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Wareham Public Schools WPS 2021: Strategic & School Improvement Plans

Date: October 25, 2018

Annual Report Strategic/School Improvement Plans Prepared for: The Wareham School Committee

Vision Statement: Wareham Public Schools offers: Challenging, engaging, innovative, globally minded educational experiences, providing a competitive advantage for our students, our schools, and our community, to ultimately create a better world. Mission Statement: Central Office will support all schools by creating a course of action for stakeholders to actively participate in the strategic & school improvement planning process in order to transform and realize the vision.

Image Copyright: ekorpe.com For the duration of the Strategic and School Improvements Plans (2021), the District and School Leadership will present a review of their prior year goals and propose new goals during the last meeting of the Wareham School Committee in October.

The Wareham School Committee approved, WPS 2021, April 6, 2016



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Contributors

Principals

Ms. Bethany Chandler Ms. Joan Seamans

Ms. Tracie Cote (Interim) Mr. Scott Palladino

Assistant Principals Ms. Jo-Anne Gibbs

Ms. Sara Russo Ms. Robin Murphy

Ms. Sandi Ponte Mr. Dan LeFavor

Ms. Deborah Freitas

Department Chairs Ms. Anne Marie Fillion, Pre-K

Ms. Lindsay Wolfe, K-2 Ms. Lisa Breese, Humanities

Ms. Bonnie Lasorsa, Mathematics Ms. Sue Taber, Science

Ms. Andrea Barrett-Ericson, Integrated Arts Ms. Katherine Frain, Special Education

Mr. Michael Murray, Humanities Ms. Kimberly Cavicchi, Mathematics,

Foreign Language Mr. Brent Ruter, Science

Ms. Amy Dion, Arts, Business, Vocational Ms. Andrea Cannon, Special Education

Faculty and Staff Students

Parents/Guardians School Council Members

Central Office Dr. Kimberly Shaver-Hood, Superintendent

Dr. Andrea Schwamb, Assistant Superintendent Ms. Susan Owen, Business Manager

Ms. Melissa Fay, Director of Student Services Ms. Jane Fondulis, Coordinator of Beyond School Time & 21st Century / Enrichment

Ms. Maureen Manning, Coordinator of Beyond School Time, Family, & Global Education



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Table of Contents

Strategic Plan, WPS 2021…………………………………………………… 1-3 & 1-9___________________________________________________________________ John W. Decas Mission Statement……………………………..................... 10

2017-2018 Goals & Analysis…………………………........................ 11-12 Decas Data…………………………………………….................................... 13 SIP Analysis from Faculty………………………………..................... 14 Professional Staff Survey……………………………………………... 15-16 Parent Feedback Survey…………………………………..................... 17-19 Academic Data………………………………………………………... 20-22 John W. Decas SIP Goals 2018-2019………………………………………. 23-24 ____________________________________________________________________ Minot Forest Elementary School Mission Statement ……………………...25 2017-2018 Goals & Analysis……………………………..................... 26-27 Minot Data………………………………………………….............................28 SIP Analysis from Faculty……………………………………………. 29 Professional Staff Survey………………………………………………30-31 Parent Feedback Survey ……………………………………………… 32-33 Academic Data ………………………………………………………. 34-38 Minot Forest Elementary School SIP Goals 2018-2019 …………………... 39-40 ____________________________________________________________________ Wareham Middle School Mission Statement ……………........................... 41 2017-2018 Goals & Analysis ………………………………………… 42-43 WMS Data ……………………………………………………....................... 44 SIP Analysis from Faculty……………………………………………. 45 Professional Staff Survey……………………………………………… 46-47 Student Survey …………………………………………....................... 48-49

Parent Feedback Survey………………………………………………. 50-51 Academic Data………………………………………………………… 52-57 Wareham Middle School SIP Goals 2018-2019…………….......................... 58-60 ____________________________________________________________________ Wareham High School and Cooperative School Mission Statement……... 61 2017-2018 Goals & Analysis…………………………………………. 62-63 WHS & Coop Data ........................................................................................... 64 SIP Analysis from Faculty…………………………………………… 65 Professional Staff Survey……………………………………………… 66-67 Student Survey …………………………………………....................... 68-69

Parent Feedback Survey………………………………………………. 70-71 Academic Data…………………………………………………. …….. 72-74 Wareham High School and Cooperative School SIP Goals 2018-2019…….75-76



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WPS 2021

Vision Statement: Wareham Public Schools offers: Challenging, engaging, innovative, globally minded educational experiences, providing a competitive advantage for our students, our school, and our community, to ultimately create a better world. Mission Statement: Central Office will support all schools by creating a course of action for stakeholders to actively participate in the strategic & school improvement planning process in order to transform.

WPS 2021-Principles Scholarship: (Learning, Teaching, Assessment, & Accountability): Instructional strategies and over-arching approaches to teaching, as well as ongoing development of teaching professionals. The use of valid and reliable tools to measure, monitor, and optimize learning, alongside efforts to improve the effectiveness of the organization through ongoing measurement, analysis, and communication. Leadership: The organization’s philosophies and prevailing norms, which are influenced by its leadership and those who work for, or influence its operation, actively creates and demonstrates beliefs aligned with the vision of the Wareham Public Schools, WPS 2021. Citizenship: Stakeholders examine issues from global perspectives, consider and solve complex problems, communicate effectively, act with integrity.

Stewardship: Provides funding and makes budgetary decisions that support the infrastructure to connect to the web, accommodate devices, technical supports, professional learning, provide safe learning environments, and aligns to WPS 2021 (Strategic Plan) ensuring equitable opportunities for ALL.



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Essential Questions

1. How do we expand students’ capacity to learn by setting rigorous tasks, posing familiar

and unfamiliar problems, and encouraging perseverance and effort through conventional and innovative solutions?

2. What are the best practices to create student-centered classrooms that follow an experiential, interdisciplinary approach, providing multiple pathways to shared learning goals and reflect academic integrity, global understanding, and practical application?

3. How can we expand curiosity, creativity, and critical thinking skills through the exploration of new ideas by requiring students to plan, design, execute, and evaluate solutions?

4. How do we ensure that the knowledge gained is effectively transferred from subject-to-subject and throughout life?

5. What is the best way to create the expectation that students can communicate learning in multiple ways – orally, visually, in writing, and through movement using multiple media?

Theory of Action A systems theory of action informed the Strategic Planning Committee and school leadership teams. This view of public education enabled the team to “explore, understand, and describe” (Banathy & Jenlink, 1996, p. 47) the complexities of school life while change is or will be emerging. Banathy and Jenlink (1996) proposed this “new way of thinking enables us to explore” (p. 47): (a) Characteristics embedded within interconnected levels (b) Relationships and interdependencies within the system (c) Energy transmitted between the system and environment (d) Purpose, goals, and boundaries of the system and society (e) Interactions, relationships, and patterns connected within the system (f) “Properties of wholeness and the characteristics that emerge” at various system levels (g) “Behavior of schools as living systems, and manifestations of changes over time” (p. 47). Social systems are open systems that consider taking information from the environment, having the capacity to learn and change (Miller, 1978). The system and the environment are interconnected and interdependent. Changes in one area have the potential to lead to unpredicted changes in other areas (Reigeluth, 2004 as cited in Schwamb, 2013).

District Decision for 2018-2019 For the 2018-2019 school year, every school will include Student Voice (Scholarship-Learning): “Students have numerous opportunities for producing student-directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. The opportunities occur in at least five classes or subjects and occur at least four times a year” and Establishes an Environment of Agency (Leadership): “Students are empowered, excited and actively engaged in their own learning and in their community. Almost all learning environments support the mastery of content and skills, as well as encourage global literacy, innovation, and risk taking”.



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WPS 2021: Principles and Elements

I: Scholarship II: Leadership III: Citizenship IV: Stewardship A: Learning Includes:

1. Student Voice 2. Engagement 3. Rigorous 4. Depth & Breadth 5. Flexible & Adaptable 6. Assessments as/of/for

Learning 7. Open-Ended & Self-

Directed 8. Connected to Real World 9. Anytime-Anywhere

B: Teaching Demonstrates: 1. Teacher Leadership 2. Content Knowledge 3. Pedagogy & Learning

Environment C: Accountability & Assessment Provides:

1. Assessment Tools 2. Staff Knowledge &

Readiness 3. Purpose and Beliefs 4. Planning & Implementation 5. Compliance

A: Leadership is 1. Distributed

Leadership 2. Establishes an

Environment of Student Agency

3. Community is Engaged

4. Creates Policies & Structures

5. Guides & Advocates for the cycle of Transformation

A: School Stakeholders will: 1. Focus on Students 2. Build a Collective

Vision 3. Build Trusting,

Safe, & Supportive Environments

4. Actively Employ 21st Century Skills & Resources

A: The Budget will Support: 1. Connections 2. Devices 3. Technical Support 4. Professional

Learning 5. Security and Data

Privacy 6. Maintain Healthy

Environments (Physical, social, and emotional)

Elements Defined

Strategic and School Improvement Plan Rubric (why this is important) Staff provides feedback, using the definition of the elements, every year, to determine where they believe they are in this process (Planning, Building, or Transforming). Feedback has been collected for two years. The rubric defines our goals and expectations as we work together to transform the system. This data, along with parent, student, professional staff surveys, benchmark assessments, and national and state testing, contributes to how the District and schools analyze prior goals and develop new annual goals to continue to toward the vision. Scholarship: (Learning): Transformative learning results in college– and career-ready graduates who are lifelong learners.

Elements Planning Stage 1

Building Stage 2

Transforming Stage 3

Points

Student Voice Students have few opportunities for Producing student-directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. The opportunities occur in only a few (less than two) classes and/or fewer than two times a year.

Students have a growing number of opportunities for producing student-directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. The opportunities occur in a growing number of classes or subjects and occur at least three times a year.

Students have numerous opportunities for producing student-directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. The opportunities occur in at least five classes or subjects and occur at least four times a year.



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Engagement Most students exhibit a passive approach to learning and seldom actively engage in their own learning. Fewer than 25% are engaged in their learning process.

A growing number (25% - 75%) of students actively engage in their own learning. Yet, much of the engagement is not at a personally meaningful level.

Most students (75% or more) engage actively in their own learning at a deep and personally meaningful level.

Rigorous The majority of students are not challenged to fully develop their knowledge, skills and dispositions to their greatest potential.

The majority of students are challenged to fully develop their knowledge, skills and dispositions to their greatest potential.

All students are challenged to fully develop their knowledge, skills and dispositions to their greatest potential.

Depth & Breadth

The majority of learning focuses on basic content knowledge acquisition with little focus on the skills, dispositions or the global perspective needed for success.

An increasing amount of learning encompasses the acquisition of content knowledge at a high level of rigor; the acquisition of 21st century skills such as collaboration, communication, creativity/ innovation and critical thinking; the dispositions such as persistence, responsibility, social awareness, and the global perspective students need to be college, career, and life ready.

Learning encompasses not only the acquisition of content knowledge, but also of 21st century skills such as collaboration, communication, creativity/ innovation and critical thinking; the dispositions such as persistence, responsibility, social awareness; and the global perspective students need to be college, career, and life ready.

Flexible & Adaptive

Learning is a static experience with processes, structures and practices that are designed to meet the institution needs rather than student needs.

There are a growing number of learning opportunities in which students’ needs are a priority. Some structures and processes are adjusted and adapted as a result. Some time schedules are adjusted to enable opportunities for student and teacher collaborations, flexible teaching arrangements, long term project needs etc. Staffing patterns are adjusted as needed.

Learning is adaptive and adaptable, meaning the processes; structures and practices can be and are adjusted to meet students’ needs, abilities and priorities. The staffing, teaching and time structures, patterns and policies are flexible and adaptable to meet the students’ learning needs.

Assessment as / of / for Learning

Assessments are primarily summative measures of student achievement with little use of formative or performance measures.

Student learning incorporates multiple methods of assessment designed to reinforce learning and build self-awareness rather than pass judgment. Methods include self-assessment, reflection, formative assessment, portfolio assessment, performance assessment, peer assessment and summative assessment. Many of the learning assessments are matched to goals.

