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Windham Northeast Supervisory Union
Westminster Schools Schoolwide Action Plan
2006-2009
Approved July 2006
Updated October 2006
Updated Fall 2007
2007-08 Westminster Schools Action Planning and Assessment Committee Members
Steven Tullar, principal
Jackie Trepanier, school board
Dick Miller, school board
Cheryl Amsden, teacher
Vicky Peters, teacher
Lauren Collins, parent
Elizabeth Harlow, parent
Anne Briccitti, parent
Lee Crocker, parent
Dawn Bazin, parent
Jon Schottland, school counselor
The committee would like to thank former members for their assistance during the creation of the action plan in 2006: Bev Major, School Board Chair;
Ruth Dextraze and Bridget Anderson, Special Education Teachers; Nancy Bladyka, classroom teacher: and Russell Williams and Shenon Mager, parents
Westminster Schools Schoolwide Action Plan for 2006-2009
Mission Statement: Westminster Schools teach all children to become competent, caring citizens in a changing world through a challenging curriculum and supportive environment.
Introduction:
The Westminster Schools are on a path of continuous renewal and improvement as framed by the School Board’s March 2005 Five Year Plan. The work of educating children is in a constant state of motion. Our role as a school is to offer families support, and our students guidance to ensure their development into caring adults. It is the process of teaching and learning followed by assessment that guides the work of this committee.
This year marks a change in the writing of the Schoolwide Action Plan. We spent a great deal of the year looking at assessments, discussing the needs of the school, and working to put those needs into a plan that is reasonable and that can be accomplished. We made the decision to develop a three-year schoolwide action plan that would allow real focus in important academic and social areas. The action plan is intended to assist in improving student performance, identify measures that will give an accurate picture of student growth, and develop collaboration between teachers, parents, students, community members and outside resources.
Two years ago consultants from Learning Innovations at WestEd completed an audit of our school’s special education structures. This report has led to discussion concerning the services provided to all learners, especially to the decision making process around least restrictive environment, and the importance of heterogeneously grouped classrooms. The discussion moved the professional staff toward an investigation of instruction that would meet the needs of all children. The consultants returned to Westminster this spring to work with staff in taking the next steps. The focus areas and goals described below are the plan that the school will follow in implementing the recommendations of the consultants.
These recommendations fall into three areas:
1. Develop differentiated instruction to meet the needs of learners.
2. Build a structure of teams of teachers that will offer support to all learners in a positive healthy school climate.
3. Identify and engage in securing resources that will assist in providing professional development.
In addition the committee identified the following:
4. Strengthen the connection between the school and families to enhance school readiness of all children.
Westminster Schools Schoolwide Action Plan for 2006-2009
Focus Area 1: Academic progress will enable all children to be successful in a variety of ways, as demonstrated by a variety of assessments: portfolio, observation, as well as local and state assessments.
Goals:
1. Instruction will be differentiated to meet the needs of all learners.
2. Individual learning goals will be developed for each student that measure progress over each academic year.
a. Develop and communicate goals with students and parents.
b. Continue to report student progress to students and parents, including self-assessment by students.
3. Individual student assessments will demonstrate significant growth over the three-year plan, meeting or exceeding the state average in problem solving, written expression, and reading comprehension.
Focus Area 2: Improve School Climate
Goals:
1. Build and sustain a safe, positive, healthy school climate, where all children, family, staff, and community members are welcome and supported.
2. Support students in developing self-control and positive, respectful peer interactions.
a. Support and work with families to assist in academic growth of all children.
3. Create a professional learning community with a shared vision, where collaborative teams are valued and commitment to continuous improvement is clear.
Focus Area 3: Integration of school, families and community in the support of the children of Westminster.
Goals:
1. School staff will work with families and the community to assist the individual child’s readiness for developmentally or age appropriate school experiences.
2. School staff will work with community to ensure the facility is available and used for a variety of activities. Investigate and design an afterschool program that supports families and children.
