Calais Elementary School

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Principal's Report

Principal's Report September 2014

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Principal and Superintendent’s Report – September 22, 2014

Link to the current Continuous Improvement Plan: https://docs.google.com/document/d/1h9mfTofFfdiiUqc6OkdIMZ-GArTWzqpSkTXc3Xinl3o/edit?usp=sharing

  1. Literacy

The CES Writing Committee has been hard at work creating writing prompts, instructional calendars that allow for flexibility at each grade level, and determining how we will score writing prompts.  Up next, as you’ll read in the CIP update section, is to begin work on a scope and sequence, and assessment and tracking system for writing conventions.  Teachers have begun administering pre-instruction writing prompts; we are looking forward to using this baseline to inform instruction and measure student progress.

The elementary school reading specialists have been working since the start of the school year to develop and then lead a training on the administration of the Fountas and Pinnell Benchmark Assessment (F&P).  This training will result in better calibrated scores and therefore more valid and reliable data.  Calais classroom teachers and special educators participated in this training on the morning of Wednesday, September 17th.  We are thrilled to have teachers leading this work.

The CIP indicators for September 1, 2014 are listed below. More information about the action steps planned and completed for literacy can be found on pages 9-13 of the CIP.  It is worth noting that we have completed four of our literacy action steps (indicated by gray cells in the plan)!

Italic text = indicator that was not met.

Underlined   text = indicator that was carried forward from previous benchmark date.

Text in “Did We Make It?” column will be bold   if indicator has been met.

Indicator

Did We Make It?

By   September 1, 2014

A.      Documented scope and sequence for basic computer   skills and typing in grades 2-6 for the 2014-2015 school year (to ensure we   have a plan for minimum SBAC readiness).

B.       All   School Writing Prompt purpose statement written and adopted by staff.

C.       Students   assigned to reading booster groups with the reading specialist based on   May/June F&P scores and teacher observations.

D.     Plan for creation   of the following documented:

1.        All   nine K-6 writing prompts and finalized rubrics.

2.       Coherent,   comprehensive K-6 computer skills and typing scope and sequence.

3.        Coherent,   comprehensive K-6 writing conventions scope and sequence.

A.      No. New deadline is 9/30. Jill is working on a   proposal that will then be shared with staff for feedback.

 

B.       Yes.   Statement is: “Assessment results have shown   that Calais students need to improve their writing skills. This need inspired   the creation of the school-wide prompt initiative. The purpose of the writing   prompt system is to evaluate the effectiveness of writing instruction and to   assess student progress in writing. We are committed to providing time for   teachers to use assessment data to plan next steps in instruction. The   committee will provide a schedule for teaching the three text types   (narrative, informational, and opinion). The prompt system provides students   with practice with on-demand student writing.”

C.       Yes. Marcy has been meeting with some groups since the   first week of school.

D.     Somewhat.

1.        Prompts and schedule are written; staff has agreed to use   rubrics originally adopted in 2012-2013 school year.

2.       Writing   committee will discuss and create this plan on Sept. 24th and/or Oct. 8th.

3.        Writing   committee will discuss and create this plan on Sept. 24th and/or Oct. 8th.

  1. Mathematics

The CES Math Committee has been hard at work creating all the materials and electronic files for a system to assess and track fact fluency and number concept K-6.  Those materials are all finished and will be shared with the staff at our October 1st staff meeting.  In the intervening weeks, committee members plan to begin using the tools so they can show their colleagues what data the tools generate, and how they use that data to plan whole class instruction and individual or small group intervention.  This crew has also completed a place value intervention binder that includes a diagnostic assessment, simple forms for tracking the instruction provided with student progress, and a coherent sequence of lessons, (materials like recording sheets and cards are even included in this resource!)  This binder and some completed lesson sheets will be shared with staff at the October 1st meeting as well.

The CIP indicators for September 30, 2014 are listed below.  More information about the action steps planned and completed for mathematics can be found on pages 19-22 of the CIP.  It is worth noting that we have completed three of our mathematics action steps (indicated by gray cells in the plan)!

