Calais Elementary School

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Principal's Report

Principal's Report February 2016

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Principal and Superintendent’s Report – February 18, 2016

Link to the current Continuous Improvement Plan:

https://docs.google.com/document/d/1nx4WnzFZ0LvWnzzhbCPNnR6AhvXxmp0nl8T2c5xuCQQ/edit Please note that updates from last month will appear in bold.

  1.  Literacy

 

The literacy committee at CES is developing a presentation to include videos of students talking about writing or reading. These videos should give a picture of what our work looks like in action. For the presentation to the board, it would be helpful to have questions from the board about what you are interested to hear about. Are we looking for a scope and sequence or something more specific? The topic of literacy is a broad one and a specific focus would better prepare our committee to deliver a presentation that is a meaningful representation of our program.

Winter assessments are completed for 2016 and this data is being used to inform instruction as well as to assign resources, like literacy specialist Marcy Larrabee, for targeted interventions.

Green text = Action was done and met the plan deadline

Purple text = Action is in process but we will not meet our deadline (text in “Notes” column will explain the delay.)

Red text = Action is not going to be done or the action will not be completed this year (text in “Notes” column will explain why this action will not be done this year)

Action Step

Notes

WCSU Literacy Steering Committee articulates first version of student achievement non-negotiables in writing PreK-12.

8/2015 Completed

WCSU Elementary Literacy Specialists with U-32 support articulates first draft of student achievement non-negotiables in reading PreK-12.

09/23/2015 In Progress, We are close but may not quite make the October deadline.

2/11/16 Still in progress

Administer common assessments as articulated in WCSU local comprehensive assessment plan.

09/23/2015 F&P completed grades 1-3; DRA2 completed grades 4-6; DSA completed grades 1-6; WSCU Phono, Letter/Sound assessment, CAPs assessment to be completed by end of Sept. for Kindergarten – This will be an ongoing process throughout the year

Completed Fall and Winter

Washington Central Leadership Team (WCLT) calibrates observations and conducts walk throughs aligned with 2013 Danielson Framework.

We will need to provide Danielson training for all new teachers – Completed in 8/2015

Ongoing

WCSU Elementary Literacy Specialists analyze data to determine necessary Tier 2 intervention and supports, including “quick start” planning

06/2015 completed

WCSU EST work group will revisit the EST process and make revisions to the process as necessary.

In progress, team re-convened in August 2015 to review. Ongoing progress. Identified need for updates on plans during parent/teacher conferences in November.

Teachers routinely use formative assessment to improve their instruction.

Some teachers routinely use formative assessment. – Identified as an area of focus through writing committee and thru Supervision and Evaluation Ongoing

Find and collate “approaching standard” “meeting standard” and “exceeding standard” benchmarks for all text types and grade levels. Consider the difference between long-term and on-demand pieces.

09/23/2015 some pieces collected 06/2015 and used for summer work at WCSU to provide benchmark writing pieces that meet the non-negotiables at each grade level on each text type grades K-6; not sure we are talking at all about the difference between polished and on-demand pieces per se- Identified as an area of focus through writing committee and thru Supervision and Evaluation. New deadline for benchmark pieces in January 2016. In progress

Use student work analysis protocols to closely examine benchmark pieces. From this process, articulate what constitutes “good writing” at each grade level (possibly include text-type-specific notes) and find/develop a rubric that captures this.

06/2015 Rubrics completed at WCSU level with benchmark pieces in June and prompt schedule identified. Since we will be using the WCSU rubric for those prompts, it seems we do not need to develop a completely different rubric to use other times. Roll out of the new prompts and rubrics will be this fall. Calibration begun in February 2016.

Students and teachers use writing conventions checklist at least once each week - random sampling of formal and informal writing in all content areas; tabulate scores quarterly.

