, and the Pentucket communities echo these expectations and actively support

Pentucket’s journey to a World Class future. Pentucket seeks to rival the best educational agencies in the world by

giving students voice and choice. Students engage in a dynamic program of studies that fosters the application of

knowledge, integrates adaptive leadership skills, and strengthens personal meaning for each student. Pentucket

students have the potential to solve real-world problems and accomplish significant results.

Th

eo

ry

of

Ac

tio

n

1.

W

hen

ch

all

eng

ing

co

nte

nt

sta

nd

ard

s, a

da

pti

ve

lea

der

ship

sk

ills

, a

nd

hig

h l

evel

s o

f p

erso

na

l m

ean

ing

are

in

teg

rate

d i

nto

lea

rnin

g e

xp

erie

nce

s, t

he

cap

aci

ty o

f th

e le

arn

er t

o s

olv

e re

al-

wo

rld

pro

ble

ms

is

incr

ease

d.

2.

Wh

en e

ach

lea

rner

en

ga

ges

wit

h a

pp

rop

ria

tely

ch

all

eng

ing

lea

rnin

g e

xp

erie

nce

s, h

is/h

er l

earn

ing

is

acc

eler

ate

d.

3.

Wh

en e

ach

lea

rner

’s v

oic

e is

ref

lect

ed i

n h

is/h

er l

earn

ing

ex

per

ien

ces,

ow

ner

ship

fo

r o

utc

om

es i

s st

ren

gth

ened

. 4

. W

hen

ed

uca

tors

en

ga

ge

in s

yste

ma

tic

edu

cato

r ev

alu

ati

on

, th

e ca

pa

citi

es o

f th

e in

div

idu

al

an

d t

he

syst

em (

pro

fess

ion

al

pra

ctic

e)a

re s

tren

gth

ened

to

del

iver

on

wo

rld

cla

ss o

utc

om

es.

5.

Wh

en s

yst

ems

of

sup

po

rt s

tren

gth

en t

he

inst

ruct

ion

al

core

, ev

ery

stu

den

t h

as

acc

ess

to h

igh

ly

per

son

ali

zed

, ri

go

rou

s, a

nd

rel

eva

nt

lea

rnin

g i

n t

he

aca

dem

ics,

art

s, a

nd

ath

leti

cs.

2015-2016 Strategic Initiatives

Strategic Objective #1

Power up the curriculum by integrating challenging standards, adaptive leadership skills, and high

levels of personal meaning.

1. Implement District-determined Measures across Personal Meaning, Content Standards, and Adaptive Leadership Skills 2. Develop core course objectives and descriptions to include targeted outcomes aligned to the Pentucket Continuum of Student Performance Goals


Implement 3-Tiered Instruction to accelerate the learning of every

student.

3. Expand the implementation of co-teaching at the elementary and secondary levels 4. Strengthen intensive, specialized programming to meet academic and social-emotional learning needs of students 5. Integrate developmental guidance/ individualized success plans

Pentucket’s educators are personally and professionally invested in the success of every student and are a key source

of the district’s joie de vivre. They are creative professionals whose accomplishments and passion for

learning inspire students to reach for futures that will shape the world. Pentucket is a contemporary, high-powered learning organization that invigorates educators with

leadership opportunities, collaboration, and continuous learning. The unique talents of every Pentucket educator are nurtured and valued. When everyone expects to do

more, give more, and become more, great things happen.


Develop a dynamic program of studies that reflects the voice of

students and ensures each student a future of choices.

6. Strengthen the implementation of the Innovation School Plan and accelerated learning for all students.


Implement systematic educator evaluation that results in the

continuous improvement of adults and increases the collective capacity of the system to deliver World Class

results.

7. Access one or more of the three Alternative Pathways to strengthen Pentucket’s Educator Evaluation System 8. Implement Pentucket’s assessment system (COG-nos) to collect impact data for each licensed staff member


Strengthen systems of support for the instructional core, including academics, arts, and athletics.

9. Update the Custodial Procedures Manual to reflect best practices 10. Update the District’s Maintenance Plan to align with maintenance & capital planning best practices 11. Develop a comprehensive Environmental Management System (EMS) 12. Implement the Emergency Operations Plan

Groveland, Merrimac, and West Newbury, the member towns of Pentucket Regional School District, boast heartwarming settings where the air is a little fresher, the grass greener, the pace gentler than other idyllic towns.