Indicator

Did   We Make It?

By   September 30, 2014

A.      Finish K-6 fact fluency/number sense trackers.

B.       Fact   fluency/number sense trackers in use

C.       First   version of intervention forms and procedure created.

D.      Math   practice assessment tool and schedule created.

A.      Yes.   Math Committee finished these at 9/10 mtg. Kate has set aside time to show   these tools and establish administration schedule with math teachers not on   Math Committee.

  1. School Climate

We are off to a great start!  Universal PBIS systems are in place, including consistent school-wide expectations (Be Safe, Be Kind, Work Hard), to recognize and reinforce expected behaviors, and explicit teaching of expected behavior in all school settings, and going is well. An area of expansion for this has been the buses.  We have met with each group of bus riders to go over what it looks like and sounds like to be safe, be kind, and work hard on the bus.  We are particularly excited about our work on the bus because the aforementioned meetings, and much of the work during the actual bus runs, are being led by sixth graders.  It’s been great to find this meaningful leadership opportunity and to have students step up so confidently and effectively into their role.

The CIP indicators for September 1, 2014 are listed below. More information about action steps planned and completed for literacy can be found on pages 9-13 of the CIP.  It is worth noting that we have completed four of our literacy action steps (indicated by gray cells in the plan)!

Indicator

Did   We Make It?

By   September 1, 2014

A.      Updated crisis plan complete and distributed.

B.       Climate   survey administered and results analyzed

C.       PBIS   refresher/updates meeting held during August in-service.

D.      Tier   2 supports up and running for students determined to be in need in June 2014.

E.       Revised   discipline section of family and staff handbooks that clearly explains both   tiers of PBIS.

F.       1-2   teachers have schedule and system for co-planning and other collaboration in   place.

A.      Somewhat.   Staff trained in updates to all existing plans during Aug. in-service. New   procedures including off-site evacuation and response to threat when students   are outside still needed. New procedures to be written and distributed by   9/30.

B.       Yes.   Initial analysis is complete. There is certainly room for more thorough   analysis and action planning, but there are no glaring trends requiring big   changes to this document or other plans.

C.       Yes.   ODRs (behavior report forms) are being completed frequently and   appropriately. Coins are being distributed; school is on track for first   celebration. Coins have been brought onto buses with the help of student   leaders this year!

D.      Yes   and no. Most students were exited; those who were not are not showing same   patterns of behavior thus far. Tier 2 supports are being established for some   students who had not previously received this level of programming.

E.       Yes.

F.       Yes.   Most other “grade neighbor teams” do as well.

Buried in the Action Steps section of our School Climate goal is the following commitment: “Form a committee of staff members and parents to investigate more reliable (less weather-dependent) Fun Fitness Friday models.”  FFF Coordinator Liz Knapp and Marissa met over the summer to begin this conversation.  It was quickly determined that they need information and input from all students and families – both to be sure that we’d tapped all the creative problem solving minds out there, and to know the priorities and needs of the students the program serves.  Accordingly, a survey was sent out with the newsletter on Friday, September 12th.

  1. Other Curricular Areas
  2. Spanish

After a very promising candidate fell through in the first week of school, we have had no new applicants for the position.  Given the reality of the situation, Marissa met with Carol Amos and Jen Miller-Arsenault to brainstorm creative solutions to the vacancy problem faced by both CES and Berlin Elementary School.  With the goal of maintaining and perhaps even reinvigorating interest in the Spanish program, we are pursuing and expecting to be able to implement the three following pieces of programming:

  • Weekly Spanish morning meetings to be planned by Spanish teachers in other schools and led by classroom teachers in our schools;
  • Lessons or projects to be planned and led by advanced Spanish students at U-32; and
  • An artist in residence to bring in cultural studies and experiences.
  1. Other
  2. Supervision and Evaluation Update

The Association has voted to adopt the 2013 edition of the Danielson Framework for Teaching as the rubric that will be used to evaluate teachers.  All WCSU teachers were trained in understanding and using this rubric to reflect on and improve their practice during an August in-service day.  We are thrilled to be using this research-based tool!

