media.virbcdn.commedia.virbcdn.com/files/47/FileItem-271985-carlton... · Web viewAssessments will include Dibels, K-1 Inventory and/or Observation Survey, SRI, Fountas and Pinnell’s

Carlton SchoolContinuous Progress Innovation School

Plan

Carlton Continuous Progress Innovation School Plan, September 29, 2011 1

Table of Contents

Information Sheet...................................................................................................................................................... 3

Certification Statement........................................................................................................................................... 4

Executive Summary.................................................................................................................................................. 5

Public Statement........................................................................................................................................................ 7

I. Innovation School Mission, Vision, and Statement of Need................................................................8

A. Mission Statement..................................................................................................................................... 8

B. Vision Statement........................................................................................................................................ 8

C. Statement of Need......................................................................................................................................8

D. Partnerships.............................................................................................................................................. 10

II. How Autonomy and Flexibility Will Be Used.........................................................................................11

A. Curriculum, Instruction, and Assessment....................................................................................11

B. Schedule and Calendar..........................................................................................................................19

C. Staffing..........................................................................................................................................................20

D. Professional Development..................................................................................................................22

E. District Policies and Procedures.......................................................................................................23

F. Budget........................................................................................................................................................... 24

III. Capacity of Applicant Group........................................................................................................................25

IV. Required Attachments................................................................................................................................... 26

A. Résumés of Innovation Committee................................................................................................27

B. School Improvement Plan..................................................................................................................44

C. Timetable…..……………………………………………………………………………………………………..51

D. Sample Standards Continuums for English Language Arts and Math…………..………52


Innovation School Information Sheet

Proposed Innovation School Name: Carlton School Full/Partial Conversion or New: ConversionProposed School Address (if known): 10 Skerry Street

Salem, MA 01970Primary Contact Name: Jean-Marie Kahn, PrincipalPrimary Contact Phone Number(s): 978-740-1280Primary Contact Fax Number(s): 978-740-1283Primary Contact Email Address: [email protected]

If conversion:Existing School Name: Carlton SchoolExisting School Address: 10 Skerry Street

Salem, MA 01970

Proposed Innovation School opening school year: 2011-2012 X 2012-2013Proposed duration of innovation plan (up to five years): 3 years 4 years X 5 years

School Year Grade LevelsTotal Student

EnrollmentTotal number

of StaffFirst Year K-5 260 48

Second Year K-5 260 48Third Year K-5 260 48

Fourth Year K-5 260 48Fifth Year K-5 260 48

…At Full

EnrollmentK-5 260 48

Will this school serve students from multiple districts? Yes X No

If yes, list the towns/cities in the proposed regions.

If yes, list the school districts (including regional school districts) in the proposed region. (Use additional sheets if necessary):


Proposed Innovation School Name:

Carlton School

Proposed City/Town Location: Salem, Massachusetts

Names of innovation plan committee members (no more than 11 individuals) selected in accordance with state law:

Affiliation Name Vote to approve innovation plan

Lead applicant member: Jean-Marie Kahn, Principal

Superintendent: Dr. Stephen Russell, Superintendent

School committee member or designee: Mayor Kim Driscoll, Chairperson of Salem School Committee

School committee member or designee: Dr. Brendan Walsh, Chair of Curriculum Sub-Committee, Salem School Committee

Assistant Superintendent: Dr. Steven O’Brien, Assistant Superintendent

Parent who has one or more children enrolled in the school:

Heidi Guarino, Parent

Parent who has one or more children enrolled in the school:

Beth Anne Cornell, Parent

Teacher employed by district (selected from among volunteers):

Jenifer Aldrich, Music and Science Teacher

Teacher employed by district (selected from among volunteers):

Jessica Eveleth, 5th Grade Teacher

Teacher employed by district selected from among nominees submitted by the local teacher’s union:

Joyce Harrington, Salem Teacher’s Union President

Team Member Deborah Connerty, Special Education Coordinator

I hereby certify that the information submitted in this innovation plan is true to the best of our knowledge and belief and has been approved by a majority vote of the innovation plan committee.

Signature of Lead Applicant Member ___________________________________________Date__________


Executive Summary:

The Carlton School is a small elementary school that serves 235 students in grades K-5 in Salem, Massachusetts. Housed in a “Green Building” built in 2004, the Carlton strives to incorporate environmental and marine science studies into the everyday curriculum. Currently the school has 14 classrooms. Over the past 4 years the school has added one additional class each year with the goal of doubling the size of the student population by 2012. Despite our green building and our dedication to our students, over the past five years the Carlton has struggled to make AYP in MCAS testing for both aggregate and sub-groups. In addition, the school has experienced high turnover in leadership, with three principals over a six-year span. To address the need for improvement, the professional staff of the Carlton School proposes the following plans for innovation school status.

The Continuous Progress Innovation School at the Carlton will emphasize an individual approach to teaching and learning designed specifically to better serve our population and demographics. Currently, Carlton is a neighborhood school with a diverse population and a teaching staff dedicated to students. However, we have high mobility rates and we continue to struggle to meet the academic needs of all learners. The structure of both the school and the curriculum are key supports to the continuous progress of each student and the overall improvement of the school. The following innovations are proposed to transition to a Continuous Progress Innovation School.

Key Components of the Plan The Carlton’s Innovation Plan calls for significant changes to the school’s structure, curriculum, grade levels, staffing and calendar. These changes include:

School Structure: Students will be placed in multi-age classrooms within team levels, as opposed to

traditional grade levels. These team levels are indicated in the table on page 12. Students will remain in the same classroom with the same teacher for up to two and

one-half years, depending on the student’s progress in standards achievement. Each kindergartener will begin school in the trimester following his/her fifth

birthday, and will transition to the next grade at the trimester interval in which he/she is able to demonstrate competency with the Massachusetts Curriculum Framework standards, physical and developmental skills, and is socially and emotionally ready to move up to the next team (grade) level.

Teachers will evaluate students poised to transition to the next team level three times per school year at trimester intervals. This will allow teachers to move students to the next team (grade) level when the individual student is ready, rather than at the end of the traditional school year. This will mean that some students move mid-year, while others remain in the same class for additional trimesters. This allows a student to increase the amount of time within a grade level without repeating and entire year at that grade. Because students will be leaving and entering classrooms at various times, the social stigma of grade promotion and retention will be non-existent (please see trimester map on page13).


Before a student transitions to the next team (grade level) a meeting will take place with the current teacher, parents, the receiving teacher and support faculty. At this meeting the student will present what he/she has learned, his/her next set of goals for the next grade level, and why he/she should move up.

The school will add an optional 40 minutes to the instructional day in the morning. By using flexible scheduling and stipend positions, teachers will be available to students who arrive early for intervention groups in reading, writing and math. In addition, afterschool clubs will be established for enrichment.

Curriculum and Instructional Structure: Each student will receive instruction matched to his/her achievement level every

day. The curriculum will emphasize student ownership of learning and progress across

the standards. The core subjects of reading, writing and math will be taught using a workshop

model with intensive and targeted small group instruction (please see staffing map page 21).

The content area subjects science and social studies will be taught using inquiry- and project-based methods in heterogeneous groups.

Standards-based continuums will be developed for each team level in each core subject based on the new Massachusetts Frameworks and Common Core State Standards.

Common assessments will be selected and developed to assess student progress on each standard and will be used to guide teachers’ instruction of students on a daily basis.

Each student will be placed in flexible and fluid groups based upon his/her progress in each subject.

Students whose achievement is significantly higher in a subject could be grouped with another team for that subject.

Each student will have the opportunity to participate in an early morning success period to receive a double dose of instruction in that student’s area of greatest need or to extend his/her progress.

These innovations in the structure and curriculum will support the teaching and learning of individual students as their continuous academic progress is prioritized. This tailored instruction will improve student achievement.

The key players who have had input to the Carlton Innovation School process to date, including the Carlton principal and teachers, District administration, and members of the School Committee, are very excited about the achievable goals of the Carlton Innovation School. However, all team members feel strongly that the 2011-2012 school year is needed to plan and prepare for the 2012 opening. During the 2011-2012 school year the staff will have significant professional development and planning time in the areas of English Language Arts, Math, Science and Social Studies. In addition, the staff will be developing an educational philosophy, but also engaging a diverse group of people with the process to actualize the mission, vision and goals of the Carlton Innovation School. Many hours of


work, meetings, and restructuring, along with the development of strategic details and tactics, are required prior to implementation or opening of the Carlton Innovation School. These tasks include carefully studying the Common Core Standards, aligning the standards with common assessments across a developmental age span, creating a new report card, redesigning curriculum and instruction to meet the standards in a way that supports individualized teaching, and training teachers and securing materials to teach and assess diagnostically. Funds have been set aside in the District’s Year 2 RTTT grant application to support these activities. In addition, the Carlton staff may opt out of mutually agreed upon Professional Development activities designed for the entire district in order to have time to prepare for the 2012 opening and of the innovation school.

To support the development of the Continuous Progress model, the Carlton Innovation School will request a moderate number of additional staff in order to meet the challenges and promises of our continuous progress school and to serve all of our students.