Most important are the people, unpretentious people with small-town values and high expectations. This winning

combination has been a recipe for the success of Pentucket’s schools for more than fifty years. The Pentucket

community leverages its resources to ensure each student has an opportunity to make his or her individual

contribution to the world.


PRSD Data Analysis and Context 2015-2016 Pentucket’s World Class education is defined in terms of innovation, significant outcomes, and student choice. Pentucket is transforming into the educational opportunity of choice for students and families, the career opportunity of choice for talented educators, and the investment opportunity of choice for member communities. With the approval and implementation of ten innovation schools, Pentucket is the innovation school leader in Massachusetts. As the innovation school leader, Pentucket offers a university-style course of studies with customized, high-powered learning experiences for students. Pentucket’s advanced curriculum is powered by the integration of academic knowledge, adaptive leadership, and high levels of personal meaning. Scheduling flexibility supports the acceleration of learning with early high school, early college, and early career experiences. When challenging content standards, adaptive leadership skills, and high levels of personal meaning are integrated into learning experiences, the capacity of the learner to solve real-world problems is increased. Education in Pentucket begins with the student in mind. Students in Pentucket experience access to accelerated academic opportunities. They enact leadership resulting in changes that significantly impact students’ local and global world as creative agents. Typical school districts focus primarily on state assessments, such as MCAS / PARCC. The Pentucket expectations for students are more than a score. Ambitious goals are established in Pentucket’s Continuum of Performance Goals for grades PK through 14. When each learner engages with appropriately challenging learning experiences, his/her learning is accelerated. The Pentucket Portfolio of innovation schools honors student voice and choice. Student interest prompted the establishment of Pentucket’s emerging course of studies that provides students with options for learning that extend beyond that obtainable in a typical school district. Pentucket offers an advanced PK – 6 curriculum, specializing in Design & Engineering and the International Baccalaureate Primary Years Program. Early high school credit is available to middle school students. High school students have access to early college credit, internships, and apprenticeships as supported by an extended day/year schedule. When each learner’s voice is reflected in his/her learning experiences, ownership for outcomes is strengthened. Zero-based budgeting has been useful in strengthening the District’s financial stability and sustainability. The 2013 change to health benefits in Pentucket provided some degree of increased sustainability. However, continued escalation of cost, 8% in 2014 and 10.9% in 2015, are causes for concern. The District is committed to managing its operational costs below an annual 2.5% increase. Administrative reorganization in 2013 shifted staffing to the classroom to support reduced class sizes. In two years, class sizes at the elementary level have been reduced from 28 to 24 or below. Most class sizes have fewer than 23 students. Local support for the school district is strengthening and the momentum of collaboration increasing. There is a strong relationship between healthy communities and their schools. The member communities and their economies are realizing tangible benefits as the school district strengthens its position as a community asset. Matthew Malone, MA Secretary of Education, recognized Pentucket Regional School District for its efforts to strengthen itself as an asset to the regional communities when he said, “I applaud the Pentucket Regional School District for making the decision to think outside the box and provide access to new and exciting programs for its three communities.” Non-traditional indicators of the district’s success can be seen in the high demand for School Choice seats, and the high relative value of living in the regional district communities (Boston Globe, May 5, 2013).


The impact of state and federal mandates and opportunities can have a heavy influence on a school district. Educator evaluation, a new state curriculum, Innovation Schools, District-determined Measures, and new state assessments (PARCC) serve as examples of large scale changes influencing the work of every school and school district. Pentucket embraces these shifts, shaping them to serve the district to accomplish its World Class future. Pentucket is becoming a contemporary, high-powered learning organization that invigorates educators with leadership opportunities, collaboration, and continuous learning. When everyone expects to do more, give more, and become more, great things happen. Pentucket’s Educator Evaluation System strengthens the link between professional practice and student outcomes. When educators engage in systematic educator evaluation, the capacities of the individual and system (professional practice) are strengthened to deliver on world class outcomes. Student learning in Pentucket can be described as “high performance” when viewed through the lens of state assessment (MCAS) results. The composite performance index (CPI) for students across English Language Arts (ELA), Mathematics, and Science in Grade 10 trends at or above 90%. CPI is a measure the extent to which students are progressing toward proficiency. 2014 ELA CPI = 99.4 2014 Math=96.6 2014Science CPI=95.3

