Lynnfield Public Schools School Improvement … Public Schools School Improvement Plans ... Section D- Winter School Improvement Plan Updates…………… ... essential questions

1

Respectively Submitted: Lynnfield Administrative Leadership Team

Lynnfield Public Schools

School Improvement Plans

2017-2018

2


Table of Contents

Section A- District Strategy……………………………………………………………………………..2 Section B- School Council Membership………………………………………………………..9 Section C- School Improvement Plans 2017-2018……..……………………………..11 Section D- Winter School Improvement Plan Updates……………................21 Section E- MCAS Action Plans……………………………………………………………………..38

3


Section A District Strategy

4


LYNNFIELD PUBLIC SCHOOLS DISTRICT STRATEGY

2017-2018 MISSION

The mission of the Lynnfield Public Schools is to support and challenge all students to meet their full potential as individuals and citizens of the global community.

VISION

The Lynnfield Public Schools fosters a culture of excellence in teaching and learning to create intellectually curious learners,

broaden individual skills and talents and maximize each student’s potential.

STRATEGIC OBJECTIVES

Build Leadership Capacity: Cultivate an expertise and skill set to embrace and implement a shared vision of excellence for effective teaching practices in our classrooms

Educator Growth: Create a Professional Learning Community rich in professional development that ensures everyone’s focus on high expectations and continuous improvement for professional practice

Curriculum and instruction: Develop and use resources that support instructional excellence and curriculum alignment between subjects and grades

Assessment and Accountability: Leverage district and state data to drive and support continuous student achievement and growth

Safety and Social and Emotional well-being: Integrate and expand social and emotional supports and resources for all students.

5


STRATEGY IMPLEMENTATION ACTION ITEMS

2017-2018

Build Leadership Capacity Cultivate an expertise and skill set to embrace and implement a shared vision of excellence for effective teaching practices in

our classrooms.

ACTION ITEMS STAKEHOLDER RESPONSIBLE

ESTIMATED TIMELINE EVIDENCE

1A. Calibrate summative ratings through sharing and analysis of similarly rated teachers (e.g. exemplary vs. proficient)

Administrative Leadership Team Director of Teaching and Learning

September 2017-June-2018

1B. Implement calibration walkthrough process with curriculum leaders district-wide

Superintendent DTL Lynnfield Curriculum Council

September 2017-June 2018

1C. Ensure high quality walkthrough feedback through building and sharing of evaluator/evaluatee resource portal

Superintendent DTL ALT Curriculum Leaders

August 2017-June 2018

1D. Create school and/or district-wide sharing opportunities of best practices/CLE follow-up

Superintendent DTL ALT LCC

June 2017-June 2018

1E. Empower educators to plan, participate, and/or present through outside professional development opportunities

DTL ALT


Educator Growth Create a Professional Learning Community rich in professional development focused on high expectations and

continuous improvement for professional practice


ESTIMATED TIMELINE

EVIDENCE

2A. Plan and communicate a long range agenda for professional development with targeted groups (e.g. psychologists, guidance

Professional Development Steering Committee

May 2017-September 2017

6


counselors, adjustment counselors, speech pathologists, nurses, etc..)

2B. Implement district-wide instructional rounds for interested teachers

ALT Curriculum Leaders Teachers

September-December 2017

2C. Review and streamline teacher evaluation forms to maximize efficiency (walkthrough form checklist, summatives for admins.)

DTL Joint Evaluation Committee

June 2017-December 2017

2D. Establish consistent district-wide hiring protocols including recruiting, hiring, and retaining high quality educators

ALT September 2017- June 2018

2E. Restructure Collaborative Learning Experience time to allow for more in-depth professional development

Superintendent DTL ALT Professional Development Steering Committee

June 2017- June 2018

Curriculum and Instruction Develop and use resources that support instructional excellence and curriculum alignment between subjects and grades.



3A. Implement an Understanding by Design (UbD) approach to curricular according to year two of the five year plan

DTL LCC


3B. Advance the LMS curriculum to connect with our Core Values.

LMS Administration LMS Faculty


3C. Increase inclusive practices between general education and special education teachers

Special Education Director Summer Street School Administration Teachers


3D. Review and adjust assessment practices and protocols at preschool to align with elementary practices

SSS Principal ELA/SS Curriculum Leaders Preschool teachers


3E. Implement and expand LHS project-based student learning

Technology Integration Specialists Internship Committee


7


experiences LHS School Administration LHS teachers

3F. Survey LCC members and implement potential revisions based upon results

DTL LCC

July 2017-June 2018

3G. Develop and implement a curriculum review cycle

DTL LCC

July 2017-June 2018

3H. Restructure and implement Summer Institute to best support professional development of teachers

DTL May 2016-August 2017

3I. Explore the concept of personalized learning for students district wide

ALT June 12, 2017

Assessment and Accountability Leverage district and state data to drive and support continuous student achievement and growth



4A. Conduct an internal special education program review to best monitor and assess program

Director of Special Services September 2017-June 2018

4B. Dedicate time for sharing of best practices and their impact on student learning at elementary assessment meetings

Elementary Administration August 2016

4C. Develop survey/protocols for student feedback for teachers and faculty feedback for administrators

DTL ALT Subcommittees

June 2017-June 2018

4D. Identify quantifiable classroom data through quarterly meetings with Department Heads and Curriculum Directors

Superintendent DTL LCC


Safety and Social and Emotional well-being Integrate and expand social and emotional supports and resources for all students.



8


5A. Refine and implement policies and procedures district-wide to ensure the safety and well-being of staff and students

ALT Chief of Police School Resource Officer Safety Task Force (STF)

July 2017- June 2018

5B. Create a grade level approach to Compass focusing on transitional programming, speaker series, Passion Driven Learning (PDL)/community service

LHS Compass Faculty Advisors LHS Assistant Principal Athletic Director


5C. Research and implement a Social and Emotional Learning Program at SSS

SSS Principal and faculty

August 2017- June 2018

5D. Restructure SSP, CIL, and Bridge programs to support all learners academically and socially

LHS Administration LHS Guidance Special Education Director

April 2017-December 2018

5E. Increase school and family engagement through district wide parent programming

Superintendent ALT School Committee Superintendent Advisory Council

July 2016-June 2017

5F. Provide Growth Mindset training and professional development for classroom implementation and sharing with parents

SSS Principal SSS Teachers SSS Psychologist

August 2017- June 2018

5G. Research and implement Youth Risk Survey at middle and high school levels

DTL Middle and high school administration Nurses

June 2017-January 2018

5H. Plan and Implement Adolescent Screening, Brief Intervention, and Referral to Treatment (SBIRT) at LMS and LHS

DTL LMS/LHS Administration LMS/LHS Nurses Athletic Director

March 2017-June 2018

5I. Integrate and expand social and emotional learning into the curriculum

Elementary Administration Elementary Curriculum Directors

August 2017 - June 2018

9


5J. Develop programming and support at LMS to build student resiliency.

LMS Administration LMS Faculty Committee

August 2017 - June 2018

5K. Implement cultural proficiency training district wide for faculty and students

METCO Director ALT

5L. Extend professional development opportunity to all staff for a book discussion related to social and emotional learning

HHS/SSS Administrators June 2017 - August 2018

5M. Provide and extend leadership growth opportunities for all students

LHS Athletic Director LHS Administration

10


Section B School Council Membership

11


SCHOOL COUNCIL MEMBERSHIP BY SCHOOL HUCKLEBERRY HILL SCHOOL

Sarah Haney Parent Representative 2015-Present

Joe Attubato Parent Representative 2016-Present

Jill Daley Parent Representative 2015-Present

Barbara Savage Community Representative 2016-Present

Jill Quickel Teacher Representative 2016-Present

Melissa Wyland Teacher Representative 2011-Present

SUMMER STREET SCHOOL

Tricia Murphy Parent Representative 2013-Present

Sharla Sieve Parent Representative 2014-Present

Stacy Dahlstedt Parent Representative 2014-Present

Ron Nutter Community Representative 2008-Present

Patti Heldenbergh Teacher Representative 2011-Present

Lorie Kelly Teacher Representative 2013-Present

LYNNFIELD MIDDLE SCHOOL

Maria Micieli Parent Representative 2016-Present

Danika Ripley Parent Representative 2015-Present

Karen Geary Community Representative 2011-Present

Patricia Hazelton Teacher Representative 2016-Present

Sean Roach Teacher Representative 2016-Present

LYNNFIELD HIGH SCHOOL

Kelly Dillon Student Representative 2015-Present

A Aidan Reardon Student Representative 2016-Present

Jonna Casey Community Representative 2004-Present

Susan Corcoran Parent Representative 2012-Present

Jennifer Goguen Parent/Teacher Representative 2013-Present

Julie Sgroi Teacher Representative 2013-Present

12


Section C School Improvement Plans

2017-2018

13


2017-2018 District Wide Goal

Understanding by Design (UbD) District Strategy Alignment Curriculum and Instruction Develop and use resources that support instructional excellence and curriculum alignment between subjects and grades 3A. Implement an UbD approach to curricular according to year two of the five-year plan

I.A. District: Implement Year Two of UbD model district-wide to support continuous curriculum development and instructional excellence.

