LITTLETON, MASSACHUSETTS

School Improvement Plan

School: SHAKER LANE SCHOOL

Plan Duration: July 2005-June2008

Team Members/Titles/Signature

Name Title Signature

Karen Anderson Teacher _____________________________________

Jo-Ann Dery Parent _____________________________________

Mary Dugan Parent _____________________________________

Richard Faherty Principal _____________________________________

Nancy Marrese Teacher _____________________________________

Robert O’Neill Parent _____________________________________

Kelly Rogers Community Representative _____________________________________

School Mission (Aligned with

District Strategic Plan)

The Shaker Lane School, serving grades Nursery through Grade Two, is the critical first stage of a child’s educational experience in the Littleton school community. As such, our primary goal is to provide a secure, inviting, success-oriented environment that meets the cognitive, emotional, social, and physical needs of the whole child at his or her level of development. We believe in challenging every child and providing them with the opportunity and encouragement to reach the next stage in their academic development. In addition to encouraging optimum academic achievement, this supportive atmosphere also advocates human values that develop social awareness and mutual respect in our global society.

To support every child’s quest for knowledge, our curriculum, founded on sound educational research, is developmentally appropriate and based on the Massachusetts Curriculum Frameworks. We believe that a hands-on, interdisciplinary instructional approach is essential in fostering a life-long love of learning. Additionally, we know that the high standards of accomplishment we set for the children must be matched by the high expectations we establish for ourselves.

Finally, we strive to provide each child the opportunity to interact positively with peers and adults, to respect and share ideas, and to develop a positive self-esteem. The interdependence of students, parents, teachers, and community is essential for the achievement of educational excellence in our child-centered school. We maintain an open-mind, open door, and open heart spirit at the Shaker Lane School.

WHATEVER IT TAKES, WE WILL LEARN

SCHOOL IMPROVEMENT PLANNING

LANGUAGE ARTS

(For Each Goal)

MEASUREABLE SCHOOL

GOALS:

Measure A - Percentage of students who score 18 or above at the end of first grade will increase as measured by the DRA reading assessment.

Measure B - Percentage of second grade students who meet or exceed the 50^th percentile in reading will increase as measured by the Stanford Achievement Test.

Measure C - Percentage of second grade students who meet or exceed the 75^th percentile in reading will increase as measured by the Stanford

Achievement Test.

Measure D - Percentage of second grade students who meet or exceed the 90^th percentile in reading will increase as measured by the Stanford

Achievement Test.

Measure E – Establish baseline performance levels for writing.

SuBackground

Data (Justification for this goal as a school priority):

READING

DRA results for Grade 1 Students over a three year period

Performance Level	2002-2003	2003-2004	2004-2005
Level 18 or above	70%	73%	76%

Stanford Achievement Test Score for Grade 2 students over a three year period

Performance Level	2002-2003	2003-2004*	2004-2005
Exceeds 50^th Percentile	83%	86%	83%
Exceeds 75^th Percentile	60%	57%	57%
Exceeds 90^th Percentile	37%	35%	35%

*In 2003-2004 an updated version of the Stanford Test was administered. This same version will be used in future years.

Interpretation (What data indicate a pattern? What data indicate an area on which to focus? What do the data suggest?)

READING

· There has been a slight increase in the percentage of grade one students who are reading at a DRA level of 18 or above

· During the three-year period, second grade students have performed relatively consistently on the Reading Portion of the SAT.

· Student performance on the Reading Vocabulary portion of the SAT continues to be a relatively weak area among second grade students, while Reading Comprehension is a relative strength

· Staff needs to continue to closely examine current strategies for teaching vocabulary

· To ensure that we meet the goals of 98% of students meeting or exceeding the 50%ile, the School Improvement Plan outlines strategies for intervention at all grade levels for the students not meeting this goal.

WRITING

· Throughout the district, student performance in answering open-response questions has been targeted as an area of need in all curriculum areas.

· This school year (2004-2005), grade level writing prompts have been introduced and are/will be administered at all grade levels.

· Open response questions will be developed and included in unit and end of year assessments in math. Using a rubric, these responses will be scored and serve as the baseline of student performance.