Seven teachers are in a summative evaluation year.  About half of these are teachers who are in their first or second year in WCSU.  The first deadline in the summative cycle of the Blue Ribbon process is September 30th.  Teachers must submit a self-scored rubric to Marissa by this date.  Marissa and the teacher must then conference to discuss the teacher’s self-evaluation and goals for the year by October 15th.

Teachers in a goal setting and peer- or self-reflection year must submit their goals to Marissa by September 30th.  Marissa and those teachers must conference to discuss the goals and how they will be achieved and measured by October 15th.

Teachers have been informed of these deadlines via email.  Additionally, each teacher has been emailed to verify their current Blue Ribbon cycle.  In these emails, Marissa provided links to or copies of each of the documents folks will need throughout the year.

  1. Principal Goals

Marissa has identified the following goals for the 2014-2015 school year:

Goal

Rationale

Meet   at least 85% of the CIP indicators by the end of the school year.

We   have written a VERY ambitious plan.  Last year we met about 60% of our   objectives, so 85% would be a big jump.  We are doing well in terms of either meeting   on time or meeting within a month or so for each indicator.  The 85% goal feels like an ambitious, but   still feasible target.  I have added   structures, like including a “CIP Spotlight” for each Monday Memo to help   make this jump in completion rate possible.

Complete   at least five 10-20 minute walk-throughs each week, October-May.

Just   as with students, frequent feedback is one of the best ways to help teachers   continuously grow. Further, growth is rewarding and keeps teachers feeling   good about and committed to their work. This is typically a feasible, weekly   time commitment once we have settled into routines in October, and until we   start wrapping up the year in June.

Seek   more feedback and input from families, particularly around elements of school   programming, such as: FFF, after school clubs, and volunteer opportunities   that are not highly regulated by state and federal rules.

Meaningful   involvement from a wide range of parents is something our small, community   school strives for. In my work with families this year, particularly around   the programming referenced to the left, I hope to be more proactive and   effective in bringing in all voices this year.

 

Principal's Report August 2014

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Principal and Superintendent’s Report – August 25, 2014

Link to the current Continuous Improvement Plan: https://docs.google.com/document/d/1h9mfTofFfdiiUqc6OkdIMZ-GArTWzqpSkTXc3Xinl3o/edit?usp=sharing

  1. Literacy

As noted in June, three teachers attended workshops to learn new strategies for teaching literacy. We are looking forward to learning from their experiences in the coming school year.

The CES writing committee met during June in-service and the Continuous Improvement Plan has been updated to reflect their work. The committee will meet again for a three hour meeting on Friday, August 22nd. They will focus on creating final products like prompts and rubrics. We are excited to dig in and get finished materials distributed at the very start of the year! There will be time immediately following committee meetings that day for staff members to share their work with colleagues.

The CIP indicators for June 30, 2014 and September 1, 2014 are pasted below. More details about the work done in June can be found on pages 8 and 9 of the CIP.

Indicator

Did We Make It?

By June 30, 2014

A.       Assessment   results passed on to next grade teacher in all relevant cases

B.       Documented scope and sequence for basic computer skills and   typing in grades 2-6 for the 2014-2015 school year (to ensure we have a plan   for minimum SBAC readiness)

C.       Administer   and analyze results of tool to measure joy and confidence in reading and   writing

D.    Summer reading program in place

A.    Yes. Transition meetings held during   in-service.

B.    No. New deadline is 9/15.

C.       Yes.   Sort of at least; climate survey administered. Results show that students are   more confident in reading than in writing.

D.      Yes.   School-wide goal of reading 103,645 minutes. Option to log online or on paper - clearly shared in   person at Literacy Night and via papers sent home.