Public Statement:

The Carlton School is an urban K-5 school serving approximately 235 students. To improve student learning we will use a continuous progress approach, which includes:

Using multi-age, ungraded classroom settings, and flexible grouping based on each student’s individual needs

Individualizing instruction and assessment to target each student’s individual needs Using project-based inquiry to investigate science and social studies topics

A continuous progress approach utilizes instruction targeted to the student’s learning needs and his/her unique learning progress. Each student advances or progresses at his/her own pace.


I. Innovation School Mission, Vision, and Statement of Need

A. Mission StatementThe mission of the Carlton School is to meet the needs of each individual student in a systematic and rigorous manner using a continuous progress approach to learning. Students will succeed because their academic needs will be met according to their individual progress along a learning continuum. By placing importance on the individual student, as opposed to classroom cohorts, students will receive diagnostic instruction on a daily basis, resulting in greater academic achievement. Students will exhibit leadership, responsibility, kindness, creativity and initiative.

B. Vision StatementThe structure of the Carlton School will support the individualized teaching of each Carlton student, ensuring his or her continuous academic progress. Students and teachers will work with intention, purpose and cognitive clarity. By using a multi-age approach, without grade level distinctions, students will progress at a developmentally appropriate rate that is individualized in nature. Students will receive intensive instruction in reading, writing, and math that is explicitly driven by the assessment and instruction cycle. The school will also embrace a multi-disciplinary and inquiry-based approach to science and social studies, which also incorporates the core subjects of reading, writing and math. Continuous Progress teaching will be achieved through collaboration among teams of teachers and students working towards continuous achievement.

C. Statement of NeedThe innovations proposed in this document are necessary to improve student learning for two significant reasons. First, our current population is not responding to our current instruction at a level that suggests improvement for both the individual students and the school as a whole. We believe by individualizing instruction students will have greater academic achievement. Second, teachers and students need a school structure that simultaneously supports and encourages a focus on achievement and rigor through collaboration and inquiry. To address this need, teachers require improved institutional supports, providing them with autonomy and flexibility to individualize instruction and meet the unique needs of each student. Reorganizing the school structure begins to put supports in place that will lead to improvement in achievement for the Carlton students.

i. Student Population:The Carlton School has a diverse population of 235 students, and will reach capacity at 260, by 2012. As a Title I school, with Universal Breakfast, 72% of our students are low income. In addition, 33% of our students have special education IEPs. In 2008 we had 2 students with ELL services, and in 2011 we have 40 students. To respond to this rapid growth we will begin a Newcomers program for beginner students in the fall of 2011. We are acutely aware of the “at-risk” designation of our students, as we are involved with social services, homeless shelters and mental health providers for our students on a weekly basis. Our students need and deserve high expectations with innovative instruction.

Please See Data Below


2009-2010 MCAS Results

Grade and Subject

% of students testing at:SGPAbove

ProficientProficient

Needs Improvement

Warning

3rd grade ELA 13 35 48 4 N/A3rd grade Math 0 39 43 17 N/A4th grade ELA 3 17 57 23 33.04th grade Math 3 17 67 13 44.05th grade ELA 5 27 50 18 47.05th grade Math 5 9 45 41 60.55th grade Science and Technology

5 18 59 18 N/A

The majority of Carlton School students tested at the needs improvement or warning level in 2010, as was the trend for the past four years. The Carlton School’s NCLB accountability status is currently Corrective Action for ELA and Improvement Year 2 for subgroups in math. The Carlton is designated as a Level 3 school.

ii. Specific Issues that can be addressed through the innovation school:Currently the Carlton School follows a traditional structure and the district’s traditional curriculum, most notably Everyday Math and Superkids Literacy. These curricula are based on a grade level cohort model, suggesting that all students generally learn at the same pace and have the same instructional needs. This often requires significant differentiation by the teacher, which is rarely diagnostic and only sometimes appropriate to individual student needs. This takes significant time and effort to restructure, re-teach, and redesign the curriculum for many of the students. The structure of the school and curriculum is not supportive of teachers’ efforts or conducive to high levels of student learning and performance.

By gaining autonomy from the district curriculum requirements and centralized oversight, and gaining flexibility with grade level designations, we will be able to prioritize student growth and continuous progress without the requirements that are designed to serve whole classrooms. For example, Everyday Math is based on a spiral curriculum. This is problematic for our students because we have a relatively high turnover rate. This means that many of our students cannot benefit from the spiral simply because they are not present for the initial or follow up instruction. With some flexibility we can use many of the lessons that emphasize higher-level thinking, while placing a greater importance on individual mastery of concepts and standards.

In reading, the bulk of instructional time will be spent meeting with small groups of readers as opposed to the whole class lessons required within the Superkids curriculum. This flexibility is needed to address individual student progress on a broader scope than the district curriculum currently allows.


iii. Community Support:The idea for a continuous progress school originated in the School Committee and was studied by a small group of teachers in 2010. This study group collected information about other continuous progress schools around the nation and visited a school in Beech Grove, Indiana. A significant amount of information was collected and presented to the School Committee. Many of their recommendations are in this proposal.

During the initial conversations about the possibility of an innovation school based on the continuous progress concept, parents of current students and prospective kindergarteners have inquired about and showed significant interest in the school. Some parents have expressed some apprehension, but most parents are interested in becoming part of the process through the transition.

Most notably, this plan was created through the incredible collaboration of the teachers and staff at the Carlton School. In teams, teachers spent well over 200 hours preparing the plan, making critical decisions, solving problems that serve as barriers to progress and establishing the core vision of the Carlton School in 2012. This plan reflects their professionalism, talent, and dedication to the students of the Carlton School.

D. PartnershipsThe Carlton School has current partnerships with the following organizations that will continue to develop through our transition to a continuous progress innovation school. These partnerships are not explicitly connected to the innovation status.

Salem State University Massachusetts District and School

Assistance Centers, DSAC Salem Sound Coast Watch Salem Education Foundation

Lesley University Peabody Essex Museum, PEM ASSISTments, Worchester

Polytechnic Institute

Please See Next Page


II. How Autonomy and Flexibility Be Used To Improve School Performance and Student Achievement

A. Curriculum, Instruction, and Assessment

i. Continuous ProgressIt is important to define our interpretations of “Continuous Progress” as a model concept for our Innovation School because there is no accepted definition within the educational field. To the Carlton community “Continuous Progress” means:

•Teachers engage students as individual learners. The goal is to switch the teacher’s focus from the class to each individual student, which will result in individualized instruction instead of whole-class instruction. • Each student progresses through grade levels at his/her own pace, allowing for extra time to complete standards as necessary.• Each student develops an awareness of his/her strengths and weaknesses and takes ownership of his/her learning and achievement.• Students work at different levels within different content areas depending on their progress with the standards, allowing students to move through the curriculum at a faster or slower pace as needed.• Teachers and staff value the whole student and student learning is matched to the social development of the child.

We believe this Continuous Progress model will significantly raise student achievement on multiple measures and will prepare each student for the rigorous academic life of middle school, high school and college.


ii. School StructureIn order to support the individualized teaching of each student, the school will abandon the traditional grade level cohort model, instead placing students in the following multi-age classrooms within a larger team distinction:

Team Age-RangeAverage

number of trimesters

Number of classrooms in

the school

Traditional grade range

Primary 1P1

5.0-6.0with the option

of remaining until 6.5

3 2 Kindergarten

Primary 2P2


of remaining until 8.5 or 9.0

64 1-2

Elementary 1E1



3-4 2.5 3

Elementary 2E2



64.5 4-5

A student entering Primary 1 (P1) will begin school the trimester after his/her fifth birthday. Prior to arriving at school students will be assessed with an enhanced screening containing additional assessments that will allow the teacher to place a student along the standards continuum.

A student will remain in his/her classroom until he/she has reached the minimum transition age and the required standards for that team - roughly two full calendar years or six trimesters depending on the team level. This means that a student will move to the next team at the conclusion of the trimester, based on his/her individual progress instead of at the conclusion of the school year. Just before the end of the trimester the classroom teacher will reflect on the student’s progress across the English-Language Arts and Math Standards Continuums and the student’s social and emotional growth. The structure of these teams and the use of a standards-based continuum for each team ensure developmental flexibility within an appropriate socio-emotional peer group. If the teacher determines the student is ready to transition to the next team level, a team meeting will be called that includes the student, the current teacher, the receiving teacher, the parents, and specialists. At this team meeting the student will present what he/she has learned, his/her goals for the next team level, and why he/she should move to the next team level. The purpose of this meeting is to help students take ownership of their learning and progress. The current teacher will also spend time discussing the student’s strengths and needs and a transition


plan will be made and celebrated. In order to plan for students’ transition to the middle school (in the fall), the E2 team will meet with sixth grade teachers to embed expectations in the standards continuum. To support the instruction in the classroom, every attempt will be made to keep homeroom class sizes below 24.

iii. Assessment and Instruction CycleDuring the week before the start of school each student will have an assessment appointment with his or her teacher or staff member designated as part of the Assessment Team. This will help the teacher to create small group assignments and set progress goals for each student. By conducting the intricate assessments prior to starting school, class time dedicated to instruction can begin on the first day of school. Teachers choosing to participate in the assessment week will need to be paid $45 per hour. (To be negotiated with the Salem Teacher’s Union.)

iv. CurriculumThe curriculum for our continuous progress innovation school will be derived from the new Massachusetts Frameworks that are based on the Common Core Standards. Using these documents, a continuum of standards will be developed for each classroom level in reading, writing and math. These standards continuums will reflect developmentally appropriate standards of achievement within each strand. These continuums will contain all the literacy and math standards that the student is expected to reach during his/her


time within that classroom. Teachers will use these continuums to record the date at which a student was introduced to the standard (I), when the student demonstrated that he/she was developing with support toward the standard (D), and when the student mastered the standard as evidenced by a common assessment (M).