Description Lynnfield Curriculum Council (LCC) will meet to plan professional development and provide ongoing support for teachers using the UbD model to enhance teaching and learning. Through the use of the UbD process, curriculum will continue to be planned backward from long-term, desired results through a three step process to guide curriculum, assessment and instruction. Vertical articulation will allow educators to provide an optimal learning experience for all students, while engaging in professional development focused on high expectations and continuous improvement for professional practice. This intentional process will provide immediate data for all educators to best meet the needs of all students to enhance teaching practices and improve student achievement. This collaborative work will result in a common, living document with ongoing opportunities for further evaluation and revision.

ACTION ITEMS (ALL LEVELS) TIMELINE

1. LCC will provide feedback on existing curricula work and prioritize next steps in accordance with the Five-Year Plan.

Spring 2017

2. Director of Teaching and Learning (DTL) will work with curriculum coordinators and administrators to restructure and implement Summer Institute to best support this work.

Spring/Summer 2017

3. Professional Development Steering Committee (PDSC) will allocate necessary professional development time.

Summer Institute 2017

4. DTL will update Atlas Rubicon database based upon staff and/or curricula changes

Summer 2017

5. LCC will plan, communicate, and support differentiated professional development plan district-wide. This will include ongoing opportunities for reflection and revision through use of the district-wide quality mapping rubrics.


6. All curricula will be complete with adoption of LPS transfer goals.

Summer 2017-December 2017

7. Music, art, health/wellness curricula will be realigned to reflect the national standards.

Summer 2017-June 2018

8. LCC will advance their knowledge of the Atlas Rubicon January 2018-June 2018

14


website through training and use of the “Reports” feature.

ACTION ITEMS (PRESCHOOL) TIMELINE

1. DTL and LCC will update Five-Year Plan to include preschool planning and implementation.

Spring/Summer 2017

2. Professional development days and/or assessment meeting time will be dedicated to Stage 1 Understanding By Design (enduring understandings and essential questions).


3. DTL, curriculum coordinators, and/or Principal will provide teachers with resources related to Stage 1 design in preparation for the planned professional development.


Outputs

● LCC, PD, and faculty meeting agendas ● Curriculum, instruction, and assessment protocols ● Atlas curriculum maps ● ELA curricula complete with units of study and progress toward enduring understandings and

essential questions (stage 1)

ACTION ITEMS (ELEMENTARY) TIMELINE

1. Professional development days (science) will be dedicated to Stage 2 UbD (assessment evidence).


2. Professional development days (ELA) will be dedicated to Stage 1 UbD (enduring understandings, essential questions, student outcomes, etc..).

January 2018-June 2018

3. Grade level team and/or assessment meetings will include constant reference to the curriculum maps during discussion and/or sharing of best practices when applicable.


Outputs

● LCC, professional development day, and grade level and/or assessment meeting agendas ● Curriculum, instruction, and assessment protocols ● Atlas curriculum maps, including reflection and revision ● Science curricula complete with enduring understandings and essential questions, including

assessment evidence and learning plan (stages 1-3) ● ELA curricula complete with units of study and progress toward enduring understandings and

essential questions (stage 1)

ACTION ITEMS (MIDDLE) TIMELINE

1. Professional development days will be dedicated to the realignment of the math, ELA, and science curricula based upon the revised/new standards.


2. Department meeting time will be dedicated to vertical articulation using reporting features in Atlas and to begin creating performance based assessments that are aligned to the


15


revised/new standards.

Outputs

● LCC, professional development day, and department meeting agendas ● Curriculum, instruction, and assessment protocols ● Atlas curriculum maps, including reflection and revision ● Math, ELA, and science curricula complete with revised/new standards

ACTION ITEMS (HIGH) TIMELINE

1. Professional development days will be dedicated to stages 1-3 UbD (desired results, assessment, and learning plan).


2. Department meeting time will include constant reference to the curriculum maps during discussion and/or sharing of best practices.


Outputs

● LCC, professional development day, and department meeting agendas ● Curriculum, instruction, and assessment protocols ● Atlas curriculum maps, including reflection and revision ● At least one course complete with all units (stages 1-3)

Stakeholders Responsible for UbD

● DTL ● Administrative Leadership Team (ALT) ● LCC ● PDSCs ● Faculty

2017-2018 Huckleberry Hill School Goal

Social Emotional Learning District Strategy Alignment Safety and Social and Emotional well-being

Integrate and expand social and emotional supports and resources for all students. 5I. Integrate and expand social and emotional learning into the curriculum

II. A: Support the social and emotional well-being of all students Description The Huckleberry Hill professional learning community will expand upon the work completed during the 2016-2017 school year to further enhance the overall culture of the HHS community. Through a systematic school-wide approach teachers will develop and utilize common language and strategies, assisting students to practice skills taught in the classroom, in every area or activity of the school. Parents and families will be provided with updates, information and resources to support continuous social and emotional learning outside of school.

ACTION ITEMS TIMELINE

16


1. Year end discussion regarding first year of SEL goal and input for implementation for year two

May 2017

2. Establish HHS SEL steering committee June - August 2017

3. Creation of pre and post survey for students September 2017- October 2017

3. Monthly SEL committee meetings to monitor progress and create new action items for the direction of the program

September 2017 - June 2018

4. Monthly school wide assemblies to share goals and areas of focus with students


5. Provide opportunities for teachers/specialists to plan and co-teach SEL/Second Step lessons


6. Share and discuss SEL goal with parent community September 1, 2016 (Open House)

7. Professional Development planned to support SEL September 2016 - June 2017

8. Collaborative Learning Experience time for teachers to enhance their integration of SEL concepts into the curriculum


9. Creation of a “family portal” for parents and caregivers to access information and resources

September 2017 - December 2017

10. SEL updates to families via school newsletter September 2016 - June 2017

Outputs

● Agendas from PD days ● PD Feedback forms ● CLE and SMART Goal projects ● Agendas from SEL steering committee ● List of assemblies and topics discussed ● Information shared with parents/families ● Results of student survey

Stakeholders Responsible

● HHS Staff and Principal ● HHS Professional Development Steering Committee ● HHS SEL Steering Committee ● HHHS Faculty Advisory Committee ● HH School Council

17


2017-2018 Summer Street Goal

Social and Emotional Learning District Strategy Alignment Safety and Social and Emotional well-being: Integrate and expand social and emotional supports and resources for all students. 5C. Research and implement a Social and Emotional Learning Program at SSS

II. B.: Support the social and emotional wellbeing of all students.

Description

The Summer Street School professional learning community will research, develop and begin to implement a Social and Emotional Learning (SEL) program to enhance students’ social-emotional well being. The goal is to provide our students with the knowledge, skills and language to navigate challenging social situations, understand and manage personal wellness, and demonstrate respect and care for others.


1.Grade-level representatives will visit Huckleberry Hill School to investigate Second Step Social-Emotional Learning Program

May 2017

2.Grade-level representatives will communicate with neighboring communities to learn about various SEL programs:

Second Step - Salem Open Circle - Danvers Responsive Classroom - Newton

September 2017 – January 2018

3.Faculty Advisory Committee members and School Psychologist will share and discuss SEL goal with parent community.


4.Faculty Advisory Committee will engage in on-going discussions regarding investigation and selection of the SEL program.


5.Professional Development and Faculty Meeting time will include reports on the progress of the SEL Program selection.


6.Principal and grade-level representatives will update School Council and PTO on progress of the SEL Program selection process.


7.School Psychologist will enhance mindfulness training for staff and share strategies to use with students in the classroom.

September 2017 – June 2018

8. Principal and Fine Arts Staff will organize All- School Assemblies each month to build community and reinforce positive school-wide behaviors. Assemblies will celebrate


18


student creativity, honor diversity, and acknowledge student effort.

9. Faculty Advisory Committee, Principal and School Psychologist will present recommendation regarding SEL Program to faculty.

January 2018

10. Faculty Advisory Committee, Principal and School Psychologist will consult / collaborate with district-wide Health and Wellness Committee.