Student learning incorporates multiple methods of assessment designed to reinforce learning and build self-awareness rather than pass judgment. Methods include self-assessment, reflection, formative assessment, portfolio assessment, performance assessment, peer assessment and summative assessment. All assessment methods should be matched carefully to the goal and used to maximize effect.

Open Ended & Self-Directed

Few student- learning experiences incorporate open-ended, divergent, and inquiry/problem/project based activities. Learning is primarily a passive experience focused on the acquisition of basic facts.

Many students learning experiences incorporate open-ended, divergent, and inquiry/problem/project based activities to ensure that students develop the knowledge, 21st century skills and global expertise they need.

Almost all student learning incorporates open-ended, divergent, and inquiry/ problem/project based learning experiences to ensure that students develop the knowledge, 21st century skills and global expertise they need.

Connected to the Real World

Few student- learning experiences are relevant and connected to the local community or to the state,

Many of the students’ learning experiences are relevant and connected to, at a minimum, the local community. A majority of

Students’ learning experiences are relevant and connected not only to the local community, but also to the state, national and



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national and global communities. Few are afforded the opportunity for real work experiences. There are only limited partnerships with businesses for job shadowing, internships or externships.

students have opportunities to experience real work environments and learn first- hand about the careers and skills needed to succeed.

global communities. All students have real world experiences in many forms, including, but not limited to, job shadowing, internships and externships.

Anywhere / Anytime

Learning opportunities are primarily confined to the school day, time, and setting with the exception of more traditional activities such as homework.

Many learning opportunities are available to students at varied times, dates or settings to enable students to reach their highest potential.

Learning has no beginning and ending time or date or setting. It occurs in formal settings like schools; in informal settings like clubs or camps; alone; in pairs or in groups; online and in person; at home or in libraries; in the park; at midnight or noon. The learning organization embraces this ubiquity of learning opportunities to enable students to reach their highest potential.

Scholarship (Teaching): Instructional strategies and over-arching approaches to teaching, as well as ongoing development of teaching professionals.


Building Stage 2


Points

Teacher Leadership

Teachers at this stage may be early adopters, new to the profession, content, grade level or school.

Teachers at this stage are implementing have begun to share their practices with others and have begun to take on some leadership roles within their schools.

Teachers at this stage typically are able to lead others, provide professional development and are risk takers who can measure results.

Content Knowledge

The teacher understands most of the content and may include some technology tools as part of independent enrichment activities.

The teacher has mastered the content and includes the use of technology tools in direct instruction and encourages independent use of technology tools regularly.

The teacher has mastered the content and seamlessly integrates digital tools into the curriculum as aligned to the standards.

Pedagogy & Learning Environment

The teacher focuses on the required curriculum and does not adapt the curriculum for individual students.

The teacher applies teaching and learning practices that include a variety of teaching models to accommodate most students.

The teacher applies a deep understanding of effective teaching and learning practices and consistently modifies instruction to meet the needs of individual learners.

Scholarship (Assessment & Accountability): The use of valid and reliable tools to measure, monitor and optimize learning, alongside efforts to improve the effectiveness of the organization through ongoing measurement, analysis, and communication.


Building Stage 2


Points

Assessment Tools Assessments are inventoried and reviewed to determine: Alignment with standards, alignment with curriculum and teaching, accuracy of content, inclusion of higher order thinking skills, usefulness of results, and redundancy where content is unnecessarily tested multiple times

Unneeded or outdated assessments are dropped. Existing and/or new assessments are mapped to the curriculum to ensure they measure desired outcomes, and are part of a balanced system of formal and informal, formative, interim and summative assessments.

A balanced system of formal and informal, formative, interim and summative assessments is in place. All assessments are confirmed to reflect the principles described above. The assessment system is continuously evaluated to ensure it is aligned to the curriculum, and delivers timely, useful and actionable data.

Staff Knowledge & Readiness

Staff knowledge and skills are assessed to determine levels of ability specific to:

Staff receives training on: understanding and interpreting assessment data; creating or

Staff leverages skills and knowledge through collaborative working groups. Coaching is



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Interpreting assessment results Using assessment results to improve instruction and learning Creating and selecting effective assessments— formative, interim and summative

selecting appropriate items from test banks and open education resources; and ensuring that students will use the same technologies and procedures when learning the material as they will when assessed.

provided to help staff implement and enhance current assessment efforts.

Purposes & Beliefs

The prevailing attitudes and beliefs specific to assessment and accountability are determined for students, teachers, partners, policymakers and the community.

Outreach to students, staff, parents, community members and policymakers is used to help them understand and support new assessment systems.

Parents, policymakers and the press are educated about the reasons for and advantages of the new assessment system, as well as what assessment data means—and doesn’t mean.

Planning & Implementation

A planning group with diverse membership is established to develop a comprehensive plan addressing the guiding principles of successful assessment and accountability.

The planning group monitors initial implementation of the assessment and accountability plan. Adaptations, based on findings, are made as necessary.

Successes are celebrated. Areas and individuals needing improvement are promptly addressed with supports, expertise, resources and training. Locations and approaches achieving high growth rates are identified and studied for replication. Plans are in place to reevaluate assessment systems at regular intervals to ensure they remain useful and reflect current assessment practices.

Compliance Existing assessment and accountability practices are compared to relevant policies, laws and regulations to determine current levels of compliance.

Where necessary, assessment systems are brought into compliance with federal, state and local requirements. Unneeded or outdated accountability structures are removed. Where possible, assessments and accountability systems are aligned with curriculum and instruction.

A balanced and functioning system of accountability is in place and meets all requirements.

Leadership: The organization’s philosophies and prevailing norms, which are influenced by its leadership and those who work for, or influence its operation, actively creates and demonstrates beliefs aligned with the vision of the Wareham Public Schools, WPS 2021.


Building Stage 2


Points

Distributed Leadership

There is awareness that leadership is a shared responsibility requiring commitment among staff, from top to bottom, to the vision and mission. Teachers and education leaders play important roles in developing the vision, mission and planned implementation.

There is a developing consensus of shared responsibility for and commitment among staff, from top to bottom, for a 21st century vision and mission that can be embedded into planning and implementation documents and actions.

There is shared responsibility for and commitment among staff, from top to bottom, to the vision and mission, widely visible in strategic planning documents and improvement plans as well as in school activities, signage, slogans and other artifacts.

Establishes an Environment of Student Agency

Students are empowered, excited and actively engaged in their own learning and in their community. A few learning environments support 21st century learning that emphasizes student engagement, global literacy,

Students are empowered, excited and actively engaged in their own learning and in their community. Many of the learning environments support 21st century learning that emphasizes global literacy, mastery of content and skills,

Students are empowered, excited and actively engaged in their own learning and in their community. Almost all learning environments support the mastery of content and skills, as well as encourage global literacy, innovation and risk taking.



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and mastery of content and skills, and encourages innovation and risk taking.

and encourages innovation and risk taking.

Engaged Supportive Community

Some community and business leaders express interest in partnering with districts and other educational organizations to support transformation. They voice support for the efforts and collaboratively share resources and expertise on a sporadic basis.

There are a growing number of community and business leaders who actively assist the district in building a new vision, providing needed expertise on community and workforce needs and assets more than once a year. Many parents as well as community leaders regularly participate with the district on projects, and are integral to the transformation process.

The communities of teachers, students, families, civic and community organizations, as well as leaders, businesses, other schools and colleges are engaged in deep and meaningful ways. The community’s unique needs, assets and support are powerful drivers in the district.

Creates Policies & Practices Structure

The creation and alignment of policies and practices begins with a full analysis of current practice and policies. A small amount (< 25%) of the current policies and practices are aligned to the collective vision and mission.

Approximately 25-75% of the policies and practices are being put into place to empower administrators and teachers to grow and develop as leaders and professionals in a continuous learning environment, and to fulfill the collective vision and mission.

Administrators and teachers are empowered to grow and develop as leaders and professionals in a continuous learning environment that aligns with the collective vision and mission.

Guides, Advocates for, and Manages the Cycle of Transformation, Including Large Scale Projects

A few education leaders have capacity, including project management skills, to guide, advocate for and manage large -scale projects. There is a growing awareness of the importance of the skills needed to manage large projects and there are beginning efforts to build a plan to strengthen these skills in district leaders. Few large- scale projects are being guided and managed by leaders with appropriate skills.

A plan to strengthen large- scale project management skills of education leaders is being implemented throughout the district or educational organization. There are a growing number of district leaders who have expertise in effectively managing large -scale projects.

All large- scale projects are managed by leaders with the appropriate skills and are successfully implemented.

Citizenship (Culture): Stakeholders examine issues from global perspectives, consider and solve complex problems, communicate effectively, act with integrity.


Building Stage 2


Points

Focus on Students

The leadership begins to discuss what students need for the future and incorporate those needs into a broader vision and mission. Plans are developed that place a high priority on students’ needs.

The majority of education leaders demonstrate their commitment to meeting student needs for college, career and life readiness. District strategic plans, policies, and processes show a shift in focus to student learning that includes both content and skills.

Ensuring that students acquire not only the content knowledge they need, but also 21st century skills such as collaboration communication, creativity/ innovation and critical thinking, and dispositions such as persistence, responsibility, and social awareness.

Builds a Collective Vision

Efforts to build a collective vision begin with a structured process for planning. First steps often include a series of stakeholder meetings that discuss future student and community needs.

As the process for developing the collective vision continues, adoption grows as parents; community and education leaders incorporate it into their language. Initial policies and plans develop, and pilot projects emerge that assist in

Allows the organization to grow, evolve and adapt in an inclusive, forward thinking and open cultural environment. The vision is evident throughout the organization in the work, in policies, in plans, and in the everyday language.



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building a community specific vision to which all can commit.

Builds a Trusting, Safe & Supportive Environment

Education leaders begin to voice support for creating a more trusting and supportive environment. Some policies and/or practices are put in place to allow for innovative practices or pilot projects. Compliance plans and policies are examined for potential changes to allow for more risk-taking and for the shift to a learning organization.

Many education leaders voice support for risk taking and trust. Plans, strategies and tactics that encourage innovation rather than compliance become more prevalent. A growing consensus develops on the value of being a learning organization.

Allows for risk taking and relies less on compliance and more on becoming a learning organization.

Actively Employs 21st Century Skills & Resources

Fewer than 25% of students and educators use technology to the greatest advantage for learning. There is growing awareness that the systemic application of the digital tools used in our hyper-connected world is important, and initial steps are taken to increase access and professional capacity to use technological tools and resources for maximum learning.

Approximately 25-75% of students and teachers employ the systemic application of digital tools. There is increased emphasis on developing, planning and implementing systems to intentionally incorporate technology into the learning environment while building professional capacity.

Students and teachers have access to technology and the capacity to systemically apply digital tools.

Stewardship (Infrastructure): Provides funding and makes budgetary decisions that support the infrastructure to connect to the web, accommodate devices, technical supports, professional learning, provide safe learning environments, and aligns to WPS 2021 (Strategic Plan) ensuring equitable opportunities for ALL.

Elements Transforming Points Promote Connections

Ample bandwidth and Wi-Fi connections to ensure full access to all kinds of content and connections to others, no matter how bandwidth-intensive it is, to optimize learning.

Devices Sufficient devices of various kinds to ensure that students can access or create content or connect to each other at any time. This is at least 1:1, but may be even more, as most professionals work with 2 or 3 devices (smartphone, tablet and laptop and possibly other devices currently being created).

Technical Support

All the technology works all the time and there is sufficient back up and extra devices so that when a device breaks down, there is another at hand immediately.

Professional Learning

All teachers are able and willing to use all aspects of the infrastructure effectively and efficiently all the time, evaluate when approaches are effective and modify them when they are not.

Security & Data Privacy

All data is secure and students are safe from bullying, online predators and other dangers, while still ensuring that there is easy access to the tools and services necessary to optimize learning.

Environmental / Physical

The physical buildings, electrical system and other components are aligned with the vision for learning and teaching. The environment fosters physical, emotional, and social safety.

The above document is adapted from, Building Your Own Roadmap to 21st Century Learning, www.roadmap.org, by Dr. Andrea B. Schwamb (2015) with feedback from school personnel.