A P NI W A P NI W A P NI W

60 38 2 0 70 20 9 1 38 48 14 0 Student Growth Percentiles (SGP) indicate traditionally strong teaching and learning, particularly in ELA. Student Growth Percentiles generally are expected to range between 40 and 60. Pentucket’s SGP for ELA in grade 10 is 56.5 and 58.0 in Math. Despite the high levels of success in grade 10, varying degrees of success can be seen at different grade levels and at different schools (MCAS 2009-2013). A comprehensive view of state assessment results demonstrate modest gains, with long-term gaps in achievement between the general student population and students with disabilities and other students who have high levels of need. In light of the somewhat stagnant performance levels, high variability in student performance at elementary schools, and identified performance gaps, the new state standards and performance expectations (PARCC) present new opportunities for the district to strengthen its curriculum, align its assessments, and systematize instructional practices to ensure the success of every student. Creating a World Class future for Pentucket will require innovative practices linking adult actions to student outcomes and resource investments strategically aligned to strengthen the instructional core. When systems of support strengthen the instructional core, every student has access to highly personalized, rigorous, and relevant learning in the academics, arts, and athletics. On August 9, 2013, Senior Associate Commissioner Lynda Foisy notified the superintendent that the Pentucket School District was assigned Level-2 status. The majority of schools are classified into either Level-1 or Level-2 on the basis of progress toward meeting a performance target of 75% on MCAS for all students and for students in the high needs subgroups. The lowest performing schools are classified into Levels 3, 4 or 5. As a Level-2 district, Pentucket must comply with state requirements for improvement, including the incorporation of the 11 Essential Conditions for School Effectiveness into the district improvement plan. The 11 Essential Conditions for School Effectiveness are necessary conditions for schools to educate their students well. According to Vivien Stewart (A World-class Education: Learning from international models of excellence and innovation, 2012), high performing educational systems have eight elements at the crux of their strategy to raise student achievement to the top of the world, as illustrated in Singapore, the Canadian provinces of Alberta & Ontario, Shanghai, Australia, and Finland. These eight elements are: 1. Vision; 2. Ambitious standards; 3. Commitment to equity; 4. High-quality teachers and leaders; 5. Alignment and coherence; 6. Management and accountability; 7. Student engagement and motivation; and


8. Global and future orientation. The Pentucket Regional School District Capacity-building Plan requires the contributions of the entire school community focused strategically to accelerate student learning and support a World Class future. The academic, artistic, and athletic achievement of every student is accelerated when Pentucket’s staff members lock arms with parents and the community to exert their collective leadership. The superintendent is committed to providing strong leadership as he enacts his role to: 1. cultivate the learning and growth of every student by promoting a shared vision for Pentucket as World Class with powerful teaching and learning as the central focus; 2. ensure every student’s educational experience is supported by a safe, efficient, and effective learning environment that is resourced with appropriate curriculum, staffing, and scheduling to ensure his / her growth and success; 3. develop and strengthen strategic partnerships among families, community organizations, and other stakeholders to support Pentucket’s World Class future resulting in the growth and success of every student; and, 4. nurture and sustain a school culture of reflective practice, high expectations, and continuous learning for staff, students, and the broader Pentucket learning community. To this end, added emphasis will be placed on meeting the needs of diverse learners, improving operational systems, engaging with families and the communities using two-way communication, and strengthening consensus among stakeholders. When central office supports strengthen the capacity of schools with systems aligned to deliver World Class education, the academic, artistic, and athletic achievement of every student is accelerated.


World Class Vision: The Design & Engineering Academy at Bagnall School will result in accelerated learning for every student by implementing a Science, Technology,

Engineering, Art, Mathematics (STEAM) framework for teaching and learning. Teachers engage students with real-life problems as they integrate challenging standards, adaptive leadership, and high levels of personal meaning. This contemporary educational platform provides all students with the

foundation to apply creative solutions locally and globally, and recognize their unique role as meaningful contributors.

Ex

pe

rie

nc

e t

he

Pe

ntu

ck

et

dif

fer

en

ce

– W

or

ld C

las

s e

du

ca

tio

n w

ith

s

ma

ll-t

ow

n f

lair

.

Pentucket students see themselves as active participants locally and globally and expect school to deliver World Class opportunities so that each student can reach a future of his or her choosing.

