Goals

Objectives

Strategy/Action

Persons Responsible

Measurement

Resources

Due Date

Key Indicators

Assessments

CAPT Improvement

 (Week 1, 1 Week)

All students at The Morgan School will achieve the Connecticut proficiency level on all four Connecticut Academic Performance Test sections

1. To increase the number of students who achieve the Connecticut proficiency standard on each section of the 2008 CAPT by at least 8% over the 2007 target

1. All faculty will review the appropriate CAPT strand analysis and with Department/Programs, determine areas of students (individually and as a group)
2. Within Departments/Programs, the faculty will develop an Action Plan to help students master the requirements of the strands
3. All faculty will receive the appropriate 2007 CMT strand analysis and within Departments/Programs, determine areas of student weakness
4. Within Departments/Programs, the faculty will develop an Action Plan to help students master the requirements of the strand
5. All Departments/Programs will, on a monthly basis, have all students complete a discipline based reading and writing activity which mirrors CAPT and which will be assessed using the school wide scoring rubric
6. All Department/Programs will develop quarterly common assessments in similar curricula
7. All Departments/Programs will develop monthly "big ideas" for similar curricula

Faculty, Administration, Students

1. Monthly reports from each Department/Program on the results of the reading/writing activity
2. Existence of "big ideas" in each similar curricula
3. Existence of quarterly common assessment in similar curricula
4. Student performance on the 2008 CAPT

1. Professional Development as needed
2. Collaboration time

1. Department/Program Leader monthly reports
2. Release of the 2008 CAPT results

1. Creation of monthly "big ideas' in similar curricula
2. Creation of quarterly assessment in similar curricula
3. Creation and administration of a Grade 9 practice CAPT
4. Administration of monthly rubric based guided reading and writing assessment
5. Achieving the following CAPT targets" Math. 69%; Science, 63%; Reading, 69%; Writing, 84%;

Professional Learning Communities

 (Week 1, 1 Week)

All members of the Morgan faculty will be members of a Professional Learning Community (PLC)

1. To increase faculty understanding of the Professional Learning Community concept
2. To agree on the underlying principles of the Morgan Professional Learning Community
3. To have the faculty actively engage in Professional Learning Community Activities
4. To build the Morgan School Improvement Plan using the Professional Learning Community ideas
5. To use the Professional Learning Community to increase student achievement

1. District presentation on the concepts embedded in Professional Learning Communities
2. A school based presentation on Professional Learning Communities at the school level
3. Formation of Professional Learning Communities incorporating PLC principles
4. Time is allocated for Professional Learning Communities to meet
5. Professional Learning Communities identify areas for activity
6. Professional Learning Communities develop action plans to address areas of interest

Central office, school administration, faculty

The existence of a functioning Professional Learning Community at The Morgan School

June 13, 2008

1. All faculty are members of a Professional Learning Community
2. The School Improvement Plan was developed using the principles of a Professional Learning Community
3. Professional Learning Communities developed plans to improve the achievement of all students

Student Advisories

 (Week 1, 1 Week)

All student will have an assigned adult mentor

1. To create a student advisory program
2. To prepare a curriculum for the student advisory
3. To begin operating a student advisory in the second semester

1. Have a professional development program related to the concept and operation of a student advisory program
2. To create a steering committee for the student advisory program
3. to assign student advisory oversight to faculty
4. to write a curriculum for the student advisory
5. To decide on the structure of a student advisory
6. To retain faculty/staff as student advisors
7. To design a schedule for the student advisory

steering committee. faculty, staff, administration

1. The creation of a curriculum for the student advisory
2. Faculty/staff mentors
3. The implementation of a student advisory

professional development presenter
access to student advisory curricula from other districts
time to write curriculum
time to plan the implementation process

January 28, 2008

The existence of a student advisory curriculum
The operation of a student advisory program

NEASC Self Study

 (Week 1, 1 Week)

To have developed rubrics for each of the Learning Expectations of The Morgan School

1. To develop four items rubrics for each of the Student Learning Expectations contained in the Mission Statement
2. To pilot those rubrics no later than the start of the Second Semester

1. To use staff meeting time to collectively write rubrics
2. To have all learning program test the rubrics
3. To refine/revise/rewrite rubrics as needed

Mission Self Study Committee, faculty, administration

the existence of valid rubrics for all Student Learning Expectations

January 28, 2008

Goals

Objectives

Strategy/Action

Persons Responsible

Measurement

Resources

Due Date

Key Indicators

Assessments

Literacy (a focus on reading)