3. Improve the nutrition, fitness and physical activity of Westminster children.
4. School staff will develop multiple ways to improve communication regarding school events and activities.
Focus Area 1: Academic progress will enable all children to be successful in a variety of ways, as demonstrated by a variety of assessments: portfolio, observation, as well as local and state assessments.
Goal One: Instruction will be differentiated to meet the needs of all learners. |
Target: By 2008, all students will be making consistent yearly progress toward GEs and personal goals as measured by portfolios and local assessments. |
Need: Instruction that is aligned with the Grade Level Expectations and district wide programs must also be responsive to children’s learning needs and interests. |
Activity |
Person Responsible |
Evidence |
Timeline |
1. Teachers will attend workshops to develop strategies for differentiated instruction. |
All teachers |
Certificates of attendance. |
30% Summer 2006 75% Summer 2007 100% Summer 2008 |
2. Teachers will read and discuss various books related to differentiated learning and teaching. |
All Teachers |
Discussion during staff seminar. Group lists – discussion agenda |
Summer 2006 Summer 2007 Fall 2007 On-going |
3. Professional learning opportunities and support for teachers will be identified and scheduled as recommended by Learning Innovations consultants. |
Steve Tullar |
Contracts with various resources outlined in the Westminster Tools and Resources CD provided by Learning Innovations consultants. |
School year 2006. |
4a. Teachers will receive training in working on collaborative teams. |
Steve Tullar and Kathy Callahan |
Roster of attendance |
June 2006 |
4b. Teachers will collaborate in teams to make decisions for individual, academic, social and emotional needs of all children. |
Steve Tullar and teachers |
Team reports to principal, students, and parents- |
Fall 2006 and continuing throughout each school year. |
4c. Weekly time will be designated for these teams to meet. |
Steve Tullar, Liz Bourne, and others |
Weekly schedule for school years beginning in 2006. |
September of each year. Review in June of each year. |
5. Teachers will use formative assessments to plan instruction. |
All teachers |
Instruction reflects information from formative assessments. |
June 2007 – 2008 |
6. Westminster Schools will work with Cyrene Wells to enhance the teaching of written expression. |
Steven Tullar and Chris Kibbe |
Contracts and agenda of consultation |
Spring 2008 |
7. Westminster Schools will employee teachers of reading and mathematics with funds from Consolidated Federal Program to support the learning of all students. |
Steven Tullar and Chris Kibbe |
Contracts with professionals |
Spring 2007 Spring 2008 |
Focus Area 1: Academic progress will enable all children to be successful in a variety of ways, as demonstrated by a variety of assessments: portfolio, observation, as well as local and state assessments.
Goal Two: Individual student goals will be developed for each student that measure progress over each academic year. |
Target: Instruction that addresses individual student needs, interests and abilities will be developed. |
Need: Understanding and responding to individual student needs requires understanding of current levels of performance and instruction that personalizes the learning experience beyond the GLEs and local curriculum. |
Activity |
Person Responsible |
Evidence |
Timeline |
1. Student Portfolio pieces from the previous spring will be used to assess progress toward individual goals in written expression. |
Assessment Coordinator and classroom teachers |
Student work and rubrics kept in student portfolios. |
May of each school year. |
2. Math skills will be assessed in second through sixth grade using Everyday Mathematics Assessments. |
Classroom teachers |
Reports on student performance |
September/May of each school year. |
3. Fall conferences with parents and students will result in annual student goals. |
All teachers |
Goals for students. |
Fall 2007. |
4. Personalized learning plans models will be investigated and a model for our school community will be developed |
Assessment committee and all teachers |
Plans in use. |
Investigate 2006-07 Pilot Fall 2007-08 Implement 2008 |
5. Individual student assessments will demonstrate progress aligned with curriculum and personal goals. |
All staff and Cheryl Amsden |
Student performance data collected locally, on the VT DRA, the DRA2 the NECAP, and portfolio . |
June 2009 |
6. Teachers will pursue development of authentic learning experiences to connect students and community. |
Steve Tullar |
Project descriptions |
June 3008 June 2009 |
7. Partner with early education services to foster school readiness and increase opportunities for future academic success among incoming students. |
Early Education Outreach coordinator |
Teacher observation and Kindergarten School Readiness |
Report to school board Summer 2007 |
8. Upgrade student information system to provide clearer documentation of student information and improve communication with parents. |
Chris Kibbe |
SIS in place |
Summer 2008 |
Focus Area 1: Academic progress will enable all children to be successful in a variety of ways, as demonstrated by a variety of assessments: portfolio, observation, as well as local and state assessments.