Outputs

● Adoption of Social and Emotional Learning Program ● PD on Social and Emotional Learning ● PD on Mindfulness ● Social and Emotional Learning Units of Instruction ● All-School Assemblies


● SSS Staff and Principal ● SSS Faculty Advisory Committee ● SSS Psychologist ● SSS School Council

2017-2018 Summer Street Goal Inclusive Practices

District Strategy Alignment Safety and Social and Emotional well-being: Integrate and expand social and emotional supports and resources for all students. 3C. Increase inclusive practices between general education and special education teachers

III. A. Expand and improve inclusive practices and collaboration within the general education classroom to provide greater access to all learners.

Description For the 2017-2018 school year, Summer Street School will design special education programming to meet individual student needs and identify opportunities for inclusive practices across all subject areas. Assessment meeting data as well as special education team meetings, grade-level meetings and professional development initiatives have indicated the need to further differentiate instruction to meet the increasingly complex needs of our current population. This common goal will maximize the general education experience for all students.


1. Special education teachers will be aligned with general education teachers at each grade level with an expectation of collaboration, differentiation of instruction, and partnership in meeting the needs of all learners. Meetings will take place with administration (Principal and Director of Special Services) to confirm expectations, develop schedules and ensure that


19


classes are balanced. Instructional space will also be assigned.

2. Grade level teams working with the Director of English Language Arts and Social Studies and the Director of Math and Science will update curriculum maps in order to clarify goals and differentiate instruction.


3.Administration will organize professional development opportunities for all educators, with a focus on inclusive practices. Follow up support in the form of book studies, consultation and observations will take place throughout the school year.


4. With the continuing support of an inclusion consultant, administration will organize follow up professional development and implementation of the 2016-2017 program review recommendations. The purpose of this will be to implement effective instructional practices at all grade levels, including differentiated instruction and small group work using active learning principles.


5.Assessment meetings will be utilized to discuss effective strategies and ideas for differentiation in the classrooms. Small group learning opportunities at all grade levels will be identified and further developed within the general education setting.


6.Ad Hoc Discussion Group will continue to develop professional development opportunities on the topic of Growth Mindset and its potential for influencing classroom practice.


Discussions involving School Council and the elementary staff will result in an updated school mission statement that reflects not only kindness but the importance of education and inclusion.

June 2018

Outputs

● Daily Classroom Schedules reflective of co-teaching model ● Professional development agendas


● SSS Staff and Principal ● SSS Faculty Advisory Committee ● SSS Faculty ● School Psychologist

20


2017-2018 Lynnfield Middle School Goal

Student Resiliency District Strategy Alignment Safety and Social and Emotional Well-being

Integrate and expand social and emotional supports and resources for all students. 5J. Develop programming and support at LMS to build student resiliency.

IV. A. Building Resiliency in Students

Description: This goal is designed to build strategies and support for students to develop resiliency to help them handle both academic and social adversity that they will likely encounter during their middle school years. These challenges may come from within the classroom as subject material becomes more complex. These challenges may also come from social interactions as friendships and peer interactions evolve. We are looking to formally recognize these challenges and develop training for faculty that will help foster resiliency in students.


1. Assemble a LMS Resiliency Steering Committee September, 2017

2, Steering committee will develop training for all staff around practices that foster resiliency both inside and outside the classroom

September, 2017- June, 2018

3. LMS support staff (psychologists, etc) will share/expand small group strategies with larger population.


4. Professional Resources will be identified to support this goal and shared with faculty.


5. Identify and provide education and resources for parents on Resiliency/social and emotional learning


Outputs

● PD and Faculty Meeting agendas ● Listing of strategies for staff, student, parent use ● Identify best practices for classroom structures ● Articles, websites, books, etc. for staff ● Articles, websites, books, etc. for parents ● CLE and Smart Goal projects


● Director of Teaching and Learning ● LMS Faculty, Directors, Assistant Principal, Principal ● LMS School Professional Development Steering Committee ● LMS Middle School Council

2017-2018 Lynnfield Middle School Goal

Curriculum/Core Values Connections

21


District Strategy Alignment Curriculum and Instruction Support continuous curriculum development and instructional excellence with a shared vision for high quality outcomes and expectations

3B. Advance the LMS curriculum to connect with our Core Values.

IV. B. Building Curriculum Connections to the LMS Core Values

Description: We are looking to build connections within our curriculum across all subject areas and grade levels to the LMS Core Values/STARS (Self Advocacy, Tolerance, Achievement, Respect, Service). This is a multi-step process that will include identifying existing connections, further development of underutilized connections, realignment, and creation of new connections/lessons.


1. Conduct curriculum review to identify solid, existing key connections to the LMS Core Values

September, 2017- November, 2017

2. Develop existing connections that are underdeveloped with regards to the LMS Core Values

November, 2017- June, 2018

3. Re-align existing connections to ensure appropriate spread across grade levels and subject areas.

February, 2018- June, 2018

4. Identify gaps in curriculum without connections to the LMS Core Values. Creation of new curricular connections forthcoming.

March, 2018- June, 2018

Outputs

● Faculty and department meeting agendas ● PD agendas ● Realigned curriculum maps ● CLE and Smart Goal projects ● Core Values curriculum chart


● Director of Teaching and Learning ● LMS Faculty, Directors, Assistant Principal, Principal ● LMS Professional Development Steering Committee ● LMS Council

2017-2018 Lynnfield High School Goal

Project Based Learning District Strategy Alignment Curriculum and Instruction Develop and use resources that support instructional excellence and curriculum alignment between subjects and grades 3E. Implement and expand LHS project-based student learning experiences.

22


V. B High School: Expand opportunities for implementation of project-based learning

Description

We are looking to create a more student-centered approach to learning by implementing and expanding Lynnfield High School’s Project-Based Learning experience. We will be using faculty members from each content area to facilitate professional development. The Technology Integration Specialist will provide teachers with available resources, such as the LHS Makerspace, to support expanding project-based learning within LHS. It will be important for teachers to observe exemplar PBL classrooms, therefore we will provide opportunities for teachers to observe and debrief their experiences.


1. Identify faculty who are successfully utilizing the PBL model to facilitate professional development

June 2017-August 2017

2. Establish Smart Goals and focus areas pertaining to project based learning for specific staff members.

June 2017-September 2017

3. Provide teachers with ongoing PBL resources September 2017-June 2018

4. Provide opportunities for teachers to visit classrooms where PBL is already integrated


5. Professional development that is facilitated by LHS faculty members


Outputs

● Exemplar project based learning lesson plans ● Staff run PD related to project based learning and assessment ● Student showcases ● CLE and SMART Goals projects


● Technology Integration Specialist ● LHS School Administration ● LHS teachers ● LHS students

2017-2018

23


High School Goal Vocabulary

District Strategy Alignment Curriculum and Instruction Develop and use resources that support instructional excellence and curriculum alignment between subjects and grades

AAssessment and Accountability Leverage district and state data to drive and support continuous student achievement and growth

V. 3. Vocabulary Assessment - Improve and enhance vocabualry assessment to maximize student achievement

Description

Following the work completed through the 2016-2017 LHS School Improvement Plan, departments will implement a continuum of instruction for teaching and assessing vocabulary. Best practices for vocabulary instruction and assessment will be discussed, modeled and implemented across all disciplines.


● Director of Teaching and Learning ● Lynnfield High School Faculty, Assistant Principal and Principal ● Lynnfield High School Department Chairs ● Lynnfield High School Guidance Director ● Lynnfield High School Professional Development Committee


1.Summer Institute planning to broaden common vocabulary assesments across disciplines

June 2017

2. Distribution of completed continuum for vocabulary instruction (grade-level/discipline-specific lists of vocabulary, Greek/Latin affixes and roots.) through Atlas

September 2017- June 2018

3. Professional Development time will be set aside to assess the current vocabulary units and plan common assessments


4.LHS Department Heads, under the direction of the Director of Teaching and Learning will create a district guide of best instructional and assessment practices for vocabulary and plan professional development.

June 2017

Outputs:

● Lynnfield Curriculum Council agendas ● Atlas curriculum units

24


● Data from PSAT and SAT ● Periodic reports to School Committee, Faculty Meetings and HSLT ● HSLT and department meeting agendas

Section D Winter

School Improvement Updates 2016-2017

25


26


School Improvement Plan Update 2016-2017

Lynnfield Preschool School Improvement Plan

2016-2017

Goal 1: To form a school culture, a Professional Learning Community (PLC), at the preschool level to ensure high quality early childhood education that is accountable to the schools and the community.