 (Week 1, 1 Week)

*Ensure increases in student achievement and improvements in instruction

*By 2013-2014, all Pierson students will be proficient in reading, writing and math, as measured on the annual Connecticut Mastery Test
*By the end of 2005, all teachers will be implementing the reading first components in their classroom, as measured through classroom observations, lesson plans, student work analysis and Connecticut Mastery Test results

*Implementing Reading First Components
1.Make sure every teacher has knowledge of the 5 Reading First Components (phonemic awareness, phonics, comprehension, fluency, vocabulary)
2.Get copies of the US Department of Education's Publication - Put Reading First for all staff (discussions to occur on the parts throughout the year)
3. View professional development videos to inform all about why these building blocks for teaching children to read are important
4. Use grade level meetings to review the building blocks and support the understanding and implementation of the blocks

Support the implementation of the 5 building blocks of reading
1. Create a self-assessment tool that will assist teachers in assessing the degree to which they are implementing the 5 building blocks into their reading instruction
2. Explore the opportunity to use faculty meeting time to conduct professional development on the implementation of each block at the fourth and fifth grade level
3. Share Best Practices in staff meetings, classroom walk through follow-ups as it relates to the five building blocks of reading
4. Conduct demonstration lessons and classroom observations so each teacher know what it will look like, sound like, feel like when he/she is implementing the building blocks of reading
5. Pilot the use of Personal Literacy Plans for our "cusp" kids both in terms of their CMT scores and NCLB scores
6. Provide peer coaching to support the implementation in every classroom
7. Develop, as a staff, a consistent approach to balanced/comprehensive literacy to be used throughout the school
8. Review assessment data to identify trends and/or patterns
9. Develop and pilot assessments to be used within the building that address each of the five building blocks of reading
10. Continue with the Reading Navigators Program, revising the response questions to align with the three strands of the Connecticut Mastery Test
11. Utilize the school website to support the engagement of parents in the reading process; provide the tools on line for easy access
12. Explore the use of diagnostic software to identify where students are and where they need to go next (i.e. Blue Ribbon Software)
13. Administer and use student, staff and parent perception survey data to revise and alter our plan
14. Begin to use Continuous Improvement Continuums with staff for self assessment and goal setting purposes
15. Develop a flowchart outlining interventions that will be used consistently when a struggling student is identified


Reading First Components

Implementing Reading First Components
1. Principal and Reading Specialist(s)
2. Principal
3. Principal, Reading Specialist(s), Classroom Teachers
4. Classroom Teachers, Reading Specialist(s)

Support the Implementation
1. Principal with consultation from Reading Specialist(s)
2. Principal and outside professional development experts (i.e. Co-Nect?)
3. Principal, Classroom Teachers
4. Reading Specialist(s)
5. Principal, Reading Specialist(s), selected Classroom Teachers that volunteer
6. Reading Specialist(s), Study Group Partners
7. Principal, Reading Specialist(s), Classroom Teachers
8. Principal, Reading Specialist(s), Classroom Teachers
9. Reading Specialist(s) with input from Principal
10. Reading Specialist(s), Classroom Teachers
11. Principal
12. Principal with consultation and input from all staff
13. Principal, Classroom Teachers, Parents, Students, Non-Certified Staff
14. Principal and Classroom Teachers
15. Principal and Reading Specialist(s)

 

*75% of our current fourth graders will achieve mastery in reading as measured on the grade 5 Connecticut Mastery Test to be given in March 2006
*75% of our current fifth graders will achieve mastery in reading as measured on the grade 6 Connecticut Mastery Test to be given in March 2006


 

Implementing...
1, 2. Put Reading First - US Department of Education Pamphlet
3. Various videos on best practices in literacy as it relates to the five building blocks
4. Sacred grade level planning time

Supporting...
1. Self-assessment tool (to be created)
2. $$ for outside experts to provide two hour segments on the five building blocks of reading
3. Sacred time at faculty meetings and time for classroom walkthroughs and follow ups
4. Schedule that allows demonstrations in classrooms
5. Personal Literacy Plan Template; list of "cusp" kids
6. Time for coaching and working with students by reading specialist(s)
9. Core Testing Materials, Core Reading Sourcebook
12. $3,000 per grade level for Blue Ribbon software beginning in September 2005

