Easton School District School Improvement Plans: 2008-2009

1. Easton School District School Improvement Plans:2008-2009

3. SSES Goal #1Students will improve their performance on curriculum standards and assessments as measured by internal and external benchmarks.Students will improve their reading comprehension, specifically in the areas of reader/text connections and understanding of the content and structure.Strategic Plan: Curriculum and Personalized Learning

4. Facilitate teacher walk-through visits Increase administrative presence in classrooms Provide professional development on minimum days for overview of Reading Workshop Model Provide professional development on text connections to build deeper reading comprehension Draft year-at-a-glance plans for comprehension Provide opportunities for teachers to attend workshops focused on non-fiction reading strategies Initiate professional book clubs Outcome � Student performance results validate student progress toward goals and inform instruction. Measurements include internal and external assessments.

7. Math (continued) Research and discuss math probes for compliance with SRBI Explore flexible, small-group math instruction, Grade 5 Outcome � Assessment results on CMTs, unit tests, and Basic Fact Assessments validate student progress toward goals.

16. HKMS GOAL #1 Students will improve their performance on curriculum standards and assessments as measured by internal and external benchmarks. Strategic Plan � Curriculum and Personalized Learning

17. Progress in reading, writing, math, and science will be closely monitored using regular, ongoing, formative assessments and addressing student weaknesses systematically. Re -structure SRBI/CST team to meet weekly with each grade-level team. Language arts specialist and math specialist serve as standing members of team. Re-structure specialists service delivery model. Communicate successful interventions to all teams to ensure sustained progress. Team Leaders will launch principles of Professional Learning Communities by guiding teams in development of team norms, integrating essential skills, determining formative assessments, and monitoring student achievement. NEW: Re -structure SRBI/CST team to meet weekly with each grade level team. Language Arts Specialist and Math Specialist serve as standing members of team. Re-structure Specialists service delivery model . Intensity of service based on entrance criteria, progress monitoring , and exit criteria. Service delivery expanded to four days per rotation. Communicate successful interventions to all teams to ensure sustained progress. NEW: Re -structure SRBI/CST team to meet weekly with each grade level team. Language Arts Specialist and Math Specialist serve as standing members of team. Re-structure Specialists service delivery model . Intensity of service based on entrance criteria, progress monitoring , and exit criteria. Service delivery expanded to four days per rotation. Communicate successful interventions to all teams to ensure sustained progress. Team Leaders will launch principles of Professional Learning Communities by guiding teams in development of team norms, integrating essential skills, determining formative assessments, and monitoring student achievement. NEW: Re -structure SRBI/CST team to meet weekly with each grade level team. Language Arts Specialist and Math Specialist serve as standing members of team. Re-structure Specialists service delivery model . Intensity of service based on entrance criteria, progress monitoring , and exit criteria. Service delivery expanded to four days per rotation. Communicate successful interventions to all teams to ensure sustained progress. NEW: Re -structure SRBI/CST team to meet weekly with each grade level team. Language Arts Specialist and Math Specialist serve as standing members of team. Re-structure Specialists service delivery model . Intensity of service based on entrance criteria, progress monitoring , and exit criteria. Service delivery expanded to four days per rotation. Communicate successful interventions to all teams to ensure sustained progress. Team Leaders will launch principles of Professional Learning Communities by guiding teams in development of team norms, integrating essential skills, determining formative assessments, and monitoring student achievement.

18. Professional development focused on weaknesses identified via CMT: reading non-fiction text, vocabulary development, editing and revising, and math strands. Collaborate with Joel Barlow social studies and writing lab instructors on improving writing in social studies. Administer math pre-assessments based on CMT weakest strands and post-test in December to identify additional areas of need. Re-deploy Learning Lab instructor to support students having difficulty with scientific concepts. Develop STEM course that integrates concepts of science, technology, mathematics, language arts and Engineering. Task Force is investigating instructional modules in design and modeling, magic of electrons, science of technology, automation, and robotics, and flight and space.

19. 10. Provide additional staff training on Northwest Evaluation Assessment. Trainer scheduled for December 10. 11. Integrate assessment results from CMT-4 with results from NWEA 12. Offer additional SMART Board training that integrates  exemplary lessons per subject content area. 13. Develop SRBI Implementation Plan. Professional  development to be provide January 21, 2009. Full  faculty will establish tiers of interventions to support  students� academic and behavioral needs.

20. Outcomes of New Initiatives and Ongoing Activities Student performance data validates progress toward goal. Curriculum and assessments align at each grade level. Interconnectedness of math, science, language arts, engineering via STEM course. Established, tiered, scientific research-based interventions in place for students having difficulty.

21. HKMS GOAL # 2 Students will demonstrate strengths of character, especially in the traits of integrity and civic responsibility. Strategic Plan � Character Education

22. Students will participate in The School Climate Project via completion of an on-line survey designed to investigate students� levels of connectedness to school, self-esteem, integrity, etc. Monthly, five students per grade level will receive an award for their visible demonstration of a character trait recognized in ER9 Strategic Plan. Students will demonstrate responsibility and integrity by completing homework and tests on time. Students will demonstrate responsibility and respect by arriving on time for school and classes.

23. Outcomes of New Initiatives and Ongoing Activities Office records will indicate a decrease in tardiness to school and class. Staff records will indicate an increase in students completing homework on time and completing tests honestly. Office records will indicate that students demonstrate respect for each other by refraining from teasing, bullying and aggressive behaviors. Students will demonstrate positive character as a result of decisions made independent of adult supervision. Altruistic behavior will be documented and celebrated.

24. Special Services Goal #1 Students receiving special education services will meet or exceed the objectives identified in their individualized educational plans Strategic Plan: Curriculum and Personalized Learning

26. Goal #2 Teaching and learning in special education and early childhood education will be provided in accordance with best practices in identification of students with disabilities. Strategic Plan: Personalized Learning

31. Child Study Teams will be modified in accordance with new SRBI state mandates. Parent workshops/coffees will address new regulations, co-teaching, inclusion, and anticipated change to special education identification, as well as Modified Academic Achievement Standards CMTs. Staff development opportunities will be offered to certified and non-certified staff to address best practices in early childhood education. Outcome: Student IEPs reflect changes in accordance with new regulations and policies. Pre-K students demonstrate improved performance on Connecticut Early Childhood Benchmarks and Early Childhood Outcome data.

32. Goal #5 Students with delays in social development and will improve social skills. Strategic Plan � Character Attributes