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Longmeadow Public Schools
FY05 – FY06* SCHOOL IMPROVEMENT PLAN
*July 2004 – June 2006 March 11, 2004
SCHOOL: Wolf Swamp Road School PRINCIPAL: Dr. John H. Ciesluk
SCHOOL COUNCIL MEMBERS
Co-Chair: Paul Felici, Parent Suzanne DiSessa, Teacher
Catherine Giampietro, Parent Cate McKenna, Teacher
Katie Lemay, Parent Daryl Veysey, Teacher
Kathy Ronaldson, Parent Pat Coady, Community Member
MISSION STATEMENT
To provide a safe, caring, respectful learning community that encourages every child to achieve his or her full potential.
SCHOOL IMPROVEMENT COUNCIL RESPONSIBILITIES
School Councils are to assist principals in:
1) Adopting educational goals for the school that are consistent with local educational policies and statewide student performance standards
2) Making recommendations for the development, implementation and assessment of the Curriculum Accommodation Plan (DCAP)
3) Identifying the educational needs of students attending the school
4) Reviewing of the annual school building budget
5) Formulating a school improvement plan to address identified needs and to improve student performance
SCHOOL-BASED DECISION MAKING
The principal and/or School Council involved school staff, parents, & community in the school improvement planning process in the following ways:
Site-based teacher teams made recommendations Objectives address teacher survey results
Non-instructional staff made recommendations Objectives address parent survey results
Staff reviewed tentative objectives and provided input Other: Objectives address student survey results.
Faculty councils/principal study groups provided input Other: Objectives address results of analysis of data.
Page 1 School Improvement Plan October 2003
Longmeadow Public Schools
REQUIRED ATTACHMENTS
The attached School Improvement Plan includes needs assessment results, school improvement objectives for FY05 – FY06, how those objectives will address the
Strategic Planning objectives of the Longmeadow Public Schools, and an action plan for implementation.
Submission Date: Approval Date:
SCHOOL COUNCIL SIGNATURES SUPERINTENDENT’S RECOMMENDATION
Title/Position Signature Recommend Do not recommend
Dr. John H. Ciesluk, Principal
Superintendent Signature
Paul Felici, Co-Chair, Parent
Suzanne DiSessa,, Teacher
Cate McKenna, Teacher
Daryl Veysey, Teacher
SCHOOL COMMITTEE APPROVAL
Catherine Giampietro, Parent
Katie Lemay, Parent
School Committee Chairperson Signature
Kathy Ronaldson, Parent
Pat Coady, Community Rep.
Page 2 School Improvement Plan October 2003
Longmeadow Public Schools
FY05 – FY06* SCHOOL IMPROVEMENT PLAN
*July 2004 – June 2006
School: Wolf Swamp Road School Principal: Dr. John H. Ciesluk
COMPREHENSIVE NEEDS ASSESSMENT
School Councils should conduct a comprehensive needs assessment, which includes analysis of student assessment data indicating student strengths and weaknesses,
specific skills that students lack, root causes of low student performance and a review of current practices to determine what is and is not working. The main focus of the
planning process must be to continuously improve instruction by increasing the effectiveness of curriculum, student assessment, professional development, teacher supervision
and the support necessary to good instruction. The School Improvement Plan should identify objectives for FY05 - FY06 and indicate how those school improvement
objectives will align with the Strategic Plan of the Longmeadow Public Schools.
Check all needs assessment tools that were used to identify needs:
6) Census & other demographic data X 7) Parent Report Card or other parent survey 8) Kindergarten screening
9) Plans of high school graduates 10) SAT scores 11) In-person interviews
X 12) Open forums & other meetings X 13) Teacher surveys 14) Student surveys
15) Attendance, dropouts, discipline data 16) District & state data on schools/students 17) Telephone interviews
18) Class size data, student-teacher ratios X 19) School records on students X 20) MCAS scores and itemized analysis
21) Program evaluations, e.g. grant report, audit
findings:
22) Performance on standardized tests
(name the test):
X 23) Other: Data from school wide writing
prompts in ELA, Math and Science,
____________________________________ __________________________________ and pre-and post-tests in
______________________ __________________________________ Mathematics. Criterion referenced
_____________________________ __________________________________
math scores ("Accelerated Math" and
"Mastering Math Facts" programs).
____________________________
LONGMEADOW’S GOALS RELATED TO NO CHILD LEFT BEHIND (NCLB)
NO CHILD LEFT BEHIND (NCLB)
Note: Longmeadow was required to assess their needs related to NCLB & to address those goals & indicators that required improvement.
