Roxbury School Strategic Improvement Plan

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SSIP 2019-20

Roxbury Elementary School

 

Principal: Mark Bonasera and Edith Presley

Through implementation of the HOTS approach, we are providing students with outstanding exposure to visual, musical, and kinesthetic arts, infusing the arts into all academic areas, and fostering greater student engagement and voice. We have active parent participation in school improvement (e.g. Roxbury Organization of Parents and Educators, School Governance Council, Building One Community POWER Parents, Hispanic Parents).  We work closely with community agencies to serve our students and families, particularly Chester Addison, Boys & Girls Club / Yearwood Center, and Building One Community.  Our staff members are caring, dedicated, strategic, and collaborative. They differentiate instruction to provide support and challenge to students, based on their needs and strengths. Staff members are beginning to facilitate choice-based professional development for colleagues to share best practices.  We utilize the Positive Discipline program to build community and address student behavior issues proactively.

Progress Made During Previous School Year

During the 2018-19 school year, we began implementation of the HOTS approach.  We held our first Town Meetings (hosted by grade 5 students, initiated cross-curricular projects (Essentialists working with grade levels), and hosted artists in residence (grade 5 explorers performances and grade 4 mural).

Key Strengths

In our first year of HOTS implementation, we initiated Town Meetings, cross-curricular projects, artist in residence projects, and a Celebration of the Arts Day.  Through the efforts of our Attendance Committee, our percentage of long-term absenteeism dropped by approximately two percent.  Our strengths include education of the whole child through creative learning activities, parent and community involvement, and teacher initiated, choice-based professional development.

Key Areas for Growth

We are working to improve early reading achievement through pilot status in the Literacy How program.  We are working to improve math achievement through a focus on academic language.

SSIP

District Goal

Goal 2: All students will acquire and effectively apply critical thinking, creating thinking and self-regulated thinking to be academically prepared for lifelong learning and the world of work.

Initiative: Provide a model to support a continuum of services to allow all students access to general education standards.

(ENGLISH LANGUAGE ARTS/READING/MIND)

School Initiative

Students in Kindergarten and Grade 1 will improve in their literacy skills, as compared with data from the 2018-19 school year.

Root Causes

Early grade reading achievement is a prerequisite of student development and future academic success.  By improving the achievement of our newest students, we will place them on a path to success throughout their educational career.  We need to improve Tier I instruction, coordination of intervention supports, and partnerships with families regarding reading at home.

School-Wide Reform Strategies

We are focused on building the capacity of teachers and teams (assessment techniques, data analysis, determination of goals and instructional strategies). 

High Quality and Ongoing PD

As a Literacy How pilot school, we have intensive support to build the capacity of our teachers.  Our consultant spends one day per week at Roxbury meeting with teachers and teams.  She models instructional strategies and coaches for individual teachers.  Current research shows that coaching is by far the most effective strategy for improving instruction.

Strategies for Family and Community Engagement

We communicate our goals and strategies for supporting children at home through parent meetings.  We are initiating our second annual Read-a-thon this fall, our Battle of the Books in the winter, and other student reading programs. Students participate in concerts on each grade levels at different times of the year, as well as visiting Brighton Gardens to entertain and provide community outreach.  4th grade chorus students also perform in the midst of community through Holidays in Harmony at the Stamford Town Center. Student art is on display throughout the school, at the Ferguson Library, and at the Board of Ed. Community outreach and physical fitness are accomplished through the TwoCan Dance and the Heart Health Initiative. In media, students are taught the importance of digital citizenship. Roxbury also takes part in Hour of Code each December through code.org.

BOY Outcome Measure

Roxbury School 2018-19 End-of-Year mClass (DIBELS) Composite Scores:

  • Kindergarten: 
    • Red:  26%
    • Yellow:  14%
    • Green:  31%
    • Blue:  29%
    • Students below standard:  40%
  • Grade 1:
    • Red:  23%
    • Yellow:  17%
    • Green:  25%
    • Blue:  35%
    • Students below standard:  40%

District Goal

Goal 2: All students will acquire and effectively apply critical thinking, creating thinking and self-regulated thinking to be academically prepared for lifelong learning and the world of work.

Initiative: Provide a model to support a continuum of services to allow all students access to general education standards.

(MATH/MIND)

School Initiative

Students in grades 3 through 5 will improve in mathematics achievement, as compared with data from the 2018-19 school year.

Root Causes

In order to be successful in mathematics, students need a combination of reading, problem solving, and computational skills.