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Strategic Plan & School Improvement Plan Evidence, Artifacts, & Processes Data Assessed Collaborators

Professional Staff grade themselves and the school using the rubric identifying transformative practices Survey providing feedback on SIP goals (2-years of data) Professional Staff Survey Annually (3-years of data) Student Survey grades 5-12 (2016 & 2018) Parent Survey Annually (3-years of data collected) Assessment Data formally collected three times per year grades K-4: Formative Assessment System for Teachers (FAST) and Lexia IDEAL Consulting Analysis (K-4) Benchmark Assessment Data State and other outside agency testing data (Next Gen MCAS, AP, IB, Grades, SAT) SWISS data (PBIS) Attendance Data Suspension Data Special Education Referral Data Anecdotal data EWIS Analysis EDWIN Analysis College acceptance data Student participation in IB, AP, Dual enrollment (8th to 9th grade WHS, and 11th and 12th grade to Bridgewater)

Central Office sends all surveys (May & June) Central Office analyzes & prepares data for schools Central Office sends data to Principals Central Office meets with leadership during the summer Principals and their leadership teams meet and review Principals share data with staff Principals meet with School Council to share, review, & consider all data to assess prior goals and create new goals Principals propose plan to staff School Committee hears report from the Principals, Leadership teams, & School Council in October (Assessment of prior-year’s goals and Proposed new goals)



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John W. Decas Elementary School

Mission Statement: It is the mission of the John W. Decas Elementary School, in collaboration with parents and community members, to provide a respectful, engaging, standard-based academic and social learning environment that is rigorous, differentiated, and ensures individual student success in the attainment of the 21st Century skills needed to positively impact our global society.

Administrators Ms. Bethany Chandler, Principal

Ms. Jo-Anne Gibbs, Assistant Principal Ms. Sara Russo, Assistant Principal

Department Chairs

Ms. Anne Marie Fillion, Pre-School Ms. Lindsay Wolfe, K-2



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John W. Decas Elementary School

School Improvement Plan 2017-2018 Analysis-Reflection Scholarship: Learning Connection to Real World: Having our young learners recognize a connection to the Real World by developing lessons that incorporate/facilitate students bridging their knowledge from what they are learning within their class to making global connections to the real world outside of the class. Results: Decas School students visited local farms and worked with WMS STEAM students to better understand Cranberry Bogs. Decas School students also participated in the school-wide Junior Achievement Program where students learned about their local community while networking with professionals within the local community. Anywhere Anytime: Expand communication and engagement with students through technology by utilizing programming that allows our students to connect to their learning before school and afterschool. Results: Students were engaged in learning throughout the week as evidenced by observations of students practicing fluency everywhere, including the lunchroom, accessing multiple media, and engaged in lessons both inside/outside their class. Student Voice: Our students will experience open-ended and self-directed inquiry based lessons that will promote them to lead their own instruction, deepen their knowledge, and grow as learners as measured through open-ended assessments and observations. Results: Through observations in classes, students were able to articulate their learning including expressing their ideas about stories, their inquiry based projects, and how they maneuver through Google Classroom. Scholarship: Teaching Pedagogy and Teaching: To utilize team planning time in order for teachers to develop/choose lessons that align to the standards and that infuse best practices, open ended questioning and rigor into each given lesson. Teachers will continue their growth of programming by attending professional development. Opportunities for peer observations and learning walks will take place on a monthly basis. Results: According to the Professional Staff Survey results, 100% of the Decas Staff felt they shared high expectations for student achievement. Additionally, 95% feel that innovative teaching practices are encouraged. In order to create team planning time, staff meetings went from being conducted on a weekly basis to successfully being facilitated on a monthly basis. Teachers built units in Grade K, and Google Classroom lessons in Grade 2. As a result of data-driven decisions, teachers created targeted and fluid literacy groups to improve students’ reading skills.



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Scholarship: Assessment & Accountability Purpose and Beliefs: To build an assessment team who will provide information to staff, parents and the community on the purpose of the assessments, why the assessments are important, and how the data will be used to inform decisions. Data can help us to make informed decisions and shape instruction to meet the diverse needs of our students. Results: An assessment team was created along with an assessment subcommittee to coordinate testing, build protocols and practices, and analyze results to share with teachers. Data was used to build targeted groups and distinguish students who are in need of intensive improvements. As noted in the FAST DRA data. Planning and Implementation: An assessment team will schedule and develop the procedures for testing. The team will ensure the testing staff is trained. Once the testing is complete, the team will address the data results with specific interventions. Results: The Assessment Team met on a monthly basis and developed an assessment calendar. Upon completion of testing, Grade Level Teams met and analyzed the data results to further develop specific interventions. Leadership Creates Policies and Practices Structure: The Decas Community will have a cohesive set of procedures within our institution to refer to at any time in order for our learning environment to thrive. When a problem occurs, a course of action will be instituted to rectify in order to secure the learning environment. Results: Procedures were created and placed within a staff notebook, the staff notebook was implemented as a tool and empowered all staff to be able to refer to all procedures. The Decas Staff Notebook was also shared with local municipalities. Citizenship Builds a Collective Vision: The Decas Community will have a voice in the needs of our students and our staff through organized teacher led staff meetings, team teaching times and surveys. The vision of Decas School will be visible and apparent, measured by the lessons we choose and the common language we use, Results: According to the 2017-2018 Professional Staff Survey results, 83% of the staff felt that they learned from each other, which is an improvement from 50% in 2016. Subcommittees were established, met on a monthly basis, and presented information at staff meetings. The PBIS subcommittee developed, displayed, and coordinated the use of common language throughout the school. Extensive community events were facilitated successfully which empowered the Decas Community to build a collective vision.



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John W. Decas: Data Included

School Improvement Plan Faculty Feedback The purpose of this tool is to have faculty reflect on the Principles and Elements, defined

in the Strategic Plan, and identify where they think they are in the planning process.

Professional Staff Survey Data This survey was developed originally through DESE. They exercised the necessary

processes that identified statistically significant questions.

Parent Feedback Survey This survey was also developed through DESE. They exercised the necessary processes

that identified statistically significant questions.

Academic Data DRA data measures progress of student skills, providing teachers with immediate results

to assist in informed instruction.



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Decas: SIP Analysis from Faculty

Key: P=Planning B=Building T=Transforming

Decas FY16-17 P B T FY17-18 P B T Principles & Elements N=48 N=22 Scholarship: Learning Student Voice 17% 72% 10% 24% 43% 33% Engagement 11% 81% 9% 19% 43% 38% Rigorous 25% 68% 7% 19% 57% 24% Depth & Breadth 28% 67% 4% 19% 62% 19% Flexible & Adaptable 10% 67% 13% 19% 29% 52% Assessment of & for Learning 30% 61% 9% 26% 58% 16% Open-Ended & Self-Directed 33% 61% 7% 29% 62% 10% Connected to Real World 42% 56% 2% 30% 50% 20% Anywhere / Anytime 44% 47% 9% 38% 33% 29% Scholarship: Teaching Content Knowledge 4% 78% 17% 24% 43% 33% Pedagogy & Learning 6% 53% 40% 14% 33% 52% Scholarship: Assessment & Accountability

Assessment Tools 34% 51% 15% 19% 67% 14% Staff Knowledge & Readiness 39% 50% 11% 20% 50% 30% Purposes and Beliefs 51% 47% 2% 32% 32% 37% Planning & Implementation 45% 48% 7% 30% 50% 20% Leadership Distributed Leadership 44% 50% 6% 11% 37% 53% Establishes an Environment of Student Agency

44%

54%

2%

30% 45% 25%


66% 30% 4% 32% 47% 21%


34%

66%

0%

20% 50% 30%

Guides, Advocates for, and Manages the Cycle of Transformation

60%

40%

0%

30% 50% 20% Citizenship Focus on Students 33% 59% 9% 20% 45% 35% Builds a Collective Vision 51% 49% 0% 25% 45% 30% Builds a Trusting, Safe, Supportive Environment

53%

40%

6%

10% 45% 45%




15

Decas: Professional Staff Feedback Survey Results

Year 2015-2016 2016-2017 2017-2018 N 28 45 41 1. The leadership team builds trusting relationships with staff. 2016 2017 2018

50 53 98 2. The leadership team solicits and uses staff feedback to inform his or her leadership capacity and

decision-making. 2016 2017 2018

64 42 95 3. There is time allocated for teachers to collaborate and learn from each other.

2016 2017 2018 50 77 83

4. The leadership team promotes a culture that affirms individual differences and promotes diverse

materials in instruction. 2016 2017 2018 76 62 93 5. Our leadership and educator teams work together to decide supports for students who are not making

effective progress. 2016 2017 2018

46 45 78 6. The leadership team listens carefully to what students have to say about their leadership and

implements changes based on their feedback. 2016 2017 2018 52 34 78 7. The Leadership Team responds to and addresses disruptive behavior. 2016 2017 2018 75 68 92 8. The leadership team encourages school programs that foster improved student behavior. 2016 2017 2018 69 62 95 9. When needed, the leadership team supports me in developing skills to manage disruptive behavior in

the classroom. 2016 2017 2018 68 53 88



16

10. The leadership team clearly communicates to students and staff what he or she wants and why. 2016 2017 2018 83 53 95 11. When I receive training, the leadership team checks to ensure that their training made a difference and

led to the intended outcomes. 2016 2017 2018 57 45 70 12. Leadership provides feedback and methods to improve learning. 2016 2017 2018 52 60 85 13. The leadership team fosters an environment where all staff members share high expectations for

student achievement irrespective of their starting point or circumstances. 2016 2017 2018 79 66 100 14. In this school, innovative teaching practices are encouraged. 2016 2017 2018 89 76 95 15. The leadership team can talk knowledgeably with me about the unit I’m teaching. 2016 2017 2018 69 45 82 16. If my evaluator identifies a weakness in my teaching practice, there are effective support systems in

place to help me improve. 2016 2017 2018 53 44 75 17. The leadership team shares effective teaching strategies that have been used in other grades/schools to

improve instruction and plan intervention. 2016 2017 2018 79 58 80 18. Teachers and the leadership team work together to ensure that instructional units are continuously

improved to support student learning. 2016 2017 2018 63 45 76 19. Together, teachers and the leadership team discuss exemplars of students’ work to ensure it is of high

standard. 2016 2017 2018 41 36 66



17

Decas: Parent Feedback Surveys

Number of Responses 2015-2016 2016-2017 2017-2018 78 134 93 Percentage of Responses Effect Size (total) 2015-2016 % 2016-2017 % 2017-2018% 35 43 36 I feel that my child(ren) is safe going to and from school. 2015-2016 % Agree or Strongly Agree

2016-2017 % Agree or Strongly Agree


84 90 98 I feel that my child(ren) is safe when he/she is at school. 2015-2016 % Agree or Strongly Agree



95 78 95 I feel that my child(ren) enjoys school. 2015-2016 % Agree or Strongly Agree



95 84 85 I believe the school promotes respect and understanding of people of diverse backgrounds. 2015-2016 % Agree or Strongly Agree



96 87 92 I believe my child(ren) has at least one adult at school who knows him/her well and assists him/her in achieving goals. 2015-2016 % Agree or Strongly Agree



97 87 92 I believe teachers encourage my child(ren) to work hard and achieve highly in all subjects. 2015-2016 % Agree or Strongly Agree



94 88 89



18

I believe my child(ren) feels valued and respected by teachers, counselors and administrators. 2015-2016 % Agree or Strongly Agree



95 85 88 I believe my child(ren) feels valued and respected by peers at school. 2015-2016 % Agree or Strongly Agree



78 76 76 On average, my child(ren) spends the following amount of time completing homework nightly: Homework minutes 2015-2016 % 2016-2017 % 2017-2018 %

None 10 7 9 Less than 60 66 66 71 60-90 22 23 16 More than 90 1 4 4 My child(ren) is involved in the following number of extra-curricular clubs, activities, teams annually (list the activities below your answer in the Comments section): After School Activities