By September 1, 2014

A.       All   School Writing Prompt purpose statement written and adopted by staff

B.       Students   assigned to reading booster groups with the reading specialist based on   May/June F&P scores and teacher observations

C.       Plan   for creation of the following documented:

1.        All   nine K-6 writing prompts and finalized rubrics

2.        Coherent,   comprehensive K-6 computer skills and typing scope and sequence

3.        Coherent,   comprehensive K-6 writing conventions scope and sequence

  1. Mathematics

As noted in June, three teachers attended the math lab school with Mahesh Sharma this summer. As we forge ahead with school-based and SU-wide math work, students and teachers will benefit greatly from having engaged in this common professional development experience.

Also over the summer, the WCSU Math Steering Committee met to review several options for an SU-wide math assessment. The committee came to a clear preference and are excited that an SU-wide assessment should be in use in the coming months. The CIP has been updated to reflect the WCSU Math Steering Committee’s leadership of this project.

Like the writing committee, the CES math committee met in June and will do so again on August 22nd. They too will focus on creating ready-to-use products to share with colleagues later in the day.

The CIP indicators for June 30, 2014 and September 30, 2014 are pasted below.

Indicator

Did We Make It?

By June 30, 2014

  1.   Finish K-6 fact fluency/number sense trackers
  2.   Administer   and analyze results of tool to measure joy and confidence in math
  3.   No. Kate and Marissa to make new timetable on 8/8/14
  4.   Yes.   Partially at least; climate survey administered. Results show that math   confidence falls between that for reading (highest) and writing (lowest).

By September 30, 2014

  1.   Fact   fluency/number sense trackers in use
  2.   First   version of intervention forms and procedure created
  3.   Math   practice assessment tool and schedule created
  1. School Climate

Like their colleagues on the math and writing committees, PBIS Leadership Team members met in June to plan for the coming year and will spend three hours on August 22nd creating the documents and other tools needed to hit the ground running with both our Tier 1 and Tier 2 programming.

The CIP indicators for June 30, 2014 and September 1, 2014 are pasted below.

Indicator

Did We Make It?

By June 30, 2014

  1.   May   & June SWIS (behavior) data distributed and analyzed
  2.   Staff   feedback on PBIS (Tiers 1&2) and suggestions for next year solicited and   analyzed
  3.   Tentative   plan in place for each student receiving Tier 2 supports for August 2014
  4. Updated crisis plan complete and distributed
  5.   1-2   parent info night for current K and 1st grade parents hosted in late   May/early June
  6.   Yes.   Results not terribly informative given late start to tracking minor problem   behaviors.
  7.   Partially.   Many surveys administered throughout year - feelings are generally positive   with some sticking points around recognition system and celebrations.
  8.   Yes.
  9. No. Deadline pushed back to start of 14-15   school year. New plans to be distributed and discussed during August   in-service.
  10.   Yes.   Held on 6/4/14

By September 1, 2014

A.       Climate   survey administered and results analyzed

B.       PBIS   refresher/updates meeting held during August in-service

C.       Tier   2 supports up and running for students determined to be in need in June 2014

D.    Revised discipline section of family and staff   handbooks that clearly explains both tiers of PBIS

E.       1-2   teachers have schedule and system for co-planning and other collaboration in   place

Marissa has begun analyzing data from the climate survey administered in May 2014, asking the question, “How do current results compare to those from the fall of 2011?” Thus far, it appears that students, staff members, and families have generally positive feelings about school. The data also shows that families and staff members are feeling significantly better about many areas in which they had significant concerns in the fall of 2011. The analysis below can also be found via a link in the CIP.

Student Surveys

Quantitative analysis comparing previous years’ data to the 2014 results is made difficult by the change in scale and in questions on the most recent edition. Accordingly, exact wording of questions and results are reported to allow for more qualitative discussion.

The mean responses to the five highest scoring questions of the 2011 student survey are reported in the left column (2009 responses are in parentheses). The 2014 question most similar to each 2011 question and its results are reported in the center and right columns.

2011 (Grades 2-6, 74 total)

1 = strongly disagree

5 = strongly agree

2014 (Grades 3-6, 58 total)

1 = not at all

2 = some of the time

3 = most of the time

4 = all of the time

2014 (Grades 1-2, 29 total)

1 = yes

2 = no

3 = I don’t know

1. “My teacher treats me with respect.” 4.38   (4.37)

“My   teacher treats me with respect.” 3.74

1 = 0%, 2 = 2%, 3 = 23%, 4 = 75%

“My   teacher treats me with respect.”