Description Education is a partnership that involves the students, their families, teachers, administrators, School Committee and the community. Lynnfield Preschool will be entering the second year at Summer Street School. We have increased our teaching staff to include another .6 teacher and have reassigned another staff member into the role of lead teacher. With a heavy focus on meaningful integration, effective collaboration and professional relationships will be essential to the success of the program. Given the staff changes, another year of focus on the development of a professional learning community is a priority. Stakeholders Responsible Director of Special Services Elementary Principal Preschool Staff Curriculum Director Program Director/BCBA Special Education Coordinator Director of Teaching and Learning District Strategy Alignment Curriculum and Instruction Support continuous curriculum development and instructional excellence with a shared vision for high quality outcomes and expectations 3F. Review and adjust assessment practices and protocols at preschool to align with elementary practices

Evidence ● Meeting agendas, calendars ● Home/School communication tools ● Outreach information

ACTION ITEMS UPDATE TIMELINE

The Preschool faculty will work with stakeholders as part of a collaborative team to develop a strong Professional Learning Community at Lynnfield Preschool.

Weekly Meetings to consult, review student needs and plan.

September 2016- June 2017

27


Opportunities for collaboration at the preschool level will be increased through learning walks and participation at relevant elementary and district level professional development.

Preschool teachers have participated in the Instructional Rounds process as well as some elementary PD.


The Preschool faculty will implement parent/community information sessions regarding the development and milestones for preschool students.

The Preschool has hosted a curriculum night, a Screening Information Session and a Registration Night. Additionally, the Preschool was represented at the Preschool Night, hosted by the Lynnfield Mom’s group.


Goal 2: To use data to evaluate and connect activities, articulate mastery learning targets and provide frequent ongoing feedback to teachers to inform effective teaching and learning

Description The Preschool Leadership Team will consult with all teachers/therapists at the preschool level as they work collaboratively to support implementation of mastery learning objectives as outlined in the Massachusetts Curriculum Framework. Teachers will identify additional resources to supplement mastery learning objectives based on these standards. Common instruction and assessment practices will be developed and refined in order to support student achievement. Data will continue to be collected, analyzed and discussed at grade level assessment meetings to determine student proficiency. Collaborative analysis of student data will direct a systematic approach to instructional planning in order to support the literacy growth of all learners. Action plans in the areas of professional development and instructional practices will be designed and implemented to support student achievement. Stakeholders Responsible Director of Special Services Elementary Principal Preschool Staff Curriculum Director Program Director/BCBA Special Education Coordinator Director of Teaching and Learning District Strategy Alignment Curriculum and instruction Support continuous curriculum development and instructional excellence with a shared vision for high quality outcomes and expectations 3F. Review and adjust assessment practices and protocols at preschool to align with elementary practices Evidence

● Professional development day agendas ● Curriculum, instruction, and assessment protocols


The Preschool faculty will work as part of a collaborative team to develop a clear understanding of social learning objectives from Pre-School Standards in the Domains of Social-Emotional Development and

Preschool PD Timeline Preschool staff has visited two other integrated preschools, Southborough and Melrose to compare models and share best


28


Approaches to Play and Learning from MA Department of Early Education and Care (EEC)

practices. Sample screening tool

The Preschool faculty will work with the Curriculum Director as part of a collaborative team to develop a clear understanding of academic mastery learning objectives from MA Curriculum Framework

Preschool PD Timeline Revised Report Card Completed January 2017


The Preschool faculty will work with the Curriculum Director to guide teachers as they develop and refine summative assessments and proficiency benchmarks to support student achievement

Preschool PD Timeline Time on March 8 and April 11 will be designated for refining summative assessments and proficiency benchmarks. This data will be used to discuss student progress and transition to Kindergarten.


Elementary School Improvement Plan 2016-2017

Goal 1: Initial implementation of UbD model K-Grade 12 to support continuous curriculum development and instructional excellence.

Description Professional learning committees will meet to develop a consistent K-Grade 12 UbD model to enhance teaching and learning. Through the use of the UbD process, curriculum will be planned backward from long-term, desired results through a three step process to guide curriculum, assessment and instruction. Vertical articulation will allow educators to provide an optimal learning experience for all students, while engaging in professional development focused on high expectations and continuous improvement for professional practice. This intentional process will provide immediate data for all educators to best meet the needs of all students to enhance teaching practices and improve student achievement. This collaborative work will result in a common, living document with ongoing opportunities for further evaluation and revision. Stakeholders Responsible

● Director of Teaching and Learning ● Elementary School Staff and Principal ● Elementary School Professional Development Committees ● Elementary School Professional Learning Communities ● Elementary School Council ● Lynnfield Curriculum Council

District Strategy Alignment Curriculum and Instruction Support continuous curriculum development and instructional excellence with a shared vision for high quality outcomes and expectations 3B. Implement an UbD approach to curricula across all levels 3C. Adopt and implement a centralized database at all levels to track and monitor curriculum development 3D. Design a UbD multi-year vision/road map 3H. Restructure LCC to best meet the needs of all educators

29


Evidence

● Lynnfield Curriculum Council agendas ● Professional development day agendas ● Curriculum, instruction, and assessment protocols ● Atlas curriculum maps ● Science curricula complete with enduring understandings and essential questions


Lynnfield Curriculum Council will begin to explore and navigate the Atlas Rubicon website.

Atlas/Rubicon training - LCC 9/15/16 Atlas/Rubicon System Administrator Training 9/16/16

Spring 2016

Lynnfield Curriculum Council will finalize research and development of an implementation plan for K-Grade 12.

LCC 2/25/16 LCC 4/11/16 Five-Year Plan

Spring 2016

Professional development days will be dedicated to Stage One UbD (enduring understandings and essential questions).

Oct. 11, 2016 UbD PD Agenda (District) Jan. 11, 2017 UbD PD Agenda (Elementary) Feb. 1 Elem. Vocabulary/UbD Gr. 2 Science - Landforms


Lynnfield Curriculum Council will reconvene to plan and organize professional development to support this initiative.

ALL (quarterly): September 15, 2016 November 17, 2016 February 2, 2017 March 30, 2017 Steering team meets monthly to plan ALL outcomes (reps. from all schools). Meet weekly by department to differentiate UbD: Visual Arts at a Glance Music at a Glance Health/Wellness - SHAPE

September 2016

Building Administrators will provide teachers with resources related to Stage One design in preparation for the planned professional development.

Resource Portal/Atlas Rubicon Integration September 2016

Differentiated professional development at building level dedicated to UbD model. K - 4 will implement UbD in science.

Oct. 11 District Opening Presentation Oct. 11 - Curriculum Break-out 1 Oct. 11 Curriculum Break-out 2 Oct. 11, 2016 UbD Facilitators Jan. 11, 2017 UbD Facilitators


Goal 2: Improve and enhance vocabulary instruction to maximize student achievement.

Description

30


Following the work completed through the 2015-2016 School Improvement Plans, teachers in Preschool-Grade 12 will implement a continuum of instruction for teaching vocabulary. Best practices for vocabulary instruction and assessment will be discussed, modeled and implemented across all disciplines. Stakeholders Responsible: Director of Teaching and Learning ELA Curriculum Directors LHS Department Head Lynnfield Curriculum Council Teachers of all disciplines District Strategy Alignment Curriculum and instruction Support continuous curriculum development and instructional excellence with a shared vision for high quality outcomes and expectations 3A. Conduct demonstration lessons from vocabulary pilot to be shared across all grade levels Evidence

● Agendas/presentations from department meetings and/or faculty meetings in which vocabulary instruction and assessment is discussed/shared/modeled.

● District-wide database of model vocabulary lessons and lists of words (through Atlas, Google Drive or video links)

● Building of the Atlas Resource


Preschool- Grade 8 Vertical articulation and refining lists of discipline specific words, prefixes, suffixes and roots generated during 2015-2016 school year.

LPS Power Words (Draft) LPS Prefixes/Roots/Suffixes


Preschool- Grade 12 District-wide distribution of completed lists of grade-level/discipline-specific words, Greek/Latin prefixes, suffixes, and roots.)

Lists distributed Feb. 1, 2017 LMS Agenda

August-September 2016

Preschool, Elementary and Middle School Professional development time will be dedicated to the reviewing of best practices for vocabulary instruction and developing assessments. Teachers from all disciplines will be involved in this work.

February 1, 2017 ● Elementary Agenda

/Presentation ● LMS Agenda/Presentation

March 8, 2017

● Elementary ● LMS

October 2016-February 2017

Preschool- Grade 12 District-wide modeling and implementation of best practices for teaching vocabulary across the

Vocabulary Learning Walks February 1, 2017 PD Presentation (LMS) PD Presentation (LHS)


31


district.

Preschool- Grade 12 English Language Arts Curriculum Directors and LHS Department Head, under the direction of the Director of Teaching and Learning will create a district guide of best instructional and assessment practices for vocabulary and plan professional development.

Planning for all professional development has been a collaborative effort. Feedback from these sessions and review of researched best practices will guide this work. Anticipated completion June 2016.


