SALISBURY ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN 2015-2018 TALKING POINTS

SES VISION Students to… Students will… Journey Begins Moving-On Feel Safe Be Happy Have Confidence Students will… Read Well Develop Number Sense Practice Empathy

SALISBURY ELEMENTARY SCHOOL STAFF 24.5 Classroom Teachers 4.5 Classroom Instructional Assistants 3.5 1-1 Instructional Assistants 6 High Level Instructional Assistants 5 Grade Level Assistants 5.5 Special Education Teachers 0.5 Education Team Chairperson 1 Occupational Therapist 1 Speech / Language Pathologist 1 Social Worker 1 Adjustment Counselor 1 ELL Teacher 1 Principal 1 Assistant Principal Title I 3.2 Reading Specialist 1.8 Math Specialist 1 Data Clerk 1 Reading Specialist .5 / .5 Math Specialist 1 Media Specialist 1 Art Teacher 1 PE Teacher 1 Music Teacher 1 Nurse .5 Nurse’s Clerk 1 Secretary 1 Receptionist 1 Head Custodian 3 Custodians

SES STUDENTS AND FAMILIES 52% Low Income 10.4% Live in Poverty ~20% Homeless 47% Trauma Sensitive 12.6% Chronically Absent Fifty 51-As Filed yearly 12% Raised by Grandparents 41% Medical Alerts Allergies / Diabetes etc. 14% Legal Alerts Restraining Orders / Custody Issues etc. 3% ELL / FLEP 14% IEP 10% 504

TYPES OF TRAUMATIC EXPOSURE ~DESE WHAT IS TRAUMA ~DESE TYPES OF TRAUMATIC EXPOSURE ~DESE Trauma can represent a serious injury or shock to the body, as from violence or an accident. It is also recognized as an emotional wound or shock that creates substantial, lasting damage to the psychological development of a person. Finally, trauma can represent an event or situation that causes great distress and disruption. Trauma is not an event itself, but rather a response to a stressful experience in which an individual's ability to cope is undermined. It is suspected that one out of four children (25.2%) in the United States is affected by trauma before the age of 18. It is suspected that these numbers may be underestimated due to failure to diagnose or report this problem. http://www.doe.mass.edu/tss/about.html The following is a partial listing of trauma that has effects on students, families, and communities: Child Abuse and Neglect School and Community Violence Domestic Violence Homelessness Bullying Traumatic Loss Medical Trauma Natural Disaster Terrorism War

SCHOOL IMPROVEMENT PLAN OBJECTIVES OBJECTIVE I: By the end of each school year, 80% of students will be reading at grade level as measured by the DIBELS and GRADE benchmark assessments. By the end of each school year, 80% of students will attain average growth as measured by DIBELS Zones of Growth benchmark assessment. By the end of each school year, 80% of students will attain a year or more of growth on the GRADE Composite Comprehension benchmark assessment. Achieving this goal will have a direct impact on the District reaching Objective 2 of the District Development Plan and improving SES PARCC Data. OBJECTIVE II: By the end of each school year, 80% of students will be computing mathematically as measured by the DIBELS-Math benchmark assessments. Achieving this goal will have a direct impact on the District reaching Objective 3 of the District Development Plan and improving SES PARCC Data. OBJECTIVE III: By the end of each school year, 80% of students will attend school on a regular basis. (Absent <5% of the year) By the end of each school year, only 5% of students will be classified as being chronically absent. (Absent >10% of the year) Achieving this goal will have a direct impact on the District reaching Objectives 2 and 3 of the District Development Plan and improving SES PARCC Data.

DIBELS-NEXT (WORDS CORRECT) GRADE (COMPREHENSION) SES GLOWS - READING DIBELS-NEXT (WORDS CORRECT) SPRING-2016 GRADE (COMPREHENSION) SPRING-2016 K – 86% CORE (Composite) 3rd Grade – 75% CORE 4th Grade – 75% CORE 6th Grade – 84% CORE Kindergarten, 2nd, 4th, 5th, and 6th: ~74% Average Growth in DIBELS-Next 2nd, 3rd, and 5th: ~76% Stanine 5+ 4th Grade: 90% Stanine 5+ 6th Grade: 84% Stanine 5+ 3rd Grade: 70% Year’s Growth 4th Grade: 81% Year’s Growth 6th Grade: 85% Year’s Growth

SES GLOWS - READING ELA – PARCC: 2016 3rd Grade – 70% Levels 3-5 4th Grade – 81% Levels 3-5 5th Grade – 96% Levels 3-5 5th Grade – 70% Levels 4-5 6th Grade – 89% Levels 3-5 3rd Grade 80.7 CPI 4th Grade 45.5% SGP 5th Grade 92.0 CPI / 47.5% SGP 6th Grade 86.9 CPI / 57% SGP

