Calais Elementary School

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Principal's Report

October 2015 Principal's Report

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October 2015 Principal's Report

 

Principal's Report September 2015

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Principal and Superintendent’s Report – September 23, 2015

Link to the current Continuous Improvement Plan:

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

See updates below on our benchmarks to the CIP.

  1. Literacy

The WCSU Literacy steering committee met in June to plan writing assessments for the year and adopt non-negotiables. The Calais writing committee began to build on this work to drive writing instruction during their 9/2/15 committee meeting. The writing committee is also planning a presentation to the board for later in the year.

By   October 31, 2015

A.                   Scope and sequence documents that align to non-negotiables and   incorporate use of conventions checklists created, collated, and shared school   wide for writing PK-6

B.                   Fall reading assessments administered; data summary prepared and   shared; evidence of fall “quick start” and Tier 1 and Tier 2 instruction that   is responsive to reading assessment results

C.                   Number of walkthrough observations completed

D.                  At least one staff meeting/in-service meeting to analyze student   writing has occurred

E.                   Quarter 1 student goals for reading and writing compiled

A.                   1, 7, 10


 
 

B.     3, 5, 11, 6?


 
 

C.     4, 7?

D.                  9

E.     12


 
 
 
 

B.   In progress as of 9/23/15. Planning/scheduling has begun for Tier 2 (Reading   Specialist) intervention.

D.   Completed on 9/2/15


 
 
 
 
 

  1. Mathematics

Beth Downing was hired for the year to take on a part time role as math interventionist in grades K-3.  Cat has met with Ellen Dorsey (WCSU math coach) and Jennifer Miller-Arsenault to identify needs assessment and goals for math instruction at CES.

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

Principal, Math Interventionist

Ongoing

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

  1. School Climate

Plans to develop a rubric on proficiency and growth in resilience will be held off to align with the work already begun with the WCSU social curriculum steering committee. This committee is tasked with articulating a set of non-negotiables around personal/social development. This work will eventually be reflected in the personal/social development section of report cards.

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

WCSU SCSC

on hold

The WCSU SCSC will be meeting 9/23/15 to begin   work on N-N. This work will be aligned with the N-N and reflected in our   report cards.

By   September  30, 2015

A.                   At least one whole staff PD session on resilience has occurred

B.                   Year-long time table for SGSP established and communicated to   staff and families

C.                   First All School Celebration is planned; students and staff   members have been included in planning of this event

D.                  Bullying/Harassment Prevention and Digital Citizenship Info   Night held

A.     6, 7

B.     8

C.                   3

D.    3, 4

The   WCSU SCSC will be meeting 9/23/15 to begin work on N-N. This work will be   aligned with the N-N and reflected in our report cards. This work will be on   hold until then.

C.   Planned for end of September with full staff discussion, 9/16/15

D. Night planned for 10/7/15

  1. Other

Update on models for delivering Tier 2 interventions from other area schools: Cat looked at the models currently used at EMES, U32, and BCEMS. Each school offers some regularly scheduled time for additional support. Having a time scheduled in the Master Schedule ensures these supports are in place and have resources (expert teachers) available. Calais is challenged by our size in that scheduling a universal time (all students access support and/or enrichment at the same time) could occur but making sure that we have an expert teacher available for all student needs at that time does not work with part time staff. One person cannot meet all student needs at the same time. Cat will continue to research models used at other smaller schools in the area.

 


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