School Reform Plan - Newport Public Schools

School Reform Plan For Schools Selecting the Flex Model

District Name: Newport

School Name: Dr. M.H. Sullivan

Submission Due Date: May 29, 2013

8 1

Newport School Reform Plan for Dr. Michael H. Sullivan Elementary School

Page 2 of 19 Friday, May 24, 2013

Contents Section One: Required Annual Indicators of Overall School Health ................................................ 3

Section Two: Preconditions for Interventions ................................................................................. 4

Section Three, Part A: Intervention Planning. To be completed for EACH INTERVENTION ............ 5

Section Four: Title I Crosswalk ....................................................................................................... 16



Section One: Required Annual Indicators of Overall School Health Input data for cells shaded orange.

School LEA Identification Dr. M. H. Sullivan School/Pell Elementary Newport Priority Focus

x

Baseline

2011-12

Early Imp. Year 1

2012-13

Implementation Year 2

2013-2014

Performance

Target Met

Trend

Student Performance Goals NECAP testing year: 2011 2012 2013

Math NECAP AMOs Overall African American Hispanic IEP LEP Low SES

28.7 33 25 10 0

31

Target 43.1 38.9 31.3 17.2 8.3

36.3

Actual

Target 48.8 44.4 37.5 24.7 16.6 42.0

Actual

Reading NECAP AMOs Overall African American Hispanic IEP LEP Low SES

44.8 44 43 3

25 47

Target 56.0 49.1 47.6 11.3 31.3 51.8

Actual

Target 60.4 53.7 52.3

19.35 37.5 56.2

Actual

Writing NECAP Overall IEP LEP

32.4

Target 39.8

Actual

Target 45.8

Actual

Science NECAP Overall

% of ELLs making at least typical growth on ACCESS

Composite Index Scores

Proficiency 6.0

Progress 2.0

Gap Closure 10.5

Distinction 1.5

Growth (non-HS only) 5.0

Graduation Rate (HS only) n/a

HS Score Change (HS only) n/a

Post-schooling Class of: 2011 2012 2013 2014

Graduation Rate

Drop-out Rate

Gra

d

Rat

e P

red

icto

r

% of 11th graders substantially below proficient on Math or Reading NECAP

Of students above, % who showed significant progress on NECAP retesting as 12th graders

Additional Indicators

Number of minutes within the school year

% of students completing advanced or dual enrollment coursework

N/A

Distribution of teachers by performance level on LEA’s teacher evaluation system

Required Leading Indicators For Early Implementation Year

Year of Identification

2010-2011

Baseline

2011-12

MAY AUGUST

Target Actual Target Actual

Teacher absenteeism N/A

Student Attendance Rate 93.7 93.8 N/A YTD as of 4/15 93.6

Chronic Absenteeism (% of students missing 10%+ of school YTD/Avg Daily Membership)

N/A YTD as of 4/15 23.1

Suspension Rate (# of sus YTD/Avg Daily Membership)

56.5 58.8 N/A YTD as of 4/15 33.3



Section Two: Preconditions for Interventions

The following tables include concerns and questions regarding the capacity, coherence, and transformative

power of the interventions selected as described in the Stage C worksheet. Each of these concerns/questions

must be addressed in the SRP, either as part of the individual intervention plan or as a direct response in this

section.

Ability for Selected Interventions to be TRANSFORMATIVE

Tier Intervention Concerns/Questions to be addressed

TIER

III

Leadership: L-III.2 Restructure building leadership team to dramatically increase time available for instructional leadership.

The leadership team described in the Stage C includes the following :

· 1 Upper School Principal · 1 Lower School Principal · 1 full-time Social Worker · 2 Family Service Coordinators · 2 Math Interventionists · 5 Reading Interventionists

The structural design of the team listed above includes a substantial number of support staff who will, according to the Stage C, continue to execute the duties that they were assigned at their former campuses The merge of Newport’s four elementary schools into one school, Pell, resulted in a cumulative loss of several FTE’s. In the SRP, please address how, despite losing staff, the Pell School will increase in time available for instructional leadership?

