S choolwide P lan Beachmont Veterans Memorial School “Educating Tomorrow’s World Together”

1. Schoolwide PlanBeachmont Veterans Memorial School“Educating Tomorrow’s World Together” 2013-2014 RoseMarie O’Connor Principal

2. Table of ContentsTime Line - Update 1. Beachmont Schoolwide Plan Introduction ………………………….....June School Profile ……………….Sept. Vision…………………………………….Sept. Components of a Schoolwide Program 2. Schoolwide Planning Teams & Calendar School Council Members………………Oct. Leadership Team Members……………Oct. Calendar of Meetings/Activities………..Oct.-June 3. Needs Assessment Demographics – Students……………...Oct. Demographics – Teaching Staff ………Oct. . Assessment……………………………...Oct. Accountability (AYP)…………………….Oct. Organization of School Year and Day…Sept. Curriculum and Instruction…………….. Aug. Professional Development……………...May Family and Community Involvement….Sept.-June 4. Summarize/Prioritize Summarize Program’s Strengths and Challenges…………………………….May Prioritize Needs……………………….May 5. Program Mission & Goals…………….June 6. School Improvement Plan…………….June-May Theme I: Students Learning/Curriculum and Instruction Theme II: Teacher Learning /Professional Development Theme III: School and Community Involvement Theme IV: School Facilities (Climate, Safety and Respect 7. Partnerships Community and Professional Partnerships……………………………...Oct. Coordination and Integration of Federal, State and Local Services and Programs

3. 1. BeachmontSchoolwide Plan Introduction School Profile Vision Statement Ten Essential Components of a School Wide Plan

4. Introduction The schoolwide plan presents the vision/mission statement, needs assessment, summary of priority needs, and action plan for the Beachmont Veterans Memorial School. The principal, leadership team, school council, and teachers contributed to the development of the plan. The plan is intended as a “living document” to guide school activities with updates based on findings from implementation and process evaluation, as well as annual needs assessment. The school plan is in concert with the Revere Public Schools NCLB Strategic Plan and Goals, and the District Improvement Plan, as indicated below: No Child Left Behind Goals: Goal 1: All Students Proficient or Advanced in Reading/ English Language Arts and Mathematics Goal 2: All Limited English Proficient Students Proficient in English and Reaching High Academic Standards in Core Subjects Goal 3: All Students Taught by Highly Qualified Teachers Goal 4: All Students Educated in Learning Environments that are Safe, Drug-free, and Conducive to Learning District Improvement Plan Goals: Primary Goal: Improve student achievement by exposing all students to rigorous course work, setting clear content standards and evaluating student performance using a tool called the MCAS, Massachusetts aspires to ensure that all students acquire the knowledge, skills and competencies necessary to lead productive lives. Goal 1: To meet the needs of all learners through inclusive models Goal 2: To continue using tier instruction through small differentiated groups Goal 3: To institute ANet and PLGs

5. School Profile Beachmont Veterans Memorial School Profile “Educating Tomorrow’s World Together” The Beachmont Veterans Memorial School is located in Revere, Massachusetts, an urban seaside community 7 miles north of Boston. The original school was built in 1979 as a kindergarten through grade eight building; however, the building is now Pre-K through grade 5, including 3 Small Learning Group classrooms and 3 PDD classrooms as well as an Integrated Early Childhood classroom. We have full day kindergarten. We are entering our eighth year in partnership with the Bay State Reading Institute which fosters a three tier reading model and has encouraged implementing the position of a Reading Coach. Our school is multicultural and diverse and has an enrollment of approximately 380 students with a staff of 30 faculty and personnel. Although there have been several changes in the school configuration and of the population, our commitment to quality teaching/learning, and our focus on student achievement remains constant. This year our staff is receiving professional development training in ANet and Professional Learning Groups. The Beachmont Veterans Memorial School promotes educational excellence and academic standards aligned with the Massachusetts Frameworks. All members of our school community are encouraged to strive for academic achievement and personal growth in a learning environment that encourages and fosters positive self-esteem. We promote learning that is meaningful and recognize individual learning styles. We provide our students with differentiated learning instruction and cooperative educational experiences. Our school community is dedicated to nurturing a learning culture where students exercise mutual respect, take risks, and attain knowledge necessary to prepare them to become socially responsible citizens and life long learners. Working with an understanding of clear expectations for excellence, we celebrate our achievements and hard work. Respect and responsibility are our watchwords as we work with our students to become contributing members of their community.