Goal I STUDENTS PROFICIENT OR ADVANCED IN ELA AND MATHEMATICS BY 2013-2014
INDICATOR 1: LONGMEADOW ELA STRATEGIES:
1. Provide system-wide training (professional growth) for all 1-5 teachers on the teaching of writing across the curriculum.
2. Initiate system wide open-response questions with scoring rubrics for grades 3-5.
3. Develop common content scoring standards for ELA teachers of students in grades 6-10.
4. Provide professional growth in the teaching of reading comprehension strategies to ELA teachers of students in grades 7-10.
INDICATOR 2: LONGMEADOW MATH STRATEGIES:
1. Develop and implement a professional development program entitled "Masters Modeling Math" for teachers in grades K–5.
2. Explore/research and acquire resources/instructional materials that will increase students' problem solving and communication skills in mathematics, in
grades K–8.
revised 10/6/03 Page # _____
3. Identify and implement an initiative for those students "at risk" for failing mathematics in grades K–2.
4. Develop a strategy/provide training to increase teacher use of open response questions in the daily math curriculum for grades 9–12.to improve students’
articulation of their learning, justification of solutions to problems, and/or journal writing about math processes.
INDICATOR 3: LONGMEADOW STRATEGIES FOR ASSISTING STUDENTS WITH DISABILITIES TO MAKE ADEQUATE YEARLY PROGRESS
1. The Pupil Services Director and Assistant Superintendent will work with principals and Curriculum Coordinators of math and ELA will work with teaching
staff to conduct further inquiry to better understand the nature or causes of the performance gaps for students with disabilities.
2. They will jointly develop a revised District Curriculum Accommodation Plan and specific strategies for providing MCAS remediation.
INDICATOR 4: LONGMEADOW STRATEGIES FOR IMPROVING READING – END OF GRADE 3
1. Implement new elementary reading series, acquire additional library resources, and provide teacher training linked to implementation of elementary reading
series.
Goal III ALL STUDENTS TAUGHT BY HIGHLY QUALIFIED TEACHERS
INDICATOR 2: LONGMEADOW STRATEGIES FOR ENSURING THAT ALL PROFESSIONAL DEVELOPMENT ACTIVITIES ARE HIGH QUALITY
1. The district will launch an initiative to engage all 1-5 ELA and K-5 math teachers in high quality professional development during contractual time that is
designed to enhance ELA teacher content knowledge of reading and writing strategies and math teacher content knowledge of open response questions.
2. The post-training implementation support will prepare teachers to develop classroom strategies to improve students’ math and ELA learning in grades K-5.
3. Professional development training in the Baldrige Criteria for Performance Excellence will be maintained as part of the district initiative to support
continuous improvement.
4. The induction and mentoring programs for new teachers will also be maintained in an effort to promote the retention of teachers.
5. Research-based and data-driven professional growth courses and other professional development activities will continue to be offered to all teachers in the
district.
6. A process to determine the course offerings and the effectiveness of PD training will be developed and implemented to ensure that all district-provided or
supported PD activities are “high quality” as specified in the NCLB act.
Goal IV SCHOOLS ARE SAFE, DRUG-FREE AND CONDUCIVE TO LEARNING
INDICATOR 2: LONGMEADOW STRATEGIES FOR PROVIDING A DRUG-FREE ENVIRONMENT FOR LEARNING
1. A representative committee, comprised of the Assistant Superintendent of Schools, the Substance Abuse Coordinator, Police department liaisons, and
teachers will plan the transition from the current DARE program to the Life Skills, or other research-based curriculum for implementation during the 2004 –
2005 school year.
2. Community volunteers will be trained to facilitate the Strengthening Families Program and will conduct seven 2-hour sessions for parents and youths.
INDICATOR 3: LONGMEADOW STRATEGIES FOR PROVIDING A SCHOOL CLIMATE THAT ENCOURAGES AND SUPPORTS LEARNING
1. Substance abuse counselors will continue to maintain liaison relationships with other student assistance staff and
departments. Substance abuse counselors will continue to initiate timely and effective interventions with substance-
abusing students.
INDICATOR 4 LONGMEADOW STRATEGIES FOR PROVIDING A SCHOOL INFRASTRUCTURE FACILITATES STUDENT LEARNING
1. Continue to improve high school infrastructure to address findings of NEASC high school accreditation report.
Note: Longmeadow Strategic Planning Objective #1, LEARNING aligns with all of the above
listed NCLB Objectives:
1A. All students achieve high standards of learning in a safe & collaborative environment
1B. Staff are prepared and supported to promote high student achievement in a safe & collaborative environment.