Content:

Infrastructure: I-III.2 Dramatically increase common planning time and implement a system for its effective utilization, both horizontally and vertically.

The Common Planning Time appears to be a workable plan. When drafting the SRP, the plan should clearly articulate the horizontal and vertical effectiveness.



Section Three, Part A: Intervention Planning. To be completed for EACH INTERVENTION RIDE will provide on-site technical assistance for the completion of this portion of the plan.

Intervention: Leadership L-III.2 Restructure building leadership team to dramatically increase time available for instructional leadership.

Tier II

Tier III

THEORY OF ACTION

IF we implement Intervention L-III.2 including the following specific components: A leadership team that includes two principals , a full-time school social worker, two family service coordinators, a full-time school psychologist, a behavior support specialists, two math interventionists, five reading interventionists, five Instructional Leads and two PBIS Leads. THEN teachers will be supported as a result of the comprehensive layers of leadership and support personnel in the areas of academic and behavioral interventions as measured by RTI data, increased academic achievement data results and decreased behavioral referrals. Students will be more engaged, feel more supported, and improve both academically and behaviorally as measured by SurveyWorks, NWEA, and SWIS data.

EARLY IMPLEMENTATION AND YEAR 1 PLANNING AND PROGRESS MONITORING

Strategy Description Responsible Funding Source

Five grade specific Instructional Leads will start their work in July 2013, reviewing school-wide data and establishing outcomes. Work will be focused on professional development and research-based interventions. During the school year, both Principals and Instructional Leads will meet two hours monthly beyond the school day to address school-wide and grade-level data. The additional Instructional Leads will support the restructuring of building leadership in the following way. During the school year, both Principals and Instructional Leads will meet two hours monthly beyond the school day to address school-wide and grade-level data. Time will be scheduled every day, for at least an hour, to review progress monitoring data and other student specific data in order to develop multi-tiered levels of support based on individual students’ needs. A schedule will be designed in order to provide grade-level teams with 40 minutes of common planning time weekly. Specialists will participate in the common planning meeting as part of the multi-tiered system of support model.

Principals Instructional Leads

Priority funds allocated to this district and Title II



Process (at least 2, no more than 4) Adult Behavior or Student Outcome? At least one of each.

Questions the school will consider to determine effectiveness of implementation

Measurement Tools

Teachers will improve in best practices as they collaborate with instructional leads, math interventionists, and reading interventionists, and receive focused professional development.

Adult Are teachers using common planning time effectively? How has instruction improved through increased instructional leadership?

Common planning agendas and minutes, Walkthroughs, teacher feedback on professional development. Leadership will use H.E.A.T. protocol for walkthroughs (Higher-order thinking, Engaged learning, Authentic connections & Technology use) and have focused “look-fors” This will inform leadership on classroom practices and the data will help design and evaluate professional development.

Teachers will be supported in implementing PBIS through professional development and collaboration with PBIS leads. Classroom behavioral expectation will be consistent school-wide.

Adult Are all teachers following PBIS framework and teaching and re-teaching expected behaviors? Do teachers feel adequately supported in addressing Tier III behaviors?

Behavior Referral Sheets, Suspensions, walkthrough data, teacher feedback. Major and minor behavior “Refocus Sheets” designed for PBIS will be used to collect data. Data will then be analyzed to identify specific trends and interventions will then be allocated to make improvements.

Students will engage in their learning, meet behavioral expectations, and feel more supported.

Student Are students taking ownership of PBIS expectations? Are students able to articulate behavioral expectations?

SWIS data, interviews with students, review of referral forms. These forms identify the students, the location, the time, the motivation and others involved. Resources can be allocated to support students in these areas.




Intervention: Content C-III.1 Implement comprehensive improvement of instructional approaches for struggling students including focused professional development and a system for student progress monitoring.