· After implementation of writing assessments and there is baseline data indicating student performance, proficiency targets must be established.

· Further staff training and professional development may be necessary.

SCHOOL IMPROVEMENT PLAN FOR SHAKER LANE SCHOOL DATE: JULY 2005

DISTRICT GOAL	Create and implement a challenging and comprehensive Pre-K—12 curriculum that meets the needs of all students and is consistent across grade levels.
MEASUREABLE SCHOOL GOALS	Measure A - By June, 2008, 90% of first grade students will score 18 or above at the end of the academic year as measured by the DRA reading assessment.
	Measure B: By June, 2008, of second grade students will meet or exceed the 50^th percentile in Reading as measured by the GRADE.
	Measure C: By June, 2008, of second grade students will meet or exceed the 75^th percentile in Reading as measured by the GRADE.
	Measure D: By June, 2008, of will meet or exceed the 90^th percentile in Reading as measured by the GRADE
	Measure E: Student performance on writing assessment will improve
SUCCESS INDICATORS (Measures, assessment tools)	Increase in the percentage of students scoring at a level 18 or above on the DRA at the end of grade one. Increase in the percentages of students scoring at the 50^th, 75^th and 90^th percentiles on the Reading portion of the GRADE at the end of grade two. Increase in the average score of grade level writing assessments.
ANNUAL TARGETS (3 years)	2005-2006(target) 2006-2007(target) 2007-2008(target) Measure A 80% 85% 90% Measure B Establish Baseline Measure C Establish Baseline Measure D Establish Baseline Measure E Grade 1 – 83%, Grade 2-92% Continue collection of baseline data

SCHOOL IMPROVEMENT PLANNING

(For Each Goal)

MATHEMATICS

MEASUREABLE SCHOOL

GOALS:

Measure A - Percentage of second grade students who meet or exceed the 50^th percentile in Math will increase as measured by the G-MADE

Measure B - Percentage of second grade students who meet or exceed the 75^th percentile in Math will increase as measured by the G-MADE

Measure C - Percentage of second grade students who meet or exceed the 90^th percentile in Math will increase as measured by the G-MADE

Measures D and E – Percentage of grade 1 and 2 students scoring 85% or above will increase as measured by the year end Math Assessment

Measure F – Establish baseline performance levels for answering open ended questions in Math.

Su Background

Data (Justification for this goal as a school priority):

Stanford Achievement Test Score for Grade 2 students over a three year period

Performance Level	2002-2003	2003-2004*	2004-2005
Exceeds 50^th Percentile	88%	85%	83%
Exceeds 75^th Percentile	71%	61%	57%
Exceeds 90^th Percentile	47%	24%	31%

*In 2003-2004 an updated version of the Stanford Test was administered. This same version will be used in future years.

End of Year Math Assessment

	Baseline – 2003-2004	2004-2005
Grade 1	87% scored at 85 % or above	87% scored at 85 % or above
Grade 2	68% scored at 85% or above	67% scored at 85% or above

Interpretation (What data indicate a pattern? What data indicate an area on which to focus? What do the data suggest?)

· The End of the Year Assessments include Open-Response questions.

· Currently there is no standardized Math Assessment given in grade 1.

· Data from MCAS tests informs us that continued students need more on-going practice in answering open response questions.

· We need to continue to research the strengths and weaknesses of the Everyday Math Program and implement changes if necessary.

· Continued professional development in Math is necessary.

· Continued and on-going analysis of assessment results is necessary.