Another Great Graphic Organizer Resource
Core Sourcebook
Grade 4 & 5 Reading Comprehension Pieces
KWL Graphic Organizer
More Reading First Information
Phonics Programs for Grade 4 and 5
Teaching Comprehension
Venn Diagram Graphic Organizer
Videos about Reading Building Blocks

Implementing...
1,2,3 November/December 2004 staff meetings
4 Every Tuesday of each week throughout the 2004-2005 year

Supporting...
1. December 2004
2. January-May 2005
3. First Monday of each month throughout the year (fac. mtgs); walk throughs - conduct at least two walk throughs a day throughout the year
4,5, 6-9 November 2004 and ongoing
12. Implementation in January 2005 for first test wave

Math Proficiency

 (Week 2, 1 Week)

*Ensure increases in student achievement and improvements in instruction

*By 2013-2014, all Pierson students will be proficient in reading, writing and math, as measured on the annual Connecticut Mastery Test
*By the end of 2005, all teachers will be implementing Scott Foresman/Investigations in their math instruction, as measured through classroom observations, lesson plans, student work analysis and Connecticut Mastery Test results

Implementing...
1. Implement basic math fact testing on addition, subtraction, multiplication and division throughout the school (every two weeks with data recorded every month on the data wall)
2. Administer, score and use for planning of instruction, school wide problem solving assessment three times per year
3. School-wide use of FLEX time based on a particular strand; providing extra support and challenges to our students
4. Map out objectives, resources and pacing for the trimester by grade levels/teams
5. Teach the problem solving strategies as outlined in the mapping guide for Pierson School using Options, Problem Solver or Scott Foresman materials
6. Use of math concept word walls throughout the building with consistent words being used

Supporting...
1. Review the Investigations math observation checklist with staff indicating what makes a "great math class"
2. Self-assess math instruction using the observation checklist and plan for individual growth based on the results
3. Meet with Scott Foresman representative(s) twice a year
4. Conduct demonstration lessons by math support teacher
5. Explore the use of diagnostic software (Blue Ribbon Software)and implement the use of this software in September 2005

Implementing...
1. Classroom Teachers, Math Support Teacher
2. Classroom Teachers, Math Support Teacher
3. Classroom Teachers, Support Personnel, Specialist(s), Flex Planning Committee
4. Classroom Teachers, Math Support Teacher
5. Classroom Teachers
6. Classroom Teachers

Supporting...
1. Principal, Classroom Teachers, Math Support Teacher
2. Classroom Teachers
3. Classroom Teachers, Scott Foresman Rep, Math Support Teacher, Principal
4. Math Support Teacher
5. Principal, Math Support Teacher, Classroom Teachers

*80% of all students will achieve mastery by the end of fifth grade on addition, subtraction, multiplication and division facts
*75% of our students achieve mastery on the grade 6 math portion of the Connecticut Mastery Test

Implementing...
1. Math fact sheets and recording sheets
2. Sacred scoring time; rubrics and professional development on how to turn the rubric data into action within the classroom
3. Materials (games) that support the strand being worked on in FLEX
4. Sacred grade level planning time; documentation of mapping
5. Options, Problem Solver, Scott Foresman text
6. Word wall cards that align with the CMT language for each classroom

Supporting...
1. Investigation observation checklist
2. Faculty meeting time
3. Substitutes; Scott Foresman rep visitation dates
4. Math Support Teacher
5. $3,000 per grade level for Blue Ribbon Software beginning in September 2005

Implementing...
1. September and ongoing each month throughout the year
2. September, January and May
3. Every Tuesday throughout the year - October and ongoing
4. Review at each faculty meeting (monthly)
5. By the end of each trimester particular strategies are to be taught and practiced by the students
6. November and ongoing as the concepts are presented as documented in the math mapping by grade level/teams

Supporting...
1. November/December
2. December
3. October, November
4. As requested by classroom teachers and/or principal
5. October

*Monthly data collection of math facts and displayed on the data wall at Pierson (increases of 5% or more each month)
*Problem Solving Rubric - baseline measures in September, 80% of the class improving on the rubric in January and 80% of the class improving on the rubric in June

Character Education

 (Week 3, 1 Week)

*To reduce personal and group isolation and create safer and more nurturing schools

*Students will work collaboratively as part of a team contributing to group efforts and understandings.
*Students will demonstrate the effort and persistence needed to be successful in school, work and in life.