Goal 3:Student assessments will demonstrate significant growth over the three-year plan meeting or exceeding the state average in problem solving, written expression, and reading comprehension. |
Target: By June 2008, individual student performance will demonstrate progress in reading comprehension, math problem solving, and written expression. |
Need: Student performance on various assessments have demonstrated outcomes below expectations across the schools; specifically in reading comprehension, math problem solving, and written expression. |
1. Student math problem solving will be assessed by using the student portfolio pieces. |
Cheryl Amsden and classroom teachers. |
Student work collected and scored on rubrics and kept in portfolios. |
September, January, and May of each school year by 2008. |
2. Teachers will receive coaching in problem solving instruction. |
Cheryl Amsden |
Teacher schedules/ observed instructional practices |
September-June of each school year. |
3. Teachers will read and discuss literature on reading comprehension. (Example: 7 Keys to Teaching Comprehension by Susan Zimmerman). |
All teachers |
Discussion groups |
December 2006 |
4. Weekly Professional Development time will be provided via “Staff Seminar”, a one hour block of time for teachers to meet. |
Steve Tullar |
Weekly Schedule |
September 2006 Review Spring 2007 |
5. Teachers will receive coaching about a wide range of books and materials available to meet the individual needs and interest of student readers. |
Liz Bourne |
Schedule, resource uses, and student access to library. |
On going |
6. Teachers will form Professional Learning Communities to examine student work and improve practice. |
Steve Tullar and teachers |
Student work collected, planning, teacher practice. |
2008 – grades 1-2/3-4 2009 grades K/5-6 |
7. EST process will be further developed to include the personalization of learning for students as identified by teachers and parents. We will examine the RtI model and attend workshops on implementation. |
Jon Schottland, counselor, with EST Team – classroom teachers and special education teachers |
EST plans in place |
2008- RtI workshop Use process to develop clear EST plans. 2009- Review process and plans in place. |
Focus Area 2: Improve School Climate
Goal 1: Build and sustain a safe, positive, healthy school climate, where all children, family, staff, and community members are welcome and supported. |
Target: Children and adults will interact in respectful ways. |
Need: Student referrals for behavior, disruption to classroom learning, and playground safety impacts the learning of all children. |
Activity |
Person Responsible |
Evidence |
Timeline |
1.Teachers will attend Responsive Classroom workshops. |
Steven Tullar |
Attendance certificates |
30% summer 2006 60% summer 2007 100% summer 2008 |
2. Schedule consultant visits for support for implementing Responsive Classroom strategies. |
Steve Tullar |
Contract with Responsive Classroom. |
School year 2006-07 School year 2007-08 |
3. The Westminster Schools will move toward using the Responsive Classroom strategies schoolwide. |
Staff Advisory |
Student office referrals decreased, increase in student comfort with learning environment as recorded on climate survey. |
School year 2007-08. School year 2008-09 |
Focus Area 2: Improve School Climate
Goal 2: Support students in developing self-control and positive, respectful peer interactions. |
Target: Development of self control is instrumental in learning as well as in living successful lives. |
Need: Students become self-directed and autonomous learners. |
1. Support students’ in developing problem solving skills in social situations. |
School counselor and all staff |
Student behavior referrals School counselor schedule |
June 2007 June 2008 June 2009 |
2. Support and work with families to assist in academic growth of all children through afterschool program. |
Steven Tullar and After school coordinator |
Coordinator hired, program scheduled, student attendance documented. |
Initial program fall 2006 Expanded program 2007 |
3. Staff will read books and other articles on developing respectful schools and ownership of learning. |
Steven Tullar and staff advisory. |
Book groups and schedule |
On going |
Focus Area 2: Improve School Climate
Goal 3: Create a professional learning community with a shared vision, where collaborative teams are valued and commitment to continuous improvement is clear. |