1 = 100%

2. “My teacher is a good teacher.” 4.62 (4.36)

“I get the help I need   at school to be successful.” 3.24

1 = 0%, 2 = 7%, 3 = 44%, 4 = 49%

“I get the help I need   at school to be successful.”

1 = 79%, 2 = 7%, 3 = 14%

3. “I am a good student.” 4.41 (4.45)

“I am a good student   in:”

1. Reading = 86%

2. Writing = 76%

3. Math = 74%

4. Science = 66%

5. Social Studies =   64%

6. Art = 84%

7. Music = 69%

8. Spanish = 43%

9. Gym = 79%

10. Library = 66%

“I am a good student   in:”

1. Reading = 100%

2. Writing = 86%

3. Math = 83%

4. Science = 72%

5. Social Studies =   48%

6. Art = 97%

7. Music = 93%

8. Spanish = 59%

9. Gym = 97%

10. Library = 90%

4. “I read well.” 4.37 (4.34)

See above

See above

5. “My family believes I can do well in school.   4.54 (4.64)

“My parents think that   school is important.” 3.88

1 = 0%, 2 = 0%, 3 = 12%, 4 = 88%

“My parents think that   school is important.”

1 = 90%, 2 = 0%, 3 = 10%

The mean responses to the four lowest scoring questions of the 2011 student survey are reported in the left column (2009 responses are in parentheses). The 2014 question most similar to each 2011 question and its results are reported in the center and right columns.

2011 (Grades 2-6, 74 total)

1 = strongly disagree

5 = strongly agree

2014 (Grades 3-6, 58 total)

1 = not at all

2 = some of the time

3 = most of the time

4 = all of the time

2014 (Grades 1-2, 29 total)

1 = yes

2 = no

3 = I don’t know

“When I am at school, I feel I have fun   learning.” 3.46 (3.77)

“When   I am at school, I have fun learning.” 2.64

1 = 7%, 2 = 36%, 3 = 43%, 4 = 14%

“When   I am at school, I have fun learning.”

1 =   61%, 2 = 25%, 3 = 14%

“I have freedom at this school.” 3.35

No similar question.

No similar question.

“I feel I have choices in what I learn.” 2.79   (3.26)

“When I am at school,   I have choices in what I learn.” 2.36

1 = 5%, 2 = 60%, 3 = 28%, 4 = 7%

“When I am at school,   I have choices in what I learn.”

1 = 72%, 2 = 14%, 3 = 14%

“I am challenged by the work my teacher asks me   to do.” 3.27 (3.41)

“I am challenged by   the work my teacher asks me to do.” 2.56

1 = 4%, 2 = 44%, 3 = 46%, 4 = 7%

“I am challenged by   the work my teacher asks me to do.”

1 = 59%, 2 = 21%, 3 = 21%

 

Family Surveys

The mean responses to the three highest scoring questions of the 2011 parent survey are reported in the left column (2009 responses are in parentheses). The 2014 question most similar to each 2011 question and its results are reported in the right column.

2011 (49 total)

1 = strongly disagree

5 = strongly agree

2014 (47 total)

1 = strongly disagree

5 = strongly agree

“I feel welcome at my child’s school.” 4.43   (4.41)

“I feel welcome at my child's   school.”4.54

1 = 0%, 2 = 0%, 3 = 2%, 4 = 41%, 5 = 57%

“I support my child’s learning at home.” 4.59   (4.51)

“I support my child's   learning at home.” 4.74

1 = 0%, 2 = 0%, 3 = 0%, 4 = 26%, 5 = 74%

“I feel good about myself as a parent.” 4.53   (4.35)

“I feel good about   myself as a parent.” 4.57

1 = 0%, 2 = 0%, 3 = 0%, 4 = 43%, 5 = 57%

The mean responses to the five lowest scoring questions of the 2011 parent survey are reported in the left column (2009 responses are in parentheses). The 2014 question most similar to each 2011 question and its results are reported in the right column. It is worth noting that mean scores went up in all five areas in 2014; an improvement in the mean score of 0.5 or more is indicated by a green cell.