DIBELS-MATH (Computing Mathematically) SES GLOWS - MATH DIBELS-MATH (Computing Mathematically) Spring MATH-PARCC 2nd Grade – 71% CORE 3rd Grade – 83% CORE 5th Grade – 81% CORE 6th Grade – 72% CORE 3rd Grade – 84% Levels 3-5 4th Grade – 80% Levels 3-5 4th Grade – 40.5 SGP 5th Grade – 78% Levels 3-5 6th Grade – 72% Levels 3-5

ATTENDANCE GLOWS Chronically Absent: 12.6% (Down 3.3%) DESE PARCC DATA - 2016 180 DAYS – 2016 Chronically Absent: 12.6% (Down 3.3%) Attendance Rate: 94.7 (Up .2%) Average # of Days Absent: 8.1 (Down .6%) Regularly Attended 2nd Grade: 70% 5th Grade: 86% Chronically Absent Kindergarten: 7% 2nd Grade: 8% 3rd Grade: 8% 4th Grade: 3% 5th Grade: 2% CHRONICALLY ABSENT RESEARCH: http//www.attendanceworks.org A student is chronically absent if he/she misses 10% or more of school days for any reason. 83% of students chronically absent in Kindergarten and First Grade are unable to read on level by 3rd Grade. Students who cannot read on level in 3rd Grade are 4X more likely to drop out of High School than kids who can read on grade level. By 6th Grade it becomes a leading indicator that a student will drop out of High School.

ADJUSTMENTS Objective I Objective II Objective III WIN (What I Need) Time – Only Tier 2 or 3 instruction Fundations / Wilson / Read Naturally Fluency DIBELS – Average Growth Data All students to be “Dibeled” (K-4) / At-Risk (5-6) Collaboration Focus: Keys to Literacy-Blooms Taxonomy / Wilson-SOS Comprehension Learning Walks Focus: Guided Reading Groups  Objective II DIBELS-Math Benchmark Assessment MobyMax Intervention Development of a math progress monitoring tool Data Meetings Focus: Keys to Literacy-Blooms Taxonomy / Analysis of DIBELS-Math Math In Focus – School Visits Special Education Students in grades 3-6 “serviced” by Math Specialists Objective III Attendance Works Initiative (http://www.attendanceworks.org/) / Celebrations Personal Out-Reach Implementation of the Positive Behavioral Intervention and Support (PBIS) Initiative PBIS Training / Conferences Professional Development Focus: Social / Emotional Learning Lesley Trauma Cohort 1 Offered Visiting Safe and Supportive Schools

SCHOOL IMPROVEMENT PLAN REVISED – OBJECTIVES OBJECTIVE I: By the end of each school year, 80% of students will be reading at grade level as measured by the DIBELS-NEXT Benchmark. (Oral Reading Fluency – Words Correct) By the end of each school year, 80% of students will be reading at grade level as measured by the DIBELS-READING Benchmark (Comprehension / Vocabulary) By the end of each school year, 80% of students will attain average growth as measured by DIBELS Zones of Growth benchmark assessment. Achieving this goal will have a direct impact on the District reaching Objective 2 of the District Development Plan and improving SES PARCC Data. OBJECTIVE II: By the end of each school year, 80% of students will be computing mathematically as measured by the DIBELS-MATH benchmark assessments. (Composite) Achieving this goal will have a direct impact on the District reaching Objective 3 of the District Development Plan and improving SES PARCC Data. OBJECTIVE III: By the end of each school year, 80% of students will attend school on a regular basis. (Absent <5% of the year). By the end of each school year, only 5% of students will be classified as being chronically absent. (Absent >10% of the year) Achieving this goal will have a direct impact on the District reaching Objectives 2 and 3 of the District Development Plan and improving SES PARCC Data.

Personnel Budget Requests Additional Grade 1 Classroom Teacher 4 Teachers = 18 Students/Class 3 Teachers = 24 Students/Class 56% High Needs 52% Trauma Sensitive 20% Chronically Absent Maintain four Grade 3 Classroom Teachers 4 Teachers = 16 Students/Class 3 Teachers = 21 Students/Class 62% High Needs 45% Trauma Sensitive 8% Chronically Absent Additional Grade 5 Classroom Teacher 60% High Needs 48% Trauma Sensitive 12% Chronically Absent Please Note: An Increase of $30,000 for K-6 Leveled Text: Below-Level On-Level Above-Level Teachers’ Guides

Personnel Budget Requests MATH SPECIALIST SCIENCE TECHNOLOGY ENGINEERING TEACHER Responsibilities: Coach Classroom teachers with Tier I Instruction Provide Tier 2/3 Interventions Lead Collaboration Assist with vertical and horizontal integration at SES and District Level Responsibilities: Coach Classroom teachers with Tier I Instruction Support the implementation of the New STE Standards Manage and distribute lab materials Assist with vertical and horizontal integration at SES and District Level Coordinate with reading and math specialist to integrate STE with Common Core Math and ELA standards and practices Please Note: ~$6,500 request to move the Computer Lab 2

Personnel Budget Requests Primary Functions – Safety Resource Officer SES Specifics – Safety Resource Officer Educator Informal Counselor Law Enforcer Attendance Community Relationship Home Visits Drug / Alcohol Awareness and Education Family Outreach