1C. Parents & community actively promote & support high student achievement in a safe & collaborative environment.
revised 10/6/03 Page # _____
Longmeadow Public Schools
FY05 – FY06* SCHOOL IMPROVEMENT PLAN ALIGNMENT
*July 2004 – June 2006
SCHOOL: Wolf Swamp Road School PRINCIPAL: Dr. John H. Ciesluk
ALIGNMENT WITH DISTRICT STRATEGIC Plan Check All That Apply Below (per stated actions):
L – LEARNING D – DATA R – RESOURCES
1A. All 1B. Staff are 1C. Parents & 2A. LPS 2B. All staff 2C. Information 3A. 3B. Resources
DISTRICT STRATEGIC students prepared and community gathers & & is communicated Resources are managed
OBJECTIVES achieve high supported to actively shares community to all personnel, are cost effectively
standards of promote high promote & relevant members parents, identified
learning in a student support high data analyze & students, & and
School Improvement safe & achievement student regularly use data to other community provided
Objectives (Details to be collaborative in a safe & achievement make members. cost
provided on individual environment collaborative in a safe & decisions. effectively
sheets) environment. collaborative
environment.
#
1. To utilize school wide
procedures that lead to
continuous improvement. 1a 1b 1c 1c 1d
2. To improve students'
mathematics skills. 2a 2b 2c 2d 2c, 2d
3. To improve student' skills
in writing across the 3a 3b 3c 3c
curriculum.
* Please note, in each column, the number and letter represent the corresponding "S.M.A.R.T. (Intermediate) Objective" on our SIP.
Longmeadow Public Schools
revised 10/6/03 Page # _____
FY05 – FY06* SCHOOL IMPROVEMENT PLAN OBJECTIVES
*July 2004 – June 2006
SCHOOL: Wolf Swamp Road School PRINCIPAL: Dr. John H. Ciesluk
School Improvement Objectives
Goal # 1: To utilize school wide procedures that lead to continuous improvement.
(Baldrige Category 2: Strategic Planning)1A: All students achieve high standards of learning in a safe and collaborative environment.
2B: All staff and community members analyze and use data to make decisions.
District S.M.A.R.T. Objectives: BY WHEN BY WHOM MEASURES/DESIRED RESULTS COST/FUNDING
Obj. # (Specific, Measurable, Achievable, Relevant, Timely) (Baldrige Category 4 & 7: Info/Results) (Baldrige Category
(Baldrige Category 2: Strategic Planning) 6: Process Mgt.)
June 2006 Learning Team * 100% of staff report improvement in
1a. Our school will develop a safe and Principal positive school climate on "school Consultant $
1A culture" survey (from baseline data
collaborative environment which promotes high Teachers
standards of student learning, as measured by School Teams Spring, 2004).
School Council * 100% of parents report that our school
school climate surveys of staff, parents and
is "safe and orderly", as measured by the
students. "School Report Card Survey" (from
baseline date Spring, 2004).
* 100% of students report that they feel
safe in our school (using a variety of
survey instruments with baseline data Scheduling
Spring, 2004). software $
* 100% of grade level teams report
increased collaboration time in the
1B 1b. Through open and honest communication,
June 2006 All Staff schedule (with baseline data Spring,
every staff member will report that s/he feels Principal 2004). Consultant $
valued, supported, respected, and inspired to Learning Team
continually improve, as measured by a satisfaction * The percentage of staff who report that
survey. they feel valued, supported, respected,
and inspired to continually improve
increases to 100% over two years (as
2A 1c. All school teams will implement continuous June 2006 School Teams evidenced by pre- and post- data from
2B improvement practices by gathering data, sharing Principal Saphier School Culture Survey).
it, analyzing it, and using it to make decisions in Teachers
* The percentage of School Teams who
the PDSA cycle, as measured by Shipley's Systems
address the SIP objectives in their Action
Checklist. Plans increases to 100%.
* Scores on Shipley's Systems Checklist
increase from (baseline) June, 2004 to
June, 2006.
revised 10/6/03 Page # _____
Goal # 1: To utilize school wide procedures that lead to continuous improvement.
(Baldrige Category 2: Strategic Planning) 1A: All students achieve high standards of learning in a safe and collaborative environment.
2B: All staff and community members analyze and use data to make decisions.