Students will engage in three rigorous workshops for each core subject of reading, writing and math. The reading and writing workshop will last for 120 minutes and the math workshop will last 90 minutes. This model will consist of a 10-minute multilevel mini-lesson that will challenge students to think about the concept in a sophisticated way. Then students will break into small groups and individual workstations with other classrooms at that team level. During this time the Team (2-4 classrooms at the same age range) will be flooded with specialist teachers for small group instruction, individual conferences, and assessment tracking. (Please see staffing diagram for more detail.) This flooding will ensure that each student is instructed at the cutting edge of his or her achievement, making student progress and growth the priority of teachers, students and parents. Small group instruction will consist of guided reading, phonics lessons, guided writing and math target lessons. Students will be grouped based on their progress across the standards continuum and performance on common assessments. Placement in groups will be fluid and reflect the student’s progress in that core subject at any given time. In this way students will have a team of teachers responsible for their continuous progress. At the conclusion of this time a short share period will allow students to reflect on how the mini-lesson applied to their small group and individualized work, and goals for the next day will be set.

At the Carlton School, assessment will be intrinsically connected to daily instruction. Teacher observations and mini assessments, such as checklists, performance tasks (known as “Can Do” tasks), and running records, will be recorded on the standards continuum and collected in each student’s diagnostic portfolio along with work samples. We hope that this data collection can be recorded using iPods instead of clipboards. In addition, when a student is ready to demonstrate mastery of a standard, the student will be given a common assessment for that standard. Common assessments will consist of assessments already used in the school such as Benchmark Assessment Kits and Math Unit tests, in addition to newly developed or purchased assessments based on the standards. The assessment results will determine the student’s placement in small group instruction and the teacher’s goals for instruction the following day. These assessments will be shared with both the parent and the student on a regular basis.

During the afternoon students will engage in whole school and team level themes in science and social studies to explore topics through inquiry and project-based methods. Instruction in science and social studies will take place in a separate block of time and within heterogeneous whole class groups where students are able to apply their reading, writing and mathematical achievements. Instruction will be multi-disciplinary with the expertise of specialist teachers in art, music, physical education, and technology. This is an opportunity to further extend our green curriculum and science block as incorporated within our Green Building and organic garden. This infrastructure will further the hands-on nature of our science and social studies curriculum.


Because the Carlton School’s instructional approach and curriculum will change significantly, it is important that communication with parents about their child’s progress across the standards will also change. Teachers will need autonomy and flexibility to create a new report card that will show the student’s progress across the standards continuum. This report card will also provide a narrative of the teacher’s goals for the student in reading, writing and math and ways that parents can help with those goals at home. Teachers will also use a portfolio containing all common assessments and examples of student work to support the teacher’s recording of progress along the continuum. This will be shared at parent-teacher conferences as well as transition meetings and will hopefully be available for parents to view online.

v. Students with Special Needs and English Language Learners:The Carlton School currently houses three multi-age and substantially separate classrooms for students with Specific Learning Disabilities, mostly language based reading difficulties. In the fall of 2011 the Carlton School will add two small Newcomer classrooms for ELL students at the beginner level in grades 1 and 2. As we transition to innovation status these special populations will remain at the Carlton and be mainstreamed for various subjects when appropriate. To support a more inclusive model students in the substantially separate classrooms will be counted on the regular education homeroom. By accounting for these students within the regular education homerooms, the class size will remain manageable when students are mainstreamed, ensuring the best instruction for each and every student. However, these classrooms will use the same curriculum as the rest of the school with more specialized instruction as needed in small groups.

Inclusion students and non-beginner ELL students will also benefit from the continuous progress structure and curriculum. Students will continue to get the services outlined on their Individual Education Plans, but also benefit from more personalized instruction in the regular classroom. By using the standards continuum, expectations will remain high and accommodations and modifications can be tracked closely and linked to student progress. These students may also benefit from the Success Period where students can receive an extra dose of targeted small group instruction in the areas in which they need it the most.

These innovations will raise student achievement because teachers will focus their instruction on the specific needs of each child, as opposed to delivering mandated curricula that is designed for large groups.

vi. Approach to Literacy: The goal of literacy instruction is for students to read and write complex texts in sophisticated ways. Teachers will use a balanced literacy approach to literacy instruction focusing on Phonemic Awareness, Phonics, Vocabulary, Comprehension, and Fluency with various types of assessments along the way that track student progress. We will use the Continuum of Literacy Learning by Irene Fountas and Gay Su Pinnell in conjunction with the Common Core State Standards for English Language Arts to drive our instruction via the workshop model. Students will receive targeted instruction in all ELA areas, providing individual or small group support to improve weaker areas and expand areas of strength. Students will continuously move forward along the continuum of literacy learning with


ample opportunity to read and write in meaningful ways each day. Because these structures will be in place from K – 5, there will be a common language that will continue throughout the grades with both students and teachers through their years.

Basic Structure of Literacy Instruction and Methods. Teachers will use flexible grouping across classrooms to group students based on individual progress. The Workshop Model will be incorporated throughout the day for reading, writing, phonics, spelling, and word study, using mini lessons to introduce and model instructional focus followed by a period in which students exercise these skills independently. The Writing Workshop Model will utilize mini-lessons delivered to the whole class, then practice. Students’ additional strengths and weaknesses will be addressed independently and in small groups during this time depending on individual needs. Using classroom teachers and specialized support staff to ‘flood’ reading, students will be assigned to teachers by reading level and need. This approach will scaffold teaching and learning throughout the K – 5 years at the Carlton School, developing consistency throughout the grade levels to ensure students receive the best education possible. Routine in instruction will be implemented beginning in K, which will then be built upon in the following grades, leading to consistency and best practices while following the common core standards. Assessments will include Dibels, K-1 Inventory and/or Observation Survey, SRI, Fountas and Pinnell’s Benchmark Assessment, School-wide Writing Prompt and Rubric, Portfolios, common assessments and MCAS. These assessments will drive instruction at all grade levels.

In the 2010/2011 school year the Carlton School implemented a home book bag program supported by independent reading levels in all classrooms. This has increased the number of texts students read each week by 3-4 times, as well as provided access to current nonfiction. This program will continue in the new school.

Please see Attachment D for a sample English Language Arts Standards Continuum.

Meeting the needs of diverse students in literacy. Through flexible grouping and small group instruction, diverse learners such as Special Education and ELL students will have targeted instruction that is differentiated based on their needs. Instruction will be driven by assessment allowing students to move at their own pace through the continuum.

In the afternoon, students who are on Individualized Educational Plans will receive direct services from the Special Education teachers in order to meet the goals of their individualized plans. These services will be in addition to the flexible grouping in the morning. ELL students will also receive the support necessary to address their development of English language proficiency.

Student achievement. The structure of the Carlton School will support the individualized teaching of each Carlton student ensuring his or her continuous academic progress. Each student is looked at as an individual, taking into account the whole child as instruction is planned. Students will receive diagnostic instruction based upon ongoing formal and informal assessments, which will result in greater academic achievement. By using a multi-


age approach, students will progress at an individualized, developmentally appropriate rate. Student will be successful because their academic needs will be met according to their individual progress across a learning continuum, therefore fulfilling our mission statement.

Autonomy. Our approach to literacy instruction is significantly different from the current district curriculum. At the district level, there is currently no one program adopted that continues throughout the K – 5 setting. Most literacy instruction has been delivered whole group, and there is little room for differentiated small group or individualized instruction. Currently the district uses Superkids in grades K-2. This program is delivered with whole-class lessons using a September to June scope and sequence making it difficult to use with continuous progress and multi-age classrooms. In the upper grades, there is no consistent program or practice in place across schools and grade levels. Our balanced literacy approach will create a cohesive structure, scope and sequence, and common language.

vii. Approach to Numeracy: The goal of mathematical instruction is to have each child acquire mathematical understanding according to the Standards for Mathematical Practice found in the Massachusetts Frameworks based on the Common Core Standards. The focus will be the mathematical strands of Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Number and Operations in Fractions, Measurement and Data, Geometry, and The Number System. Teachers will use a balanced approach of direct instruction, hands on manipulative-based activities, technology, visual representation, real world application, games, and abstract thinking using paper and pencil practice. In order to do this, students will learn problem solving, reasoning and proof, communication, representation, and connections. Using the Massachusetts Frameworks, teachers will organize the lessons to focus on mastery of concepts with structured review opportunities. This will balance mathematical thinking with fluency in mathematical operations.