2015-2016 % 2016-2017 % 2017-2018 %

None 28 30 29 1-2 49 42 57 3-4 21 23 12 5 or more 3 5 2 I believe that the school involves parents in the school community through such activities as parent volunteerism, effective communication, school council meetings, parent/teacher conference opportunities. 2015-2016 % Agree or Strongly Agree



92 81 86 The Wareham Public Schools website updates me on upcoming events at my child's(ren) school. 2015-2016 % Agree or Strongly Agree



78 78 90



19

This school year, I have received at least one phone call/email from a teacher regarding my child’s(ren) progress. 2015-2016 % Agree or Strongly Agree



65 66 79 I feel that my child(ren) is adequately prepared for the next level of school. 2015-2016 % Agree or Strongly Agree



88 80 82



20

Decas 2017-2018 Academic Data Proficiency: Kindergarten DRA

Proficiency: First Grade DRA

56

2430

53 54

3330

61

83

0

10

20

30

40

50

60

70

80

90

Sep-17 Oct-17 Nov-17 Dec-17 Jan-18 Feb-18 Mar-18 Apr-18 May-18

DRAByStudent:Grade1FALL:(N=139)WINTER:(N=139)SPRING:(N=146)

DoesNotMeet:A-12 Average:2-18 Exceeds:8-28

106

21 1722

145137

1421

33

0

20

40

60

80

100

120

140

160

Sep-17 Oct-17 Nov-17 Dec-17 Jan-18 Feb-18 Mar-18 Apr-18 May-18 Jun-18

DRAByStudent:GradeKFALL:(N=142)WINTER:(N=187)SPRING:(N=187)

DoesNotMeet:-Aand1 Meets:1-3 Exceeds:4-18+



21

2017-2018 Student Growth Kindergarten Fall-Winter

<Growth Typical Growth Accelerated Growth 19 44 79

13% 31% 56% Kindergarten Winter-Spring


27% 38% 35% First Grade Fall-Winter


3% 26% 71% First Grade Winter-Spring


27% 18% 55% Second Grade Fall-Winter


19% 41% 40% Second Grade Winter-Spring


35% 36% 29%

5747

37

54 4942

6678

104

0

20

40

60

80

100

120

Sep-17 Oct-17 Nov-17 Dec-17 Jan-18 Feb-18 Mar-18 Apr-18 May-18


DoesNotMeet:12-20 Meets14-28 Exceeds28



22

Results September-January 2017-2018

Grade N Fall % NM-PM-M-E

Fall% M-E

N Winter % NM- PM-M- E

Sep.-Jan. Growth Typical & Accelerated

Proficiency Dec.-Jan. % PM-M-E

+ or – from Goal

K DRA

142 75%-15%-10% 18% 187 10%-75%-15% 87% 90% 0%

1 DRA

139 40%-38%-22% 60% 145 17%-39%-44% 97% 83% -7% 10 Students

2 DRA

174 39%-34%-27% 62% 177 27%-28%-45% 81% 73% -17% 30 Students

Key: NM=Not Met, PM= Partially Meets, M=Meets, E=Exceeds

Results January-June 2018 Grade N Spring %

NM-PM-M-E

Jan.-June Typical & Accelerated

Proficiency Jan.-June % PM-M-E

+ or Minus from Goal

K DRA 187 9%-73%-18% 73% 91% 1% 1 DRA 146 20%-23%-57% 73% 80% -10%

15 Students 2 DRA 183 20%-23%-57% 65% 80% -10%

18 Students Key: NM=Not Met, PM= Partially Meets, M=Meets, E=Exceeds



23

John W. Decas School Improvement Goals 2018-2019

Scholarship: Learning Student Voice: Members of the Decas Community will develop a Drama and Literacy Course for early learners to have numerous opportunities to make choices and express themselves. The Decas Community will continue to develop lessons for our Outdoor Classroom that foster learning through self-initiation and further develop students’ interest through connecting with nature, as well as building stewardship skills for the environment. Staff will promote student choices in learning experiences as evidenced through lesson planning, walkthroughs, differentiated instruction, and center-based instruction. During grade level meetings, teachers will have the opportunity to discuss where, when, and how student voice is already being used and to collaborate on how to increase these opportunities in the classrooms and within the school. Preschool teachers will incorporate voting into lessons, including what the students already know and what they want to learn, so that their interests can be monitored and included in future lesson plans.

Transforming Defined as: Students have numerous opportunities for producing student-directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. The opportunities occur in at least five classes or subjects and occur at least four times a year.

Assessment as/of/for Learning: Various assessments will be used to build students self- awareness, rather than pass judgment. Methods include self-assessment, reflection, formative assessment, portfolio assessment, performance assessment, peer assessment and summative assessment. All assessment methods should be matched carefully to the goal and used to maximize effect.

Transforming Defined as: Student learning incorporates multiple methods of assessment designed to reinforce learning and build self-awareness rather than pass judgment. Methods include self-assessment, reflection, formative assessment, portfolio assessment, performance assessment, peer assessment and summative assessment. All assessment methods should be matched carefully to the goal and used to maximize effect.

Scholarship: Teaching Content Knowledge: Implementing the preschool curriculum including the Owls program through the use of technology. Make every moment count- maximize time spent teaching and learning. Teachers in Grades k-2 will naturally implement technology into the curriculum as aligned to the standards.

Transforming Defined as: The teacher has mastered the content and seamlessly integrates digital tools into the curriculum as aligned to the standards.

Pedagogy & Learning: Use a variety of models and practices to meet the goal of students reading at a DRA 6 for K, DRA 18 for Grade 1 and DRA 28 for Grade 2. Use a variety of models and practices to meet the goal of preschool students identifying the majority of letter



24

sounds. Through Flexible Grouping methodologies, based on FAST assessments, instruction will be data-driven and modified for all learners.

Transforming Defined as: The teacher applies a deep understanding of effective teaching and learning practices and consistently modifies instruction to meet the needs of individual learners.

Scholarship: Assessment & Accountability Staff Knowledge & Readiness: The established assessment team will create norms of implementation. The assessment team will continue their professional development throughout the year to ensure equity and validity including creating exemplar videos for new assessors to use. The Decas School Community will continue literacy training throughout the year.

Transforming Defined as: Staff leverages skills and knowledge through collaborative working groups. Coaching is provided to help staff implement and enhance current assessment efforts.

Leadership Establish an Environment of Agency: Students will be engaged through the use of interactive technology, Chromebooks and iPads. Technology will be utilized as tools to foster student’s learning which will create opportunities for students to independently access the curriculum as a result of their interest in the subject-matter. Teachers and students will work together to make learning relevant to encourage student engagement. Students will be encouraged to take risks as they present their knowledge through the utilization of the learning tools.

Transforming Defined as: Students are empowered, excited and actively engaged in their own learning and in their community. Almost all learning environments support the mastery of content and skills, as well as encourage global literacy, innovation and risk taking.

Citizenship Building a Trusting, Safe, & Supportive Environment: The leadership team will encourage staff to step outside of the classroom to recognize that we are all responsible for students learning. Teachers will be encouraged to take risks. This will be demonstrated by staff sharing and collaborating with one another during at least 8 grade level meetings and 3 vertical team meetings a year. The Decas School Community will continue to use PBIS strategies and agreed upon common language that fosters a safe and supportive environment for all stakeholders.

Transforming Defined as: Allows the organization to grow, evolve and adapt in an inclusive, forward thinking and open cultural environment. The vision is evident throughout the organization in the work, in policies, in plans, and in the everyday language.



25

Minot Forest Elementary School

Mission Statement: It is the mission of the Minot Forest Elementary School, in collaboration with parents and community members, that all students will be challenged to fully develop their knowledge, skills and dispositions to their greatest potential. Student learning will encompass not only acquisition of content knowledge but also skills that will allow our students to become productive members of the global community.

Administrators

Ms. Joan Seamans, Principal Ms. Robin Murphy, Assistant Principal

Ms. Sandi Ponte, Assistant Principal (0.5)

Department Chairs (Grade 4) Ms. Lisa Breese, Humanities Ms. Bonnie Lasorsa, Math

Ms. Suzanne Taber, Science Ms. Andrea Barrett-Ericson, Integrated Arts

Ms. Katherine Frain, Special Education



26

Minot Forest Elementary School

School Improvement Plan 2017-2018 Analysis-Reflection Scholarship: Learning Student Voice: Student centered learning, more opportunities for student produced work (ex. research projects, MA famous person project), provide choices to students, morning meeting (Responsive Classroom strategy), center activities in preschool with OWLs curriculum. Results: We are at the building stage for this strategy, according to staff feedback. Teachers have begun working to incorporate more student voice into their curriculum. Grade 3 did their Massachusetts Famous person research project where students were able to choose their person, research him/her, and create their bottle project of that person. Grade 4 worked on their Monuments and historical projects. They researched and built a replica of the building/monument. Morning Meeting was implemented in all classrooms. Students had the opportunity to respond and share each day. Scholarship: Teaching Pedagogy & Learning: Teaching and Learning will take place in two teacher teams in grades 3 and 4, teachers will share students while teaching content, teachers will provide interventions and modifications to meet the needs of the students, instruction will be delivered in multimodal ways, morning meeting summer reading, The First Six Weeks of School, to implement September 2017. Results: Staff morale increased with the implementation of two teacher teams, leveled learning occurred daily through flexible grouping, student proficiency, according to FAST data, increased in grades 3 and 4 (Gr. 3 from Fall 42% to Spring 75% in ELA and Gr. 4 from 42% to 66% in ELA), a staff member stated in the Professional Staff Survey that, “PD has been effective in helping our students achieve” and “Morning Meeting had a positive effect on all students.” The Transforming Stage 3, in the Pedagogy & Learning element, increased to 36% (from 16%). Staff Knowledge & Readiness: Data meetings will be held to understand and interpret data, intervention groups will be established based on data, progress monitoring will be completed to check student progress, students will take assessments throughout the year on the Chromebook as they will for MCAS, literacy training for PreK, 3, 4 staff will be ongoing. Results: Data meetings helped staff use data to place students in appropriate groups, faculty were given a choice on which instructional group to facilitate, teacher planning was more focused on what skills were needed, Transforming Stage 3, in Staff Knowledge and Readiness, increased from 0% in FY 17 to 36% in FY 18, PD was provided throughout the year in literacy, common assessments/benchmarks were completed throughout the year using technology.



27

Leadership Distributive Leadership: Assignment of two teacher teams will be by teacher preferences for co-workers and content, leadership team will share responsibility with staff for planning and placement of students, committees with leadership team and staff will work together on scheduling, placement of special education, and regular education students, a book club will be established to read and implement, The First Six Weeks of School, preschool staff will work with literacy consultants Results: Staff feedback from 16/17 was used to implement two teacher teams instead of the trios scheduling committee and special education placement committee, met during May and June to plan for upcoming year, book club was held during the summer of 2017, teacher feedback from the summer reading and the implementation of morning meeting on the Professional Staff Survey indicated that, “This had made a significant change in the behavior and positive attitude of the students and staff this year”. Transforming Stage 3, Distributive Leadership, grew from 12% (2016-17) to 22% (2017-18). On the Professional Staff Survey 90.63% (2017-18) of staff believes the leadership team builds trusting relationships with staff. An increase of 18.22% since 2015-16. On the Professional Staff Survey (2017-18) there was a 29.92% increase to 90.63% since FY16 in response to, “The leadership team solicits and uses staff feedback to inform his or her leadership capacity and decision-making” question #2. Question #8, “The leadership team encourages school programs that foster improved student behavior”, scored 84% This is an increase of 28.69% from FY 16. 87.51% of staff believes leadership and educator teams work together to decide supports for students who are not making effective progress. This is an increase of 25.44% from FY 16.



28

Minot Forest Elementary School: Data Included

School Improvement Plan Faculty Feedback

The purpose of this tool is to have faculty reflect on the Principles and Elements, defined in the Strategic Plan, and identify where they think they are in the planning process.

Professional Staff Survey Data

This survey was developed originally through DESE. They exercised the necessary processes that identified statistically significant questions.

Parent Feedback Survey

This survey was also developed through DESE. They exercised the necessary processes that identified statistically significant questions.