District S.M.A.R.T. Objectives: BY WHEN BY WHOM MEASURES/DESIRED RESULTS COST/FUNDING
Obj. # (Specific, Measurable, Achievable, Relevant, Timely) (Baldrige Category 4 & 7: Info/Results) (Baldrige Category
(Baldrige Category 2: Strategic Planning) 6: Process Mgt.)
1d. Our school will improve how effectively we June 2005 Teachers * Scores on satisfaction surveys (related
3B to effectively utilizing teaching time) by
utilize teaching time and learning spaces to better School Teams
meet the full range of student needs in a varied Principal students and staff increase from (baseline)
SPED Spring, 2004 to Spring, 2005.
student population, as measured by "Learning
PTO
Space Usage Maps", enrollment figures in after *Figures on maximum building usage
hours school programs, and student and staff increase from (baseline) Spring, 2004 to
"Satisfaction Surveys". Spring, 2005.
* Enrollment in before/after school
programs increases from (baseline)
Spring, 2004 to Spring, 2005.
revised 10/6/03 Page # _____
Longmeadow Public Schools
FY05 – FY06* SCHOOL IMPROVEMENT PLAN OBJECTIVES
*July 2004 – June 2006
SCHOOL: Wolf Swamp Road School PRINCIPAL: Dr. John H. Ciesluk
School Improvement Objectives
Goal # 2: To improve students' mathematics skills.
(Baldrige Category 2: Strategic Planning) 1A: All students achieve high standards of learning in a safe and collaborative environment.
District S.M.A.R.T. Objectives: BY WHEN BY WHOM MEASURES/DESIRED RESULTS COST/FUNDING
Obj. # (Specific, Measurable, Achievable, Relevant, Timely) (Baldrige Category 4 & 7: Info/Results) (Baldrige Category 6:
Process Mgt.)
revised 10/6/03 Page # _____
(Baldrige Category 2: Strategic Planning) * By Spring, 2006,100% of students at Math Team
June 2006 Teachers every grade level reach 80% mastery on monthly sub
2a. Students will improve their mathematics skills Math Team the post-test in mathematics (an increase coverage .5 x 6
1A
as evidenced by improved scores on school-based from baseline data of Spring, 2003 when staff members.
mathematics assessments given as pre- and post- 42 students in grades 1-4 did not reach
tests and by MCAS scores. the 80% mastery level). Math Resource
* The percentage of students scoring at Teacher 1.0 FTE
the "Needs Improvement/Warning" levels Early Intervention
on the grade 4 MCAS math test decreases Program K-2
from 35 % in 2003 to 26 % in 2006 (a
decrease goal of 3 % each year).
* The percentage of students scoring at
the "Advanced/Proficient" levels on the
grade 4 MCAS math test increases from
June 2006 Teachers Training/Support
1B 2b. Staff will effectively implement the math Tech Team 65 % in 2003 to 74 % in 2006 (an
Materials for new
curriculum and will apply research-based "best Learning Team increase goal of 3% each year).
math series
practices" in mathematics, as measured by self- PGC
* Percentage of teaching staff who report
evaluation against a rubric agreed upon by the Tech Training $
that technology training has improved the
staff. effectiveness of the implementation of
their math program increases to 100% Math Prof. Dev. $
from (baseline).
* Enrollment in professional development Prof Dev to Create
topics related to "best practices" in Self-Evaluation
mathematics increases from (baseline) Rubric
Spring, 2004 to Spring, 2006.
* When staff members self-evaluate how
effectively they implement "best
practices" in mathematics and how
effectively they implement the math
curriculum, the scores increase from
(baseline) Spring, 2004 to Spring, 2006.
Objective # 2: To improve students' mathematics skills.
District S.M.A.R.T. Objectives: BY WHEN BY WHOM MEASURES/DESIRED RESULTS COST/FUNDING
Obj. # (Specific, Measurable, Achievable, Relevant, Timely) (Baldrige Category 4 & 7: Info/Results) (Baldrige Category
(Baldrige Category 2: Strategic Planning) 6: Process Mgt.)
revised 10/6/03 Page # _____
* Attendance at Math-oriented learning $ for Remediation
1C 2c. Staff will increase communication with parents June 2006 Teachers opportunities shows an increase from and Enrichment
2C and community members to actively promote and School Teams (baseline) 2003-2004 to 2005-2006 (i.e., Resources
support high performance in math, as evidenced by Learning Team participation in "Family Math Night",
increased cost effective enrichment and PTO "Math in Business Night", Math $ for Consultants
remediation program offerings in mathematics, and School Council Enrichment Programs, Classroom and Training
Speakers, Assemblies, Math Contests,
by parent surveys.
etc).