Basic Structure of Instruction and Methods. Using a workshop model similar to the Reading and Writing Workshops described above, teachers will use a grounding mini-lesson, followed by small group lessons and guided and independent practice. Teachers will use flexible grouping across classrooms at a team level to group students by progress. Additional mini lessons will be provided to those students struggling with the new skills introduced during the day. Students will be responsible for reporting back to whole class about their learning. It is critical that teams of teachers work together to deliver diagnostic instruction and monitor student progress weekly. Common manipulative-based activities, games, crates, centers, and technology will be available to students to use during independent work time and exploration. These activities will engage students and will need little supervision. The workshop will conclude with students sharing their thinking and problem solving with the whole group so there is accountability and ownership of their own learning. Reflection will be key to build on the Standards for Mathematical Practice. During the content block, we are hoping that mathematical projects will be included in the learning of content. This will help with revisiting concepts that may have been covered earlier in the year. In addition, students may practice skills that they have not yet mastered.


Please see Attachment D for a sample math standards continuum.

Meeting the needs of diverse learners. This model offers a variety of ways to access the curriculum, including small group and manipulative-based instruction. It also allows more time on learning math. This will benefit students with diverse learning needs including Special Education students and English Language Learners.

Student achievement. The combination of programs will create a more balanced approach to math instruction in which teachers will be able to track student progress across the continuum and use diagnostic teaching to meet the progress of each student. By abandoning the Everyday Math spiral, teachers and students will be able to spend focused time on concept mastery before moving on to another standard.

Autonomy. Currently the school uses Everyday Math for all grades. However, this one program does not fit all our students’ needs. The Carlton teachers will select two programs, one emphasizing mathematical understanding and the second emphasizing more traditional facts and procedures. Teachers would like to take from these programs the lessons that best fit the Common Core Math Standards and match them to the continuum that will be developed.

viii. Approach to Content (Science & Social Studies):Students will engage in multi-age heterogeneous groups focusing on alternating science and social studies units based on the Next Generation Standards. Each unit will be 5 weeks long and will be co-planned and co-taught among team members. Because the schedule will allow for block scheduling, the science specialist will be included on planning and adapting lessons to specific content. Each unit will conclude with an inquiry project by each child.

Basic structure of instruction methods. During the 5-week unit, 3 weeks will be dedicated to direct instruction and hands-on engagement with the content. The last two weeks will include inquiry and project based exploration. Whole school units will be the first and last units of the year. This will allow the school to focus on a topic as a whole community.

Primary 1 and Elementary 1 will cover the mandated Science and Social Studies curriculum content annually due to the unique formation and purpose of K year and Grade 3 on the continuum progress (1 year). Primary 2, and Elementary 2 will be treated similarly, but will cover content over the course of two years (2 year cycle).

Assessments. During the first three weeks of a unit students will be assessed with Friday “check ins,” Quizdom surveys, and online resources. Teams will create specific rubrics to address Science and Social Studies content focused on the four language domains (listening, speaking, reading, writing) as well as the mathematical standards of practice and the principles of inquiry. Use of “Thinking Maps” graphic organizers will be collected to demonstrate growth in student thinking.


Meeting the needs of diverse learners. Content lessons will be conducted in heterogeneous groupings that will assist with peer modeling. Lessons will take place in various settings including small groups, using multi-sensory activities and multi-generational interactions. Project-based learning allows special education students and English language learners opportunities to demonstrate an area of strength not assessed in other core curriculum areas. In addition heterogeneous groups will provide ELL students with opportunities for immersion in a language-rich environments, and opportunities to access vocabulary and build background knowledge. Daily content area instruction provides all students with review, repetition, and reinforcement of concepts.

Student achievement. Through inquiry circles and project-based learning, students will develop a deeper understanding of core related content. Peer teaching and interactions will improve social skills and personal connections to content knowledge. Students will also engage in reading and writing for meaningful academic-based purposes, reinforcing literacy skills. Students will celebrate knowledge gained at the end of inquiry-based projects, giving students the opportunity to demonstrate their learning and achievements, again promoting student ownership.

Autonomy. The approach is unique because it blends curriculum in order to allow room for inquiry and mastery. Currently science and social studies is isolated and not given the time to complete thorough units of study. In addition the use of block scheduling will allow for deeper study.

B. Schedule and CalendarThe school year for students will be the traditional 180 days. We will use the week before school begins to assess each student during scheduled appointments. Teachers choosing to participate will be compensated $45 an hour. (To be negotiated with the Salem Teacher’s Union.)

One key component to continuous progress instruction is to have block scheduling, allowing for longer periods of time spent on instruction. This schedule will provide 90 minutes of math, 120 minutes of literacy, 50 minutes of content, 40 minutes of physical education, art or music and 40 minutes for lunch and recess. Having uninterrupted blocks of instruction will strengthen the team’s ability to meet the needs of the students.

Sample Schedule7:30-8:15 Success Block8:20-8 :40 Morning Meeting8:40-10:10 Math10:10-12:10 English Language Arts 12:10-12:50 Lunch and Recess 12:50-1:20 Art, Music or PE1 :30-2:20 Content2:25 Bus/Pick -Up


Optional Success PeriodStudents at the Carlton Elementary will have the option to begin their day with a Success Period and breakfast. During this Success Period, students will receive an extra dose of intensive literacy or math instruction in small groups based on their diagnostic needs. These small groups will be taught by teachers opting to participate in the extended school day will use flex scheduling or be compensated. This is to be negotiated with the Salem Teachers Union.

C. StaffingThe school is closing in on a six-year process of increasing the number of classrooms from 6 to 12. As we finish this process, we need to add a fifth grade classroom teacher (E2) and increase our support staff by increasing Science and Music from .5 to .6 and our inclusion specialist from .6 to 1.0.

To support the Innovation School we are asking for 2 additional full time teachers. The first will serve as a flexible classroom teacher. Because students will be transitioning to grade levels at three times throughout the year, we anticipate that our enrollment will balloon up and down in E1 and E2. We need a classroom teacher who can teach E1 for some trimesters and E2 for particularly spring trimesters as students who are ready for the transition to 6th grade prepare for the traditional September start of Middle School. By creating this flex position this teacher can reinforce and extend student learning as well as prepare students for the transition.

The second position is an inclusion/reading teacher to support the P1 and E1 teams. This is an essential part of the flooding model that will be used for the three core subject workshops each day. It is imperative that this person be licensed in both reading and special education. Please see the staffing team chart on page 21.

Finally we ask that the Music, Art and Science teachers who would be at .6 be increased to 1.0. This will allow these teachers to use their elementary degrees and licenses as an additional support teacher for the core subject workshops for 40% of their day while still providing Music, Art and Science for the other 60% of their day. Our goal for both workshop teaching and theme-based content instruction is to have a team of teachers -- not only the classroom teacher -- responsible for the academic achievement of each child.

In all we are asking for 3.2 additional teachers to support the Innovation School. The chart below describes how teams will be supported during the core subject workshops. This model creates a 1:12 ratio, which will support the individualized teaching the continuous progress model requires.



The staffing chart above demonstrates how clusters of homeroom teachers (squares), support teachers and specialists (circles) will support two classrooms of students during the reading, writing and math workshop times.

After the first year of implementation, the Carlton Leadership Team will conduct a review of the staffing pattern to identify what is working well and what is still challenging. The team structure will be reviewed, and professional development will be planned if needed.

Preparing for Transition: Hiring and Transfers

Hiring: As Carlton is expanding to full size and adding staff for its full implementation of continuous progress, every effort will be made to recruit and hire capable staff dedicated to the continuous progress model. All hires will be given this Innovation Plan as part of the interview process, to ensure that they are in agreement with the direction of the school.

Transfers: Carlton Innovation School will be undergoing major changes in the next few years. Understandably, there may be some current teaching staff for which this new approach may not be appropriate or workable. Those teachers applying for transfers can do so without any negative affects in accordance with the transfer code for Salem Public Schools. Teachers opting to transfer out of the Carlton School at the conclusion of the 2011-2012 school year will be given priority and guaranteed a transfer to an available opening. (Grade level cannot be guaranteed.) This same transfer policy will apply at the conclusion of the 2012-2013 school year for any teacher who decides after the first year of implementation that he/she does not want to participate. Beyond the spring of 2013 the regular district transfer policy will apply. Every effort will be made to support teachers in these two years of preparation and implementation to ensure the best staffing patterns possible. (To be further negotiated with the Salem Teacher’s Union.)

D. Professional DevelopmentProfessional development will be an important part of the innovation school development, both before implementation and during implementation.

Professional work before and continuing after the fall 2012 opening:

1. Selection and sequencing of standards for each Standards Continuum for each team per core subject of reading, writing, and math.

