Overview

This action plan serves the Union Elementary School faculty and staff in their efforts to improve student performance in all areas of the curriculum, and to bring about increased school safety and well-being for all students.

 

The Union Elementary School action planning committee met during 2007 to review a collective vision, describe current realities in relation to relevant indicators and create action steps.  The work that follows is guided by the Montpelier School District Mission & Values:

 

Students will be capable, self-directed, and eager participants in the local, national, and world communities.

 

Values: Student-Centered Education, Excellence, Affordability, Passion, Courage, A Safe, Healthy and Caring Environment.

 

Achievement data (e.g. Developmental Reading Assessment, New England Common Assessment Program), school climate survey results, anecdotal records and the previous action plan, were reviewed in creating this action plan. Although data indicates growth in the areas of reading, writing and mathematics, there is still a need to focus on these to insure that all students (low income students, students with disabilities, English language learners, high achieving students . . . ) achieve academic success.  Furthermore, we continue to believe that it is vitally important to consider school climate and security issues for students and adults in the Union Elementary School community. UES has adopted the Responsive Classroom approach that integrates the social and academic curriculum of teaching, learning and caring.

 

The Union Elementary School action planning committee is comprised of administrators, teachers, parents and community members.  Members of the current team include: Linda Beaupre, Darryl Bloom, Susan Boyer, Pat Collier, Gabi Davis, Bonnie Flanagan, Patty Gaston, Laura McKinstry, Melissa Pierce, and Peter Thoms.

 

It is the responsibility of the Union Elementary School community to understand and  support the action steps so that we can achieve these goals for our students.  The principal will monitor and support the implementation of this action plan.  In so doing, she will work with the assistant to the principal, educational leaders and the School Awareness Team.  Classroom teachers will work individually and with each other in grade level teams, interactive arts teams and vertical instructional teams in order to work towards and accomplish these action steps. 

 

This is a long-term three-year plan and is considered a work in progress. The UES faculty members will use it to guide their work.  The action planning committee will gather at least quarterly in order to monitor implementation and review and revise the plan accordingly.

VISION: All children are engaged in and excited about learning in a safe and healthy school community where they explore ideas and experiences in many different ways.

 

GOAL #1: All students will feel safe and significant in our school environment. Students will develop self-control and self-discipline, and will be responsible for their behavior.

 

FOCUS: School Climate and Security  

 

DATA SOURCES: The fall 2006 school climate survey of students and parents created by the district.

 

CURRENT REALITY:

The following data come from the parent survey:

95% of parents believe their child feels safe at school.

94% of parents feel welcome at school.  

94% of parents feel their child’s teacher creates a positive learning environment.

93% of parents feel the school is a good social experience for their child.         

92% of parents feel behavior expectations are clear.

89% of parents see evidence that their child is learning in many different ways.

83% of parents feel they can bring their concerns to the principal.    

 

ACTION STEPS:

NB: Action steps are ongoing unless a specific date is attached to the step. Action Steps are aligned with the Ends Policies when they involve students.

Ø    Survey parents, teachers and students annually.

Ø    Continue professional development in Responsive Classroom for faculty & staff.

Ø    Provide training in Responsive Classroom for substitute teachers, parents, playground supervisors, After School Program, and Community Connections. Train parent volunteers in confidentiality, diversity and accountability procedures.

Ø    Train substitutes in confidentiality, Responsive Classroom, diversity and accountability procedures.

Ø    Continue long-term relationships with students and teachers through looping configurations K-1, 2-3, 4-5.

Ø    Continue efforts to provide a safe, clean and well-maintained building.

Ø    Create opportunities for students to work individually or in small groups with Interactive Arts teachers.                                                                        (2,4)

Ø    Principal will consult individually with Interactive Arts teachers to examine parent and student surveys as well as nurse and behavior data and to create individual plans for developmentally appropriate curriculum review. 

Ø    Create avenues for including student voice, student choice, and curriculum integration.                                                                          (3,4,5)

Ø    Integrate bully, teasing & harassment curriculum into the classroom.     (3)

Ø    Develop system level responses to kids responses re: “respecting each other.”                                                                                                             (3)

Ø    Train staff in bias and racism awareness. 

Ø    Execute transition from the Student Support Center Model to the new Pathways proactive discipline model.

Ø    Re-evaluate the social studies curriculum to include personal development standards.