School-Wide Reform Strategies

We will focus on helping students develop an understanding of content vocabulary in the Everyday Math units of study, through study of real-world math exercises. 

High Quality and Ongoing PD

Our Title I Math Teacher will facilitate professional development on content vocabulary in mathematics.

We will communicate goals and strategies with families.  We will also hold events (e.g. Math Games Night, Summer Math Games program at Building One Community, March Math Madness) to involve families in students' math achievement.

BOY Outcome Measure
  • Grade 2 EOY scores:
    • Advanced         2%
    • Proficient         25%
    • Basic               36%
    • Below Basic    37%
  • Grade 3 EOY scores:
    • Advanced          3%
    • Proficient          25%
    • Basic                35%
    • Below Basic     37%
  • Grade 4 EOY scores:
    • Advanced           8%,
    • Proficient          31%
    • Basic                21%
    • Below Basic     40%


District Goal

Goal 3: All students will be prepared to lead an active lifestyle and to make healthy choices.
Initiative: Assess and develop a structure to address physical fitness needs related to Healthy Living for students and staff (e.g. Kid Fan, 5210 Initiative, Fun Run, Walking Programs, or Jump Rope for Heart).(FOOD INSECURITY/BODY)

School Initiative

We will ensure that students and families experiencing food insecurity will have assistance.

Root Causes

A large portion of our families are in need of financial assistance.  Our high number of students participating in the Backpack Club  program (sponsored by Filling in the Blanks) is one example of this. 

School-Wide Reform Strategies

This is the fifth year of our partnership with Filling in the Blanks.  We greatly value the assistance that the organization provides to our students and families.  Members of the Roxbury School community show appreciation by supporting FiB, by participating in events and helping to raise funds.

High Quality and Ongoing PD

We keep staff and families informed about the Backpack Club and Filling in the Blanks through eblasts, letters, and meetings. 

Strategies for Family and Community Engagement

We keep staff and families informed about the Backpack Club and Filling in the Blanks through eblasts, letters, and meetings.

BOY Outcome Measure

Last year, approximately 150 students received weekly food packages through our Backpack Club.  This year, 164 students are participating.


District Goal

Goal 3: All students will be prepared to lead an active lifestyle and to make healthy choices.
Initiative: Assess and develop a structure to address food insecurity related to Healthy Living. (e.g. School Breakfast Programs, Lunch Programs and Weekend Backpack Programs).
(HEALTHY CHOICES/BODY)

School Initiative

Students will develop physical fitness awareness and skills.

Root Causes

Students need to have an understanding of human physiology and exercise techniques in order to achieve physical fitness.

School-Wide Reform Strategies

Our physical fitness teachers employ literacy skills (content vocabulary and explanation of activities), self-reflection, and peer assessment to help students understand physiology, exercises, and sports.

High Quality and Ongoing PD

Physical education teachers keep families and colleagues informed of activities.

Strategies for Family and Community Engagement

Physical education teachers keep families and colleagues informed of activities. Community outreach and physical fitness are accomplished through the TwoCan Dance and the Heart Health Initiative.

BOY Outcome Measure

Spring 2019 Grade 4 Physical Fitness results:  93 students participated in the assessments, 23 met all four standards (25% passing rate) 

District Goal

Goal 4: All students will acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others , establish and maintain positive relationships, and make responsible decisions.

nitiative: Ensure SPS systematically addresses school chronic absenteeism for staff and students.
(ATTENDANCE/HEART)


School Initiative 

The attendance committee collects and tracks attendance data (absences, tardies, and early dismissals). We have parents complete an early-dismissal form to gather inform and track patterns. The committee is comprisedof administrators and teachers from various grade levels, and a social worker. The committee meets regularly to analyze data, discuss students and familysituations (including feedback from homeroom teachers), and plan strategies (e.g. family outreach and support, school-wide programs). Roxbury is also part of the School Attendance District Committee which focuses on improving student attendance throughout the district.

Root Causes

Student achievement is directly related to attendance.

School-Wide Reform Strategies

The attendance committee collects and tracks attendance data (absences, tardies, and early dismissals). We have parents complete an early-dismissal form to gather inform and track patterns.  The committee meets regularly to analyze data, discuss students and family situations (including feedback from homeroom teachers), and plan strategies (e.g. family outreach and support, school-wide programs).

High Quality and Ongoing PD

Through the attendance committee we build the capacity of staff members to connect with families.