Huckleberry Hill School Goal 3: Support the social and emotional wellness of all students

Description The Huckleberry Hill School learning community will research, develop and implement a Social Emotional Learning (SEL) program to enhance our character program, “Huckleberry Heroes”. The goal is to provide our students with the knowledge, skills and language to navigate challenging social situations, understand and manage personal wellness and demonstrate respect and care for others. Stakeholders Responsible Huckleberry Hill School Staff and Principal Huckleberry Hill School Professional Development Planning Committees Huckleberry Hill School Character Committee Huckleberry Hill Faculty Advisory Committee District Strategy Alignment Meeting Needs of All Students Allocate necessary resources including hiring and retaining highly qualified professionals to support academic and social and emotional programming for all students 5F. Research and implement a Social Emotional Learning Program

Evidence Periodic reports will be provided to:

● Huckleberry Hill Family Community ● Huckleberry Hill School Council ● Lynnfield School Committee


Grade level representatives will attend the SEL4MA conference to learn best practices and practical solutions for developing a comprehensive SEL plan

Conference Notes June 2, 2016

32


Communicate with neighboring communities to discuss various SEL programs. Second Step - Salem Open Circle - Danvers Responsive Classroom - Burlington

Responsive Classroom information discussed Open Circle information discussed Second Step - Scope and Sequence - discussed with FAC/Character Committee

May - June 2016

All staff will be provided with a book related to the subject of social emotional learning. Teachers will be encouraged to participate in an online “book club” to share thoughts throughout the summer.

Staff that attended the SEL conference all received a copy of the book Switch: How Things Change When Change is Hard by Chip and Dan Heath

June 2016

Character Committee/Faculty Advisory Committee representatives will attend SEEM Collaborative Student Mental Health Conference

Conference Notes - shared with staff August 15 & 16 2016

Share and discuss SEL goal with parent community

Bullet points of remarks to parents October Highlights

Sept. 1, 2016 (Open House)

Ongoing discussions at character committee meetings to develop and discuss implementation of the SEL program

Sept. 2016 - June 2017

Professional Development planned to support SEL

PD feedback forms Sept. 2016 - June 2017

PD day and Faculty Meeting time will be dedicated to discuss the progress and implementation of the SEL

Second Step Unit 1 Book & Vocabulary List Grade One videos/activites CLE sharing groups

Sept. 2016 - June 2017

Progress of SEL discussed at Faculty Advisory Committee meetings

Collaborative Learning Experiences 4th grade book list

Sept.. 2016 - June 2017

Monthly SEL updates to families Highlights Articles/MESPA Blog Sept.. 2016 - June 2017

Enhance mindfulness training for staff and consistently practice techniques in the classroom and share strategies to use with individual students

Collaborative Learning Experiences Sept. 2016 - June 2017

Utilize Collaborative Problem Solving protocols when dealing with challenging student behavior or situations.

Collaborative Learning Experience This information was also presented to all paraprofessionals

Sept. 2016 - June 2017

Summer Street School Goal 3: Expand and improve inclusive practices and collaboration within the general education classroom

33


to provide greater access to all learners.

Description For the 2016-2017 school year, Summer Street School will have three district-wide special education programs, in addition to the learning center model. Assessment meeting data as well as special education team meetings, grade level meetings and professional development initiatives have indicated the need To further differentiate instruction to meet the increasingly complex needs of our current population. This common goal will maximize the general education experience for all students. Stakeholders Responsible

● Summer Street School Staff and Principal ● Director of Special Services ● Special Education Coordinator ● Elementary School Professional Development Committee ● Director of Teaching and Learning ● Elementary Curriculum Directors

District Strategy Alignment Curriculum and Instruction Support continuous curriculum development and instructional excellence with a shared vision for high quality outcomes and expectations 3E. Increase inclusive practices between general education and special education Meeting Needs of All Students Allocate necessary resources including hiring and retaining highly qualified professionals to support academic and social and emotional programming for all students. 5H. Establish inclusive practices and collaboration within the general education classroom to provide greater access to all learners Evidence Periodic reports will be provided to:

● Director of Teaching Learning ● Elementary School Professional Development Committee ● Elementary School Professional Learning Communities ● Elementary School School Councils ● Lynnfield Curriculum Council


Special education teachers will be aligned with general education teachers at each grade levels with an expectation of collaboration, differentiation of instruction and partnership in meeting the needs of all learners. Meetings will take place with administration (Principal and Director of Special Services) to confirm expectations, develop schedules and ensure that classes are balanced. Appropriate instructional space will also be assigned.

Meetings to review student needs for the placement process took place throughout April and May 2016. General and Special Education Teams were determined and classrooms were moved to support instructional practices.

May 2016

Summer Institute time will be utilized to focus on differentiation within grade level

June 14, 2016- Introduction to Co-Teaching

June-August 2016

34


curricula. Additional time over the summer will be provided upon request to support teachers in building their professional relationships.

Summer Institute Proposal Summer Institute Agenda

Administration will organize an initial professional development opportunity for all educators, with a focus on inclusive practices. Follow up support in the form of book studies, consultation and observations will take place throughout the school year.

Overview of Co-teaching September 7, 2016 Attendance September 7, 2016 PD Survey September 27, 2016- 4th grade Team attended Introduction to Co-Teaching and Inclusive Practices Shared Article Shared Article December 7, 2016- School Wide Inclusive Practices Professional Development Overall Inclusive Practices Timeline


With the support of an inclusion consultant, administration will organize a program review. The purpose of this will be to gather information on effective instructional practices that are already in place and determine focus areas for continued improvement. Recommendations will be provided and analyzed.

Program Review Description Observation/Interview Schedule Additional on site coa ching

October-December 2016

Assessment meetings will be utilized to discuss effective strategies and ideas for differentiation in the classrooms. Small group learning opportunities at all grade levels will be identified and further developed within the general education setting.

Sample agenda Small group reciprocal teaching introduced in grade 4 by reading specialist. Small group instruction taught as differentiation strategy within assessment meetings: March 1 Gr. 1 Assessment Meeting Agenda

September 2016 -June 2017

Conversations regarding program review recommendations will be ongoing, with some implemented immediately and others requiring a longer term action plan. Continued time on special education teaching assignments and class placement to support the work for the 2017-2018 school year. An end of year professional development will take place in preparation for deeper work during the 2017-2018 school year.

An initial took place on February 17, 2017, including Greg Hurray, Kara Mauro, Maureen Fennessy, Christina Noce and Christina Ryan to discuss the program review and recommendations.

January- June 2017

Discussions involving School Council and the elementary staff will result in an updated school mission statement that reflects not only kindness but the importance of education and inclusion.

An invitation has been extended to Summer Street School Staff to further discuss how inclusive practices can help to frame our updated mission statement.

February-March 2017

35


Lynnfield Middle School Improvement Plan 2016-2017

Goal 1: Advance the work of the UbD model at LMS to support continuous curriculum development and instructional excellence.

Description Professional learning communities will meet to further develop a consistent K-Grade 12 UbD model to enhance teaching and learning. Through the use of the UbD process, curriculum will be planned backward from long-term, desired results through a three step process to guide curriculum, assessment and instruction. Vertical articulation will allow educators to provide an optimal learning experience for all students, while engaging in professional development focused on high expectations and continuous improvement for professional practice. This intentional process will provide immediate data for all educators to best meet the needs of all students to enhance teaching practices and improve student achievement. This collaborative work will result in a common, living document with ongoing opportunities for further evaluation and revision. Stakeholders Responsible

● Director of Teaching and Learning ● Lynnfield Middle School Faculty, Directors, Assistant Principal, Principal ● Lynnfield Middle School Professional Development Steering Committee ● Lynnfield Middle School Council

District Strategy Alignment Curriculum and Instruction Support continuous curriculum development and instructional excellence with a shared vision for high quality outcomes and expectations 3B. Implement an UbD approach to curricula across all levels 3C. Adopt and implement a centralized database at all levels to track and monitor curriculum development 3D. Design a UbD multi-year vision/road map 3H. Restructure LCC to best meet the needs of all educators Evidence

● Professional development day agendas ● Curriculum, instruction, and assessment protocols ● LMS curriculum maps that are currently housed on Rubicon Atlas ● Lynnfield Curriculum Council agendas


Lynnfield Curriculum Council will begin to explore and navigate the Atlas Rubicon website. LMS Directors will lead this learning.

Atlas/Rubicon training - LCC 9/15/16 Spring 2016



Spring 2016

Professional development days will be dedicated to revision and further development of Stages 1, 2, and 3 of

PD Planning Grid Summer Institute 2016

36


UbD (Desired Results, Assessment Evidence, and Learning Activities).