Implementing...
1. Teachers will conduct morning meetings in their classrooms a minimum of two times per week (format - greeting, news and announcements, sharing, activity)
2. Teachers and staff will conduct community meetings every other month during the 2004-2005 school year (format aligned with morning meeting)
3. Teachers will conduct one character education lesson per month aligned with the Pierson Code of Conduct
4. Teachers will reflect on their character education lessons each month with staff members; reflections will guide the Social Development Committees work for the 2005-2006 school year
5. Develop a school wide song in collaboration with Friend of Pierson, Social Development Committee, student body and professional songwriters

Supporting the implementation...
1-2. Provide staff with Responsive Classroom Newsletter; provide opportunities for staff to view Morning Meeting Video from Northeast Foundation; provide professional development opportunities to staff on character education
3. Social Development Committee will provide two lessons for each teacher to select from for the given month based on the Pierson Code of Conduct
4. Time will be allocated at each faculty meeting for this discussion to occur and reflections to be noted

Implementing...
1. Teachers
2. All staff
3. Teachers
4. Teachers, Administration
5. Principal, Teachers, Students and Friends of Pierson

Supporting...
1-3. Social Development Committee, Administration
4. Administration

*Referrals to the office for behavioral intervention will be less than 10% of the student body (repeat offenders count as 1 for the purpose of this measurement tool)

Supporting...
1-2. Responsive Classroom Newsletter, Morning Meeting book, Morning Meeting video, PD offerings related to character education
3. Pierson Code of Conduct, Character Education resource books to select lessons from for faculty choice
4. Time on the faculty meeting agenda each month
Character Education - Stop Think & Go
Responsive Classroom

Implementation...
1. September 2004 - June 2005
2. November 2004, January 2005, March 2005, May 2005
3. Monthly throughout the 2004-2005 school year
4. Monthly during the 2004-2005 school year; planning for 2005-2006 in August of 2005

Grade 4 - Dec-January

 (Week 4, 1 Week)

*Initial Understanding (increase achievement to 80% or better - reaching 75% score on the in house assessment)

*to increase students' achievement on identifying main idea under the initial understanding on the CMT

*Model and demonstrate main idea with short passages
*Provide guided practice to students with short passages
*See attached note about strategy from CORE SOURCEBOOK

*Grade 4 Teachers, Administrator, Reading Specialist(s)

*CMT objective test (in house assessment)
*80% of our grade 4 students will achieve mastery (75%) or better on the in house assessment to be given the first week in January

*Time for Kids
*Short stories
*Basal
*Novel sets
*Teacher Web for testing purposes
Main Idea Practice
More Main Idea Lessons/Practice

*January 11, 2005 team will review results

*Results indicate that the grade four average 90% of the fourth graders achieved 75% or better on the main idea test

ID December-February

 (Week 5, 1 Week)

*Initial Understanding (increase achievement to 80% or better - reaching 75% score on the in house assessment)

*to increase students' achievement on summarizing under the initial understanding strand on the CMT

*Grade ID Teachers, Administrator, Reading Specialist(s)

*CMT objective test (in house assessment)
*80% of our ID students will achieve mastery (75%) or better on the in house assessment to be given the second week in January

*Classroom text
How to Summarize

Grade 5 Dec - January

 (Week 6, 1 Week)

*Initial Understanding (increase achievement to 80% or better - reaching 75% score on the in house assessment)

*to increase students' achievement on using context clues to determine meaning of words under the initial understanding strand on the CMT

Grade 5 Teachers, Reading Specialist(s)

*CMT objective test (in house assessment)
*80% of our ID students will achieve mastery (75%) or better on the in house assessment to be given the last week in January

ID - Dec-January - MATH

 (Week 7, 1 Week)

*To increase the % of students that are able to accurately express whole numbers less than 1,000 (80% or better will score 75% on the in house assessment)

*to increase the students understanding of objective 1c - expressing whole numbers less than 1,000 as measured on the CMT's

*Integrated Day Teachers, Math Support Teacher, Administrator

*In house assessment

*January 18, 2005

*Results indicate that 83% of the Integrated Day Class scored 75% or better on the in house assessment

ID - January -February - MATH

 (Week 8, 1 Week)

*Identify a Reasonable Estimate/Answer to problems including estimating change (objective 11a)(80% of the class will reach 75% or better on an in house assessment)

*to increase the % of students that are able to reach 75% or better on identifying a reasonable estimate/answer to problems (objective 11 a)