Academic Data

DRA data measures progress of student skills, providing teachers with immediate results to assist in informed instruction. Legacy and Next Generation MCAS Test results (grade

level, school level, achievement, and growth)



29

Minot: SIP Analysis from Faculty

Key: P=Planning B=Building T=Transforming Minot Forest School FY16-17 P B T FY17-18 P B T Principles & Elements N=26 N=36 Scholarship: Learning Student Voice 35% 50% 15% 14% 78% 8% Engagement 4% 92% 4% 3% 86% 11% Rigorous 4% 72% 24% 3% 92% 6% Depth & Breadth 4% 92% 4% 3% 83% 14% Flexible & Adaptable 4% 88% 8% 11% 64% 25% Assessment of & for Learning 4% 88% 8% 6% 83% 11% Open-Ended & Self-Directed 24% 76% 0% 19% 78% 3% Connected to Real World 24% 64% 12% 14% 75% 11% Anywhere / Anytime 28% 72% 0% 31% 58% 11% Scholarship: Teaching Teacher Leadership Content 8% 60% 32% 11% 69% 19% Pedagogy & Learning 8% 76% 16% 0% 64% 36% Assessment Tools 8% 88% 4% 8% 61% 31% Staff Knowledge & Readiness 28% 72% 0% 8% 75% 17% Purposes and Beliefs 56% 44% 0% 39% 56% 6% Planning & Implementation 29% 67% 4% 19% 67% 14% Leadership Distributed Leadership 20% 68% 12% 19% 58% 22% Establishes an Environment of Student Agency

52%

48%

0%

53%

42%

6%


56%

44%

0%

42%

53%

6%


24%

76%

0%

11%

77%

11%


76%

24%

0%

61%

36%

3%

Citizenship Focus on Students 4% 68% 28% 6% 69% 25% Builds a Collective Vision 72% 28% 0% 44% 50% 6% Builds a Trusting, Safe, Supportive Environment

52%

44%

4%

44%

44%

11%




30

Minot: Professional Staff Survey

Y 2015-2016 2016-2017 2017-2018 N 29 37 32

1. The leadership team builds trusting relationships with staff. 2016 2017 2018

72 81 91

2. The leadership team solicits and uses staff feedback to inform his or her leadership capacity and decision-making.

2016 2017 2018

61 70 91

3. There is time allocated for teachers to collaborate and learn from each other. 2016 2017 2018 31 81 63


materials in instruction. 2016 2017 2018 83 86 78

5. Our leadership and educator teams work together to decide supports for students who are not making effective progress.

2016 2017 2018

62 72 88

6. The leadership team listens carefully to what students have to say about their leadership and implements changes based on their feedback.

2016 2017 2018 43 34 75

7. The Leadership Team responds to and addresses disruptive behavior. 2016 2017 2018 62 59 88

8. The leadership team encourages school programs that foster improved student behavior. 2016 2017 2018 55 68 84

9. When needed, the leadership team supports me in developing skills to manage disruptive behavior in the classroom.

2016 2017 2018 48 59 76



31

10. The leadership team clearly communicates to students and staff what he or she wants and why.

2016 2017 2018 59 75 87

11. When I receive training, the leadership team checks to ensure that their training made a difference and led to the intended outcomes.

2016 2017 2018 52 56 59

12. Leadership provides feedback and methods to improve learning. 2016 2017 2018 72 62 75

13. The leadership team fosters an environment where all staff members share high expectations for student achievement irrespective of their starting point or circumstances.

2016 2017 2018 86 78 91

14. In this school, innovative teaching practices are encouraged. 2016 2017 2018 79 95 88

15. The leadership team can talk knowledgeably with me about the unit I’m teaching. 2016 2017 2018 52 59 78

16. If my evaluator identifies a weakness in my teaching practice, there are effective support systems in place to help me improve.

2016 2017 2018 59 54 72

17. The leadership team shares effective teaching strategies that have been used in other grades/schools to improve instruction and plan intervention.

2016 2017 2018 76 69 88

18. Teachers and the leadership team work together to ensure that instructional units are continuously improved to support student learning.

2016 2017 2018 69 73 75

19. Together, teachers and the leadership team discuss exemplars of students’ work to ensure it is of high standard.

2016 2017 2018 56 53 81



32

Minot: Parent Feedback Surveys Number of Responses 2015-2016 2016-2017 2017-2018 61 86 62 Percentage of Responses Effect Size (Total) 2015-2016 2016-2017 % 2017-2018% 28% 28% 24% I feel that my child(ren) is safe going to and from school. 2015-2016 % Agree or Strongly Agree


















84 81 84 I believe my child(ren) feels valued and respected by teachers, counselors and administrators. 2015-2016 % Agree or Strongly Agree



87 84 81



33

I believe my child(ren) feels valued and respected by peers at school. 2015-2016 % Agree or Strongly Agree



77 73 73 On average, my child(ren) spends the following amount of time completing homework nightly: Homework Minutes 2015-2016 % 2016-2017 % 2017-2018%

No Time 10 8 8 Less than 60 56 48 60 60-90 28 43 23 More than 90 7 1 9 My child(ren) is involved in the following number of extra-curricular clubs, activities, teams annually (list the activities below your answer in the Comments section): After School Activities 2015-2016 % 2016-2017 % 2017-2018% None 20 29 27 1-2 51 45 53 3-4 25 21 16 5 or more 5 6 4 I believe that the school involves parents in the school community through such activities as parent volunteerism, effective communication, school council meetings, parent/teacher conference opportunities. 2015-2016 % Agree or Strongly Agree






74 80 86 This school year, I have received at least one phone call/email from a teacher regarding my child’s(ren) progress. 2015-2016 % Agree or Strongly Agree






80 76 77



34

Minot Forest 2017-2018 Academic Data

Proficiency: Third Grade DRA

Proficiency: Fourth Grade DRA

106

83

45

25 25

6053

76 78

0

20

40

60

80

100

120



DoesNotMeet:20-30 Meets24-38 Exceeds:30-40

111

7464

49

68

89

30

48

35

0

20

40

60

80

100

120


DRAByStudent:Grade4FALL(N=190)WINTER:(N=190)SPRING(N=188)

DoesNotMeet:30-40 Meets:34-40 Exceed:40-80



35

Minot: Growth Rating DRA: 2017-2018 Third Grade Fall-Winter

<Growth Typical Growth Accelerated Growth 37 30 117 3% 16% 64%

Third Grade Winter-Spring <Growth Typical Growth Accelerated Growth

50 35 56 35% 25% 40%

Fourth Grade Fall-Winter


33% 24% 43% Fourth Grade Winter-Spring


43% 25% 32%

Minot: DRA Proficiency & Growth Rating DRA: 2017-2018

Grade N Fall % NM-M-E

Fall% M-E

N Winter % NM- PM-M- E

Sep.-Jan. Growth Typical & Accelerated

Proficiency Dec.-Jan. % PM-M-E

+ or – from Goal

3 DRA

184 58-13-29 42% 184 45-14-41 80% 55% -35% 64 Students

4 DRA

190 58-26-16 42% 190 39-36-25 67% 61% -29% 55 Students


Grade N Spring % NM-M-E

Jan.-June Typical & Accelerated

Proficiency Jan.-June % PM-M-E

+ or Minus from Goal

3 DRA 183 25-32-43 65% 75% -15% 27 Students

4 DRA 188 34-47-19 57% 66% -24% 45 Students




36

Minot: MCAS Results

2018 Grade 3-4 Achievement & Growth: MCAS (DESE Determined Targets) Since as far back as 2007, Wareham Public Schools has been designated as either “Corrective

Action” (2007-2011) or “Level 3/Need of Technical Assistance” (2012-2016) We are now designated, “Not Requiring Assistance or Intervention” (2018)

Proficiency: MCAS Testing Grades 3-4

0

10

20

30

40

50

60

70

0

10

20

30

40

50

60



37

0

10

20

30

40

50

60

0

5

10

15

20

25

30

35

40

45

50



38

Grade 3 & 4 English Achievement Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Target All 490.9 493.6 2.7 492.9 384 4 Exceeded Lowest 465.3 476.4 11.1 470.6 42 4 Exceeded High Needs 487.6 490.7 3.1 489.6 250 4 Exceeded Econ. Disadvantaged

488.8

492.0

3.2

490.4

221

4

Exceeded

Spec. Ed 476.3 481.1 4.8 478.1 89 4 Exceeded Afr. American 489.2 491.1 1.9 490.8 35 3 Met Multi-Race 483.0 489.1 6.1 484.6 55 4 Exceeded White 492.0 494.6 2.6 494.1 263 3 Met

Grade 3 & 4 Math Achievement

Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Target All 486.3 491.9 5.6 488.1 386 4 Exceeded Lowest 460.4 469.2 8.8 463.7 42 4 Exceeded High Needs 482.6 488.3 5.7 484.5 250 4 Exceeded Econ. Disadvantaged

483.0

489.6

6.6 484.4

221

4

Exceeded

Spec. Ed 474.3 477.9 3.6 476.4 89 4 Exceeded Afr. American 479.5 488.0 8.5 481.3 35 4 Exceeded Multi-Race 483.5 489.2 5.7 485.0 55 4 Exceeded White 487.1 493.2 6.1 489.4 265 4 Exceeded

Grade 4 English Growth

Group 2018 Mean SGP 2018 Target N Points Target All 51.3 50 186 3 Met Lowest 54.5 50 42 3 Met High Needs 48.8 50 124 2 Below Econ. Disadvantaged 48.1 50 114 2 Below Spec. Ed 47.6 50 34 2 Below Multi-Race 44.0 50 27 2 Below White 53.3 50 126 3 Met

Grade 4 Math Growth

Group 2018 Mean SGP 2018 Target N Points Target All 64.8 50 185 4 Exceeded Lowest 53.6 50 42 3 Met High Needs 62.8 50 123 4 Exceeded Econ. Disadvantaged 62.4 50 113 4 Exceeded Spec. Ed 54.1 50 34 3 Met Multi-Race 60.3 50 27 4 Exceeded White 66.3 50 125 4 Exceeded



39

Minot Forest Elementary School Improvement Goals 2018-2019 Scholarship: Learning Student Voice: Assist teachers in creating lessons that increase student choice, focus with school specific PD during content and grade level collaboration meetings, implement and facilitate peer observations, end of the year goal is to increase the Transforming Stage 3 (staff survey) in Student Voice element, increase student proficiency in ELA and math based on FAST data, create innovation periods for students to experience multi-modes of learning, work in collaboration with Middle School Buddies to extend student learning.


Scholarship: Teaching Pedagogy & Learning: Continued implementation of Morning Meeting as assigned in the daily schedule, continue to increase flexible grouping in ELA and math, assist and support teachers to create innovation periods for students to experience multi-modes of learning, collaborate with MS Dept. Chairs for lessons and learning to be vertically aligned.


Leadership Distributed Leadership: Leadership team will share responsibility with staff for planning and placement of students, Google classroom will be used for increased communication and staff input, empower teachers to take risks for the new innovation learning experiences.

Transforming Defined as: There is shared responsibility for and commitment among staff, from top to bottom, to the vision and mission, widely visible in strategic planning documents and improvement plans as well as in school activities, signage, slogans and other artifacts.

Establish an Environment of Agency: Create Innovation periods for students to experience multi- modes of learning, work with Middle School Buddies to extend student learning, continue our global relationships with our sister schools, establish student council that will connect with global and community issues.




40

Stewardship Create a Healthy Environment (physically, socially, and emotionally): Continue to educate and inform town residents about the Wareham Elementary School Building Project, continue communications with families regarding our change of location as the Minot Forest School within the Middle School, support staff and students in their school within a school.

Transforming Defined as: All teachers are able and willing to use all aspects of the infrastructure effectively and efficiently all the time, evaluate when approaches are effective and modify them when they are not. The physical buildings, electrical system and other components are aligned with the vision for learning and teaching. The environment fosters physical, emotional, and social safety.



41

Wareham Middle School

Mission Statement: The mission of Wareham Middle School is to ensure an excellent middle school education for all students, providing innovative, challenging, and diverse learning opportunities which address the specific developmental needs of each student in a secure environment, and which will ensure that the students become contributing, responsible community members.