6. Vision Our school community is multicultural and diverse. We celebrate this rich tapestry of heritage and aspirations and remains united in our efforts to realize the full intellectual, social, and physical potential of every child. In this endeavor, we shall maintain a safe environment that nurtures curiosity, dignity, and the promotion of social responsibility. Our vision impels us to empower all members of our educational community in the decision-making process. The achievement of excellence requires the dedication, support, and understanding of all individuals. High expectations of achievement is the focus for all our students. We will use a broad range of instructional methodologies with a diverse, creative, and academically challenged curriculum to ensure student success. We will support one another in the development of these skills and curriculum and will hold ourselves accountable. Through the use of innovative technology, we will encourage and support our staff to implement new educational opportunities in order to educate tomorrow’s world together.

7. Top TenEssentials of a Schoolwide Plan REQUIRED COMPONENTS OF SCHOOLWIDE PROGRAMS Under Section 1114 (b) (1), a schoolwide program must include the following components: 1. A comprehensive needs assessment of the entire school (including taking into account the needs of homeless and migratory children as defined in Section 1309(2)) that is based on information that includes the achievement of students in relation to the state academic standards described in Section 1111(b)(1). 2. Schoolwide reform strategies that: Provide opportunities for all students to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). Use effective methods and instructional strategies that are based on scientifically based research that: i Strengthen the core academic program in the school. ii. Increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum. iii Include strategies for meeting the educational needs of historically underserved populations. Include strategies to address the needs of all students in the school, but particularly the needs of low-achieving students and those at risk of not meeting the state student academic standards who are members of the target population of any program that is included in the schoolwide program, that may include: i. Counseling, pupil services, and mentoring services. ii. College and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies. iii. The integration of vocational and technical education programs. Address how the school will determine whether such needs have been met. Are consistent with, and are designed to implement, the state and local improvement plans, if any. 3. Instruction by highly qualified teachers. 4. High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff, to enable all students in the school to meet the state’s student academic achievement standards. 5. Strategies to attract highly qualified teachers to high-need schools. 6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services. 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs. Measures to include teachers in the decisions regarding the use of state academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. 9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of the state academic assessments shall be provided with effective, timely additional assistance that shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. 10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

8. 2. Schoolwide Planning Teams/Calendar School Council MembersChart A ***Sample Council Meeting Agenda Leadership Team MembersChart B Calendar of Meetings/ActivitiesChart C & D

11. Chart C

12. Chart D

13. 3. Comprehensive Needs Assessment Collect and Analyze Data School Demographics………………………………………………….3a, 3b Student Achievement…………3c, 3d, (MCAS, Literacy Testing Results) Organization of the School Year and Day…………3e (Calendars & Schedules) Curriculum and Instruction…………………………3f (Programs and Interventions) Professional Development Family and Community Involvement Link to Schoolwide Component 1. A comprehensive needs assessment of the entire school (including taking into account the needs of homeless and migratory children as defined in Section 1309(2)) that is based on information that includes the achievement of students in relation to the state academic standards

14. 3a. Comprehensive Needs AssessmentStudents Grades Offered Students Enrollment Indicators Selected Populations Technology Plans of High School Graduates Graduation Rate Student/Teacher Ratio :12.3 Schoolwide Component 1. A comprehensive needs assessment of the entire school (including taking into account the needs of homeless and migratory children as defined in Section 1309(2)) that is based on information that includes the achievement of students in relation to the state academic standards 3. Instruction by highly qualified teachers.