Parents, educators, and the Pentucket communities echo these expectations and actively support Pentucket’s journey to a World Class future. Pentucket seeks to rival the best educational

agencies in the world by giving students voice and choice. Students engage in a dynamic program of studies that fosters the application of knowledge,

integrates adaptive leadership skills, and strengthens personal meaning for each student.

Pentucket students have the potential to solve real-world problems and accomplish significant results.

Th

eo

ry

of

Ac

tio

n

1.

W

hen

ch

all

eng

ing

co

nte

nt

sta

nd

ard

s, a

da

pti

ve

lea

der

ship

sk

ills

, a

nd

hig

h l

evel

s o

f p

erso

na

l m

ean

ing

are

in

teg

rate

d i

nto

lea

rnin

g e

xp

erie

nce

s, t

he

cap

aci

ty o

f th

e le

arn

er t

o s

olv

e re

al-

wo

rld

p

rob

lem

s is

in

crea

sed

. 2

. W

hen

ea

ch l

earn

er e

ng

ag

es w

ith

ap

pro

pri

ate

ly c

ha

llen

gin

g l

earn

ing

ex

per

ien

ces,

his

/her

lea

rnin

g i

s a

ccel

era

ted

. 3

. W

hen

ea

ch l

earn

er’s

vo

ice

is r

efle

cted

in

his

/her

lea

rnin

g e

xp

erie

nce

s, o

wn

ersh

ip f

or

ou

tco

mes

is

stre

ng

then

ed.

4.

Wh

en e

du

cato

rs e

ng

ag

e in

sys

tem

ati

c ed

uca

tor

eva

lua

tio

n,

the

cap

aci

ties

of

the

ind

ivid

ua

l a

nd

th

e sy

stem

(p

rofe

ssio

na

l p

ract

ice)

are

str

eng

then

ed t

o d

eliv

er o

n w

orl

d c

lass

ou

tco

mes

. 5

. W

hen

sy

stem

s o

f su

pp

ort

str

eng

then

th

e in

stru

ctio

na

l co

re,

ever

y s

tud

ent

ha

s a

cces

s to

hig

hly

p

erso

na

lize

d,

rig

oro

us,

an

d r

elev

an

t le

arn

ing

in

th

e a

cad

emic

s, a

rts,

an

d a

thle

tics

.

2015-2016 Strategic Initiatives


Implement shared governance (distributed leadership) of Bagnall School to strengthen the collective

capacity of the school to deliver World Class results (outcomes).

1. Enact leadership practices that support implementation and development of the STEAM leadership team to realize the vision of Bagnall School. 2. Develop, strengthen, and integrate parent/guardian partnerships supporting the vision of Bagnall School.


Implement professional development to increase the capacity of educators to

enact the vision and experience of Bagnall Elementary School.

3. Implement year-long STEAM professional development with trainer from the Year-long PD from Mia Dubosarsky 4. Train governance/leadership team to support the team’s function in collaboration, shared decision-making, and resource allocation.

Pentucket’s educators are personally and professionally invested in the success of every

student and are a key source of the district’s joie de vivre. They are creative professionals whose

accomplishments and passion for learning inspire students to reach for futures that will shape the

world. Pentucket is a contemporary, high-powered learning organization that invigorates educators with leadership opportunities, collaboration, and continuous learning. The unique talents of every

Pentucket educator are nurtured and valued. When everyone expects to do more, give more, and

become more, great things happen.


Implement the STEAM curriculum by integrating challenging standards, adaptive leadership skills, and high

levels or personal meaning.

5. Implement process to develop units of instruction that include integration of Science, Technology, Engineering, Arts, and Technology. 6. Alignment of evaluation system with STEAM curriculum integration along with district focus (Adaptive Leadership, Personal Meaning, Technical/Academic Knowledge)


Implement instructional strategies to systematically accelerate each student’s

learning.

7. Identify resources to bolster tiered Math interventions in all grades. 8. Implement processes to strengthen core instructional practices including teaching through inquiry and problem-based strategies.

Groveland, Merrimac, and West Newbury, the member towns of Pentucket Regional School

District, boast heartwarming settings where the air is a little fresher, the grass greener, the pace gentler

than other idyllic towns. Most important are the people, unpretentious people with small-town

values and high expectations. This winning combination has been a recipe for the success of

Pentucket’s schools for more than fifty years. The Pentucket community leverages its resources to

ensure each student has an opportunity to make his or her individual contribution to the world.


Implement systematic assessment that links professional practice with student

outcomes.