Administrators: Ms. Tracie Cote, Interim Principal

Mr. Dan LeFavor, Assistant Principal Ms. Sandi Ponte, Assistant Principal (0.5)

Department Chairs:

Ms. Lisa Breese, Humanities Ms. Bonnie Lasorsa, Math

Ms. Suzanne Taber, Science Ms. Andrea Barrett-Ericson, Integrated Arts

Ms. Katherine Frain, Special Education



42

Wareham Middle School

School Improvement Plan 2017-2018 Analysis-Reflection

Scholarship: Learning Connected to Real World: Take steps to implement the IB Middle Years Programme, develop curriculum with a focus on relevant connections, Establish themes per Grade Level, Grade 5 (Community Building) & Grade 6 (College Focus), Grade 7 (Humanities & STEAM) & Grade 8 (Community Project with use of Naviance). Results: 8 unit planners developed and began implementation 17 Unified Arts; 14 Math; 6 Science; 6 Social Studies; 15 ELA, Health unit that was part of a CNN documentary on vaping, Successful implementation of STEAM and Humanities, all gr. 7 participated, Cranberry Bog Outdoor Classroom, 100 second graders, Archeological Dig for Humanities, STEAM community trips: boat building, Makepeace, Kool Kone, Humanities community trips: Museum of Fine Arts, 5 Wits Gillette Stadium, Theater field trip for grade 6, Natures Classroom for grade 7. Anywhere-Anytime: Cornerstones/Viking Time experiences to engage students beyond classroom setting. Results: Students participated in: Thanksgiving baskets for community; Clothing drive for community; Sock drive for Turning Point; Over 100 families were provided backpacks full of food for weekends as part of STAGE Builders’ Club; Presentation on personal motivation; Free-Style washed used clothes for WMS students, as some example. Scholarship: Teaching Pedagogy & Learning: Curriculum development, Faculty Leadership Council focus on creating authentic Summative Assessments, Promote International Baccalaureate skills called Approaches to Learning (ATL) in all classes, Learning Walks focused on Teacher- Student Feedback Results: Continued development and implementation of Unit Planners in all curriculum areas, Anchor benchmarks were developed in ELA five times during the year, Bi-weekly benchmarks in mathematics were implemented and growth results were: Grade 5, 29%; Grade 6, 30%; Grade 7, 22%; & Grade 8, 22%. Science benchmarks were implemented and aligned new NGSS standards. Survey Results (staff) “Teachers and the leadership team work together to ensure that instructional units are continuously improved to support student learning”. 2016: 72%; 2017: 79%; 2018: 83%. Authentic summative assessments included: Archeological dig, Outdoor classroom cranberry bog, Three art shows, Creation of circuit boards that included self- designed assessments, Science Fair - 208 students with 128 projects, Innovation day, Special Education development of calculator skills, Care of chickens in the courtyard, Implementation of Project Lead the Way (Engineering curriculum) 50% of students in grades 7, 8 and 100% of students in grade 6 participated, Launched training of teachers in grades 3 – 5. Survey results (parents) “I feel that my child is adequately prepared for the next level of school” 77%, Promoted International Baccalaureate skills, Continued development and implementation



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of Unit Planners in all curriculum areas, focus on teacher – student feedback, based on learning walks, teachers were observed giving feedback to students 80% of the time. Scholarship: Assessment & Accountability Planning & Implementation: Promotion of distributive leadership by working with Faculty, Leadership Council and Department Chairs, Development of Summative Assessments across disciplines, Professional Development to revisit and reflect on curriculum changes, Data Team meetings to align assessment work with student achievement. Results: FLC met monthly combining admin, guidance and Dept. Chairs, 5 ELA all school Writing Days, Biweekly and quarterly math benchmarks, All Science grades aligned to new MA standards. Focused training on Pearson Realize enVisions for both Math and Special Education teachers, Math content and pedagogy training through local teachers and UMass Dartmouth, Research project with WPI on online growth mindset/math program, PLTW Launch training for grades 3-5, Creation of schedule for all teachers to participate in Engineering classes, all sub separate teachers were trained in MCAS Alt., All Science teachers were trained on the new changes to the MA Science standards, All Special Ed staff observed teachers using METAL graphic organizers, ELA teachers modeled exemplary lessons for each other during Professional Development time based on staff needs, videos from Polly Bath weekly were shared concerning classroom management leading to a 37- point increase in survey results in developing skills to manage disruptive behavior, Data teams in Math, ELA and Science met monthly in small groups to analyze their results. Citizenship (School Culture) Builds a Collective Vision: Two programs to be the focus of WMS as we develop a common language and behavioral framework to support all students, International Baccalaureate Middle Years Programme, Positive Behavior Intervention & Support (PBIS). Results: Student of the month were identified who were respectful, responsible, and thoughtful. 40 students honored throughout the year, Students who recognized our core values of respectful, responsible and thoughtful were identified for a principal's lunch 100 students recognized throughout the year, developed common language based off IB language and PBIS initiative targeting students to be respectful, responsible, and thoughtful, Every department continued the development and implementation of the curriculum unit planners using the district template with a focus on authentic assessments, resulted in 58 units developed, SWISS data was analyzed for the PBIS roll-out and the hallway and cafeteria were identified as focus areas. Additionally, the data was used to guide the morning Mentors- Students who had a morning mentor and resulted in a 62% reduction in referrals, Yoga was incorporated to teach mindfulness as a way to exemplify our core values and start each day off with a positive outlook, an average of 30 students per day participated in Yoga. Department Chairs went to Minot to teach the METAL (graphic organizer) lessons in two classrooms with 8 teachers observing. METAL lessons modeled in ELA classes for both regular and special education classes developed common language for writing assignments that are non-fiction text -based essays responses.



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Wareham Middle School: Data Included

School Improvement Plan Faculty Feedback The purpose of this tool is to have faculty reflect on the Principles and Elements, defined

in the Strategic Plan, and identify where they think they are in the planning process.

Professional Staff Survey Data This survey was developed originally through DESE. They exercised the necessary

processes that identified statistically significant questions.

Student Survey This survey has been given in 2016 and 2018. The questions came from the vetting

process demonstrated by DESE. We will take a look again to see if this data is assisting us in our decisions-making.

Parent Feedback Survey

This survey was also developed through DESE. They exercised the necessary processes that identified statistically significant questions.

Academic Data

Legacy and Next Generation MCAS Test results (grade level, school level, achievement, and growth). Legacy test results for science grades 5 & 8.



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WMS: SIP Faculty Feedback Results Key: P=Planning B=Building T=Transforming

WMS FY16-17 P B T FY17-18 P B T N=48 N=55 Scholarship: Learning Student Voice 6% 75% 19% 15% 67% 18% Engagement 4% 67% 27% 11% 78% 11% Rigorous 8% 65% 27% 18% 71% 11% Depth & Breadth 10% 77% 13% 16% 67% 16% Flexible & Adaptable 4% 63% 33% 15% 64% 22% Assessment of & for Learning 15% 67% 19% 7% 67% 25% Open-Ended & Self-Directed 21% 67% 13% 24% 60% 16% Connected to Real World 23% 43% 34% 15% 73% 13% Anywhere / Anytime 27% 63% 10% 30% 56% 15% Scholarship: Teaching Teacher Leadership 4% 59% 38% 2% 51% 47% Pedagogy & Learning 6% 52% 42% 7% 60% 33% Scholarship: Assessment & Accountability

Assessment Tools 8% 67% 25% 15% 56% 30% Staff Knowledge & Readiness 17% 60% 23% 13% 44% 44% Purposes and Beliefs 21% 64% 15% 22% 47% 31% Planning & Implementation 30% 51% 19% 20% 51% 29% Leadership Distributed Leadership 33% 46% 13% 33% 45% 22% Establishes an Environment of Student Agency

45% 47% 9% 27% 58% 15%


48%

46%

6%

42% 44% 15%


32%

55%

13%

31% 53% 16%


51%

43%

6%

36% 56% 7% Citizenship Focus on Students 25% 54% 21% 20% 51% 29% Builds a Collective Vision 46% 44% 10% 31% 60% 9% Builds a Trusting, Safe, Supportive Environment

28%

62%

11%

25% 58% 16%




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WMS: Professional Staff Survey Results

Y 2015-2016 2016-2017 2017-2018 N 49 56 59

1. The leadership team builds trusting relationships with staff. 2016 2017 2018

69 55 87


2016 2017 2018

60 47 87

3. There is time allocated for teachers to collaborate and learn from each other. 2016 2017 2018 24 16 80


materials in instruction. 2016 2017 2018 80 89 90


2016 2017 2018 63 41 73


2016 2017 2018 60 44 67




2016 2017 2018 55 29 65



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2016 2017 2018 65 50 87


2016 2017 2018 65 41 75



2016 2017 2018 73 66 87




2016 2017 2018 71 69 75


2016 2017 2018 80 57 75


2016 2017 2018 72 79 83


2016 2017 2018 81 61 73



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WMS: Student Survey Results

2015-2016 (N=310) 2017-2018 (N=383)

1. My teacher(s) demonstrates that mistakes are part of learning. % Agree-Strongly Agree % Agree-Strongly Agree 82 86

2. My teacher(s) ask us to summarize what we have learned in lessons. % Agree-Strongly Agree % Agree-Strongly Agree 81 82

3. Students encourage each other to do better work in class.

% Agree-Strongly Agree % Agree-Strongly Agree 49 46

4. I am able to connect what we learn in this class in other subjects. % Agree-Strongly Agree % Agree-Strongly Agree 78 74

5. My teacher(s) uses open-ended questions that enable me to think of multiple possible answers. % Agree-Strongly Agree % Agree-Strongly Agree 78 80

6. In discussing my work, my teacher(s) uses a positive tone even if my work needs improvement. % Agree-Strongly Agree % Agree-Strongly Agree 69 68

7. In class, students review each other’s work and provide each other with helpful advice on how to improve. % Agree-Strongly Agree % Agree-Strongly Agree 49 50

8. When asked, I can explain what I am learning and why.


9. In class, other students take the time to listen to my ideas. % Agree-Strongly Agree % Agree-Strongly Agree 46 45

10. The level of work in classes goes beyond what I thought I was able to do.




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11. The material in class is clearly taught.


12. If I finish my work early, my teacher has me do more challenging work. % Agree-Strongly Agree % Agree-Strongly Agree 46 51

13. My teacher(s) asks me to rate my understanding of what we have learned in class. % Agree-Strongly Agree % Agree-Strongly Agree 39 45

14. To help me understand, my teacher(s) uses my interest to explain difficult ideas to me. % Agree-Strongly Agree % Agree-Strongly Agree 54 55

15. In classes, students work together to help each other learn difficult content. % Agree-Strongly Agree % Agree-Strongly Agree 60 60

16. In classes, students are asked to teach (or model) to other classmates as part of the whole lesson. % Agree-Strongly Agree % Agree-Strongly Agree 57 56

17. Our classes stay on task and do not waste time. % Agree-Strongly Agree % Agree-Strongly Agree 39 40

18. During a lesson, my teacher(s) is quick to change how he or she teaches if the class does not understand. % Agree-Strongly Agree % Agree-Strongly Agree 66 64

19. My teacher(s) encourage us to accept different points of view when they are expressed in class. % Agree-Strongly Agree % Agree-Strongly Agree 79 76

20. I can show my learning in many ways.




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WMS: Parent Surveys

Number of Responses 2015-2016 2016-2017 2017-2018 111 134 121 Percentage of Responses by School from Total WMS 2015-2016 % 2016-2017 % 2017-2018 % 50 43 43 I feel that my child(ren) is safe going to and from school. 2015-2016 % Agree or Strongly Agree





















78 80 81



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82 72 73 On average, my child(ren) spends the following amount of time completing homework nightly: Homework Minutes 2015-2016 % 2016-2017 % 2017-2018 %

No Time 1 4 8 Less than 60 57 48 60 60-90 30 42 23 More than 90 12 7 9 My child(ren) is involved in the following number of extra-curricular clubs, activities, teams annually (list the activities below your answer in the Comments section): After School Activities 2015-2016 % 2016-2017 % 2017-2018 % None 17 23 27 1-2 58 46 53 3-4 17 24 16 5 or more 8 7 4 I believe that the school involves parents in the school community through such activities as parent volunteerism, effective communication, school council meetings, parent/teacher conference opportunities. 2015-2016 % Agree or Strongly Agree