* Parent surveys show an increase in
satisfaction with communication about
student math skills from (baseline) to
2006.
2A 2d. Students and staff will use data to improve Data Consultant
student learning, as measured by self-evaluation June 2006 Teachers * Students and staff use of self-evaluation Data Consultant
2C rubrics shows an increase in using data to
against a rubric and by increased visual Students stipend
improve student learning from (baseline) Training for Staff
information about math achievement, as evidenced Spring, 2004 to Spring, 2005.
on school surveys. * Staff and parent surveys demonstrate an
increase in the amount of visual
information about math achievement (i.e.,
Scribbler articles, Teacher Web Sites,
Classroom data charts, Baldrige binder
samples, Displays of student work, etc.)
from (baseline) Spring, 2004 to Spring,
2006.
Longmeadow Public Schools
FY05 – FY06* SCHOOL IMPROVEMENT PLAN OBJECTIVES
*July 2004 – June 2006
SCHOOL: Wolf Swamp Road School PRINCIPAL: Dr. John H. Ciesluk
revised 10/6/03 Page # _____
School Improvement Objectives
Goal # 3: To improve students' skills in writing across the curriculum.
(Baldrige Category 2: Strategic Planning) 1A: All students achieve high standards of learning in a safe and collaborative environment.
District S.M.A.R.T. Objectives: BY WHEN BY WHOM MEASURES/DESIRED RESULTS COST/FUNDING
Obj. # (Specific, Measurable, Achievable, Relevant, Timely) (Baldrige Category 4 & 7: Info/Results) (Baldrige Category
(Baldrige Category 2: Strategic Planning) 6: Process Mgt.)
* 80% of students show a 1.0 point
increase from the pre- to post- assessment
1A 3a. Students (gr.1-5)will improve writing skills, as Literacy Team
June 2006 Teachers in writing in ELA, Math, and Science monthly sub
measured by improved scores on school-based Literacy Team over a two-year period (baseline)
writing assessments given as pre- and post- tests coverage .5 x 6
Grade Level Teams *The average scores on open-response staff members.
and by MCAS scores on writing prompts and open SPED questions increases by 1.0 over a two-
response questions. Tech Team year period (baseline). .5 ELA Resource
* 100% of students answer every open- Teacher
response question (none are skipped)
(baseline).
* The percentage of students scoring at or
below 2.0 (out of 4.0 possible points on Collins training
open response questions on MCAS) and support $
decreases every year by 3% (baseline).
*The percentage of students scoring 4.0
(top score) on open-response questions Consultants $
increases every year by 3%.
* Data from the grade 4 MCAS Long
Writing Prompt shows ___%
improvement in both content and
mechanics scores (baseline).
Goal # 3: To improve students' skills in writing across the curriculum.
(Baldrige Category 2: Strategic Planning) 1A: All students achieve high standards of learning
District S.M.A.R.T. Objectives: BY WHEN BY WHOM MEASURES/DESIRED RESULTS COST/FUNDING
Obj. # (Specific, Measurable, Achievable, Relevant, Timely (Baldrige Category 4 & 7: Info/Results) (Baldrige Category
(Baldrige Category 2: Strategic Planning) 6: Process Mgt.)
revised 10/6/03 Page # _____
June 2006 Teachers * Percentage of professional and para- $ for Collins
3b. Students and staff will apply Collins strategies Professional professional staff who report that Collins Training and
to analyze writing samples against grade level Growth Committee training has improved the effectiveness of Support
1B
Principal students' writing skills increases to 100%
FCA's to make decisions about improving writing
from (baseline). Training Manuals
skills, as measured by self-evaluation against a * Student and staff use of self-evaluation
rubric. rubrics shows an increase in using Collins
strategies to improve student writing
skills from (baseline) Spring, 2004 to
Spring, 2005.
June 2006 Teachers * Attendance at Writing-oriented learning $ for Remediation
3c. Staff will increase communication with parents School Teams opportunities shows an increase from and Enrichment
and community members to actively promote and Learning Team (baseline) 2003-2004 to 2005-2006 (i.e., Resources
1C
support high performance in writing skills, as PTO Writing Enrichment Programs, Parents as $ for Consultants,
2C
evidenced by increased enrichment and School Council Writing Coaches, Classroom Speakers,
remediation program offerings in writing and by Assemblies, News Articles, Writing
parent surveys. Contests, etc.).
* Parent surveys show an increase in
satisfaction with communication about
student writing from (baseline) to and
Training 2006.
revised 10/6/03 Page # _____