Ø    Develop a therapeutic classroom for emotionally and behaviorally disabled students so that they may learn strategies for self-regulation and experience academic success.                                                                         (1,3)

 

Student Voice:   

Ø    Students develop classroom rules annually                                                (3,5)      

Ø    Morning Meeting held daily in every classroom with full community involvement.                                                                                              (3 &5)

Ø    Develop all-school rules with student representatives from each classroom. Convene a Rules Congress annually.                                    (3)

Ø    Establish a student advisory team (5^th grade) to meet with the principal bi-monthly to give input and feedback.                                                         (3,5)

Ø    Establish a 4^th & 5^th grade leadership service learning program.    (1,2,3,4,5)

Ø    By 2010 all students will participate in an annual service-learning project.

                                                                                                                      (1,2,3,4,5)

 

 

 

 

 

 

 

VISION: All children are engaged in and excited about learning in a safe and healthy school community where they explore ideas and experiences in many different ways.

 

GOAL #2: Students are competent and confident readers, writers, communicators, problem solvers, and creators, able to comprehend a variety of texts, analyze problems and apply their knowledge across a variety of settings in academic and artistic disciplines.

 

FOCUS: All students will achieve academic success

 

DATA SOURCES: Developmental Reading Assessment (DRA), Primary Observation Assessment (POA), Kindergarten screening in mathematics and literacy, New England Common Assessment Program (NECAP), Qualitative Reading Inventory (QRI) and the Montpelier Literacy and Mathematics Profiles as well as parent and student surveys.

 

ASSESSMENT NEEDS IDENTIFIED BY DATA: In the areas of reading and mathematics, the NECAP results in grades 3 through 6, and in the area of writing the NECAP results at the 5^th grade level, indicate that improvement is needed. The data show a gap in achievement for students who receive free & reduced lunch assistance. Vermont will pilot the science NECAP in 2008.

 

CURRENT REALITY:

Ø    The New England Common Assessment Program NECAP for grades 3, 4, and 5 was given in the fall of 2005, 2006, and 2007. Significant gains were made by students with low socio-economic status (SES) from 2005 to 2006. Results from the 2007 tests should be available in February.

Ø    The Mathematics and Literacy Profiles were used for all students K – 5  during the 2006-2007 school year to set a base line for data.

Ø    In the Accountability System required by state and federal law, UES met Adequate Yearly Progress (AYP) on NECAP assessments in mathematics, and reading in 2005 and 2006.

Ø    The percentage of all students who achieved or exceeded the standard in writing was 54% (statewide, all students, 49%) on the fall 2006 NECAP compared to 42% on the fall 2005 NECAP.

 

 

Ø     The percentage of all students who met or achieved the standard on the fall 2006 reading NECAP was 77% (statewide, 68%) compared with 61% in the fall of 2005.

Ø    The percentage of all students who met or achieved the standard on the fall 2006 Mathematics NECAP was 77% (statewide, 68%) as compared to 61% in the fall 2005. 

Ø    It is worth noting that in every area reported above, the percentages of UES students achieving in the “Proficient with Distinction” category (that is, those who exceeded the standard) were significantly higher than statewide levels. 

Ø    63% of parents feel the school offers a satisfactory music program.

Ø    63% of parents feel the school offers a satisfactory art program.        

 

TARGETS FOR INCREASED STUDENT PERFORMANCE:

(MPS Indicators)

Ø    90% of students will achieve 80% of the math profile by 2010.

Ø    100% of the students will be evaluated on the literacy profile by 2008

Ø    100% of the teachers will employ a formative assessment and 2 of the following best practices:  multiple strategies, genuine questions, worthwhile tasks, wait & think time, exit cards, traffic lights by 2008

 

Please note that NECAP results are only one indicator of how UES students are learning.

Ø    The percentage of all students who achieve or exceed the standard in NECAP writing will be 57% on the fall 2007 test.

Ø    The percentage of all students who achieve or exceed the standard in NECAP reading will be 80% on the fall 2007 test.

Ø    The percentage of all students who achieve or exceed the standard in NECAP math will be 80% on the fall 2007 test.

 

ACTION STEPS:

NB: Action steps are ongoing unless a specific date is attached to the step. Action Steps are aligned with the Ends Policies when they involve students.

 

Ø    Educational Leaders will be focusing on Formative Assessment training for faculty and staff.