Tier II

Tier III

THEORY OF ACTION

IF we implement Intervention C-III.1, including the following specific components: A 45- minute supplemental intervention block daily to address literacy, math, and behavior. This will enable supplemental supports without removing students from the Core and provide increased capacity for flexible groupings and inclusive support. THEN student proficiency levels will increase in literacy, mathematics, and pro-social behavior and students will be more successful in their academic and social environments as measured by NWEA assessment scores, AIMSweb progress monitoring, supplemental quarterly progress reports for ELL , NECAP data, SWIS data, and district assessments.



A 45- minute supplemental intervention block will be implemented daily. All students will be assigned based on their individual strengths and needs. Baseline assessments, pass-along portfolios, and teacher recommendations will help to identify students’ strengths and needs. This will enable supplemental supports without removing students from the Core and provide increased capacity for flexible groupings and inclusive support at Pell School. Intervention groups will address literacy, mathematics, and pro-social behavior.

Principals

Title I, Title II, EIS, IDEA, local



Measurement Tools

Teachers will use data to identify specific needs of students so that interventions can be delivered appropriately and progress monitor to determine if interventions are successful.

Adult Are interventions appropriate and are they being implemented with fidelity? Are staff members collaborating to deliver interventions? Is the intervention supported by the data collected?

AIMSWeb and district assessment will identify the targeted intervention and will also be used as progress monitoring tools. Walkthroughs using H.E.A.T. protocol will give leadership data on implementation of interventions with fidelity.

Students will respond to interventions, meet with success, and be more engaged in core instruction and the school community.

Student What intervention block model at each grade level is most effective for student engagement and academic

Schedules, walkthroughs, common planning agendas and minutes, AIMSweb, student report cards



improvement? and quarterly progress notes will be used to monitor and adjust interventions as necessary.


Intervention: Infrastructure I-III.2 Dramatically increase common planning time and implement a system for its effective utilization, both horizontally and vertically.

Tier II

Tier III

THEORY OF ACTION

IF we implement Intervention I-III.2, including the following specific components of teachers meeting in grade level teams for 40 minutes once per week, facilitated by principals and Instructional Leads, to analyze data and identify appropriate interventions for literacy, mathematics, and behavior THEN teachers’ instruction will improve across the board, and particularly for high risk students as measured by formal and informal assessments and observations. Students will be more engaged and successful in class, as measured by improve academic scores and reduced behavioral referrals.



With support from the district and school leadership, teachers will meet with their grade level teams one 40 minute block per week. There will also be 3 monthly 60 minute meetings for all faculty that will include strategic groupings to facilitate vertical alignment. The principals will create a monitoring system that will include walkthroughs, rotating visits to common planning meetings to ensure there is transference from common planning meeting to classroom best practices. Principals and Instructional Leads will be responsible for setting the meeting agendas.

Principal Priority plan funds for Instructional Leads, local



Measurement Tools

Teachers will meet once per week for 40 minutes in common planning sessions.

Adult What is the content of the meeting? What data will be analyzed? What instructional strategies are to be discussed?

Meeting agendas and minutes will be utilized to hold teachers accountable for using this time effectively. Observations and





Measurement Tools

Walkthroughs Walkthroughs using H.E.A.T. protocol will give leadership team information on teacher‘s instructional practice supported through common planning time.

Teachers will come prepared with students’ work, data related to that meeting’s agenda.

Adult Are teachers regularly using protocols for looking at student work and implementing the strategies discussed during common planning?

Observations and Walkthroughs using H.E.A.T. protocol will give leadership data on implementation of interventions with fidelity. Protocols for Looking at Student work will be utilized to ensure consistency across grades.

Students will be more engaged and more successful in class.

Student Is student performance improving both academically and behaviorally?

SWIS data reports indicating reduction in behavior referrals, report cards, assessment results, and NWEA test data indicating improvement in academic performance will serve as indicators of student engagement and academic success.