09/23/2015 Checklists are finalized and teachers are using them periodically. Writing Committee is unsure of how to collect/tabulate scores – we don’t want it to be something teachers collect just to report for a deadline. We’d much rather it honestly inform instruction and maybe be reflected on report cards

Prepare summaries of reading and writing data to share on physical or virtual data wall and present to the board 2x per year.

09/23/2015 compiling F&P Reading data now to be ready for Data wall

Engage students in goal setting and reflection in reading and writing at least quarterly.

Ongoing

  1. Mathematics

Our WCSU math steering committee, during February 2016’s in-service time, continued work in grades K-8 on:

  • Developing (and revising) levels of knowing for each non-negotiable skill; 

  • Developing (and revising) scope and sequencing documents with benchmark expectations for October, January, April and June; 

  • Creating, revising and aligning benchmark assessments (using feedback collected from those who piloted assessments). 

    This work will allow us to begin the 2016-2017 school year with a common understanding of what students are expected to know and do at various check points throughout the year. This way we can monitor our students' progress in relation to our non-negotiables, inform our tier 1 (core) instruction, and plan targeted supports. Most importantly, we can report out this progress to students and caregivers in a consistent way.

    Additionally, we are developing a resource guide so that we can put the resources that we are developing in the hands of teachers.

    Winter assessments are completed for 2016 and this data is being used to inform instruction as well as to assign resources, like math interventionist Beth Downing, for targeted interventions.

 

Green text = Action was done and met the plan deadline

Purple text = Action is in process but we will not meet our deadline (text in “Notes” column will explain the delay.)

Red text = Action is not going to be done or the action will not be completed this year (text in “Notes” column will explain why this action will not be done this year)

Action Step

Notes

WCSU Math Steering Committee creates benchmark and summative performance tasks in alignment with WCSU student achievement non-negotiables, grades K-Algebra I.

After June 2015 this work will continue without consultant

Ongoing

Administer common assessments as articulated in WCSU local comprehensive assessment plan

easyCBM will be administered as a universal screener in Grades K-8 in the fall and winter, Fall 2015 complete Winter 2016 complete

Washington Central Leadership Team calibrates observations and conducts walk thrus aligned with 2013 Danielson Framework.

Initial training and continued calibration at WCLT meetings - Ongoing


We will need to provide Danielson training for all new teachers - Complete

EST work group will revisit the EST process and make revisions to the process as necessary.

Ongoing

Teachers routinely use formative assessment to improve their instruction.

Some teachers routinely use formative assessment.

Professional Development scheduled with SU Coach on 12/9. PD on 12/9 focused on common language, common tools, and differentiating lessons to meet individual needs in whole group instruction.

WCSU math coach supports teachers as they align curriculum, instruction and assessment practices.

In progress

Develop and then establish routine student and teacher use of rubric(s) assessing math practice #1. Plan to tabulate overall proficiency at least three times per year.

Ongoing

Establish and follow schedule of number concept/fact fluency assessment administration; plan to tabulate overall proficiency at least three times per year.

Ongoing

Prepare summaries of math data to share on physical or virtual data wall and present to the board 2x per year.

In progress

Engage students in goal setting and reflection in math at least quarterly.

We need to develop a tool for this reflection

Deploy 0.36 FTE math interventionist strategically and effectively; develop protocols for monitoring progress so that effectiveness can be measured.

Beth Downing is performing as a .36 math interventionist, K-3

  1. School Climate

  • The Sixth Grade Service Project is underway with students working on developing proposals that are meaningful, meet a real need in the community, and are realistic projects to accomplish.

  • As part of our PBiS work, we introduced an additional “extra” recess on Wednesday afternoons for students who can demonstrate “extra” work meeting our school expectations of being safe, being kind, and working hard. We are still working out some of the kinks of this process to promote regularly doing the right thing while avoiding it feeling like an additional consequence for students who struggle.

  • This month I asked for students who are interested in representing student voice to apply to participate on our student council leadership team. It is my hope to create an authentic opportunity for students K-6 to offer voice to some of the decisions we make at CES. Ensuring that this team is truly collaborative, representative of each grade, and functions in a way that adds to the positive climate at CES is a big goal and one that makes it all the more challenging to decide which students to pick for this team. Once the team is assembled, we will meet 1-2 times/month throughout the school year.