2. Assignment and creation of common assessments for each standard on the continuum within a team level.

3. Selection of a variety of materials, texts and instructional approaches to meet each standard within a team level.

4. Design of a math workshop model for math instruction.5. Selection and sequencing of content-based themes based upon Massachusetts

Frameworks in science and social studies.6. Creation of inquiry and project-based thematic units for selected topics, which

emphasize the high order thinking and research needed to be a scientist and social scientist.


While stipends will be paid for much of the work done outside of school hours, every attempt will be made to place these stipends in the union contract. This will be negotiated with the Salem Teachers Union.

Prior to opening and during the first years of implementation, significant professional development will be needed in the following areas:

1. Reading and Writing workshops and ongoing assessment2. Additional math curriculums and approaches 3. Multi-age classroom management and instruction4. Inquiry based instruction in science and social studies5. Team teaching and collaboration6. Data collection and analysis using iPad technology

Professional development in each of these areas will be ongoing through the first five years of the Carlton Innovation School.

Ongoing Professional Development will be provided through:

1. Professional Learning Communities2. Conferences and Workshops3. Workshops

As an Innovation School, Carlton will have the autonomy to attend district professional development or to utilize district professional development time for its own specific needs. The leadership team will make individual determinations as to the relevance of district professional development as they are scheduled.

E. District policies and Procedures

The Carlton School will need flexibility with the following district policies:

1. Governance: Carlton Innovation School is dedicated to students, and none of that would be possible without the continued support and leadership of staff. All staff at Carlton have been central to the design and creation of this innovation plan. Going forward, the staff will create a body to evaluate, support, give direction to, and, when necessary, amend the implementation plan. Establishing a Leadership Team will allow a regular meeting time for teacher and staff representatives to meet with the principal for the purpose of communicating staff and student needs, evaluating the success of implementation, and identifying professional development needs. The Leadership Team will be developed in the fall of 2011 in preparation for the opening of the Carlton Innovation School.

2. Throughout the first year of implementation the Innovation Committee will continue to meet every other month to monitor and support the school’s


development. This body will work with the existing school council but also function as a separate body.

3. Kindergarten Enrollment: Adjustments to the kindergarten enrollment process will be needed to accommodate the Carlton School’s policy of beginning school based on a student’s birthday, as opposed to the traditional September start for all students. Because the Carlton will be serving children who turn five from September to March, an additional kindergarten classroom may need to be added in the city to allow for the changes in Carlton enrollment.

4. Year of Graduation/Student Retention and Acceleration: A student’s academic progress will determine advancement to the next team based on benchmark mastery, social and emotional benchmarks, as well as chronological age. This is different from the district’s traditional grade designations and school calendar.

5. Professional Development: Professional development will need to be tailored to the specific needs of the Carlton teachers.

6. Diversity: The applicant group recommends that the School Committee adopt a policy that states the demographics of the Carlton will not be more or less than 10% of the city average.

7. Student Handbook and Faculty Handbook: During the 2011-2012 school year the Carlton School will revise the current handbooks to address concerns and issues that may arise with the new school. For example newly hired staff will need to participate in additional professional development and mentoring to acclimate to the unique continuous progress model. Also procedures will need to be developed for the transition meetings. These handbooks will be presented to the School Committee and Salem Teacher’s Union for approval before the end of the 2011-2012 school year.

F. Budget

Although Innovation Schools often seek budget autonomy or are budget neutral, in the case of Carlton Innovation School, the district and the school have come to agreement that the school will remain under district budget allocations, but that it will receive a minimum number of additional staff in order to provide for program implementation, instruction and assessment. The Carlton School will need autonomy and flexibility in the budgeting process in the following ways:

1. Additional money will be needed to provide a stipend for teachers opting to teach during the success block and assessment week before the start of school. This will be an ongoing cost carried by the district.


2. Teachers at the Carlton will be compensated by an additional $1,000 stipend for the extra time needed to analyze student data and plan accordingly. This is to be negotiated with the Salem Teacher’s Union

3. Additional staffing will be needed to address the workshop model and flexible grouping a total of 3.2 positions. This will be a staffing level need for as long as the school maintains continuous progress as its approach to student learning and achievement.

4. The Carlton School will de-prioritize the need to purchase district curriculum workbooks in certain grade levels and, instead, use these funds to pay for alternative materials. We will also be drawing from more than one program resource and developing our own flexible curriculum.

5. An additional stipend will be needed to compensate the Leadership Team for the additional time outside of school hours.

III. Capacity of Applicant Group

The teachers, staff and leadership of the Carlton School are seeking innovation status as a group. Every member of the current staff is a highly qualified teacher. The applicant group is very reflective in practice and seeks to share with each other their strengths and needs as professionals. As a group of individual teachers who strive to continually learn, it is exciting for us to prioritize the growth of our students within this innovative structure. The group will be led by Jean-Marie Kahn, current principal, who has extensive experience in curriculum, assessment, and instruction. While the ideas written in this document were a collective effort occurring in several phases, the primary author is Jean-Marie Kahn, principal. Additionally, the City of Salem and Salem Schools have a long history of financial management and grants management in order to successfully conduct this grant and comply with all regulations and contract requirements.

IV. Measureable Goals

Student academic progress will be measured by standards continuum, common literacy and math assessments.

We will reverse the school’s academic decline as measured by the state’s accountability system.

The percentage of students scoring at advanced or proficient in both ELA and Math MCAS will increase with a target of 10% within two years.

Students will make at least one full year of growth on the standards continuum as measured by common assessments.

The Carlton School Council in tandem with the Salem School Committee, will reassess the Carlton’s progress each May to examine the year increase in achievement.



IV. Attachments

ATTACHMENT A. Statements of commitment and résumés of Innovation Committee

The Carlton Continuous Progress Innovation Committee is fully committed to supporting the success of the Carlton Innovation School.

_______________________________________________Jean-Marie Kahn, Principal

_______________________________________________Mayor Kimberley Driscoll

_______________________________________________Joyce Harrington, Salem Teacher’s Union President

_______________________________________________Jessica Eveleth, Teacher

_______________________________________________Jenifer Aldrich, Teacher

_______________________________________________Dr. Stephen Russell, Superintendent

_______________________________________________Dr. Brendan Walsh, Salem School Committee

_______________________________________________Dr. Steven O’Brien, Assistant Superintendent

_______________________________________________Heidi Guarino, Parent

_______________________________________________Beth Anne Cornell, Parent

_______________________________________________Deborah Connerty, Special Education Coordinator


Lead Applicant Member: Jean-Marie Kahn, Principal

JEAN-MARIE C. KAHN378 Salem Street, North Andover, MA 01845

978-258-9747 [email protected]

_____________________________________________________________________________________

EDUCATIONUNIVERSITY OF MASSACHUSETTS LOWELL, Lowell, MACandidate: Ed. D. Leadership in Schooling, Anticipated Graduation: Spring 2013

LESLEY UNIVERSITY, Cambridge, MA M.Ed. Consulting Teacher of Reading, 2002

WHEATON COLLEGE, Norton, MAB.A. History and Elementary Education, 1998, cum laudeBanning-Ford Prize in Education for Excellence in Student Teaching

UNIVERSITY OF OTAGO, Dunedin, New Zealand, 1997Wheaton Fellow for International Work Study Award: Kindergarten Literacy and Reading Recovery

PROFESSIONAL CERTIFICATION AND LICENSURE Massachusetts Initial Administrator Principal/Assistant Principal,

PreK-6, License # 368636, Expiration June 2015

National Board Teacher Certification: Literacy and Language Arts, Middle Childhood, Ages 3-12, License #01190455, Expiration: November 21, 2018

Massachusetts Professional Teacher License in Specialist Teacher of Reading, All Levels, and Elementary Education, Grades 1-6, License #368636, Expiration January 19, 2013

ELEMENTARY EXPERIENCECarlton School, Salem Public Schools, Salem, MA Principal 2010-present

Establish a positive school culture and climate Lead staff to collaboratively select, teach and reinforce the Carlton core values: Caring,

Effort, Curiosity and Community Established weekly professional learning community meetings with teachers and specialists

to discuss and share instructional techniques Founded the school-wide Read-at-Home Book Bag project, increasing independent reading

in school and at home Led teachers in the development of an assessment wall, tracking the text level of each

student every month. This wall is used for discussion and reflection, planning instruction and interventions.