 

Mathematics:      

Ø    Survey annually for student and parent satisfaction.                                            

Ø    Hold regular meetings with grade level/interactive arts teams, vertical instructional teams and Educational Leaders to implement the action plan. (ongoing, Principal/Director of Educational Services)                            

Ø    Create opportunities for teachers to observe one another and have dialogues about teaching, learning and team teaching. (ongoing, Principal) Offer course work on differentiated instruction and/or create study groups. (ongoing, Principal/Director of Educational Services)       

Ø    Continue student supports before school such as Homework Club and first grade game club.                                                                                        (1)

Ø    Pilot supplemental math services K – 5 (flexible groupings, direct instruction).  (Look into piloting a start of school for all students at 8:15 in order to add one-half hour per day for supplemental services in math and literacy. 8:45 – 9:15 could be used for this time.)

Ø    Continue participation in the Continental Mathematics League.         (1,2,5)

Ø    Students will have one hour of mathematics instruction daily and 30 minutes of problem solving each week.                                                (1,2,5)                

Ø    Teachers will look and use prior year’s profiles for students who have not mastered 25% of the current profile.

Ø    Adopt and utilize the new edition of the EveryDay Math program

Ø    Each mathematics class should begin with 5 to 7 minutes of an oral Mahesh Sharma type counting and fact review.

Ø    Grade level teams will choose three common math problems to create local benchmarks.

 

Writing:

Ø    Add fifteen minutes of writing prompts two or three times a week. Begin process of creating local benchmarks. (2008 – 09)

Ø    Teachers calibrate, share and use state benchmarks for writing portfolio pieces.

Ø    Teachers integrate writing across the curriculum. All teachers teach problem solving by requiring students to write mathematical problems. (2008-09)

Ø    Assure that each class has an uninterrupted one and a half hours per day for a literacy block.

 

Science:

Ø    Develop Science grade level objectives. (2006 – 07)

Ø    Provide professional development opportunities for teachers in inquiry-based science. (Vermont Science Initiative) (2007-08).

Ø    Provide resources for implementation of inquiry-based science, i.e.: purchase science kits that allow for hands-on exploratory science. (Ongoing)

Ø    Pilot the NECAP Science assessment. (May 2008).

 

Social Studies:

Ø    Develop Social Studies grade level objectives. ( 07-08)

 

Technology Integration:

Ø    5^th grade art, music, and library classes will integrate technology into the curriculum. Students in music will investigate Garage Band, students in art will take a virtual tour of the Metropolitan Art Museum, and students in library will learn internet research skills.                                          (1,2,4,5)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A

 

Ø    The percentage of males who met or achieved the standard on the fall 2006 reading NECAP was 72% (statewide, males 63%) compared with 61% in the fall of 2005.

Ø    The percentage of females who met or achieved the standard on the fall 2006 reading NECAP was 81% (statewide, females 73%) compared with 76% in the fall of 2005.

Ø    The percentage of low-income students who achieved or exceeded the standards in NECAP reading: fall 2006 60% (statewide, low-income, 50%) compared to 55% in the fall of 2005.

 

Ø    The percentage of males who met or achieved the standards on the fall 2006 writing NECAP was 52% (statewide 49%) compared with 23% in the fall of 2005.

Ø    The percentage of females who met or exceeded the standard was 57% on fall 2006 writing NECAP (statewide females, 59%) compared to 62% in the fall of 2005 writing NECAP.

Ø    The percentage of low-income students who achieved or exceeded the standards in writing:  fall 2006 writing NECAP was 50% (statewide, low-income, 32%) compared to 28% in the fall of 2005.

 

Ø    The percentage of males who met or achieved the standard on the fall 2006 math NECAP was 77% (statewide, males 64%) compared with 61% in the fall of 2005.

Ø    The percentage of females who met or achieved the standard on the fall 2006 math NECAP was 77% (statewide, females 64%) compared with 61% in the fall of 2005.

Ø    The percentage of low-income students who achieved or exceeded the standards in NECAP math: fall 2006 62% (statewide, low-income, 46%) compared to 61% in the fall of 2005.

 

Ø    The percentage of non-low-income students who achieved or exceeded the standards in NECAP writing: fall 2006 58% (statewide, non low-income, 55%) compared to 47% in the fall of 2005; in NECAP reading: fall 2006, 83% (statewide, non low-income, 76%) compared to 74% in the fall of 2005; in NECAP math, 83% (statewide, non low-income, 71%) on fall 2006, compared to 86% in the fall of 2005.