     

 

Green text = Action was done and met the plan deadline

Purple text = Action is in process but we will not meet our deadline (text in “Notes” column will explain the delay.)

Red text = Action is not going to be done or the action will not be completed this year (text in “Notes” column will explain why this action will not be done this year)

Action Step

Notes

WCSU Social Curriculum Steering Committee reviews behavioral data, identifies trends and considers ways to make improvements.  N-N being created currently

Nearly Complete as of 10/28/15 SEL standards K-12 Completed in February 2016, will roll out to WCSU for feedback

(Elementary only) All teachers new to WCSU attend Responsive Classroom summer institute within their first two years of employment.

Complete

(Elementary only)  Schools that are meeting the criteria for Tier 2 implementation of PBIS will do so; all PBIS schools will continue to use data to support Tier 1 practices across the school.

Complete

All teachers complete mandatory training on bullying and harassment.

Completed by 9/14/15

(High school only) All high school teachers participate in TA training.

n/a

Develop rubric to assess proficiency and growth in resilience. Establish and follow schedule to use rubric in summative fashion 2x per year.

Rolled into N-N work on develop SEL (Social Emotional Learning) standards, nearly complete as of 10/28/15

Develop system for creating a robust, valid measurement of resilience that incorporates multiple types/points of data.

Rolled into N-N work on develop SEL (Social Emotional Learning) standards, nearly complete as of 10/28/15

All sixth grade students successfully complete Sixth Grade Service Project (SGSP).

Targeted to outline for students and families by 12/1/15. Met with students on 12/23/15, parent meeting scheduled for 1/14/15. Students are beginning work on projects 2/15/16

Prepare summaries of behavior, climate, and personal responsibility/interpersonal skills data to share on physical or virtual data wall and present to the board 2x per year.

In progress, our numbers are small enough, especially in Fall, to make individual students easily identifiable. Likely to occur by March 2016

Engage students in goal setting and reflection in resilience at least twice per year.

We need to develop a tool for this reflection

Staff climate - Engage staff regularly in team building and opportunities in staff meeting to address climate

Ongoing

 

 

Principal's Report Jan 2016

E-mail Print PDF

Principal and Superintendent’s Report – January 14, 2016

Link to the current Continuous Improvement Plan:

https://docs.google.com/document/d/1nx4WnzFZ0LvWnzzhbCPNnR6AhvXxmp0nl8T2c5xuCQQ/edit

 

Please note that updates from last month will appear in bold.

  1.  Literacy

Very little time has passed with students in session since our last meeting, keeping this report on updates a little lighter this month. In literacy we are moving towards the January deadlines on our local comprehensive assessments. These assessments and student work will be reflected in late January report cards.

Green text = Action was done and met the plan deadline

Purple text = Action is in process but we will not meet our deadline (text in “Notes” column will explain the delay.)

Red text = Action is not going to be done or the action will not be completed this year (text in “Notes” column will explain why this action will not be done this year)

Action Step

Notes

WCSU Literacy Steering Committee articulates first version of student achievement non-negotiables in writing PreK-12.

8/2015 Completed

WCSU Elementary Literacy Specialists with U-32 support articulates first draft of student achievement non-negotiables in reading PreK-12.

09/23/2015 In Progress, We are close but may not quite make the October deadline.

Administer common assessments as articulated in WCSU local comprehensive assessment plan.

09/23/2015 F&P completed grades 1-3; DRA2 completed grades 4-6; DSA completed grades 1-6; WSCU Phono, Letter/Sound assessment, CAPs assessment to be completed by end of Sept. for Kindergarten – This will be an ongoing process throughout the year

Completed

Washington Central Leadership Team (WCLT) calibrates observations and conducts walk throughs aligned with 2013 Danielson Framework .