15. 3b.Comprehensive Needs AssessmentTeachers Teacher Data Staffing Data by Race, Ethnicity, Gender Schoolwide Component 1. A comprehensive needs assessment of the entire school (including taking into account the needs of homeless and migratory children as defined in Section 1309(2)) that is based on information that includes the achievement of students in relation to the state academic standards 3. Instruction by highly qualified teachers.

16. MCAS Results Percent of Students at Each Performance Level Item by Item Results (for each Grade/Subject) MCAS Annual Comparisons MCAS Results by Subgroup Participation Report High School Science and Technology/Engineering Results . Additional Data Results DIBELS/GRADE/MAZEResults and Implications Schoolwide Component 1. A comprehensive needs assessment of the entire school (including taking into account the needs of homeless and migratory children as defined in Section 1309(2)) that is based on information that includes the achievement of students in relation to the state academic standards 3c.Comprehensive Needs AssessmentAssessment

17. Implications for Next Year2013 ~ 2014 BeachmontSummativeReport2013.doc Summative Data and Implications Grades K-5 2-13 ~ 2014

18. Partner Reading for fluency. The Queen of “ING.” The Queen of “Ing.” Letter Recognition Utilizing Chicka Chicka Boom Boom

19. Adequate Yearly Progress (AYP) Report 2012 NCLB Report Card Schoolwide Component 1. A comprehensive needs assessment of the entire school (including taking into account the needs of homeless and migratory children as defined in Section 1309(2)) that is based on information that includes the achievement of students in relation to the state academic standards 3. Instruction by highly qualified teachers. 3d. Comprehensive Needs AssessmentAccountability

20. 3e. Comprehensive Needs AssessmentOrganization of School Year and Day Time on Learning 13-14 Encore Schedule Schoolwide Components 2. Provide opportunities for all students to meet the state’s proficient and advanced levels of student academic achievement Strengthen the core academic program in the school. Increase the amount and quality of learning time

22. Organization of School Year and Daycontinued • School Calendar 2013 ~ 2014

23. Encore Schedule • 13-14 Encore Schedule • Professional Learning Groups *will meet as grade level teams *LASW *Analyzing Data *ANet ~ will meet with math and reading coach once per month

24. 3f.Comprehensive Needs AssessmentCurriculum and Instruction Curriculum and Instruction Research Based Programs Core Programs Intervention programs Technology based programs Extracurricular Activities Schoolwide Components 2. Provide opportunities for all students to meet the state’s proficient and advanced levels of student academic achievement 3. Use effective methods and instructional strategies that are based on scientifically based research that Strengthen the core academic program in the school. Increase the amount and quality of learning time Include strategies for meeting the educational needs of historically underserved populations.

27. 3g.Comprehensive Needs AssessmentProfessional Development Calendar Bay State Reading Institute Sept 10,11 ~ Telian Lively Letters Sept. 19, 20 ~ Key Comprehension Oct. 3, 4 ~ Project Read Written expression Oct, 17, Nov. 21 ~ Vocabulary Professional Learning Groups August 6,7,8 ANet ~ ongoing Schoolwide Components 3. Instruction by highly qualified teachers. 4. High-quality and ongoing professional development to enable all students to meet the state’s student academic achievement standards. 5. Strategies to attract highly qualified teachers to high-need schools.

28. Professional Development Family & School Survey Findings Family Survey *Continue BSRI Literacy Intervention *Continue Differentiated Instruction *Continue Instructional Technology for students *Create opportunities for students to read outside of school School Survey *Increase writing instruction *Increase Professional Development in writing *BSRI Professional Development *Enhanced/Upgrade Technology Instruction *Institute ANet *Institute PLG

29. 3h. Comprehensive Needs AssessmentFamily and Community Involvement Parent Teacher Conference Schedule Meet the Teacher Night Monthly coffee hour with families Monthly Newsletter - School Web Site (Teacher Web) Monthly Events Calendar (paper and online) All notices translated into three languages Kindergarten Orientation Parent Portal Parent Link Communication Through Email Beachmont School Improvement Committee Beachmont PTO PAC Time Beachmont Board on Pinterest Schoolwide Components 6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services. 7. Plans for assisting preschool children in the transition from early childhood programs