9. Design and develop assessment procedure for school that aligns with the STEAM curriculum principles. 10. Implement District-determined Measures across Personal Meaning, Content Standards, and Adaptive Leadership Skills.


Dr. Elmer S. Bagnall Elementary School Data Analysis and Context 2015-2016

The Dr. Elmer S. Bagnall Elementary School is aligned with the Pentucket Regional School District’s World Class future to become the educational

opportunity of choice for students and families in Groveland, the employment opportunity of choice for talented educators, and the investment opportunity

of choice for the Town of Groveland. The schools’ learning community is committed to supporting every student having an active role in shaping the local

and global community and realizing a future of his or her choosing. Students become effective agents in solving real-world problems when they are actively

engaged with a dynamic program of studies that integrates the application of knowledge, adaptive leadership skills and high levels of personal meaning.

The impact of state and federal educational initiatives can have a heavy influence on Schools. Educator evaluation, a new state curriculum (Common

Core), Innovation Schools, District-determined Measures, and new state assessments (PARCC) serve as examples of large scale changes influencing the

work of all Pentucket Schools, including Bagnall School. These shifts are embraced and incorporated into the School’s improvement strategies so that

Bagnall School becomes a contemporary, high-powered learning organization that invigorates educators with leadership opportunities, collaboration, and

continuous learning. When everyone expects to do more, give more, and become more, great things happen.

Student learning at Bagnall School can be described generally as “high performance” when viewed through the lens of state assessment (MCAS)

results. Student achievement levels trend near 80% proficiency across English Language Arts and Mathematics for students by grade 6. This level of

performance on MCAS surpasses state achievement measures. Student Growth Percentiles (SGP) indicate traditionally strong teaching and learning at

Bagnall in both English language arts and mathematics. Student Growth Percentiles generally occur within the expected range, between 40 and 60 percentile.

Despite the high levels of success in grade 6, varying degrees of success can be seen at different grade levels (MCAS 2009-2013). Some discrepancy is

evident in language arts when comparing the performance of males to females. A longitudinal view of results demonstrate high, albeit flat performance

levels, with long-term gaps in achievement between the general student population and students with disabilities and other students who have high levels of

need. In light of the somewhat stagnant performance levels, the district’s five strategic objectives support next steps for improvement at Bagnall School.

Creating a new, World Class future for Bagnall School will require innovative practices linking adult actions to student outcomes and resource investments

strategically aligned to strengthen the instructional core.

A review of the TELL MASS Survey data included comparisons to district and state response levels. Responses to questions about Teacher

Leadership and School Leadership at Bagnall School demonstrate a consistent pattern of low ratings when compared to levels of response from the district

and / or state. Teacher Leadership provides information about the degree to which the capacity of the professional staff is accessed to leverage high levels of

School performance. Responses are related to questions about the degree to which educators contribute to decision-making at the School. A review of data

indicates that Teacher Leadership is an area in need of improvement. More specifically, teachers need to contribute professionally to the decisions and

leadership at the School. School Leadership provides information about the degree to which the School leader is effective. Developing a strong School

vision, sharing decision-making, and promoting a climate of trust and mutual respect are among those elements that contribute to effective leadership. A

review of data indicates that School Leadership is an area in need of improvement. Levels of trust, respect, and consistent support are among those specific

areas in need of improvement.


Bagnall School is classified as a Level-2 School on the basis of progress toward meeting a performance target of 75% on MCAS for all students and

for students in the high needs subgroups. The lowest performing Schools in the state are classified into Levels 3, 4 or 5. As a Level-2 School, Bagnall School

must be in compliance with state requirements for improvement, including the incorporation of the 11 Essential Conditions for School Effectiveness into the

School improvement plan. The 11 Essential Conditions for School Effectiveness are necessary conditions for Schools to educate their students well.

The Dr. Elmer S. Bagnall Elementary School Strategic Improvement Action and Accountability Plan 2015-2016



Implement shared governance (distributed leadership) of Bagnall School to strengthen the collective capacity of the school to deliver World Class results (outcomes).