LMS Directors will review with faculty the components of Stage 1 of the curriculum design process in preparation for the planned professional development.

Department Meeting Presentation Oct. 11, 2016 UbD PD Agenda (District)

September 2016

Differentiated professional development at building level dedicated to UbD model.

Oct. 11 LMS Assessment Break-out Department Meeting Agenda 12/21/16 All PD Agendas Connect to UbD


Goal 2: Improve and enhance vocabulary instruction to maximize student achievement across all disciplines.

Description Following the work completed through the 2015-2016 School Improvement Plans, teachers in Preschool-Grade 12 will implement a continuum of instruction for teaching vocabulary. Best practices for vocabulary instruction and assessment will be discussed, modeled and implemented across all disciplines. Stakeholders Responsible: Director of Teaching and Learning ELA Curriculum Directors LHS Department Head Lynnfield Curriculum Council Teachers of all disciplines District Strategy Alignment Curriculum and instruction Support continuous curriculum development and instructional excellence with a shared vision for high quality outcomes and expectations 3A. Conduct demonstration lessons from vocabulary pilot to be shared across all grade levels Evidence

● Agendas/presentations from department meetings and/or faculty meetings in which vocabulary instruction and assessment is discussed/shared/modeled.

● District-wide database of model vocabulary lessons and lists of words (through Atlas, Google Drive or video links)


Preschool- Grade 8 Refine lists of discipline specific words, prefixes, suffixes and roots generated during 2015-2016 school year.

LPS Power Words (Draft) LPS Prefixes/Roots/Suffixes


37


Preschool- Grade 12 District-wide distribution of completed lists of grade-level/discipline-specific words, Greek/Latin prefixes, suffixes, and roots.)

Lists distributed Feb. 1, 2017 LMS Agenda

August-September 2016

Preschool, Elementary and Middle School Professional development time will be dedicated to the reviewing of best practices for vocabulary instruction and developing assessments. Teachers from all disciplines will be involved in this work.

February 1, 2017 ● LMS Agenda/Presentation

March 8, 2017

● LMS Agenda/Presentation

October 2016-February 2017

Preschool- Grade 12 District-wide modeling and implementation of best practices for teaching vocabulary across the district.

Vocabulary Learning Walks February 1, 2017 PD Presentation (LMS)


Preschool- Grade 12 English Language Curriculum Directors and LHS Department Head will meet to create a district guide of best instructional and assessment practices for vocabulary and plan professional development.


Goal 3: Enhance Performance on Comprehensive State exams (MCAS 2.0).

Description Each Spring all students at LMS take the MCAS exams for ELA and Mathematics and students in grades 5 & 8 take the MCAS exam for Science, Technology, and Engineering. We strive to increase the number of students achieving proficient and advanced scores as well as advance our identified subgroups. Additionally, we will prepare students for the new state assessment (currently named MCAS 2.0) Stakeholders Responsible Director of Teaching Learning LMS Curriculum Directors LMS Principal LMS ELA, Math, Science and Special Education Teachers District Strategy Alignment Assessment and Accountability Leverage district and state data to drive and support continuous student achievement and growth Evidence

● Yearly improvement (Math/ELA) of student growth and aggregate results for MCAS. ● Improvement for identified subgroups data from the DESE.

38


● Analysis provided by DESE on school accountability (TBD by DESE)


The STEM and ELA Directors, in conjunction with teachers, will incorporate released test items (from Spring 2016 exams) into lessons throughout the school year.

December 21st Department Meeting Shared MCAS Prep Folders: ELA, Math, & Science (discussed at department meetings and assessment meetings throughout the year)


Continue common assessments (formative and summative) and utilization of acquired data to drive instruction.

Data meeting schedules and summary of resulting services Gr.7 ELA Assessment Meeting Agenda/Action Items Gr. 5 Math Assessment Meeting Agenda/Action Items

October 2016 - June 2017

A thorough item analysis of our 2016 results via Edwin Analytics will be conducted and discussed with teachers.

MCAS presentation/action plan to SC (linked below)

August 2016 - September 2017

A plan of action for MCAS improvement will be developed and implemented. This plan of action will incorporate any new changes to the testing structure as dictated by DESE with regard to timing, format of questions, etc,

2016 MCAS Action Plan October 2016 (with the assumption that DESE guidance on 2017 testing will be provided by this time)

Math and/or ELA tutorials for selected students will continue.

Listing of number of students serviced/schedules

October 2016 - May 2017

Professional development with regards to curriculum development (UbD), technology integration (as it may apply to MCAS 2.0 administration), and data assessment will be a focus.

Oct. 11, 2016 UbD PD Agenda (District) December 21st Department Meeting Recent release of CBT practice questions


39


High School School Improvement Plan 2016-2017

Goal 1: Initial implementation of UbD model K-Grade 12 to support continuous curriculum development and instructional excellence.

Description Professional learning committees will meet to develop a consistent K-Grade 12 UbD model to enhance teaching and learning. Through the use of the UbD process, curriculum will be planned backward from long-term, desired results through a three step process to guide curriculum, assessment and instruction. Vertical articulation will allow educators to provide an optimal learning experience for all students, while engaging in professional development focused on high expectations and continuous improvement for professional practice. This intentional process will provide immediate data for all educators to best meet the needs of all students to enhance teaching practices and improve student achievement. This collaborative work will result in a common, living document with ongoing opportunities for further evaluation and revision. Stakeholders Responsible

● Director of Teaching and Learning ● Lynnfield Curriculum Council ● Lynnfield High School Staff, Assistant Principal and Principal ● Lynnfield High School Steering Committee ● Lynnfield High School Council

District Strategy Alignment Curriculum and Instruction Support continuous curriculum development and instructional excellence with a shared vision for high quality outcomes and expectations 3B. Implement an UbD approach to curricula across all levels 3C. Adopt and implement a centralized database at all levels to track and monitor curriculum development 3D. Design a UbD multi-year vision/road map 3H. Restructure LCC to best meet the needs of all educators Evidence

● Lynnfield Curriculum Council agendas ● Professional development day agendas ● Curriculum, instruction, and assessment protocols ● Atlas curriculum maps


Lynnfield Curriculum Council will begin to explore and navigate the Atlas Rubicon website.

Atlas/Rubicon training - LCC 9/15/16 Atlas/Rubicon System Administrator Training 9/16/16

Spring 2016



Spring 2016

40


Professional development days will be dedicated to Stage One UbD (enduring understandings and essential questions).

Oct. 11, 2016 UbD PD Agenda (District) Dec. 7, 2016 UbD PD Agenda (LHS), Presentation Feb. 1 LHS UbD Facilitators Eng. 9 CP - Family and Identity Unit


Lynnfield Curriculum Council will reconvene to plan and organize professional development to support this initiative.

ALL: September 15, 2016 November 17, 2016 February 2, 2017 March 30, 2017 Meet weekly by department. Steering team meets monthly.

September 2016

Building Administrators will provide teachers with resources related to Stage One design in preparation for the planned professional development.

Resource Portal/Atlas Rubicon Integration

September 2016

Differentiated professional development at building level dedicated to UbD model.

Oct. 11, 2016 UbD Facilitators Jan. 11, 2017 UbD Facilitators


Goal 2: Develop and implement a 9-12 continuum of instruction for teaching text based vocabulary throughout all disciplines.

Description Following the work of the English Department through the 2015-2016 School Improvement Plan, all high school teachers will participate in the development and implementation of a 9-12 continuum of instruction for teaching vocabulary. Best practices for vocabulary instruction will be discussed, modeled and implemented across all disciplines. Stakeholders Responsible

● Director of Teaching and Learning ● Lynnfield High School Faculty, Assistant Principal and Principal ● Lynnfield High School Department Chairs ● Lynnfield High School Guidance Director ● Lynnfield High School Professional Development Committee

District Strategy Alignment

Curriculum and instruction Support continuous curriculum development and instructional excellence with a shared vision for high quality outcomes and expectations

3A. Conduct demonstration lessons from vocabulary pilot to be shared across all grade levels

Evidence ● Lynnfield Curriculum Council agendas ● Atlas curriculum units ● Data from PSAT and SAT ● Periodic reports to School Committee, Faculty Meetings and HSLT ● HSLT and department meeting agendas


41


Data Review of Current PSAT and SAT Scores

SAT Review Presentation May 2016-June 2016

Shared professional development time will be dedicated to the introduction and practice of the Keys to Literacy Vocabulary Routine

Feb. 1 LHS Vocabulary Facilitators - Strategies LHS Vocabulary Feb. 1 PD

September 2016- November 2016

Shared professional development time will be dedicated to the process of developing a common vision of vocabulary instruction and assessment. Teachers from all disciplines will be involved in this work.