E.C. Vining School, Billerica Public Schools, Billerica, MAAdministrative Principal/Assistant Principal Apprenticeship 2009-2010

Use technology and assessment walls to lead staff in collecting, organizing and analyzing data to inform instruction

Lead Professional Learning Communities to develop, implement and assess SMART goals using MCAS results analysis

Select and purchase professional development and curriculum materials Plan and implement professional development for faculty Collaboratively establish building-based common assessments for Standards Based Report

Card Literacy Coach, Reading Specialist, and Reading Recovery Teacher 2006-2010

Building leader for Language Arts Curriculum in school that exceeds AYP improvement standards for district and state English MCAS, and well above typical range in Student Growth Model

Led team in development of district Literacy Plan and participated in DESE’s pilot program Led team of teachers to research, select and implement writing workshop curriculum,

leading to significant increase in Topic Development scores MCAS Long Composition Led teachers in the development and use of common assessments for Standards Based

report Cards Observe and provide critical feedback to classroom teachers in literacy instruction Reading Recovery Teacher and Leveled Literacy Interventionist for struggling students Established ongoing enrichment book clubs for students reading significantly above grade

level Formally assess and consult for Individualized Education Plans and services

Classroom Teacher, Kindergarten, 1st and 5th Grades 2001-2006 Planned and implemented a balanced literacy reading program, including guided reading,

shared reading, literature circles, writing workshop and technology communication Created manipulative based math units integrating understanding and process Created exciting hands on activities for integrated science and social studies Taught after school enrichment in multi media and technology

Pollard School, Plaistow, NHClassroom Teacher, 4th Grade 1998-1999

Taught both regular and special needs students in a regular classroom setting Planned and implemented a literature based reading program Taught Internet and computer skills to help students develop content research skills

Northeast Valley Normal School, Dunedin, New ZealandStudent Teacher, ages 5-10 1997

Co-taught and taught Kindergarten students ages 5 to 6, reading and writing Created cultural awareness curriculum using e-mail and the internet for international

exchange Participated in Reading Recovery training and teaching sessions with students 5 to 6 years

old

LITERACY CONSULTANTBillerica Public Schools, Billerica, MA 2008-PresentLiteracy Consultant

Provide consulting services to assist with the implementation of Response to Intervention in elementary schools


Consult with central office administration about the strengths and needs of literacy curriculum and instruction in elementary schools

Helped to design and write professional development grants and district wide literacy plans Designed and presented a workshop based on the Month-by-Month Phonics program

(Patricia Cunningham) for classroom teachersHaverhill Public Schools, Haverhill, MA 2005-2008Literacy Consultant

Designed and taught graduate courses for high school teachers from various disciplines on using reading strategies across the curriculum

Designed and taught graduate course for English teachers grades 9, 10, & 12, that focused on using comprehension strategies to improve reading performance

Created and taught a graduate course on Whole-to-Part reading diagnosis for the special education department using the QRI to discover students’ strengths and weaknesses

Served as mentor and literacy coach for new English teachers working with struggling readers

Pittsfield Elementary School, Pittsfield, NH 2002-2003Literacy Consultant

Facilitated Grade Level Teams in the use and interpretation of literacy assessment to guide classroom teaching and small group intervention

Lesson One Foundation, Boston, MA Education Consultant, Curriculum Coordinator, Pre-K to 5th Grade 1999-2001

Conducted violence prevention curriculum workshops for students, parents, and teachers in urban, sub-urban, and rural schools a, based on life skills such as accountability and self control; extensive travel to over 15 schools and 5 states across the country

Wrote grants for operational money and school programs and consulted with board of directors on business and marketing decisions

UNIVERSITY TEACHING EXPERIENCELesley University Graduate Instructor: 2003-Present

EEDUC 5121: Literacy and the Integration of the Language Arts EEDUC 5138: Language, Literacy and the Arts for Primary Grades EEDUC 5137: Language, Literacy and the Arts for the Early Years EEDUC 5104: Literature for Children and Young Adults EEDUC 7105: Practicum: Interactive Assessment and Instruction for Literacy Practicum Supervisor: Consulting Teacher of Reading Mentor for new adjunct faculty

Wheelock Graduate Instructor: 2004-Present RDG 558: Multicultural Children’s Literature RDG 537/EDU 327: Developing Literacy for Diverse Learners RDG 625/EDU 328: Language and Literacy Development in Early Childhood

Billerica Public Schools In-Service Course Instructor 2003-Present Introduction to Balanced Literacy Using Comprehension Strategies with Literature Circles Instructional Decision Making in Guided Reading

SERVICE TO THE FIELDBuilding Literacy Leader for Vining Elementary School, Billerica, MA 2001-Present

Served on the steering committee for the district wide Literacy Plan Model teaching strategies and organization of Literature Circles Consult with teachers grades K-5 on the integration of a balanced literacy program


Model informal literacy assessment techniques for classroom teachers Conference Presenter, Haverhill Public Schools Annual Literacy Event April 2009

Presented two 45 minute interactive workshops for teachers and administratorsServed on School Council for Vining Elementary School, Billerica, MA 2001-2003

Designed and Implemented a Family Math Night for Grades K-2 and 3-5 Facilitated the hiring of a Math Consultant and consulted regarding the design of

professional development in manipulative based math program Attended regional math conferences

Served on Professional Development Committee for Billerica Public Schools 2002-2003 Assisted committee in deciding the type of professional development to be offered in the

districtServed on Benchmarking Committee for Billerica Public Schools 2002-2003

Worked to align Billerica Elementary Curriculum to the Massachusetts Curriculum Frameworks

Wrote the 5th grade Language Arts Curriculum for the Billerica Public Schools June 2003America Reads Challenge Administrator, Wheaton College, Norton, MA 1997-1998

Interviewed, hired, and placed reading tutors throughout the community Developed training system and curriculum for the Wheaton College America Reads Tutors

SPECIAL INTERESTSMassachusetts Elementary School Principals Association Member, ASCD Member, International Reading Association Member, Reading Recovery Association of North America Member, Massachusetts Association of College and University Reading Educators (M.A.C.U.R.E.) Member


Superintendent: Dr. Stephen Russell


Chairperson of Salem School Committee: Mayor Kim Driscoll

Kimberley Driscoll began her first term as Mayor of the City of Salem in January, 2006. She is the City’s first woman Mayor and prior to being elected served as the Deputy City Manager for the City of Chelsea, Massachusetts. She also spent four years as Corporation Counsel to the City of Chelsea. Mayor Driscoll has an extensive background in planning and land use development, having worked as a real estate and commercial development attorney in private practice, as well as serving as the Community Development Director for the City of Beverly and as an Assistant Planner for the City of Salem. In addition to her appointive posts, Mayor Driscoll previously served two terms on the Salem City Council.

During Mayor Driscoll’s first year in office, she has worked on professionalizing all aspects of local government in Salem, including resolution of a looming multi-million dollar budget deficit. She brings a wealth of municipal experience to the position and has initiated several projects aimed at enhancing Salem’s reputation as a wonderful community to live, work or visit. Most notably, under the Mayor’s leadership the City has restored financial stability while embracing new projects and programs such as a city-owned ferry service to and from Boston; an updated community web site aimed at improving transparency and customer service; and a complete re-organization of city government aimed at reducing redundancies and streamlining operations. The early success of these efforts has led to renewed interest and investment in Salem, both within the downtown and throughout the community.


Chair of Curriculum Sub-Committee, Salem School Committee: Dr. Brendan Walsh

VITA

Brendan R. Walsh, Ed.D.5 West Terrace, Salem, MA 01970Telephone: 978-744-3856 (H) 617-285-7861 (C)Email [email protected]

EDUCATION:

B. A. Merrimack College (1962)M.Ed. Salem State College (1966)Ed.D. Boston College (1980)

Professional Experience:

Classroom Teacher, Salem High School, Salem, MA (1962-1975)Career Education Coordinator, Salem Public Schools (1975-1979)Title 1 Director, Salem Public Schools (1979-1999)Principal, Carlton Elementary School, Salem, MA (1998-1999)Professional Public Speaker/Business Owner (The Wonders of Reading Aloud) (1975-2010)

Community Service:

Member of Board of Directors, My Brother’s Table, Lynn. MA (circa 1975-1980)Member of Board of Trustees, Plummer Home For Boys (virca 1995-present)Member, Salem School Committee (1996-present) Current Chair of Curriculum Sub-Committee.


Assistant Superintendent: Dr. Steven O’Brien

532 South Border RoadWinchester, MA 01890781-729-2202 [email protected]

RESUME – STEVEN G. O’BRIEN, Ed.D

EDUCATION: Harvard University – Ed.D. and C.A.S.University of Connecticut, M.A.University of Massachusetts Lowell, B.A.