Data Reference:

Massachusetts Teaching, Empowering, Leading, and Learning (TELL) Survey Results

Implementation of the Innovation School autonomies SMART Goal: By May, 2016, Bagnall School’s STEAM Leadership team will implement a written leadership plan that documents the collective actions of professionals related to strengthening the collective capacity of the school to implement the elements of the STEAM curriculum school-wide. Measure(s)

Enact strategies to support priorities leading to the implementation of the STEAM curriculum

Feedback from staff about the effectiveness of the governance team

Allocate resources to align with priorities for developing the Bagnall School

Alignment to 11 Essential Conditions for Effective Schools:

1. Effective district systems for school support and intervention: The district has systems and processes for anticipating and addressing school staffing, instructional, and

operational needs in timely, efficient, and effective ways, especially for its lowest performing schools.

2. Effective school leadership: The district and school take action to attract, develop, and retain an effective school leadership team that obtains staff commitment to improving

student learning and implements a clearly defined mission and set of goals.

7. Professional development and structures for collaboration: Professional development for school staff includes both individually pursued activities and school-based, job-

embedded approaches, such as instructional coaching. It also includes content-oriented learning. The school has structures for regular, frequent collaboration to improve

implementation of the curriculum and instructional practice. Professional development and structures for collaboration are evaluated for their effect on raising student achievement.

9. Students’ social, emotional, and health needs: The school creates a safe school environment and makes effective use of a system for addressing the social, emotional, and

health needs of its students that reflects the behavioral health and public schools framework.

10. Family-school engagement: The school develops strong working relationships with families and appropriate community partners and providers in order to support students’

academic progress and social and emotional well-being.

Alignment to World Class Education:

Innovation

Significant Outcomes

Student Choice Strategic Initiatives

1. Enact leadership practices that support implementation and development of the STEAM leadership team to realize the vision of Bagnall School.


2. Develop, strengthen, and integrate parent/guardian partnerships supporting the vision of Bagnall School.

1. Enact leadership practices that support implementation and development of the STEAM leadership team to realize the vision of Bagnall School.

Date Action Person Responsible Monitoring Benchmarks

Result

Bi-weekly Convene meetings of the STEAM Leadership Team (consisting on

teacher representation from each grade level and parent/community members) schedule.

Brendan Keenan / STEAM Team Leader

Calendar of meetings

Meetings held

October, 2015

Develop and distribute schoolwide STEAM newsletter for distribution to parents, faculty, and community members.

Brendan Keenan / STEAM Leadership

Team members

Grade-level summaries of STEAM-related activities

Newsletter published every 4-6 weeks

November, 2015

Student council membership will be established. Brendan Keenan /

Maria Gray / 5th & 6th Grade teachers

Swearing in ceremony (December, 2015)

May, 2016 Development of STEAM units of instruction Teachers Report-out at STEAM leadership meetings

Compiled STEAM units of instruction

2. Develop, strengthen, and integrate parent/guardian partnerships supporting the vision of Bagnall School.

Date Action Person Responsible Monitoring

Benchmarks Result

September, 2015

Begin weekly parent/guardian email updates. Brendan Keenan Format development

Weekly email update

September, 2015

Development communication channels between parent groups (PTA and Bagnall Education Foundation).

Brendan Keenan, PTA President, BEF

President Monthly meetings

Increased collaboration between school administration and parent-led organizations

October, 2015

Establish monthly schedule for School Council School Council

members Calendar of meetings

School Council meetings held

February, 2016

Send survey to families to identify strengths and areas of need in Bagnall’s family engagement efforts.

Brendan Keenan/ School Council

Development of survey

Baseline family engagement data

April, 2016 Identify key priority areas to improve home-school partnership at

Bagnall using parent survey results. Brendan Keenan /

School Council

Survey results reviewed by School Council

Written report



Implement professional development to increase the capacity of educators to enact the vision and experience of Bagnall Elementary School.

Data Reference:

Massachusetts Teaching, Empowering, Leading, and Learning (TELL) Survey Results

Implementation of Innovation School autonomy for Professional Development SMART Goal: By May 2016, Bagnall School’s STEAM Leadership team will implement a written professional development plan that documents and addresses the individual and organizational learning needs pertinent to reaching intended teaching and learning outcomes. Measure(s)

Professional Development plan based on feedback from faculty about areas of professional need to implement STEAM curriculum with fidelity.

Identified resources for implementing the STEAM curriculum at Bagnall School.

Mechanisms to elicit feedback from faculty about professional development.

Professional Development links professional practice to student learning and outcomes.


1. Effective district systems for school support and intervention: The district has systems and processes for anticipating and addressing school staffing, instructional, and

operational needs in timely, efficient, and effective ways, especially for its lowest performing schools.