Strategies for Family and Community Engagement

We celebrate outstanding attendance by acknowledging classes with 100%. Students are photographed by class and pictures are posted on the Attendance Hero wall outside the cafeteria.

BOY Outcome Measure

Students with 100% attendance in September:  494 out of 605

District Goal

Goal 4: All students will acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others , establish and maintain positive relationships, and make responsible decisions.

Initiative: Provide tiered support in the development of SEL competencies.

(SOCIAL EMOTIONAL LEARNING/DISCIPLINE/HEART)

School Initiative

Roxbury is in its fourth year of implementation of Positive Dsicipline. Positive Discipline throughout the school and in the classrooms is designed to create a respectful school culture through social-emotional learning, character education and effective discipline. Lessons taught in the classrooms provide teachers with the tools to create effective class meetings and a climate of mutual respect through teaaching effective communication, cooperation, problem solving, and self-regulation.  Positive Discipline also offers classes and workshops for parents, that  teach the key to program.  Positive Discipline is not punishment but mutual respect.  The classes are offered on line and cover the principles of Positive Discipline. The classes are interactive and allow parents to communicate with other parents that are also using Positive Discipline. The online classes teach parents the principles they will need to form strong connections with their children, while at the same time instilling life lessons in children that they will need to become successful participants in society.

Root Causes

In order for students to feel safe and  be successful, there needs to be a respectful school culture consisting of social emotional learning, character, character education, and effective discipline.

School-Wide Reform Strategies

We are focused on building a climate of mutual respect through teaching effective communication, cooperation, problem solving, and self-regulation.

High Quality and Ongoing PD

We are providing all staff with four sessions of professional development this year.  Sessions are facilitated by our Positive Discipline trainer.  Goals are to ensure fidelity of implementation and help staff members hone their skills in utilizing the program.  Topics include understanding student behavior, communication with students, and facilitation of class meeting activities.

Strategies for Family and Community Engagement

Positive Discipline also offers classes and workshops for parents, that  teach the key to program.  Positive Discipline is not punishment but mutual respect.  The classes are offered on line and cover the principles of Positive Discipline. The classes are interactive and allow parents to communicate with other parents that are also using Positive Discipline. The online classes teach parents the principles they will need to form strong connections with their children, while at the same time instilling life lessons in children that they will need to become successful participants in society.

BOY Outcome Measure

During Positive Discipline training on August 27, staff members set goals for themselves in terms of facilitation of activities, understanding of their students (mistaken goals), and interaction with colleagues. 

PD Plan
DateTopicHours
8/26/19Positive Discipline Training with Carol Dores 8:00-3:00
9/4/19

Professional Development  Calander

Instructional Data Team Expectations

Grade Level Team Meetings

3:45-5:15
9/18/19

Teacher Evaluation Plan

Open School Night Procedures

Beginning of the Year Assessment

3:45-5:15
10/2/19 Special Education Updates 
Positive Discipline Training
SSIP Planning
Safety Update
HOTS Planning
3:45-5:15
10/16/19

Choice PD, Google Classroom, Digital Portfolios

Instructional Data Team Planning

3:45-5:15
10/30/19

School Wide Data Review 

SRBI Refferal Process

Data Driven Decision Making

2:00-3:45
11/5/19

Gender Identity and School Policy

New State of CT Seclusion Overview and Restorative Justice

8:00-3:00
11/6/19Performance Matters/ SBAC Interim Assessments3:45-5:15
11/20/19Discipline Plan and Exclusionary Timeout Training, Report Cards3:45-5:15
12/4/19School Improvement Plan and Administrators' Smart Goals3:45-5:15
12/18/19Grade Level IDT Meetings3:45-5:15
1/15MOY Data Review3:45-5:15
1/29Choice PD - Trauma Based Support , ADHD or Anxiety, DOJO 2:00-3:45
2/5Grade Level IDT Meetings3:45-5:15
2/19 Positive Discipline3:45-5:15
3/4 Grade Level IDT Meetings 3:45-5:15
3/18HOTS Planning3:45-5:15
3/25School Wide Data Review 2:00-3:45
4/1Choice PD- Student Engagement Strategies, ELL strategies, Daily 5 Refresh 3:45-5:15
4/15Grade Level IDT Meetings3:45-5:15
5/6HOTS Planning3:45-5:15
5/20School Scheduling Meeting3:45-5:15
5/27Positive Discipline2:00-3:45
6/3 EOY Data Review 3:45-5:15