EXPERIENCE:

2010-Present Assistant Superintendent, Salem Public Schools, Salem, MA

2005-2010 Assistant Superintendent for Curriculum and Instruction, Haverhill Public Schools, Haverhill, MA

2003-2005 High School Principal, Swampscott, MA

1999-2003 High School Principal, Pittsfield High School, Pittsfield, MA. Adjunct Professor, Education Department, Massachusetts

College of Liberal Arts. Taught two graduate courses: Supervision &

Evaluation, and Human Relations & Staff Development

1994-1999 High School Principal, Jakarta International School, Jakarta, Indonesia

1991-1994 High School Principal, American Community School, Athens Greece; Assistant Principal 1991-92

1988-1991 Freelance education and computer software marketing writer: Digital Equipment Corporation; Landsmann & Schultz; Learning Connection Publishers; Teaching Fellow, Harvard Graduate School of Education; Editor of Harvard Principals’ Center Newsletter; Adjunct Professor, Education Department, Tufts University

1981-1987 Social Studies Teacher, Hamilton-Wenham Regional High School,Hamilton, MA; Newsletter Editor, Massachusetts Center For

Teaching and Learning


mailto:[email protected]

1973-1981 Social Studies/English Teacher, Humanities Program Teacher Coordinator, West Intermediate School and Wilmington High School, Wilmington, MA; Vice President of Wilmington Community Schools; Aide to Massachusetts Senator Paul D. Harold

1971-1973 English/Social Studies Teacher, Newfound Regional High School, Bristol, NH; U.S. Army Reserve, 1969-1975

CERTIFICATIONS: Superintendent/Assistant Superintendent, Supervisor/Director, High School Principal, Secondary English/History Teacher – Massachusetts (#157889); Principal – New Hampshire

FELLOWSHIPS: National Institute of School Leadership (NISL), 2007; Harvard College Admissions Summer Institute, 1998; National Endowment for the Humanities Summer Institute, 1985; American Studies Institute, Fletcher School of Law and Diplomacy, 1985

PUBLICATIONS:

BOOKS: Pancho Villa, Chelsea House, 1993; Antonio Lopez de Santa Anna, Chelsea House, 1992; American Political Leaders, ABC-CLIO, 1991; Decisions: Making Personal Economic Choices, EMC Publishing, 1991; Case Studies in Sociology, J. Weston Walch, 1991; Ulysses S. Grant, Chelsea House, 1991; Alexander Hamilton, Chelsea House, 1985; Teachers Resource Book for Boorstin and Kelley’s A History of the United States,1985.

ARTICLES: “What Makes A Great Teacher?” The International Educator, 1995; “The Ideal Principal in the Year 2000,” Clearing House, 1988; “The Classroom Connection,” Pathways, 1988; The Reshaping of History: Marketers vs. Authors – Who Wins? Who Loses?” Curriculum Review, 1988; “One Son, Three Fathers,” The New York Times Magazine, December 28, 1986; “The Waiting For Godot Computer Syndrome,” Curriculum Review,” April 1984. Numerous computer software marketing pamphlets, brochures, articles for Digital Equipment Corp.

PROFESSIONAL : Past President of the MA Council of Administrators of Compensatory Education


Carlton School Parent: Heidi Guarino

OVERVIEW

Heidi P. Guarino22 Summit Ave, Salem, MA 01970 I 978.968.3016

[email protected] education consultant with a background in communications strategy, stakeholder outreach and policy development and implementation.

EXPERIENCE Education First Consulting (1/11 to present) Communications Consultant: Work closely with clients to help communicate complexissues in a clear, concise, audience-appropriate way. Since joining Education First projects have included the development of marketing materials and research papers for the Washington STEM Center, the Hawaii P-20 Council and the Efficacy Institute, a communications toolkit for the Data Quality Campaign, as well as research and a monthly newsletter for a network of advocates from 10 states for the Bill and Melinda Gates Foundation. Responsibilities also include the development of internal communication tools including a complete redesign of Education First’s website, the development of templates and marketing materials.

Massachusetts Department of Elementary and Secondary Education, Malden (8/07-12/10) Chief of Staff: Served as senior advisor to Massachusetts Commissioner of EducationMitchell D. Chester. Managed executive staff, special research and development projects, led the development of all communications and state and federal government relations for the Department, and acted as chief liaison with the Office of the Governor, Massachusetts Secretary of Education, education leaders in the Massachusetts Legislature, the Board of Elementary and Secondary Education and district leaders across the Commonwealth. Also: Helped to write Massachusetts' Race to the Top application for Round 1, worked closely with district and labor union leadership to enlist two-thirds of the state. Served as a key narrative writer for Round 2, and coordinated outreach strategy and communications necessary to receive support from additional communities. Led 20-person group of educators, business leaders and stakeholders to develop a strategic plan to define, build support for and integrate 21st Century Skills in schools throughout the Commonwealth. Managed the Board of Education's Task Force on 21st Century Skills and authored resulting white paper, "School Reform in the New Millennium: Preparing All Children for 21st Century Success." Led a multi-agency effort to develop a statewide college and career web portal focused on at-risk, mostly inner-city students who otherwise may not apply for or attend college (www.yourplanforcollege.org) Managed the “Think Again” campaign, a $750,000 multi-media advertising and public information campaign to promote college- and career-readiness. (ReadySetGotoCollege.com.)


Massachusetts Department of Elementary and Secondary Education, Malden (9/01-8/07) Director of Communications: Served as advisor to Commissioner of Education David Driscolland primary spokeswoman for the Massachusetts Department of Elementary and Secondary Education with the media, school districts, staff and general public. Developed and implemented the communications strategy for all major issues.

Associated Press, Boston (4/00-9/01)Education reporter: Reported on constant deadlines for the world’s largest news-gathering organization about local, statewide and national news, focusing mainly on both higher and lower education-related issues. Regularly wrote lengthy feature stories for the national wire, and rewrote stories for radio for the broadcast wire. Articles appeared regularly across the state, as well as in national and international publications. Worked frequently as day or night editor, overseeing and editing the work of the entire Boston AP bureau.

The Sun, Lowell (3/99-4/00) General Assignment reporter: Reported on politics, pop culture, education and crime andother issues as a senior reporter for 60,000-circulation regional daily newspaper. Regularly wrote front page features on timely issues, including a three-part series on the growing heroin epidemic in Lowell.

MetroWest Daily News, Framingham (October 1996-March 1999) Education reporter: Covered local education issues in several communities for 40,000-circulation regional daily newspaper. Served as lead education reporter, covered statewide education issues about K-12 and higher education. Authored weekly education column about the state's ongoing issues involving education reform.

Daily Transcript, Dedham (April 1996-October 1996) Town reporter: Covered politics, crime and education for daily newspaper.

Wellesley Townsman, Wellesley (July 1994-April 1996) Education reporter: Covered state and local education issues for local weekly newspaper.

Jewish Advocate, Boston (December 1992-July 1994) Community Reporter: Covered news of interest to the Jewish community for regionalpaper.

EDUCATIONEmerson College, Boston Bachelor of Fine Arts in Professional Writing, 1992.References available upon request.


Carlton School Parent: Beth Anne Cornell

Beth Anne Cooke-Cornell18 Briggs St.

Salem, MA 01970home: 978.745.0267work: 617.989.4296

[email protected]

Curriculum Vitae

Education:

University of Massachusetts, Boston, MAMaster of Arts: American Studies, 2010

Central Connecticut State University, New Britain, ConnecticutMaster of Arts: English, May 1999

Merrimack College, North Andover, MassachusettsBachelor of Arts: English, May 1995

Academic Employment:

Wentworth Institute of Technology, Humanities, Social Science, and Management Department, Boston, MAAssociate Professor, August 2007 to presentAssistant Professor, August 2001 to August 2007Program Coordinator, January 2002 to present

Conference Presentations:

“Writing the Rules for Mothering: The Construction of Motherhood through Online Debates Over Male Infant Circumcision.” Northeast American Culture/Popular Culture Association Conference, Queens, New York. October 2009.

“Stuff White People Like: Bloggers’ Deconstruct and Reconstruct White Authenticity.” Mid Atlantic American Culture/Popular Culture Association Conference, Niagra Falls, Canada. October 2008.

“The professor doth protest too much…: What the Wikipedia debate reveals about academic culture.” American Popular Culture Association/Popular Culture Association Conference, Philidelphia, PA. October 2007.

“Rethinking Plagiarism in the Internet Age.” COF Teaching and Learning Conference: Beyond Plagiarism: Ethics and Academic Integrity. October 2006.


mailto:[email protected]

“Building Student Web Sites in the Composition and Humanities Classrooms” with Professor Christopher Gleason. Wentworth Centennial Conference. Spring 2004.

“Developing Strategies for Teaching Writing and Literature to the Technology Student” (work-in-progress), with Professor Christopher Gleason. Section title: “Teaching the Art of Teaching,” at the Frontiers in Education Conference: Leading a Revolution in Engineering and Computer Science Education. November 2002.

“Responding to Student Concerns and Issues in the Classroom” (panel discussion) at the Colleges of the Fenway Teaching and Learning Conference. October 2002.

“Tutors’ Role in Bridging Varying Institutional Views on Literacy Among ESL Students with Writing Center Ideologies” with Professor Michelle Adams The New England Writing Center Association Conference. March 2001.

"Teaching to the Portfolio: How Portfolio Assessment in the Writing Center Changes Ownership and Authority in a Writing Community" with Judy Arzt, Thora Brylowe, and Will Hochman. The Sixteenth Annual Conference of the Northeast Writing Centers Association. March 2000.


Carlton School Teacher: Jenifer Aldrich


Carlton School Teacher: Jessica Eveleth


Carlton School Special Education Coordinator: Deborah Connerty


Salem Teacher’s Union President: Joyce Harrington


ATTACHMENT B. School Improvement Plan

Carlton School Improvement Plan 2010-2011Salem Public Schools

Mission Statement

Strategic Goals

1. To maximize the opportunities for each student to succeed academically, emotionally, and socially to become productive members of a global economy and thoughtful participants in a democratic society.