3. Aligned curriculum: The school’s taught curricula are aligned to state curriculum frameworks and the MCAS performance level descriptions, and are also aligned vertically

between grades and horizontally across classrooms at the same grade level and across sections of the same course.

4. Effective instruction: Instructional practices are based on evidence from a body of high quality research and on high expectations for all students and include use of appropriate

research-based reading and mathematics programs; the school staff has a common understanding of high-quality evidence-based instruction and a system for monitoring

instructional practice.

5. Student assessment: The school uses a balanced system of formative and benchmark assessments.




8. Tiered instruction and adequate learning time: The school schedule is designed to provide adequate learning time for all students in core subjects. For students not yet on track

to proficiency in English language arts or mathematics, the school provides additional time and support for individualized instruction through tiered instruction, a data-driven

approach to prevention, early detection, and support for students who experience learning or behavioral challenges, including but not limited to students with disabilities and

English language learners.


Innovation


Student Choice


Strategic Initiatives

3. Implement year-long STEAM professional development with trainer from the Year-long PD from Mia Dubosarsky 4. Train governance/leadership team to support the team’s function in collaboration, shared decision-making, and resource allocation.

3. Implement year-long STEAM professional development with trainer from the Year-long PD from Mia Dubosarsky


Benchmarks Result

September, 2015

Develop content for professional development series collaboratively with presenter tailored to school faculty’s needs.

Brendan Keenan / STEAM Leadership

Team

Outline of agenda developed for each training session (3.5 full days)

Training administered / PowerPoint handout

4. Train governance/leadership team to support the team’s function in collaboration, shared decision-making, and resource allocation.


Benchmarks Result

Ongoing Convene STEAM leadership team bi-weekly. Brendan Keenan / STEAM Leadership

Team

Agenda developed collaboratively with STEAM team members

Increased shared power and leadership

Ongoing Collect evidence of goals outlined in the Bagnall Innovation Plan Brendan Keenan Goal evidence collection

Progress report



Implement the STEAM curriculum by integrating challenging standards, adaptive leadership skills, and high levels or personal meaning. Data Reference:

The changes in the state’s curriculum (Common Core) and expectations (PARCC)

The implementation of Innovation School autonomy for curriculum, instruction, and assessment SMART Goal: By May 2016, each Bagnall School teacher will have created at least three instructional units that align to the STEAM curriculum. Measure(s)

100% of teachers will complete three instructional units that align with the STEAM curriculum.

Create a baseline and trajectory for student achievement & growth

Student achievement and growth toward intended outcomes Alignment to 11 Essential Conditions for Effective Schools:














9. Students’ social, emotional, and health needs: The school creates a safe school environment and makes effective use of a system for addressing the social, emotional, and

health needs of its students that reflects the behavioral health and public schools framework.

11. Strategic use of resources and adequate budget authority: The principal makes effective and strategic use of district and school resources and has sufficient budget authority

to do so.


Innovation


Student Choice


Strategic Initiatives

5. Implement process to develop units of instruction that include integration of Science, Technology, Engineering, Arts, and Technology. 6. Alignment of evaluation system with STEAM curriculum integration along with district focus (Adaptive Leadership, Personal Meaning,

Technical/Academic Knowledge)

5. Implement process to develop units of instruction that include integration of Science, Technology, Engineering, Arts, and Technology.


Benchmarks Result

September, 2015

Instructional teams develop Units of Inquiry collaboratively Teachers Unit Planner Units completed

Winter / Spring

Every licensed faculty/staff member develops and implements two District Determined Measures (DDM’s)

Licensed faculty/staff DDM submission Improved student learning

January, 2016

Faculty share learning after developing Unit of Inquiry Teachers Meeting feedback Units improve

January – August

Instructional teams meet during the school day to develop additional Units of Inquiry

Teachers Unit Planner Units improve

6. Alignment of evaluation system with STEAM curriculum integration along with district focus (Adaptive Leadership, Personal Meaning, Technical/Academic Knowledge)


Benchmarks Result

October, 2015

Goal development conferences with each licensed teacher Brendan Keenan Goal development Goals aligned to STEAM curriculum