LHS Contextual Vocabulary Strategies Resource March 8 LHS Vocabulary Facilitators - Assessments

September 2016 - March 2018

Determine number of words taught to mastery for each grade level

LPS Power Words (Draft) LPS Prefixes/Roots/Suffixes (distributed Feb. 1, 2017)

September 2016 - November 2016

District-wide modeling of best practices for teaching vocabulary across the high school through ELA classrooms.

Feb 1 PD LHS Agenda

October 2016 - June 2017

Determine common academic vocabulary and strategies for instruction across the disciplines

Feb 1 PD LHS Agenda/ Presentation

October 2016-June 2017

Identify vocabulary for Curriculum, Instruction, and Assessment through review of PSAT/SAT Data

After review of College Board’s test speculations, it is supported that a contextual study of vocabulary will meet the needs of all learners. CB Article shared at ELA Department Meeting

January 2017

Summer Institute to broaden common vocabulary across disciplines District-wide distribution of completed continuum for vocabulary instruction (grade-level/discipline-specific lists of vocabulary, Greek/Latin affixes and roots.)

June 2017

K-12 District-wide distribution of completed continuum for vocabulary instruction (grade-level/discipline-specific lists of vocabulary, Greek/Latin affixes and roots.)

September 2017

42


Goal 3: Implement and evaluate alternative educational experiences that broaden student learning opportunities in nontraditional ways.

Description The internship committee will evaluate and refine guidelines for the implementation of a more expansive internship program. The program will include experiences in and out of the building based on building need and student interest. A list of external programs will be maintained with the hopes of expanding each year to provide additional opportunities for student participation. Building based programs will be similar to our Student Helpdesk model and may include Makerspace, Robotics, Academic help centers, etc. The internal programs will provide community service hours or academic credit depending on the focus of the program. Stakeholders Responsible

● Lynnfield High School Staff, Assistant Principal and Principal ● Lynnfield High School Internship Committee ● Lynnfield High School Council

District Strategy Alignment Curriculum and instruction Support continuous curriculum development and instructional excellence with a shared vision for high quality outcomes and expectations 3G. Implement and expand alternative educational experiences that broaden student learning opportunities in nontraditional ways Evidence

● Internship Committee agendas ● Website for internship ● Curriculum, instruction, and assessment protocols ● Presentations to Assessment Panel ● Student survey results


Review student surveys and Guide feedback forms to inform necessary changes to Internship program.

Survey June 2099

Internship committee will make a presentation to faculty about the success of the pilot program.

Reported number of students, topics, and student responses to their experience at a faculty meeting.

September 2016

Recruit additional staff members to join the internship committee for the 2016-2017 school year.

Committee decided that this was not necessary

September 2016

Compile a list of internship opportunities in and around the community.

In-school list Ongoing

Create webpage that contains all pertinent information for the internship.

High School Webpage September 2016

Collaborate with faculty and develop mentors and support personnel


43


Communicate, advertise, and recruit interested seniors

Met with Seniors at the January 31st Compass session. Presentation


Meet with interested students to review procedures and protocols regarding internships

January 2017-March 2017

Identify and meet with mentors to define their role.

December 2016-January 2017

Assess, amend and accept student proposals through mentor-student meetings.

January-March 2017

Organize student presentations to panel. Create exhibition for community review.

Sample presentation from last year May 2017

Implement student survey to assess program.

June 2017

44


Section E MCAS Action Plans

45


Lynnfield Public Schools MCAS Results

MCAS Action Plans October 4, 2016

Huckleberry Hill School Summer Street School

RESULTS The results of the 2016 spring MCAS tests in grades three and four were within the range of expectations based on specific factors. The classroom data collected during the school year coupled with the on-going refinement of instructional practices, including resources and materials, support the data in this document. While the overall results of the MCAS were supported with classroom data results, individual results were analyzed and will be addressed at upcoming assessment meetings.

ACTION PLAN MOVING FORWARD In order to improve MCAS results the following protocols and routines are assessed and adjusted throughout the year: ● Data Assessment Meetings

o Off-campus and in-house scheduled meetings o Data collection and analysis at school, grade and classroom level o Progress monitoring for all students o Ensure alignment to the Massachusetts Frameworks 2011 o Instructional and assessment practices are revisited and refined

● School Wide Initiatives o Grade Level Meetings o Social Emotional Learning o Inclusive Practices o Vertical Articulation o Instructional tutors providing literacy and math support o Instructional Rounds

● Curriculum Directors o Participate in district-wide collaboration o Supervising Evaluator-Model and provide formal feedback on best instructional and assessment

practices o Plan and facilitate assessment meetings o Contribute to Collaborative Learning Experiences o Liaison for regular and special educators o Plan and develop MCAS tutoring sessions o Oversee instructional tutors providing literacy and math support o Create, maintain and distribute grade level data sheets

● Professional Development o Opportunities are directly correlated to District Strategy and School Improvement Plan o Formal and informal discussions throughout the school year

The following concepts need to be discussed and refined based on the 2016 results. Discussions for improvement will take place during scheduled assessment meetings as well as grade level meetings and professional development time throughout the school year.

46


Grade Three English Language Arts ● Key Ideas and Details ● Open Response and Short Response questions in all genres

Grade Three Mathematics ● Continuing to improve upon Open Responses ● Understanding the properties of Multiplication

Grade Four English Language Arts ● Key Ideas and Details - Open Response questions in all genres ● Compositions in various genres as outlined in MA Frameworks 2011 ● Vocabulary Acquisition and Use

Grade Four Mathematics ● Continuing to improve upon Open Responses ● Solving problems involving measurement and conversion of measurement ● Representing and analyzing data

CONTRIBUTING FACTORS FOR DIFFERENTIAL IN MCAS RESULTS

2012 to 2016 The ELA and Mathematics MCAS scores at Summer Street School and Huckleberry Hill School in both grades three and four remain consistent. A detailed account of specific achievement levels will be discussed at the upcoming meeting.

SUMMER STREET SCHOOL MCAS PERFORMANCE RESULTS Grade 3 Reading Advanced/Proficient

2013 2014 2015 2016

47


86% 86% 84% 85%

Grade 3 Math Advanced/Proficient

2013 2014 2015 2016

95% 95% 98% 91%

Grade 4 ELA Advanced/Proficient

2013 2014 2015 2016

91% 90% 90% 84%

Grade 4 Math Advanced/Proficient

2013 2014 2015 2016

89% 87% 85% 86%

HUCKLEBERRY HILL SCHOOL MCAS PERFORMANCE RESULTS

Grade 3 Reading Advanced/Proficient

2013 2014 2015 2016

81% 89% 84% 79%

Grade 3 Mathematics Advanced/Proficient

2013 2014 2015 2016

92% 95% 94% 87%

Grade 4 ELA Advanced/Proficient

2013 2014 2015 2016

82% 85% 85% 83%

Grade 4 Mathematics Advanced/Proficient

2013 2014 2015 2016

92% 87% 86% 87%

48


49


50


51


52


53


54


55


56


57


58


59


60


Lynnfield Middle School

RESULTS Last year, all Lynnfield Middle School students participated in the MCAS examinations for English Language Arts (ELA) and Mathematics. In ELA, 92% of our 8th graders scored Advanced or Proficient, with 80% or more of our 5th-7th graders scoring Advanced or Proficient. In mathematics, 80% of grade 8 students scored Advanced or Proficient. The 5th grade continued to have solid results with 87% scoring Advanced or Proficient. 75% of our 6th graders and 77% of grade 7 scored Advanced or Proficient. Students in grades 5 and 8 were also tested in Science and Technology/Engineering. Grade 5 made strong gains with 80% of students scoring Advanced or Proficient. Grade 8 results were up slightly from last year with 61% of students scoring Advanced or Proficient. STE remains a focus this year as we would like to continue to see greater growth in student performance in this area.

ACTION PLAN MOVING FORWARD All MCAS results have been analyzed via the DESE Edwin Analytics software. This analysis is shared and discussed at the grade and department level and with special educators. Comparisons within a particular grade and strand are analyzed as well as from year to year. In addition to assessment meetings, grade-level data meetings by team occur at least three times a year to discuss the social, emotional, and academic well-being of all students. MCAS test preparation occurs within the regular education classroom and in the small-group tutorials. We will also look to infuse electronic assessments across math and English in preparation for computer-based MCAS testing in Spring 2017. Science testing for MCAS will remain paper/pencil in 2017. English

● MCAS results are formally analyzed by English and social studies teachers, ELA tutors, and special educators. Data, including test item analyses and interim assessments, is discussed and used to refine teaching practices and plan interventions.