2011 (49 total)

1 = strongly disagree

5 = strongly agree

2014 (47 total)

1 = strongly disagree

5 = strongly agree

“There is adequate supervision during school.”   3.9 (3.81)

“There is adequate   supervision during school.” 4.55

1 = 0%, 2 = 0%, 3 = 6%, 4 = 32%, 5 = 62%

“Students show respect for other students.”   3.78 (3.65)

“Students show respect   for other students.” 4.22

1 = 0%, 2 = 2%, 3 = 11%, 4 = 50%, 5 = 37%

"The school meets the social needs of the   students.” 3.78 (3.78)

“The school meets the   social needs of the students.” 4.30

1 = 0%, 2 = 2%, 3 = 6%, 4 =51%, 5 = 40%

“I like the school’s report cards/progress   report.” 3.69 (3.53)

“I like the school's   report card /progress report.” 4.06

1 = 0%, 2 = 11%, 3 = 17%, 4 = 28%, 5 = 45%

“The school’s assessment practices are fair.”   3.9 (3.81)

The school's   assessment practices are fair.” 4.35

1 = 0%, 2 = 2%, 3 = 4%, 4 = 50%, 5 = 43%

Staff Surveys

The mean responses to the nine highest scoring questions of the 2011 staff survey are reported in the left column (2009 responses are in parentheses). The 2014 question most similar to each 2011 question and its results are reported in the right column. The scale was adjusted to no longer include neutral as an option in 2014. Accordingly, mean scores in 2014 are expected to be lower. A mean of 4.0 in 2014 indicates 100% of respondents “strongly agree” while a mean of 4.0 in 2011 indicates that respondents “agree.”

2011 (24 total)

1 = strongly disagree

5 = strongly agree

2014 (27 total)

1 = strongly disagree

2= disagree

3=agree

4 = strongly agree

5= not applicable

“I feel that learning can be fun.” 4.71 (4.63)

No similar question.

“I love seeing the results of my work with   students.” 4.63 (4.67)

No similar question.

“I believe every student can learn.” 4.83 (4.8)

“I believe that every   student can learn.” 3.92

1 = 0%, 2 = 0%, 3 = 12%, 4 = 84%, 5 = 4%

“I believe student achievement can increase   through hands-on learning.” 4.71 (4.67)

No similar question.

“I believe student achievement can increase   through cooperative learning.” 4.54 (4.4)

No similar question.

“I believe student achievement can increase   through providing a threat-free environment.” 4.88 (4.86)

No similar question.

“I believe student achievement can increase through   close personal relationships between students and teachers.” 4.52 (4.6)

“I believe student   achievement can increase through close personal relationships between   students and

teachers.” 3.54

1 = 0%, 2 = 0%, 3 = 46%, 4 = 54%, 5 = 0%

“I believe student achievement can increase   through effective parent involvement.” 4.52 (4.73)

“I believe student   achievement can increase through effective parent involvement.” 3.77

1 = 0%, 2 = 0%, 3 = 23%, 4 = 77%, 5 = 0%

“I think it is important to communicate often   with parents.” 4.46 (4.53)

“I think it is   important to communicate often with parents.” 3.73

1 = 0%, 2 = 0%, 3 = 27%, 4 = 73%, 5 = 0%

The mean responses to the nine lowest scoring questions of the 2011 staff survey are reported in the left column (2009 responses are in parentheses). The 2014 question most similar to each 2011 question and its results are reported in the right column. The scale was adjusted to no longer include neutral as an option in 2014. Accordingly, mean scores in 2014 are expected to be lower. A mean of 4.0 in 2014 indicates 100% of respondents “strongly agree” while a mean of 4.0 in 2011 indicates that respondents “agree.” An increase of at least 10% in neutral positive responses (agree and strongly agree) is indicated by a green cell.