Intervention: Support S-III.1 Require at least 30 hours of focused professional development with a focus on instructional strategies to support students with disabilities and English Learners.

Tier II

Tier III

THEORY OF ACTION

IF we implement Intervention S-III.1, including the following specific components: PD for all staff and leadership in PBIS and RT, the amplified WIDA standards, and inclusive delivery of supplemental services, and PD for kindergarten teachers on building vocabulary, …THEN teachers will have a common practice of how to teach, support, and intervene with English language learners and students with disabilities, in which they will use more culturally responsive and differentiated instruction and collaborative teaching as well as common data-gathering and reporting instruments to monitor student academic and behavioral progress as measured by common planning time minutes, progress monitoring data, and classroom walkthroughs that include protocols related to the professional development and students will feel more positively about their school experience as measured by increased class attendance, fewer suspension/disciplinary actions per students, and students who receive special education services or are ELLS will have greater access to the core, as measured for SWDs by Least Restrictive Environment data and for both groups by progress on academic measures that closes the gap with general education students.



With support from the district, Director of Curriculum, Principals, PBIS and Instructional Leads will survey parents and teachers (pre and post PD) to make PD responsive and differentiated. We will plan funding to allow hiring PBIS leads and instructional leads to work collaboratively with staff to present professional development in support of SWDs and ELLs. We will schedule PD in order to support staff with using instructional strategies for ELLS, SWDs, and at-risk students; and we will evaluate the effectiveness of this PD. In addition, we will develop tools for common planning that support use of practices taught in PD, and develop walkthrough protocols to ensure that strategies are being implemented with consistency and fidelity across classrooms. All these strategies are designed to help create a collaborative environment for teachers and students.

Executive Director of Teaching, Learning, and PD, PBIS and Instructional Leads

Title II for PBIS Leads and Priority funds for Instructional Leads





Measurement Tools

Teachers will use strategies with fidelity and consistency across classrooms

Adult What strategies from PD that support ELLs and SWDs are being implemented by teachers? Are teachers able to communicate progress monitoring data effectively during CPT? How many teachers are using strategies and how often? Which students are receiving strategies and how often?

Walkthroughs using H.E.A.T.

protocol and other protocols specific to the PD provided.

Teachers will gain comfort using instructional strategies for ELLS, SWDs, and at-risk students

Adult Did teachers find PD valuable? How many are familiar with the content of PD (eg WIDA standards)? Do they say their comfort level increased?

General survey pre and post, surveys after each PD. The formative data collected will serve to help leadership redesign PD to meet the needs of teachers.

Students will spend more time in core classes

Student Are behavior referrals decreasing for these students? For all students? Is attendance increasing? Are more students receiving supports with peers vs. pullouts? Are more students receiving supplemental support within core instruction with their peers, or are they being pulled out of the core?

Attendance of ELLs and SWDs, behavior referrals and suspensions, LRE data, walkthroughs to identify whether supports are in class. These tools will provide data to support this strategy.

Students will make academic progress on district-approved assessments

Student NWEA, AIMSWeb, end of unit assessments, supplemental report card for ELLs, DRAs, PALs. The data collected will give leadership evidence of the effectiveness of the student progress.




Intervention: Content C-II.2 Assign additional instructional coaches OR other core content, job-embedded support for teachers.

Tier II

Tier III

THEORY OF ACTION

IF we implement Intervention CII.2 including the following specific components A full-time school social worker; two family service coordinators; a full-time school psychologist; two math interventionists, two ELL teachers, eight to ten special educators, two speech pathologist, and five reading interventionists; and five grade specific teacher Instructional Lead positions. THEN support personnel will respond to teachers, as well as students by collaborating and co-teaching in core content areas. For example, special educators and reading specialists will be assigned to a specific grade level in order to support delivery of common core curriculum and to participate in common planning as measured by consistent program delivery observed in classrooms and students will have access to differentiated support services in the core content in general education classrooms as measured by improved student achievement.