SCHOOL IMPROVEMENT PLAN FOR SHAKER LANE SCHOOL DATE: JULY 2005

DISTRICT GOAL	Create and implement a challenging and comprehensive Pre-K—12 curriculum that meets the needs of all students and is consistent across grade levels.
MEASUREABLE SCHOOL GOALS	Measure A: By June, 2008, of second grade students will meet or exceed the 50^th percentile in Math as measured by the G-MADE
	Measure B: By June, 2008, of second grade students will meet or exceed the 75^th percentile in Math as measured by the G-MADE
	Measure C: By June, 2008, of second grade students will meet or exceed the 90^th percentile in Math as measured by the G-MADE
	Measure D: By June, 2008, 100% of first grade students will score 85% or above on the grade 1 Math Assessment
	Measure E: By June, 2008, 90% of second grade students will score 85% or above on the grade 2 Math Assessment
	Measure F: Student performance on open-ended questions will improve (baseline to be established after data is collected in Spring, 2005)
SUCCESS INDICATORS (Measures, assessment tools)	Increase in the percentages of students scoring at the 50^th, 75^th and 90^th percentiles on the Math portion of the Stanford Achievement Test at the end of grade two. Increase in the average score of grade level writing assessments.
ANNUAL TARGETS (3 years)- Stanford Achievement Test	2005-2006(target) 2006-2007(target) 2007-2008(target) Measure A Collect Baseline Data Measure B Collect Baseline Data Measure C Collect Baseline Data
ANNUAL TARGETS – End of Year Math Assessment	Measure D 93% 96% 100% Measure E 80% 85% 90% Measure F Collect Baseline Data Collect Baseline Data

SCHOOL IMPROVEMENT PLAN FOR SHAKER LANE SCHOOL DATE: JULY 2005

Strategy In what general ways can you move key elements of the problem in order to achieve the school goal?	Activities (Action Plan) What will occur in order to accomplish the strategy and reach the school goal?	Success Indicator(s) What measure(s) will be used to determine the success of this strategy?	Timeline Start/ End Date What is the time frame for implementation of the key action?	Person Responsible Who is primarily responsible for coordinating the key action?	Professional Development What do staff or families need to know and be able to do to ensure the achievement of this goal?	Cost/ Resources What existing resources can be redirected? What “new” resources are needed? How will they be acquired?
Reading Curriculum Development	Continue work with Literacy Specialist and Literacy Team investigating best practices for reading instruction and conduct site visits to districts with high achieving test results Analyze best practices from other districts and research and make recommendations for supplementary instructional materials	Site visits conducted Recommendations made	Winter/Spring 2005 Winter/Spring 2005	M. Packer/ R.Faherty /N.Gastafson M. Packer/ R.Faherty /N.Gastafson	Allocate time Allocate time/Possible Professional Development	Substitutes Professional Development funding
Writing Curriculum Development	Continue work with Literacy Specialist and Literacy Team investigating best practices for writing instruction and conduct site visits to districts with high achieving test results Develop four writing prompts to be administered at the beginning of each school year and the end of each trimester	Site visits conducted Writing Prompts developed	Winter/Spring 2005 Winter/Spring 2005	Rich Faherty PLT Rich Faherty PLT	Allocate Time Allocate Time	Substitutes Professional Development funding
Math Curriculum Development	Provide teachers with data on student performance in, standardized, unit and year end assessments as well as MCAS data analysis and identify areas of strengths and weaknesses in student performance Provide staff with time to review and discuss the data	Data provided to staff Data provided to staff	2004/2005 school year and on- going On-going	Rich Faherty and Nancy Gustafson Rich Faherty Nancy Gustafson, Professional Learning Teams	Allocate time Allocate time	Professional Development time Professional Development time
Strategy In what general ways can you move key elements of the problem in order to achieve the school goal?	Activities (Action Plan) What will occur in order to accomplish the strategy and reach the school goal?	Success Indicator(s) What measure(s) will be used to determine the success of this strategy?	Timeline Start/ End Date What is the time frame for implementation of the key action?	Person Responsible Who is primarily responsible for coordinating the key action?	Professional Development What do staff or families need to know and be able to do to ensure the achievement of this goal?	Cost/ Resources What existing resources can be redirected? What “new” resources are needed? How will they be acquired?
Math Curriculum Development	Identify students in need of remediation and enrichment and based on information create flexible groupings for instruction Collect information on high achieving district math programs and instruction and visit other districts Analyze best practices from other districts and research and make recommendations for supplementary instructional materials	Students identified Visits made, information collected Information analyzed and recommendations made	On-going from fall 2004 Fall, 2004 and on-going Spring 2005 and on-going	Rich Faherty and Nancy Gustafson Rich Faherty and Nancy Gustafson Rich Faherty Nancy Gustafson, Professional Learning Teams	Allocate time Allocate time Allocate time	Professional Development time, grade level meetings Substitutes Substitutes, Professional Development time, grade level meetings
Reading Assessment	Continue DRA at Grade 1 and use information for flexible grouping for reading instruction. Continue weekly meetings with reading staff, special education teachers, Principal and Literacy Specialist Implement pre and post tests for grade 2 to determine flexible grouping for instruction in decoding, vocabulary development, spelling and comprehension	Student achievement improved/Target goals reached	On-going On-going 2005/2006 and On-going	R. Faherty and N.Gustafson R. Faherty/ M. Packer R. Faherty/ M. Packer	Professional Learning Teams Allocate Time Professional Development in Assessment administration	Professional Development time/grade level meetings/reading Meetings Funding for Assessments
Strategy In what general ways can you move key elements of the problem in order to achieve the school goal?	Activities (Action Plan) What will occur in order to accomplish the strategy and reach the school goal?	Success Indicator(s) What measure(s) will be used to determine the success of this strategy?	Timeline Start/ End Date What is the time frame for implementation of the key action?	Person Responsible Who is primarily responsible for coordinating the key action?	Professional Development What do staff or families need to know and be able to do to ensure the achievement of this goal?	Cost/ Resources What existing resources can be redirected? What “new” resources are needed? How will they be acquired?
Writing Assessment	Administer four writing prompts to be administered at the beginning of each school year and the end of each trimester and establish proficiency targets Develop scoring rubric to assess writing prompts Identify students in need of remediation and enrichment and based on information create flexible groupings for instruction	Writing Prompts administered Student work assessed Students identified	Winter/Spring 2005 and on-going Spring 2005 and on-going Winter/Spring 2005 and on-going	Rich Faherty PLT Rich Faherty PLT Rich Faherty PLT	Allocate Time Professional development in examining student work	Funding for workshops in examining student work using PLT’s Professional Development time, grade level meetings
Math Assessment	Develop open-ended questions to be part of unit and trimester assessments Develop rubric to score open-ended questions Administer trimester pre and post assessments to all students	Assessments include open-ended questions Rubrics developed Assessments administered	Winter 2005 Winter 2005 Fall 2006	Rich Faherty PLT Rich Faherty PLT Rich Faherty PLT	Allocate Time Allocate Time	Substitutes Assessment resources on hand Assessment resources on hand

