1. SALISBURY ELEMENTARY SCHOOL
SCHOOL IMPROVEMENT PLAN
TALKING POINTS

2. 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

3. SALISBURY ELEMENTARY SCHOOL STAFF
24.5 Classroom Teachers
4.5 Classroom Instructional Assistants
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

4. 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

5. 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.
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

6. 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.

7. 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

8. 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

9. 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

10. ATTENDANCE GLOWS Chronically Absent: 12.6% (Down 3.3%)
DESE PARCC DATA
180 DAYS – 2016
Chronically Absent: 12.6% (Down 3.3%)
Attendance Rate: (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//
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.

11. 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 ( / 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

12. 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.

13. 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

14. 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

15. 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