2011 (24 total)

1 = strongly disagree

2 = disagree

3 = neutral

4 = agree

5 = strongly agree

2014 (27 total)

1 = strongly disagree

2= disagree

3=agree

4 = strongly agree

5= not applicable

“I   feel recognized for good work.” 3.33 (3.75)

1 = 4%, 2 = 17%, 3 = 33%, 4 = 33%,  5 =   13%

“I feel recognized for   good work” 3.37

1 = 4%, 2 = 4%, 3 = 44%, 4 = 48%, 5 = 0%

“My   administrator is an effective instructional leader.” 2.79 (3.56)

1 = 25%, 2 = 17%, 3 = 25%, 4 = 21%, 5 = 13%

“My administrator is   an effective instructional leader.” 3.35

1 = 0%, 2 = 8%, 3 = 50%, 4 = 42%, 5 = 0%

“My   administrator facilitates communication effectively.” 2.83 (3.8)

1 = 21%, 2 = 25%, 3 = 13%, 4 = 33%, 5 = 8%

“My   administrator/supervisor facilitates communication effectively.” 3.15

1 = 4%, 2 = 12%, 3 = 50%, 4 = 35%, 5 = 0%

“My   administrator is effective in helping us reach our vision.” 3.04 (3.73)

1 = 17%, 2 = 13%, 3 = 29%, 4 = 33%, 5 = 8%

“My administrator is   effective in helping us reach our vision.” 3.38

1 = 4%, 2 = 4%, 3 = 42%, 4 = 50%, 5 = 0%

“The   vision of this school is clear.” 3.29 (4.13)

1 = 8%, 2 = 8%, 3 = 33%, 4 = 46%, 5 = 4%

“The vision of this   school is clear.” 3.54

1 = 0%, 2 = 0%, 3 = 50%, 4 = 46%, 5 = 4%

“Morale   is high on the part of teachers.” 2.13 (3.87)

1 = 42%, 2 = 17%, 3 = 33%, 4 = 4%, 5 = 4%

“Morale is high on the   part of teachers.” 3.31

1 = 0%, 2 = 4%, 3 = 65%, 4 = 27%, 5 = 4%

“Morale   is high on the part of support staff.” 3.13 (3.87)

1 = 4%, 2 = 21%, 3 = 42%, 4 = 25%, 5 = 8%

“Morale is high on the   part of support staff.” 3.04

1 = 4%, 2 = 12%, 3 = 62%, 4 = 23%, 5 = 0%

“Morale   is high on the part of administrators.” 3.04 (4)

1 = 8%, 2 = 13%, 3 = 50%, 4 = 25%, 5 = 4%

“Morale is high on the   part of administrators.” 3.23

1 = 4%, 2 = 0%, 3 = 69%, 4 = 23%, 5 = 4%

“I   use school performance data to set my professional development goals.” 3.25   (3.29)

1 = 4%, 2 = 13%, 3 = 50%, 4 = 21%, 5 = 13%

No similar question.

Some analysis questions Marissa and the CIP team still need to answer are:

  • What are the highest and lowest scoring items in the 2014 survey? How similar are the 2014 and 2011 lists of high- and low-scoring items?
  • What do the current results tell us about the effectiveness of our work to prevent and respond to bullying and harassment?
  • What information is missing?
  • What do the data suggest we should keep doing, stop doing, and change?
  1. Other Curricular Areas
  2. Science

As shared in June, Marissa has drafted a two year 1/2 science scope and sequence that is made up of two independent one-year cycles of Next Generation Science Standards for grades K-2. We will take a stab at the first and admittedly lighter cycle in 1/2 this year. We are excited that part of this science instruction will happen out in our woods and outdoor classroom with the help of a North Branch Nature Center staff member as we pilot their Educating Children Outdoors (ECO) program. Our participation in the program was announced in our back to school mailing. For context, here is that announcement:

A final change I am pleased to announce is the piloting of a program through the North Branch Nature Center called Educating Children Outdoors (ECO). Our first and second graders will participate in an outdoor lesson one afternoon every other week. In this program, ECO program coordinators have shared that students explore standards-based themes that include (depending on the grade level): animal adaptations, life cycles, ecosystems, rocks and soil, scientific method, physical geography, mapping, cultural diversity, Vermont history (including native Vermonters), Vermont geography, and citizenship.  This content will be presented through skill-based games, observing, journaling, building, drawing, writing, tracking, and sharing stories. We are looking forward to piloting this program with our 1/2 students and are particularly excited about the opportunity to work closely with NBNC staff to integrate these lessons with our classroom goals and instruction. First and second grade parents will receive a letter in the first weeks of school with more information about the program and related volunteer opportunities. Hands on Nature for first and second grade students will be integrated into ECO sessions while the regular schedule of one monthly lesson will continue in kindergarten and grades three through six.

  1. Spanish

After three separate postings and rounds of interviews, we have been unable to find a qualified Spanish teacher. The primary challenge has been finding a candidate with a license or who is eligible for a provisional license. The position, a full time teaching job to be shared by Calais, Berlin, and Doty, has just been re-posted. Additionally, Bill is working with the Agency of Education on issues of licensure for otherwise viable candidates. We remain committed to finding a Spanish teacher and continuing this program.

  1. Other
  2. Summer Projects

Below is a list of projects completed this summer. In a few cases, the work is not yet finished, but materials have been purchased and work is projected to be finished by mid-September. More details, including actual costs, will be shared in September.

  •   Roof Sections #2-#5
  •   Floor Finishing
  •   Pre-School Walkway
  •   General Building Repairs
  •   Exterior Painting
  •   Playground Repairs
  •   Driveway Gravel
  •   Sewage Ejector
  •   Interior Painting
  •   Network Updates and Improvements
  •   Carpet Cleaning
  •   New Dome for Upper Playground
  1. Student Attendance Data and Requirements

Below is a table reporting attendance data for students in grades K-6 for the 2013-2014 school year.

26+ Absences

16-25 Absences

10 -15 Absences

Number

Percentage

Number

Percentage

Number

Percentage

9

8.0%

2

1.8%

15

13.3%

5-9 Absences

0-4 Absences

Number

Percentage

Number

Percentage

43

38.1%

44

38.9%

State statute requires that all children aged 6-18 attend an approved education program full time. It further directs counties to develop and follow protocols to monitor and respond to truancy. In Washington County, protocol dictates that schools take action when a student has missed 5 days of school and then again at both 10 and 15 total absences. The protocol sets 15 absences as the maximum number that should be expected due to illness and family commitments.

Calais students, staff, and families should take pride in the fact that 90.3% of students had strong attendance in the 2013-2014 school year, missing 15 or fewer days of school. At the same time, it is concerning that nearly one in ten students missed more than the maximum allowed by Washington County protocol. Further, it is worrying to note that seven students missed between 33 and 55 days of school. These students missed 18% to 31% of the school year. For your information, a flowchart showing the Washington County truancy protocol has been included in the board packet.

  1. Adequate Yearly Progress (AYP)

If you’ve been reading the newspaper, you have probably seen that, under No Child Left Behind, 100% of students were expected to be proficient in reading and math by 2014. Unsurprisingly, no Vermont school met this target last year. Other states have applied for and been granted waivers from No Child Left Behind. Vermont has chosen not to pursue a waiver in large part due to qualms with the requirements for teacher evaluation systems set forth by the waiver process.

The circumstances described above mean that CES did not demonstrate adequate yearly progress last year. As this is our first year not meeting AYP, the consequences are minimal. While we are identified as low performing, we have no formal school improvement status at this time. For your information, the memo written to parents and caregivers by Secretary Rebecca Holcombe has been included in this packet. Marissa and Bill will keep the board apprised of developments in this arena both in general and as they relate specifically to CES.

  1. 2014-2015 Enrollment

We are currently expected 136 students in grades PreK-6 for the upcoming school year. This includes eight new students in grades K-6.

 


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