SCHOOL IMPROVEMENT PLAN FOR SHAKER LANE SCHOOL DATE: JULY 2005

Strategy In what general ways can you move key elements of the problem in order to achieve the school goal?	Activities (Action Plan) What will occur in order to accomplish the strategy and reach the school goal?	Success Indicator(s) What measure(s) will be used to determine the success of this strategy?	Timeline Start/ End Date What is the time frame for implementing of the key action?	Person Responsible Who is primarily responsible for coordinating the key action?	Professional Development What do staff or families need to know and be able to do to ensure the achievement of this goal?	Cost/Resources What existing resources can be redirected? What “new” resources are needed? How will they be acquired?
Reading Instruction	Continue investigation of resources for reading Choose literacy model and develop plan for implementation Continue Direct instruction in Phonemic Awareness in Pre-K to grade 1 Continue providing individualized for those students assessed as having specific skills deficits Assess home reading practices and determine the need for parent/community education	Resources examined Model chosen and implementation plan developed Instruction provided Instruction provided Practices Assessed – Parent/ Community education provided if necessary	Winter/Fall 2005 Winter 2005/spring 2006 On-going On-going Fall 2005	M. Packer/Literacy Committee M. Packer/Literacy Committee Rich Faherty/PLT’s Rich Faherty/ Reading staff Rich Faherty/M Packer Reading staff	Allocate time Allocate time Allocate time Allocate time	Pilot Chosen/Materials Available Current Resources Current Resources Current Resources
Strategy In what general ways can you move key elements of the problem in order to achieve the school goal?	Activities (Action Plan) What will occur in order to accomplish the strategy and reach the school goal?	Success Indicator(s) What measure(s) will be used to determine the success of this strategy?	Timeline Start/ End Date What is the time frame for implementation of the key action?	Person Responsible Who is primarily responsible for coordinating the key action?	Professional Development What do staff or families need to know and be able to do to ensure the achievement of this goal?	Cost/ Resources What existing resources can be redirected? What “new” resources are needed? How will they be acquired?
Writing Instruction	Transitional, first and second classes are expected to alot time for writing opportunities across the curriculum areas at least once per day	Writing included in teacher plans and principal observations	Fall 2005 and on-going	R. Faherty/PLT’s		Current resources
Math Instruction	Investigate possibility of expanding current common Math block Develop instructional practices that include increased opportunities for students to respond to open-ended questions Provide opportunities for staff development in best practices for teaching Math	Common times increased Included in teacher plans and in Principal observations Professional development provided	Fall 2005 Spring/Fall 2005 and on-going Summer 2005 and on-going	R. Faherty/PLT’s R. Faherty/PLT’s N. Gustafson	Resources for developing open response questions	Current Resources Resources for Professional Development