Teachers will be provided with clear protocols for analyzing student performance data. Analysis of data, for example, Aimsweb, NWEA, end of unit assessments, DRA, PALS, and pre and post writing ensures accountability and allows for data based decisions around interventions. Social workers, school psychologists, family service coordinators, math and reading interventionist, instructional leads and PBIS leads with collaborate and support teachers. ELL Specialists will review and use WIDA Standards and Grade Span Can-Do descriptors with their colleagues. These will be used together with classroom data at weekly common planning meetings to set expectations and plan instructional scaffolding. Special Educators will attend common planning to review the individual needs of students and assure consistency in delivery of accommodations and access to the Common Core.

Principals, Executive Director of Teaching, Learning & Professional Development, and Director of Student Services

Local, Title I, Title II, Title III, IDEA





Measurement Tools

Teachers will use protocols for analyzing student data and make data based decisions. ELL specialists will set expectation and scaffold instruction and special educators will collaborate with teachers and other support staff to ensure appropriate accommodations and access to core instruction.

Adult What protocols will be used? How is data being communicated to all stakeholders? Do teachers feel supported by interventionists?

Common planning agendas and minutes, teacher feedback. These tools will be used to hold teachers accountable for making data driven decisions and also identify successful accommodations.

Students will have access to a variety of support services that will be specific to their individual needs.

Student Are supports adequate? How can scheduling be used to maximize service time? Are supports matched to needs of students?

Student achievement data from NWEA, AIMSweb, district assessments, SWIS and observations. These tools will provide evidence that the support services are improving student engagement and academic success.




Intervention: Content C-II.4 Implement an instructional monitoring system to ensure that the curriculum is being fully implemented and traditionally underserved students have access to academic core.

Tier II

Tier III

THEORY OF ACTION

IF we implement Intervention C-II.4, including the following specific components; common planning, scheduled review of data on students’ performance quarterly as recorded on Classroom Data Assessment Sheets, teacher observations, focused walkthroughs with feedback to teachers, and teacher evaluations. THEN Evidence -based decisions will be the expectation. Instructional Leads will review school-wide data with the Principals at their regularly scheduled meetings Teachers will receive feedback. This instructional monitoring system will provide accountability through evidence based decisions as measured by data assessment sheets, common planning agendas and minutes, observations and walkthroughs and students will benefit from a consistent and equitable delivery of instruction that meets their specific needs as measured by student achievement scores and progress monitoring data.



Accountability to the monitoring system will be executed through consistent opportunities to view data during weekly grade-level common planning, meetings, standing school-wide RTI teams, and faculty meetings. All teachers of language arts and mathematics will be accountable. Principals will hold teachers responsible to building-wide consistent expectation for data collections in order to make evidence-based instructional decisions for our students.

Principal Local



Measurement Tools

Teachers will follow building-wide expectations for data collection and analysis and use the data to ensure services for students identified underserved.

Adult Is data reliable? Are teachers managing the data deadlines effectively?

Assessment Data sheets, AIMSweb class summaries, curriculum pacing guides and teacher evaluations will all be used hold teachers accountable for delivering appropriate services for students.

Students will have access to equitable delivery of instruction and supports.

Student Are gaps closing for ELLs? SES and SWD? What specific population of students is making the most progress?

Assessment Data sheets, AIMSweb class summaries, curriculum pacing guides and classroom observations. These



tools will provide data on student achievement and progress monitoring.



Section Four: Title I Crosswalk

This is an optional form for Schoolwide Title I schools that wish to use their school reform plan as their Schoolwide plan. Depending on the

interventions selected, the School Reform Plan may include many of the elements required in the Title I Schoolwide Plan. Use the table to indicate

how this plan fulfills Title I requirements. For areas that are not addressed in this plan, either add the required information or write “Addressed in

existing Schoolwide Plan for 2012-2013.” For additional guidance, please see questions in italics.