2. To develop, expand, and/or improve curriculum models and implement best instructional practices.

3. To provide leadership by establishing a learning community in Salem through partnerships with higher education, community organizations, and businesses.

4. To establish a plan for ensuring successful leadership development and professional growth at all levels.

5. To ensure safe and state-of-the-art facilities in order to provide optimal environments for student achievement and community learning.

Carlton Continuous Progress Innovation School Plan, September 29, 2011

By being student focused in everything we do, by fostering the best teaching and learning practices, andby using the rich resources in the Salem community,the mission of the Salem Public Schools isto inspire students to realize their full potential andto prepare them to function successfully in a complex world.

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Kindergarten Data-Driven Performance Concern

Proposed Solutions Personnel Responsible

Goals

DIBLES Assessment:Phonemic Awareness, Letter Recognition,

Implement Superkids Reading Program

Use of Intervention Support Team to support struggling students

Classroom TeachersIntervention Support TeamReading Specialist Inclusion SpecialistELL Teacher

To improve scores on DIBLESTo support students identified as at risk with targeted interventions

Developmental Reading Assessment:Concepts About PrintEarly Reading

Regular guided reading instruction

Use of Guided Reading Assessment Wall to track student progress and growth in reading

Interventions designed to support students not meeting benchmark

Classroom TeachersIntervention Support TeamReading SpecialistInclusion SpecialistELL Teacher

To have every kindergartener able to read a text level 3, or higher, by June.


Grade One

Data-Driven Performance Concern


Goals

DIBLES Assessment:Letter naming,Phoneme segmentation,Nonsense word fluency





Developmental Reading Assessment:Oral Reading Fluency and Comprehension

Regular guided reading instruction


Interventions designed to support students not meeting benchmark

Leveled Literacy Intervention small group instruction


To have every first grader able to read a text level of 16 or higher, by June.


Grade Two

Data-Driven Performance Concern


Goals

DIBLES Assessment:Nonsense word fluency,Oral reading fluency





Developmental Reading Assessment:Oral reading fluency and comprehension, particularly nonfiction

Regular Guided Reading instruction


Incorporate more nonfiction into guided reading


To have every second grader able to read a text level of 28, or higher by June.

To help students gain more independence with nonfiction text

Written Language Development

Use the Superkids daily dictation and writing lessons

Written response journals for guided reading


To improve student performance on longer compositions as well as short literary responses


Grade Three Data-Driven Performance Concern


Goals

Comprehension of nonfiction text

Vocabulary and Concept Development

Written Language

Use nonfiction during guided reading 50% of the time

Use nonfiction graphic organizers to assist with written responses

Focus instruction on nonfiction text features

Use current events to teach strategies for reading, discussing and writing about scientific and world events

Use of writing workshop, with professional development for teachers

Use Guided Reading Assessment Wall to track student growth in reading comprehension

Classroom TeachersIntervention Support TeamReading TutorInclusion SpecialistELL Teacher

Improve MCAS scores in nonfiction and vocabulary and concept development

To improve student performance in written responses to text as well as self-selected topics

Geometry, Locations & Spatial Relations

Number Sense and Operations

Supplement Everyday Math with materials focused on geometry

Use Geometry as the focus of our month-long math celebration and family night

Use Fast Math to increase students’ abilities with math facts

Use the Everyday Math Games more regularly

Problem of the Week, weekly MCAS math homework

Classroom TeachersIntervention Support TeamMath TutorInclusion SpecialistELL Teacher

To improve student MCAS performance on these standards.


Grade FourData-Driven Performance Concern


Goals


Comprehension of poetry

Long Composition and short answer





Use of WEX writing program


Increased instruction in poetry


Improve MCAS scores in nonfiction and poetry

To improve student performance in written responses to long composition and short answer

Geometry, Locations and Spatial Relations

Measurement

Number Sense

Short Answers

Supplement Everyday Math with materials focused on geometry and measurement







Grade Five Data-Driven Performance Concern


Goals


Comprehension of dramatic literature

Vocabulary and Concept Development






Increased instruction in dramatic literature


Improve MCAS scores in nonfiction, dramatic literature, and vocabulary and concept development

Geometry, Locations and Spatial Relations

Patterns, Relations and Fractions (Algebra)

Short Answers

Supplement Everyday Math with materials focused on geometry



Practice with abstract MCAS style questions in algebra





ATTACHMENT C. Approval Calendar or Timetable

September 2011: Innovation Committee edits and approves plan Staff reviews plan and votes Public Hearing School Committee vote

October 2011-August 2012: Professional Development Multiage school visits Development of continuums and organization of curriculum Development of new school handbook detailing policies and procedures

September 2012: Carlton Continuous Progress Innovation School opens


ATTACHMENT D. Sample Standards Continuums for English Language Arts and Math

English Language Arts

Reading Standards for Literature – Primary 2 (P2) (Age range 6.0-8.0)*

Literature Key Ideas and Details Craft and StructureAsk and answer questions about key details in a text.

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Describe characters, settings, and major events in a story, using key details.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Identify who is telling the story at various points in a text.

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I: ________D: ________M: ________

I: ________D: ________M: ________

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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Describe how characters in a story respond to major events and challenges.

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning and in story, poem, or song.

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

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Reading Standards for Literature – P2 (Age range 6.0-8.0)*

Literature Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Use illustrations and details in a story to describe its characters, setting, or events.

Identify characteristics commonly shared by folktales and fairy tales.

Compare and contrast the adventures and experiences of characters in stories.

With prompting and support, read prose and poetry of appropriate complexity for grade 1.

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Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Identify dialogue as words spoken by characters (usually enclosed in quotation marks) and explain what dialogue adds to a particular story or poem.

Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed as the high end of the range.

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Reading Standards for Informational Text – P2 (Age range 6.0-8.0)*

Informational Text Key Ideas and Details Craft and Structure

Ask and answer questions about key details in a text.

Identify the main topic and retell key details of a text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

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I: ________D: ________M: ________

I: ________D: ________M: ________

I: ________D: ________M: ________

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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

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Reading Standards for Informational Text – P2 (Age range 6.0-8.0)*

Informational Text Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Use the illustrations and details in a text to describe its key ideas.

Identify the reasons an author gives to support points in a text.

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

With prompting and support, read informational texts appropriately complex for grade 1.

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I: ________D: ________M: ________

I: ________D: ________M: ________

I: ________D: ________M: ________

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Describe how reasons support specific points the author makes in a text.

Compare and contrast the most important points presented by two texts on the same topic.

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grade 2-3 text complexity band proficiency, with scaffolding as needed at the high end of the range.

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Reading Standards: Foundational Skills – P2 (Age range 6.0-8.0)*

Text reading

Print Concepts Phonological Awareness Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Distinguish long from short vowel sounds in spoken single-syllable words.

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

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Text reading

Phonics and Word Recognition Know the spelling-sound correspondences for common consonant digraphs.

Decode regularly spelled one-syllable words.

Know final –e and common vowel team conventions for representing long vowel sounds.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Decode two-syllable words following basic patterns by breaking the words into syllables.

Read words with inflectional endings.

Recognize and read grade-appropriate irregularly spelled words.

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I:_________D:________M:________

Distinguish long and short vowels when reading regularly spelled one-syllable words.

Know spelling-sound correspondence for additional common vowels teams.

Decode regularly spelled two- syllable words with long vowels.

Decode words with common prefixes and suffixes.

Identify words with inconsistent but common spelling-sound correspondences.

Recognize and read grade-appropriate irregularly spelled words.

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Fluency Read grade- level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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Read grade- level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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*Massachusetts Curriculum Framework for English Language Arts & Literacy December 2010 Draft


Math: Measurement and Data Sample Continuum Primary 2Measure lengths indirectly and by iterating length units & Measure and estimate length in standard units

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

Estimate lengths using units of inches, feet, centimeters, and meters.

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I: _______________D: ______________M: ______________

Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Relate addition and subtraction to length.

I: _______________D: ______________M: ______________

I: _______________D: ______________M: ______________


Tell and write time and work with money

Tell and write time in hours and half-hours using analog and digital clocks.

Identify the values of all U.S. coins; know their comparative values, e.g., a dime is greater value than a nickel.

Find equivalent values, e.g., a nickel is equivalent to 5 pennies.

Use appropriate notation (e.g., $0.69).

Use the value of coins in the solution of problems.

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Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Know the relationships of time, including seconds in a minute, minutes in an hour, hours in a day, days in a week, a month, and a year; and weeks in a month and a year.

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

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Represent and interpret data

Organize, represent, and interpret data with up to three categories;

Ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object.

Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.

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Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

I: _______________D: ______________M: ______________


Documents

media.virbcdn.commedia.virbcdn.com/files/47/FileItem-271985-carlton... · Web viewAssessments will include Dibels, K-1 Inventory and/or Observation Survey, SRI, Fountas and Pinnell’s