78 77 77



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WMS: MCAS

2018 Grade 5-8 Achievement & Growth: MCAS (DESE Determined Targets) Since as far back as 2007, Wareham Public Schools has been designated as either “Corrective

Action” (2007-2011) or “Level 3/Need of Technical Assistance” (2012-2016) We are now designated, “Not Requiring Assistance or Intervention” (2018)

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Grades 5-8 English Achievement

Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Target All 494.7 494.9 0.2 496.7 693 2 Improved Lowest 470.8 467.4 -3.4 476.1 114 0 Declined High Needs 488.7 489.2 0.5 490.7 427 2 Improved Econ. Disadvantaged

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Spec. Ed 479.5 478.8 -0.6 481.3 169 0 Declined Afr. American 486.1 487.7 1.6 487.7 54 3 Met Hispanic 491.6 489.8 -1.8 493.3 45 0 Declined Multi-Race 487.5 494.9 7.4 489.1 53 4 Exceeded White 496.7 496.3 -0.4 498.8 529 1 No

Change Grades 5-8 Math Achievement

Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Target All 489.1 489.4 0.3 490.9 692 2 Improved Lowest 465.8 466.2 0.4 469.1 114 2 Improved High Needs 483.7 484.5 0.8 485.6 426 2 Improved Econ. Disadvantaged

484.5

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485.9

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Improved

Spec. Ed 477.4 477.6 0.2 479.5 169 2 Improved Afr. American 481.6 482.7 1.1 483.4 54 2 Improved Hispanic 483.0 481.2 -1.8 484.6 45 0 Declined Multi-Race 485.5 484.5 -1.0 487.0 52 0 Declines White 490.7 491.4 0.7 493.0 529 2 Improved

Grades 5-8 English Growth

Group 2018 Mean SGP 2018 Target N Points Target All 51.4 50 651 3 Met Lowest 44.1 50 114 2 Below High Needs 51.2 50 398 3 Met Econ. Disadvantaged 51.1 50 344 3 Met Spec. Ed 51.5 50 140 3 Met African American 45.5 50 51 2 Below Hispanic 47.0 50 34 2 Below Multi-Race 56.7 50 52 3 Met White 51.8 50 504 3 Met

Grades 5-8 Math Growth

Group 2018 Mean SGP 2018 Target N Points Target All 51.8 50 646 3 Met Lowest 44.3 50 112 2 Below High Needs 51.0 50 385 3 Met Econ. Disadvantaged 50.8 50 341 3 Met Spec. Ed 54.9 50 137 3 Met African American 50.2 50 51 3 Met Hispanic 41.2 50 35 2 Below Multi-Race 45.7 50 51 2 Below White 53.4 50 499 3 Met



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Grade 5 and 8 Science MCAS

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Wareham Middle School Improvement Plan Goals 2018-2019 Scholarship: Learning Student Voice: Provide students with opportunities for choice in their learning experiences. Revise curriculum units to provide a growing number of opportunities for student directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. Provide opportunity for teachers to showcase and model lessons that incorporate elements of student voice in their classrooms at curriculum meetings quarterly. Present students with options to choose their learning experiences in four or more settings each year.


Scholarship: Teaching Pedagogy & Learning: Expand the use and effectiveness of differentiated and individualized learning demonstrated in increased mastery or growth on assessments. Provide specific teaching and learning occasions for application of reference sheets, calculators, student centers, graphic organizers, and technology. Engage in professional development to support embedded practices of differentiation. Provide model lessons for observations. Use of math reference sheets by all applicable students. Continue across the curriculum use of METAL grades 4-7.


Scholarship: Assessment & Accountability Planning & Implementation: Review and revise curriculum and assessments. Utilize Data Team meetings to align assessment with student achievement.

• Analyze data gained from biweekly benchmarks in Math • Continue school-wide writing days and collaborative grading of writing

Develop and support an emerging vertical alignment between Minot and the Middle School through:

• pacing guides • cooperative training and professional development • common assessments • differentiation tools and strategies

Revise the Social Studies curriculum to implement the new History frameworks Provide Project Lead the Way experiences for all students grades 3-7. Reorganize the benchmark system in the Math department with a focus on Priority Standards

• Create benchmark system for Art, Music and P.E.



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Engage in professional development to support curriculum changes and revisions.

• Expand training for Project Lead the Way for Science teachers grade 3-7. • Provide professional development for the STEAM teacher in Project Lead the Way -

Energy and the Environment and Launch Modules. • Provide professional development to support the new History Frameworks.

Transforming Defined as: Successes are celebrated. Areas and individuals needing improvement are promptly addressed with supports, expertise, resources and training. Locations and approaches achieving high growth rates are identified and studied for replication. Plans are in place to reevaluate assessment systems at regular intervals to ensure they remain useful and reflect current assessment practices.

Assessment Tools: Ensure that all assessments are mapped to the curriculum to measure desired outcomes, and are part of a balanced system of formative and informal, formative, interim and summative assessments. Reorganize biweekly benchmarks in Math to focus on priority standards for each grade level. Review effectiveness of ELA benchmarks Develop an assessment system for Social Studies Review and revise common assessments for Science Develop a common assessment system for Art, Music and P.E.

Transforming Defined as: A balanced system of formal and informal, formative, interim and summative assessments is in place. All assessments are confirmed to reflect the principles described above. The assessment system is continuously evaluated to ensure it is aligned to the curriculum, and delivers timely, useful and actionable data.

Leadership Establish an Environment of Agency: Create a Respectful, Responsible and Thoughtful culture. Develop and implement disciplinary matrix based on input from parent, staff, and students. Create a differentiated matrix to meet the needs of identified students with social emotional needs. Utilize PBIS strategies (common language, whole class and individualized interventions, coaching, tiered strategies). Provide opportunity for teachers to recognize positive behaviors with Reverse Referrals. Supplement counseling staff with a full time social worker (Gosnold). Provide transparent leadership. Provide opportunities for teachers to recognize each other (OAR cards).

Transformed Defined as: Students are empowered, excited and actively engaged in their own learning and in their community. Almost all learning environments support the mastery of content and skills, as well as encourage global literacy, innovation and risk taking.

Citizenship Build a Collective Vision: Empower, excite, and actively engage students in their own learning and in the community. Reimagine the space currently designated as a library by creating:



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• maker-space • reading nook • meeting area • project based and interdisciplinary learning area

Create multi grade learning experience with Minot and Middle Buddies (M&Ms). Revise curriculum units to provide a growing number of opportunities for student directed work, to make choices, and exercise control over appropriate aspects of their learning experiences. Provide teachers professional opportunities to observe peers. Provide opportunity for teachers to showcase and model lessons that incorporate elements of student voice in their classrooms at curriculum meetings quarterly. Provide opportunity for students to showcase their music and art for their peers and the community.

Transformed Defined as: Allows the organization to grow, evolve and adapt in an inclusive, forward thinking and open cultural environment. The vision is evident throughout the organization in the work, in policies, in plans, and in the everyday language.



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Wareham High School & Cooperative School Mission Statement: Wareham High School will prepare its students for further academic and occupational opportunities, social responsibility, and commitment to community. By maintaining high academic standards through a rigorous course of study, students will be expected to apply effective effort in order to master skills and to value scholarship, citizenship, craftsmanship, and sportsmanship. Students will demonstrate that they are independent and critical thinkers who can make sound judgments and decisions as citizens, consumers, and lifelong learners.

Administrators Mr. Scott Palladino, Principal

Ms. Deborah Freitas, Assistant Principal

Department Chairs Mr. Michael Murray, Humanities

Ms. Kimberly Cavicchi, Math, Foreign Language Mr. Brent Ruter, Science

Ms. Amy Dion, Art, Business, Vocational Ms. Andrea Cannon, Special Education



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Wareham High School & Cooperative School

School Improvement Plan 2017-2018 Analysis-Reflection Scholarship: Learning Connection to Real World: Incorporate the IB DP & MYP Program/philosophy into WHS. Summer training and curriculum work is scheduled. Professional development/planning will continue in the MYP program. Summer work will be done in all content areas during the summer of 2017. Increased use of rubrics in all content areas. Department heads will continue to train staff on proper use of rubrics. Observations will look to document this work as teachers begin to teach. School-wide implementation of “Student Readiness Skill-Building Lessons” - curriculum created by WHS Department Chairs and approved by staff consensus to be delivered 1st week of school to all students. Implementation of Naviance Curriculum - 2 lessons per grade level. Results: Feedback on the SIP survey shows 16% growth in respondents rating WHS in Stage 2 or 3 FY17 to FY18. Many elective and course units were created, edited, and shared districtwide.100% of core course units will be completed by 2020. Over 100 hours of curriculum work completed summer of 2017. 4 half days, 4 early release days, 2 full in-service days dedicated to curriculum work schoolwide. Faculty developed & approved new Analytic Assignment rubric. All portfolio assignments utilize a school-wide rubric. Through implementing Grade 8 portfolios 2018-19, available department meeting time will be used to (re)train staff on use of common rubrics and maintaining and modifying our existing grading documents. Teach Point evidence demonstrates all WHS evaluators formally document relevancy of planning & instruction via “real-world” issues, inquiry questions, and cross-curricular connections in formative and summative reports. Department chairs constructed lessons that staff delivered in the fall of 2017 across all grade levels. A follow-up staff survey indicated an agreement with the lessons’ objectives and preference these be integrated with course curricula. Guidance counselors facilitated at least two lessons for all students in which they introduced the Naviance system. Scholarship: Teaching Pedagogy and Teaching: Curriculum will be assessed and revised as needed. Curriculum, new and revised, adapted to new, universal WPS Curriculum Template. Curriculum incorporating more critical thinking/problem-solving, and real-world application. New/revised curriculum stored digitally in shared Google Docs for staff to access and utilize more readily. Results: Beginning in the summer of 2017 and ongoing throughout the 2017-18 school year, curricula in all content areas was assessed, and either revised, supplemented or created, as needed. Beginning in summer 2017, all new curriculum work completed using the WPS Curriculum Template. Embedded in the template are the following: global context, statement of inquiry, inquiry questions that teachers need to include in the newly created or revised curricula. A number of units have been created using the common planning template and shared with staff. Close to 100% faculty adoption of Google Classroom sites link to ongoing curricula.



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Scholarship: Assessment & Accountability Staff Knowledge & Readiness: Improve assessments by looking to utilize some early release days for more training on assessment and accountability. We will make sure student learning goals and professional learning goals in the evaluation are aligned to the School Improvement Plan. Implement e-portfolio training sessions with all new staff and offer as refresher training for veteran staff. Establish an E-Portfolio Exit Interview Committee to establish new, appropriate guidelines and grading rubric for the Class of 2019 to be presented/shared with students by the end of the year. Results: Ongoing practices: Teachers discuss exemplars to inform instruction via In Dept. Meetings and common prep time. In each department, there are common assessments analyzed to improve performance & planning. Common assessments were modified for individualize students by regular and special education staff. District Improvement Plan aligns with school improvement plan which aligns with department plans. Teachers then utilize these aligned plans to create their own SMART goals for the year. Over a dozen trainings (group & individual) offered to staff at various times throughout the school year. A committee was established and grading guideline was created/shared with the staff for the 2018-2019 year. Leadership Distributive Leadership: Increase site based decision making by providing more leadership and decision-making opportunities for students and staff through School Council, Handbook Committee, Interview Committees, student advisories, and other areas to empower stakeholders. Results: 16% increase FY17 to FY18 on the professional staff survey. Five site-based management committees were established and met 9 times throughout the year. Guides, Advocates, & Manages Cycle of Transformation: Will make sure to have all large- scale projects managed by capable staff and set appropriate timelines for this work. Results: All large- scale projects have a “go-to person” such as site-based management and Student Support Council.



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Wareham High School & Cooperative School: Data Included

School Improvement Plan Faculty Feedback

The purpose of this tool is to have faculty reflect on the Principles and Elements, defined in the Strategic Plan, and identify where they think they are in the planning process.