Target: Support for teachers in developing assessments that drive instruction through the examination of student work. |
Need: Assessment tools and analysis of learning will allow teachers to address needs of all learners. |
Activity |
Person Responsible |
Evidence |
Timeline |
1. Professional Learning Communities at each grade level will meet weekly. |
Steven Tullar |
Schedule and staff survey of needs. |
June 2008 June 2009 |
2. De-escalation training will be provided to all staff. |
Paula Borochoff |
Roster of Attendance |
Para-professionals: prior to 2006-07 school year. All staff by June 2007. |
3. Provide training to develop understanding of student harassment and bullying, to make schools safer and supportive for the entire spectrum of student and staff demographics. |
Steve Tullar and Chris Kibbe |
Administration meeting-9/06 Roster of staff attendance at trainings provided by ALANA and or other agencies. Procedures in handbook. |
Begin work in 2006-07 to develop procedures. All staff trained by 2008. |
4. Staff will study the impact of economics on education and access to education through readings, discussions, and consultant work. |
Steve Tullar |
Resource list will be developed to include books, organizations, and individuals who work with the staff. |
June 2007 June 2008 June 2009 |
5. A vision for the Westminster Schools will be developed in collaboration with teachers, parents and community members and work with Susan Dryer-Leon. |
Staff advisory |
Vision statement |
September 2008 |
Focus Area 3: Integration of school, families and community in the support of the children of Westminster.
Goal 1: School staff will work with families and the community to assist the individual child’s readiness for developmentally or age appropriate school experiences. |
Target: Children will enter school ready to learn. |
Need: Westminster children are currently involved in fifteen different preschool experiences. |
Activity |
Person Responsible |
Evidence |
Timeline |
1. Develop partnerships with current pre-school programs |
Early Education Outreach Coordinator |
Schedule of meetings and visits. |
School year 2006 |
2. Parents and families of preschool children will be included in school communications and events. |
Steven Tullar and Outreach Coordinator |
Parent satisfaction survey when children enter school. |
2007 2008 2009 |
3. Establish afterschool programming. |
Steven Tullar |
Schedule |
2007 |
4. Children and their families will have access to year-around reading opportunities facilitated by school and public library partnerships. |
Liz Bourne and community librarians |
Summer events schedule |
June 2007 June 2008 June 2009 |
Focus Area 3: Integration of school, families and community in the support of the children of Westminster.
Goal 2: The Staff will work with community to ensure the facility is available and used for a variety of activities. |
Target: Community will access and utilize the school facility for various activities. |
Need: Westminster Schools has just expanded the facility and communicating availability is a priority. |
Activity |
Person Responsible |
Evidence |
Timeline |
1. Develop procedures to guide community use of facility |
Steven Tullar |
Published procedures. |
School year 2006 |
2. Coordinate facility use |
Peter Terrell |
Schedule |
School year 2006 |
3. Advertise functions. |
Steven Tullar |
Articles in local news papers |
School years 2006-09 |
4. Afterschool program to include use of facility. |
Steven Tullar and program coordinator |
Existence of programming. |
Fall 2007 |
5. Seek and recruit volunteers and community support for various programs. |
Steven Tullar and All School Steering Committee |
Lists of activities and potential volunteers in created. |
Spring 2007. |
Focus Area 3: Integration of school, families and community in the support of the children of Westminster.
Goal 3: Develop a plan for and establish school-wide healthy life choices including food, fitness and involvement in arts and life-long reading. |
Target: Children will be healthy, fit and engaged in life. |
Need: Fitness, healthy eating, and healthy recreational choices. |
Activity |
Person Responsible |
Evidence |
Timeline |
1. School food service program will be established and run locally. |
Steven Tullar |
Food Service Authority from State of VT DOE |
July 2006 |
2. Wellness Committee will establish a mission statement. |
Steven Tullar and committee. |
Adopted by school board |
August 2006 |
3. School Food Services Manager/Chef will be | |