November, 2015

Goals submitted and approved for each licensed teacher Brendan Keenan /

Teachers

Goals signed by Principal and teacher

Focused and improved instruction

November, 2015 –

May, 2016 Observations of instruction for all licensed teachers Brendan Keenan

Written feedback to teacher following observation

- Improved alignment to STEAM curriculum - Improved instruction



Implement instructional strategies to systematically accelerate each student’s learning. Data Reference:

Changes in the Massachusetts state curriculum frameworks and performance expectations (e.g. PARCC testing)

Implementation of Innovation School autonomy for curriculum, instruction, assessment, and school organization SMART Goal: By May 2017, Bagnall School teachers will implement three-tiered instruction to accelerate the learning of each student. Measure(s)

The number of teachers who implement a 3-tiered system of instruction

Create a baseline & trajectory for student achievement and growth

Improved achievement and growth of students toward intended outcomes

Performance levels (achievement and growth) of students with disabilities and students who are classified as “high needs” compared to peers
















Innovation



7. Identify resources to bolster Tier 2 Math interventions in all grades. 8. Implement processes to strengthen core instructional practices including teaching through inquiry and problem-based strategies.


7. Identify resources to bolster Tier 2 Math interventions in all grades.


Benchmarks Result

December, 2015

Identify current Math assessments being implemented at Bagnall Brendan Keenan Teacher emails listing assessments

List of assessments used

February, 2016

Identify current tiered Math interventions being implemented at Bagnall

Brendan Keenan Teacher emails listing assessments

List by grade-level of tiered Math interventions

April, 2016 Identify internal capacity to bolster tiered Math interventions Brendan Keenan Survey of all staff to identify expertise in Math instruction

Asset map of potential Math intervention support

8. Implement processes to strengthen core instructional practices including teaching through inquiry and problem-solving strategies.


Benchmarks Result

September, 2015

Launching Tier 2 Instructional Core Support Teams (ICST) for primary and intermediate grades to support intervention

development

Hilary Gordon & Kerry Gale

- Referral of students to ICST team by classroom teachers - ICST plan development/ implementation

- Decreased special education referrals - Increased student achievement

November, 2015 –

May, 2016 Observations of instruction for all licensed teachers Brendan Keenan

Written feedback to teacher following observation

- Improved alignment to STEAM curriculum - Improved instruction



Implement systematic assessment that links professional practice with student outcomes. Data Reference:

Strengthen the alignment of resource investments strategically aligned to strengthen the instructional core

The implementation of Innovation School autonomies for curriculum, instruction, and assessment SMART Goal: By May 2017, Bagnall School teachers will implement multiple systematic assessments aligned with STEAM curriculum standards and that link professional practice with student achievement and growth toward intended outcomes. Measure(s)

Completed assessments that will be used as a District-Determined Measure (DDM)

Number of assessments completed

Student performance (achievement and growth) as measured by assessments


















9. Design and develop assessment procedure for school that aligns with the STEAM curriculum principles. 10. Implement District-determined Measures across Personal Meaning, Content Standards, and Adaptive Leadership Skills.


9. Design and develop assessment procedure for school that aligns with the STEAM curriculum principles.


Result

December, 2015

Develop subcommittee of STEAM Leadership Team to develop assessment procedure that aligns with STEAM curriculum principles

STEAM Leadership Team / Brendan

Keenan

Subcommittee formation

Subcommittee formed

March, 2016

Subcommittee drafts procedure STEAM Leadership

Subcommittee Criteria and timeline

Draft created

June, 2016 Subcommittee presents draft of procedure to Bagnall faculty and

staff STEAM Leadership

Subcommittee Criteria and timeline

Plan and essential agreements adopted by faculty and staff

10. Implement District-determined Measures across Personal Meaning, Content Standards, and Adaptive Leadership Skills.


Result

Monthly All licensed teachers develop assessments based on Units of Inquiry Licensed teachers Assessment quality vs. criteria

Assessments created

December, 2015

All teachers administer one assessment aligned with district COGnos model as DDM

Licensed teachers Assessment results Program improvements

April, 2016

All teachers administer second assessment aligned with district COGnos model as DDM

Licensed teachers Analysis results Program improvements

April – May, 2016

All teachers meet with supervisor to discuss evaluation based on DDM and district COGnos model

Licensed teachers Analysis results Program improvements

Date post:	25-Jul-2020
Category:	Documents
Upload:	others
View:	3 times
Download:	1 times

Dr. Elmer S. Bagnall Elementary School Capacity-building Plan … School Capacity-Building... ·...

Documents