● Based on the 2016 MCAS results, teachers at grade-level data/department meetings will discuss and refine instruction around open response writing, narrative writing, and the following concepts:

○ Grade 5- Vocabulary Acquisition and Use, Craft and Structure, Language/Conventions, and Integration of Knowledge and Ideas

○ Grade 6- Key Ideas and Details, Language/Conventions, and Integration of Knowledge and Ideas ○ Grade 7- Integration of Knowledge and Ideas ○ Grade 8- Craft and Structure and Key Ideas and Details

● Teachers will revise and refine curriculum units and maps using Atlas, our online mapping software. In their units, teachers of English, social studies, and humanities will incorporate opportunities for students to practice performance based tasks and evidence based question sets.

● Three English tutors collaborate with English teachers to support students in reading comprehension and writing skills during STAGE or TEAM times. Tutorials run October through May, and student progress is monitored and reviewed at data meetings.

● Department meeting time and designated PD time on February 1, 2017 and March 8, 2017 will be devoted to the reviewing of best practices for vocabulary instruction and developing assessments. Teachers from all disciplines, along with our 5 trained “comprehension/vocabulary coaches,” will be involved in this work

Mathematics ● Results of MCAS testing are analyzed by math and special education teachers as well as math tutors.

MCAS and common interim assessment data is discussed and used to identify appropriate interventions and areas of focus.

● Based on the 2016 MCAS results, math teachers at grade-level data/department meetings will discuss and refine instruction around open response writing and the following concepts:

o Grade 5- Operations with fractions, Numerical Expressions, and Classifying Figures o Grade 6- Geometry, Algebraic Expressions and Equations, and Statistics and Probability o Grade 7- Properties of Operations, Operations with Rational Numbers, and Ratios o Grade 8- Expressions and Equations, Functions, and Statistics and Probability

61


● The mathematics curriculum will be revised online through the Rubicon Atlas curriculum mapping software. In addition, grades 6 and 7 teachers will update their program incorporating the new edition of their text.

● In addition to small-group tutorials via special education, three math tutors offer additional support to students in grades 5-8 during STAGE and/or Team Time. School tutoring runs Oct.-May, and student progress will be monitored and reviewed at data meetings.

● Department meeting time and designated PD time on February 1, 2017 and March 8, 2017 will be devoted to the reviewing of best practices for vocabulary instruction and developing assessments. Teachers from all disciplines, along with our 5 trained “comprehension/vocabulary coaches,” will be involved in this work.

● Students will be given opportunities to take online assessments in preparation for computer-based testing. ● Teachers will incorporate the mathematical practice standards into their teaching (i.e. Attend to Precision,

Model with Mathematics, Look for and Make use of Structure, etc.). This, in turn, will assist students in developing these practices in themselves

Science ● Results of grades 5 and 8 MCAS testing as well as interim assessments are analyzed and used to identify

appropriate interventions and areas of focus. ● Teachers will further revise their curriculum maps in Rubicon Atlas and create units to reflect the 2016

Massachusetts Science and Technology/Engineering Curriculum Framework. ● Department meeting time and designated PD time on February 1, 2017 and March 8, 2017 will be devoted

to the reviewing of best practices for vocabulary instruction and developing assessments. Teachers from all disciplines, along with our 5 trained “comprehension/vocabulary coaches,” will be involved in this work.

● Teachers in grades 5-8 will focus on lab report and open response writing. Students in all four grades will complete labs and open responses throughout the year. Teachers will analyze the results and determine strategies to improve writing in Science.

CONTRIBUTING FACTORS FOR DIFFERENTIAL IN MCAS RESULTS

2015-2016 Teachers along with curriculum directors discuss and refine relative areas of weakness as determined by MCAS results. In some cases, this area may be identified as a result of a single, unreleased test item. Assessment/data meetings, teaming, department specialization, and English/math tutorials may have an impact on the overall strong results of middle school. Last year’s 8th grade class was the first group to benefit from extra instructional time devoted to math and science since entering in grade 5.

62


63


64


65


66


67


68


69


Lynnfield High School

RESULTS All grade 10 students participated in the 2016 MCAS examinations for English Language Arts (ELA), and Mathematics. Additionally, all grade 9 (and some grade 10) students participated in the Biology examination. We seek continuous improvement each year across all subject areas. The results of the 2016 spring MCAS exams were consistent with what we expected. A high percentage of our students continue to score Advanced and Proficient in all subject areas. 99% of our students scored at Advanced/Proficient in ELA, 90% in Mathematics, and 93% in Science.

ACTION PLAN MOVING FORWARD All MCAS results have been analyzed via the DESE Edwin software. As always, this analysis is shared and discussed at the department level and with special educators. Comparisons within a particular grade and strand are analyzed as well from year to year. It is imperative that we keep the following protocols and routines in place for continuous improvement: English Language Arts:

● Develop Educational Proficiency Plans for those students who did not reach proficiency on the MCAS English Language Arts examination.

● Offer MCAS Evening Program in February for students scoring in Needs Improvement and/or those considered at risk of regression.

● Schedule at-risk students into our MCAS support class during the school day. ● Continue to administer a common short answer and open response assessment on midterm exam for 9th

and 10th grade English Mathematics:

● Develop Educational Proficiency Plans for those students who did not reach proficiency on the MCAS Mathematics examination.

● Offer MCAS Evening Program in April for students scoring in Needs Improvement and/or those considered at risk of regression.

● Schedule students enrolled in Math Connections into our MCAS preparatory class to reinforce Algebra 1 concepts and to introduce Algebra 2 topics.

● Incorporate previous MCAS open response questions into sophomore classes. ● Meet regularly with sophomore math teachers to discuss curriculum and pacing for consistency across the

department. Biology:

● Offer MCAS Evening Program in spring for students considered at risk of regression. ● Incorporate MCAS-based review materials into the classes, including topic-specific practice tests using

former MCAS questions. ● Continue to administer a common midterm examination. ● Meet regularly as a biology team with the department head to discuss curriculum and pacing for

consistency and improvement across the department. ● Continue to use technology-based review program (First Five) with students during individual units in

science classes as well as making this available to all educational support staff and faculty working with biology students.

The following concepts need to be discussed and refined based on the 2016 results. Discussions will take place during department meetings. English Language Arts:

● Continue to identify at-risk students through MCAS data and encourage them to attend our Evening Program in February.

● Continue to work with the special education department to develop Response To Intervention (RTI) model for instruction.

● Continue to develop common student assessments to include open response questions. ● Work collaboratively to develop common midterm assessments and course assessments based on open

response questions.

70


Mathematics:

● Continue to identify at-risk students using released MCAS data and encourage those students to attend our Evening Program in the spring.

● Work collaboratively to analyze results of the common midterm examination and common MCAS-based review materials in class.

● Analyze MCAS results by strand and examine common student errors. ● Provide students who did not reach the Proficiency level the opportunity to take the DESE Proficiency

Mathematics Test in the spring. Those students who opt not to take this test or who take it and do not pass must continue to work on math proficiency in their junior and senior year math classes.

Biology: ● Continue to identify at-risk students and invite them to our Evening Program in spring. ● Work collaboratively to analyze results of the common midterm examination and common MCAS-based

review materials in class making sure they remain relevant. ● Analyze MCAS results by topic area and consider changes in curriculum for any defined as lower scoring

topics. ● Encourage students who did not pass to take the test again in the spring. Seniors are often offered a test in

February. We will provide them with materials from the Evening Program designed to help them prepare for another attempt.

CONTRIBUTING FACTORS FOR DIFFERENTIAL IN MCAS RESULTS 2015 to 2016

The scores at Lynnfield High School in English Language Arts increased with 99% of our students scoring Advanced and Proficient in 2016 as opposed to 98% in 2015. The Mathematics scores remained strong with 90% of our students scoring Advanced and Proficient in 2016 as opposed to 78% at the state level. Over the past two years, the percentage of our students scoring Advanced has increased by 2% each year. The 2016 Science scores remained strong with 93% scoring Advanced and Proficient as opposed to 75% at the state level. 2016 also showed an increase over 2015 where LHS scored 90% Advanced and Proficient. Each year, department heads and teachers discuss MCAS item analysis and review overall student performance to better pinpoint student strengths and weaknesses. Based on this data analysis, teachers adjust curriculum, instruction, and assessment as needed. Department heads and teachers are proactive at identifying at-risk students and encouraging them to receive remedial support through our Evening Program and/or MCAS support classes. Teachers work diligently to develop common assessments and work collaboratively to identify and strengthen student weaknesses. As a result, our students continue to outperform state averages in all categories.

71


72


73


Documents

Lynnfield Public Schools School Improvement … Public Schools School Improvement Plans ... Section D- Winter School Improvement Plan Updates…………… ... essential questions