MEASUREABLE SCHOOL

GOAL:

Su Background

Data (Justification for this goal as a school priority):

The indicator used to assess culture was a feedback survey. The feedback survey to parents and staff for the 2003/04 school year consisted of two questions: What do you like most about the Shaker lane? What would you most like to change at Shaker Lane? Over 100 responses were collected. The dedication and expertise of the teachers and staff, and the sense of community, and the supportive atmosphere were identified as significant strengths at Shaker Lane Smaller class size, more differentiated learning experiences and enrichment (academic) were identified as areas that were felt o be in need of improvement.

The foundation of our values program continues to be our HEART Program.

H is for Honesty in one’s actions and words

E stands for Effort in both your work and your play

A is for Acceptance of the likeness’ and differences in everyone in our community

R is for Respect for learning, for oneself, for others, and for the environment

T stands for Taking Responsibility for what you do and say, and for each other.

New Shaker Lane Report Cards were developed three years ago, and trimester benchmarks were established as indicators for student performance. It is now time to re-evaluate reporting mechanisms to ensure that trimester benchmarks remain appropriate

Interpretation (What data indicate a pattern? What data indicate an area on which to focus? What do the data suggest?)

In addition to encouraging optimum academic achievement, this supportive atmosphere also advocates human values that develop social awareness and mutual respect in our global society. We strive to provide each child the opportunity to interact positively with peers and adults, to respect and share ideas, and to develop a positive self-esteem. The interdependence of students, parents, teachers, and community is essential for the achievement of educational excellence in our child-centered school.

DISTRICT GOAL	Inspire energy and excitement in a respectful, responsive, and creative culture where everyone feels safe taking risks to challenge themselves in pursuit of teaching and learning goals.
MEASUREABLE SCHOOL GOAL	Develop new reporting mechanism on student progress.
SUCCESS INDICATORS (Measures, assessment tools)	Report Card Revision Volunteer Orientation handbook developed.

SCHOOL IMPROVEMENT PLAN FOR SHAKER LANE SCHOOL DATE: JULY 2005

Strategy In what general ways can you move key elements of the problem in order to achieve the school goal?	Activities (Action Plan) What will occur in order to accomplish the strategy and reach the school goal?	Success Indicator(s) What measure(s) will be used to determine the success of this strategy?	Timeline Start/ End Date What is the time frame for implementation of the key action?	Person Responsible Who is primarily responsible for coordinating the key action?	Professional Development What do staff or families need to know and be able to do to ensure the achievement of this goal?	Cost/Resources What existing resources can be redirected? What “new” resources are needed? How will they be acquired?
Parent Communication	Investigate and implement new reporting system for parents.	Report card developed	Implement fall 2005	R. Faherty/PLT’s Teams/School Council	Computer software Time allotted	Funding for software
Parent Volunteers	Develop stronger volunteer orientation/training program for parents Develop written volunteer handbook	Parents trained Handbook written	Fall 2005 and ongoing Fall 2005, revisions as needed	R. Faherty/PLT’s Teams/School Council	Current Resources	Current Resources

Progress and Improvement Checks
Annual Report: Monitoring Our Progress

School: ________________________________________________ Date: __________________

Goal:

Progress (Report progress made on the strategies and actions toward the achievement of the goal. Describe efforts taken.)

Improvements Made (Describe the impact of the improvements made.)