30. 4.Strengths & Challenges Strengths: *Differentiated Instruction for all students~ 3 tier instruction *BSRI Professional Development Challenges: *Increase instruction in writing *More instructional technology *Inclusion model present in more classrooms *Increase student growth *Increase MCAS scores Prioritize: *Increase student growth * Transition to Expository, Persuasive Writing *SPED ~ inclusion mode*ELL inclusion model *Reading~ small group, differentiated instruction *Increase knowledge in new Common Core standards *Instructional technology *standards based classrooms *MCAS preparation

31. District Priorities *Priority 1: Familiarize all staff with Common Core standards *Priority 2: Meet the needs of all learners through inclusion models *Priority 3: Use of data from ANet and other sources to inform instruction and increase student achievement *Priority 4: Institute Professional Learning Communities *Priority 5: Include all programs under one school umbrella

32. Beachmont Veterans Memorial School Goals Rocket into Reading ~ continue daily reading sessions in all classrooms Writing for Excellence Institute a daily writing program using MCAS prompts in grades 2-5 Written Expressions Writing program in grades K-1 ANet ~ analyze data to create action plans to reteach challenging concepts, retest and reflect PLG ~ collaboration

33. 5. Program Mission Statement • The Beachmont Veterans Memorial School community embraces a shared responsibility among students, faculty, parents, and administration to provide each member of its diverse student body the opportunity to achieve academic excellence. • *The Beachmont Veterans Memorial School community actively encourages and supports its students in becoming successful citizens of the world as well as lifelong learners throughout the development of their critical thinking, problem solving, academic and communication skills. • * The Beachmont Veterans Memorial School community will continue to strive for excellence and innovation within a safe, respectful environment that encourages students to fully achieve their educational potential.

34. 6. School Improvement Plan Beachmont Veterans Memorial School 2013 ~ 2014 Standard 1 Leadership and Governance Standard 2 Curriculum and Instruction Standard 3 Assessment Standard 4 Human Resources and Professional Development Standard 5 Student Support Standard 6 Financial and Asset Management

35. 7. District & School Partnerships Coordination and integration of federal, state, and local services and programs Partnerships ANet Professional Learning Groups Science for Scientists RPS Afterschool program Bay State Reading Institute Target Revere Cares Raising a Reader Revere Public Library Stop & Shop Revere Cultural Society Schoolwide Components 10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

36. Schoolwide Program Evaluation Program Evaluation is ongoing as it assesses the following components of the Schoolwide Plan: • Student Data • ANET Data Meetings (4 each per year in each ELA and Math) • ANet data team • Data Reports–Administration, coaches • DIBELS (Literacy Coach - University of Oregon) • GRADE (Grades K and 1 with Literacy Coach) • Teachers and interventionists observations of students • Principal’s Review of Data (University of Oregon) with literacy coach • Progress Monitoring Data (teachers, coach, interventionists) • Mobility of Students Using the Three Tier Model: Literacy Coach, Teachers • Analysis of Math Data – Grades K and 1 with math coach • Effective Programs and Teaching Practices • ANet data team to assess ELA and Math • Formative and Summative Teacher Assessments • Professional Learning Groups • Walkthroughs - Principal and BSRI Coach (every day) • Informal Observations and Conversations - Principal and Reading Coach (on-going) • Formal Evaluations (Follows RPS Evaluation Protocol) - Principal, Assistant Principal, Directors • School Improvement Plan • ANet Data Team • Professional Learning Groups • School Council – Development of School Improvement Plan- Update Plans at Spring Council Meetings • Surveys to assess needs of the Schoolwide program– Parent and Teachers

37. Home School Involvement Contract • The importance of Contract is reviewed in class. • Families complete the student Involvement Contract and Signature page online (Moodle) • Administration keeps a check list of families who have signed off electronically. • Documents throughout the year are translated into Spanish and Arabic. • Throughout the school year, the parent of any incoming student must review the contract and sign online • This procedure is followed annually. • Computer is set up in school lobby for any parent to use