Description of Title I

Schoolwide Program

Requirements

Possible Location in SRP Description or page # indicating how requirement is fulfilled by this SRP

or statement that the requirement is “Addressed in existing Schoolwide Plan for 2012-2013.”

Parents and school staff are

involved in the development

of the plan.

Not in the SRP Data from 2011-2012 NPS Title I Parent Survey and Survey Works influenced the plan

development. Plan will be shared with faculty and staff for discussion and input.

Comprehensive Needs

Assessment of the whole

school.

Section 1: Overall

Indicators of School

Health

Page #3 of SRP Plan

Implementation of

schoolwide reform strategies

that:

Provide opportunities for all children to meet proficient and advanced levels of academic achievement.

Use effective methods and instructional strategies that are based on scientifically based research.

Section 2: Intervention

and Strategy

Description and

indicators

Pages #5 – 17of SRP Plan




Schoolwide Program

Requirements



Instruction by highly

qualified teachers.

Section 1: Distribution

of teachers by

performance level on

LEA’s teacher

evaluation system

Page #3 of SRP Plan

High quality and on-going

professional development

for teachers, principals, and

paraprofessionals.


and Strategy

Description and

indicators

Support S-III.3 Page 11 of SRP

Strategies to attract high-

quality, highly qualified

teachers to this school.


and Strategy

Description and

indicators

What aspects of your intervention strategies might attract or retain high quality teachers?

Shared leadership with instructional leads

Consistent common planning

Multiple opportunities to collaborative

PBIS leads to support teachers in implementation of behavior program

Standing RTI Team with assigned case liaison to support teachers

Math and reading interventionists to support identified students and assist teachers to implement instructional strategies

Social worker and family service coordinators to support students and families with social and emotional needs

Strategies to increase

parental involvement, such

as literacy services.


and Strategy

Description and

indicators

Current practice: Reading and math specialists provide quarterly progress reports

and/or attend RTI meetings, parent conferences, and have direct contact with parents

of children who are struggling. They also offer suggestions and strategies to parents to

support their children at home. There are also literacy and math nights that garner high

parent participation rates.

Plans for assisting preschool Section 2: Intervention Current practice: Preschools participate in professional development activities planned




Schoolwide Program

Requirements



transition from early

childhood programs.

and Strategy

Description and

indicators

by the district and the Newport Partnership for Families. There is a Kindergarten

Orientation that assists parents in transition and the Newport Public Schools preschool

staff provides a portfolio to receiving teachers. Newport Public Schools screens all

incoming Kindergarteners.

Measures to include

teachers in decision making

that uses academic

assessment results to

improve student

achievement.


and Strategy

Description and

indicators

Do the interventions selected involve teachers making data-driven decisions? Did the

selection of indicators for the SRP involve teachers? Will progress monitoring or

discussion around next steps on the SRP involve teachers?

While the selection of the indicators did not involve teachers, but district leadership

working with RIDE consultants, teachers are at the core of this data driven decision

making intervention plan. Whether it is targeted professional development, using

intervention strategies for math, reading or behavior, or teacher leaders assisting

colleagues or reaching out to parents, teachers will be involved in making data driven

decisions. In addition they will be progress monitoring and making data driven

decisions around next steps on the SRP through consistent job embedded professional

development and common planning.

Section 3: Learning

from progress and next

steps.




Schoolwide Program

Requirements


or statement of inclusion in existing Schoolwide Plan

Activities and programs at

the school level to ensure

that students having

difficulty mastering

proficient and advanced

levels of academic

achievement are provided

with effective, timely

additional assistance.


and Strategy

Description and

indicators

Pages #5 – 17of SRP Plan

Coordination and

integration of federal, state,

and local funds.

Section 2: Funding

Source

The following funding sources will support this SRP: Title I, Title II, Title III, IDEA, Race to

the Top, Priority funding, Local funds.

Documents

School Reform Plan - Newport Public Schools