Professional Staff Survey Data

This survey was developed originally through DESE. They exercised the necessary processes that identified statistically significant questions.

Student Survey

This survey has been given in 2016 and 2018. The questions came from the vetting process demonstrated by DESE. We will take a look again to see if this data is assisting

us in our decisions-making.

Parent Feedback Survey This survey was also developed through DESE. They exercised the necessary processes

that identified statistically significant questions.

Academic Data Legacy MCAS Test results (grade level, school level, achievement, and growth). Legacy

test results for science, Advanced Placement (participation & qualifying scores).



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WHS & Coop: SIP Faculty Feedback Key: P=Planning B=Building T=Transforming

WHS FY16-17 P B T FY17-18 P B T Indicator N=60 N=58 Scholarship: Learning Student Voice 8% 70% 22% 9% 66% 26% Engagement 12% 65% 23% 16% 62% 22% Rigorous 2% 73% 25% 10% 62% 28% Depth & Breadth 8% 67% 28% 9% 66% 26% Flexible & Adaptable 13% 43% 43% 14% 66% 21% Assessment of & for Learning 7% 73% 20% 9% 74% 18% Open-Ended & Self-Directed 13% 68% 18% 17% 69% 14% Connected to Real World 32% 43% 25% 16% 55% 29% Anywhere / Anytime 25% 45% 30% 17% 59% 24% Scholarship: Teaching Teacher Leadership 11% 60% 28% 3% 67% 29% Content Knowledge Pedagogy & Learning 5% 38% 57% 5% 71% 24% Scholarship: Assessment & Accountability

Assessment Tools 12% 63% 25% 9% 57% 34% Staff Knowledge & Readiness 27% 55% 18% 16% 56% 28% Purposes and Beliefs 28% 58% 13% 21% 67% 12% Planning & Implementation 35% 45% 20% 26% 53% 21% Leadership Distributed Leadership 40% 47% 13% 19% 67% 14% Engaged Supportive Community 45% 48% 7% 44% 42% 14% Creates Policies & Practices Structure

25% 57% 18% 25% 60% 16%

Establishes an Environment of Student Agency

30% 57% 13% 28% 63% 9%


40%

50%

10%

28% 67% 5% Citizenship Focus on Students 18% 62% 20% 9% 57% 34% Builds a Trusting, Safe, Supportive Environment

22% 60% 18% 19% 53% 28%

Builds a Collective Vision 37% 48% 15% 28% 60% 12% Actively Employs 21st Century Skills & Resources



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WHS & Coop: Professional Staff Survey Results

Y 2015-2016 2016-2017 2017-2018 N 63 61 68

1. The leadership team builds trusting relationships with staff.

2016 2017 2018

71 77 85


2016 2017 2018

60 72 82

3. There is time allocated for teachers to collaborate and learn from each other. 2016 2017 2018

55 75 79

4. The leadership team promotes a culture that affirms individual differences and promotes diverse materials in instruction.

2016 2017 2018 81 87 93


2016 2017 2018 84 90 91


2016 2017 2018 67 66 81




2016 2017 2018 73 67 74



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2016 2017 2018 77 75 68


2016 2017 2018 69 69 68



2016 2017 2018 79 85 84




2016 2017 2018 75 92 87


2016 2017 2018 69 81 74


2016 2017 2018 74 89 81


2016 2017 2018 73 61 74



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WHS & Coop: Student Survey Results

2016 (N=197) 2018 (N=119)

1. My teacher(s) demonstrates that mistakes are part of learning. % Agree-Strongly Agree % Agree-Strongly Agree 83 81

2. My teacher(s) ask us to summarize what we have learned in lessons. % Agree-Strongly Agree % Agree-Strongly Agree 75 80

3. Students encourage each other to do better work in class. % Agree-Strongly Agree % Agree-Strongly Agree 68 73

4. I am able to connect what we learn in this class in other subjects. % Agree-Strongly Agree % Agree-Strongly Agree 73 76

5. My teacher(s) uses open-ended questions that enable me to think of multiple possible answers. % Agree-Strongly Agree % Agree-Strongly Agree 77 79

6. In discussing my work, my teacher(s) uses a positive tone even if my work needs improvement.


7. In class, students review each other’s work and provide each other with helpful advice on how to improve.


8. When asked, I can explain what I am learning and why. % Agree-Strongly Agree % Agree-Strongly Agree 79 78

9. In class, other students take the time to listen to my ideas. % Agree-Strongly Agree % Agree-Strongly Agree 69 66

10. The level of work in classes goes beyond what I thought I was able to do. % Agree-Strongly Agree % Agree-Strongly Agree 71 74



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11. The material in class is clearly taught. % Agree-Strongly Agree % Agree-Strongly Agree 69 75

12. If I finish my work early, my teacher has me do more challenging work. % Agree-Strongly Agree % Agree-Strongly Agree 52 58

13. My teacher(s) asks me to rate my understanding of what we have learned in class. % Agree-Strongly Agree % Agree-Strongly Agree 49 53

14. To help me understand, my teacher(s) uses my interest to explain difficult ideas to me. % Agree-Strongly Agree % Agree-Strongly Agree 61 59

15. In classes, students work together to help each other learn difficult content. % Agree-Strongly Agree % Agree-Strongly Agree 73 73

16. In classes, students are asked to teach (or model) to other classmates as part of the whole lesson.


17. Our classes stay on task and do not waste time. % Agree-Strongly Agree % Agree-Strongly Agree 62 58

18. During a lesson, my teacher(s) is quick to change how he or she is teaches if the class does not understand.


19. My teacher(s) encourage us to accept different points of view when they are expressed in class.


20. I can show my learning in many ways. % Agree-Strongly Agree % Agree-Strongly Agree 84 88



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WHS & Coop: Parent Feedback

2015-2016 2016-2017 2017-2018 60 89 73 Percentage of Responses by School 2015-2016 % 2016-2017 % 2017-2018 % 28 29 28 I feel that my child(ren) is safe going to and from school. 2015-2016 % Agree or Strongly Agree





















77 86 86



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80 75 79 On average, my child(ren) spends the following amount of time completing homework nightly: Homework Minutes 2015-2016 % 2016-2017 % 2017-2018 %

No Times 5 4 6 Less than 60 37 36 39

60-90 40 42 34 More than 90 18 18 21 My child(ren) is involved in the following number of extra-curricular clubs, activities, teams annually (list the activities below your answer in the Comments section): After School Activities 2015-2016 % 2016-2017 % 2017-2018 % None 18 27 22 1-2 40 33 38 3-4 30 30 31 5 or more 12 10 10 I believe that the school involves parents in the school community through such activities as parent volunteerism, effective communication, school council meetings, parent/teacher conference opportunities. 2015-2016 % Agree or Strongly Agree












78 83 86



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2018 Wareham High School & Cooperative School Achievement & Growth: MCAS (DESE Determined Targets)

Since as far back as 2007, Wareham Public Schools has been designated as either “Corrective Action” (2007-2011) or “Level 3/Need of Technical Assistance” (2012-2016) We are now designated, “Not Requiring Assistance or Intervention” (2018)

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WHS English Achievement

Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Target All 97.2 98.8 1.6 98.7 100 4 Exceeded Lowest 90.5 95.5 5.0 92.6 22 4 Exceeded High Needs 96.7 97.5 0.8 98.8 51 4 Exceeded Econ. Disadvantaged

92.2

99.4

3.2

97.8

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Exceeded

Spec. Ed 95.8 94.6 -1.2 98.3 23 1 No Change

White 97.4 99.2 1.8 99.0 62 4 Exceeded WHS Math Achievement

Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Target All 87.9 91.7 3.8 89.8 99 4 Exceeded Lowest 72.6 75.0 2.4 76.8 22 2 Improved High Needs 84.6 87.5 2.9 86.8 50 3 Met Econ. Disadvantaged

84.4

90.5

6.1

86.8

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Exceeded

Spec. Ed 77.6 79.5 1.9 81.3 22 2 Improved White 91.1 95.1 4.0 93.2 61 4 Exceeded

WHS English Growth

Group 2018 Mean SGP 2018 Target N Points Target All 57.2 50 85 3 Met High Needs 53.2 50 39 3 Met Econ. Disadvantaged 56.8 50 31 3 Met White 58.9 50 54 3 Met

WHS Math Growth

Group 2018 Mean SGP 2018 Target N Points Target All 53.8 50 85 3 Met High Needs 62.1 50 39 4 Exceeded Econ. Disadvantaged 65.3 50 31 4 Exceeded White 53.9 50 54 3 Met

Drop-Out Rate & Advanced Coursework Completion

All Students 2017 Rate % 2018 Rate % Change Target N Points Target Drop-Out Rate 3.0 2.4 0.6 2.7 509 4 Exceeded Advanced Course Completion 33.6 40.8 7.2 39.7 211 4 Exceeded



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Advanced Placement (AP) Result (participants & qualifying scores) AP Comparisons 2017-2018

2017 Participating

2017 Qualifying

2018 Participating

2018 Qualifying

Total # 102 35 111 42 Exams Taken Biology 9 4 16 7 Calculus AB 11 2 6 0 Calculus BC 5 3 11 4 Chemistry 0 0 12 3 English Language Comp. 30 12 0 0 English Literature Comp. 17 5 43 18 Environmental Science 17 8 16 7 Physics 1: Algebra-Based 13 1 0 0 Statistics 0 0 7 3 US History 6 4

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Wareham High School & Cooperative School Improvement Plan Goals 2018-2019

Scholarship: Learning Student Voice: In 2018-19 the Student Council will join the faculty’s Student Culture site-based management committee. These groups will jointly review the student handbook, plan school events, and align select group goals. Use Google Surveys of students to gather data concerning programming, clubs, and other options facing the school. Data and findings will be shared with pertinent stakeholders. Principal will meet with student advisory council bi-weekly; school council has two student members and school committee also has a student representative from the high school. Principal also meets monthly with randomly selected students. Students will choose topic for IB internal assessments. Safeguard the variety and number of course electives offered at WHS via creative scheduling and using student choice to drive course offerings from FY18 to FY19.


Scholarship: Teaching Pedagogy & Learning: By utilizing peer observation protocol: Google forms will be created so that teachers can document each peer observation they observe. One form documents the observation by indicating which teacher and class was observed. This can be used for PD documentation and would be received by department chairs. Teachers will conduct one observation per term and four for the school year. For term 1, we will survey staff to assess effectiveness of the program and revamp accordingly. Continue working with assigned IB Consultant to meet implementation goals. IB- MYP training October 5, 2018 for new staff and anyone who missed initial training. Ongoing curriculum work (interdisciplinary units-one per calendar year - and horizontal and vertical alignment grades 6-10). Complete requirements for application for final verification (training, curriculum) in the 2019-2020 school year to students in grades 6 through 10.


Scholarship: Assessment & Accountability Staff Knowledge & Readiness: Staff will continue to work on completing curriculum work during in-service days throughout the school year. We will review and revise grade 8 curriculum to ensure vertical alignment with the high school. Continue to modify curriculum and assessment to meet the needs of our special education population.

Transforming Defined as: Staff leverages skills and knowledge through collaborative working groups. Coaching is provided to help staff implement and enhance current assessment efforts.



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Leadership Distributive Leadership: Continue to increase site based decision making through monthly meetings concentrating on four areas: (1) Mentoring - student success; (2) Staff Culture- best practices; (3) Student Culture – handbook; and (4) Awards - student recognition. Continuing to provide more leadership and decision-making opportunities for students and staff through School Council, Handbook Committee, Interview Committees, student advisories, and other areas to empower stakeholders.

Transforming Defined as: There is shared responsibility for and commitment among staff, from top to bottom, to the vision and mission, widely visible in strategic planning documents and improvement plans as well as in school activities, signage, slogans and other artifacts.

Establish an Environment of Agency: Learning through activities that are meaningful and relevant to students – IB. Online courses available to allow students to take high interest courses not offered at Wareham High School. Student groups will meet with faculty site based management group monthly. All clubs perform community service (student selected). All athletic teams perform community service (student selected).


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Wareham Public Schools WPS 2021: Strategic & School ... · Strategic and School Improvement Plan...

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