We will need to provide Danielson training for all new teachers – Completed in 8/2015

Ongoing

WCSU Elementary Literacy Specialists analyze data to determine necessary Tier 2 intervention and supports, including “quick start” planning

06/2015 completed

WCSU EST work group will revisit the EST process and make revisions to the process as necessary.

In progress, team re-convened in August 2015 to review. Ongoing progress. Identified need for updates on plans during parent/teacher conferences in November.

Teachers routinely use formative assessment to improve their instruction.

Some teachers routinely use formative assessment. – Identified as an area of focus through writing committee and thru Supervision and Evaluation

Find and collate “approaching standard” “meeting standard” and “exceeding standard” benchmarks for all text types and grade levels. Consider the difference between long-term and on-demand pieces.

09/23/2015 some pieces collected 06/ 2015 and used for summer work at WCSU to provide benchmark writing pieces that meet the non-negotiables at each grade level on each text type grades K-6; not sure we are talking at all about the difference between polished and on-demand pieces per se- Identified as an area of focus through writing committee and thru Supervision and Evaluation. New deadline for benchmark pieces in January 2016.

Use student work analysis protocols to closely examine benchmark pieces. From this process, articulate what constitutes “good writing” at each grade level (possibly include text-type-specific notes) and find/develop a rubric that captures this.

06/2015 Rubrics completed at WCSU level with benchmark pieces in June and prompt schedule identified. Since we will be using the WCSU rubric for those prompts, it seems we do not need to develop a completely different rubric to use other times. Roll out of the new prompts and rubrics will be this fall.

Students and teachers use writing conventions checklist at least once each week - random sampling of formal and informal writing in all content areas; tabulate scores quarterly.

09/23/2015 Checklists are finalized and teachers are using them periodically. Writing Committee is unsure of how to collect/tabulate scores – we don’t want it to be something teachers collect just to report for a deadline. We’d much rather it honestly inform instruction and maybe be reflected on report cards

Prepare summaries of reading and writing data to share on physical or virtual data wall and present to the board 2x per year.

09/23/2015 compiling F&P Reading data now to be ready for Data wall

Engage students in goal setting and reflection in reading and writing at least quarterly.

Ongoing

  1. Mathematics

As mentioned in literacy, very little time has passed with students in session since our last meeting, keeping this report on updates a little lighter this month. In math, as with literacy, assessments from our local comprehensive assessments plan are underway to be reflected in our report cards late in January.

Our CES math committee has been working on addressing some of the math goals in our CIP plan with our staff, specifically in the areas of:

  •  Make sense of problems and persevere in solving them

  • students set math goals, the intention of these goals is to help students take charge of their learning and for reporting

 

Green text = Action was done and met the plan deadline

Purple text = Action is in process but we will not meet our deadline (text in “Notes” column will explain the delay.)

Red text = Action is not going to be done or the action will not be completed this year (text in “Notes” column will explain why this action will not be done this year)

Action Step

Notes

WCSU Math Steering Committee creates benchmark and summative performance tasks in alignment with WCSU student achievement non-negotiables, grades K-Algebra I.

After June 2015 this work will continue without consultant

Ongoing

Administer common assessments as articulated in WCSU local comprehensive assessment plan

easyCBM will be administered as a universal screener in Grades K-8 in the fall and winter, Fall 2015 complete

Washington Central Leadership Team calibrates observations and  conducts walk throughs aligned with 2013 Danielson Framework .

Initial training and continued calibration at WCLT meetings - Ongoing


We will need to provide Danielson training for all new teachers - Complete

EST work group will revisit the EST process and make revisions to the process as necessary.

Ongoing

Teachers routinely use formative assessment to improve their instruction.

Some teachers routinely use formative assessment.

Professional Development scheduled with SU Coach on 12/9. PD on 12/9 focused on common language, common tools, and differentiating lessons to meet individual needs in whole group instruction.

WCSU math coach supports teachers as they align curriculum, instruction and assessment practices.

In progress

Develop and then establish routine student and teacher use of rubric(s) assessing math practice #1. Plan to tabulate overall proficiency at least three times per year.

Ongoing

Establish and follow schedule of number concept/fact fluency assessment administration; plan to tabulate overall proficiency at least three times per year.

Ongoing

Prepare summaries of math data to share on physical or virtual data wall and present to the board 2x per year.

In progress

Engage students in goal setting and reflection in math at least quarterly.

We need to develop a tool for this reflection

Deploy 0.36 FTE math interventionist strategically and effectively; develop protocols for monitoring progress so that effectiveness can be measured

Beth Downing is performing as a .36 math interventionist, K-3

  1. School Climate

While little time has passed since our last report, there has been some progress in this area. Largely with the Sixth Grade Service Project (SGSP). This project was outlined with the current sixth grade class in late December. Parents of 6th grade students will be invited in for an informational meeting on 1/14/16 and draft proposals for projects will be due by the end of the month. This schedule gives this year’s class the chance to be a full two months ahead of last year’s timeline offering more flexibility with project choices and longer term community service.

 

Green text = Action was done and met the plan deadline

Purple text = Action is in process but we will not meet our deadline (text in “Notes” column will explain the delay.)

Red text = Action is not going to be done or the action will not be completed this year (text in “Notes” column will explain why this action will not be done this year)

Action Step

Notes

WCSU Social Curriculum Steering Committee reviews behavioral data, identifies trends and considers ways to make improvements.  N-N being created currently

Nearly Complete as of 10/28/15 SEL standards K-12

(Elementary only) All teachers new to WCSU attend Responsive Classroom summer institute within their first two years of employment.

Complete

(Elementary only)  Schools that are meeting the criteria for Tier 2 implementation of PBIS will do so; all PBIS schools will continue to use data to support Tier 1 practices across the school.

Complete

All teachers complete mandatory training on bullying and harassment.

Completed by 9/14/15

(High school only) All high school teachers participate in TA training.

n/a

Develop rubric to assess proficiency and growth in resilience. Establish and follow schedule to use rubric in summative fashion 2x per year.

Rolled into N-N work on develop SEL (Social Emotional Learning) standards, nearly complete as of 10/28/15

Develop system for creating a robust, valid measurement of resilience that incorporates multiple types/points of data.

Rolled into N-N work on develop SEL (Social Emotional Learning) standards, nearly complete as of 10/28/15

All sixth grade students successfully complete Sixth Grade Service Project (SGSP).

Targeted to outline for students and families by 12/1/15. Met with students on 12/23/15, parent meeting scheduled for 1/14/15.

Prepare summaries of behavior, climate, and personal responsibility/interpersonal skills data to share on physical or virtual data wall and present to the board 2x per year.

In progress, our numbers are small enough, especially in Fall, to make individual students easily identifiable. Likely to occur by March 2016

Engage students in goal setting and reflection in resilience at least twice per year.

We need to develop a tool for this reflection

Staff climate - Engage staff regularly in team building and opportunities in staff meeting to address climate

Ongoing

 

 

  1. Other topics that the board needs to know

  • PTNO

 

Upcoming events will likely be a Bingo night and pancake breakfast later in the spring.

  • Air quality update

 

The air quality firm (Crothers Environmental Group) was able to conduct their assessment of our air quality on 12/23/15. The report is attached for review.

  • Board Observations

 

While we are still working on specific dates, the staff was able to generate a list of opportunities to observe student work. Specific dates will be forwarded to the board with at least a week’s notice as we approach these dates.

  • End of February – 3rd grade slide presentation on Environment projects

  • 3/14/16 – All School Pi Night – Math problem solving

  • Spring 2016 – 4th grade community service blood drive

  • April 2016 – 1-2 Science Fair (Vermontivate)

  • May 2016 – 4th grade Science Fair

  • 5/10/16 – All School Concert and Art Show

 

 


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