MEDFORD PUBLIC SCHOOLS CHRISTOPHER COLUMBUS ELEMENTARY SCHOOL

37 Hicks Avenue, Medford, MA 02155

SCHOOL IMPROVEMENT PLAN SY 2013-2014

Kathleen Kay Principal 2012-2013

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014

TABLE OF CONTENTS

School Council Membership and Meeting Dates Mission Statements Narrative Demographics MCAS/AYP Status MCAS Annual Comparisons Grade 5 MCAS Annual Comparisons Grade 4 & Grade 3 Average Class Size Action Plan Goal #1 Community Building Families Action Plan Goal #2 Community Building Developmental & Social Curriculum Action Plan Goal #3 All Students in Grade K-5 will Practice & Improve Writing Skills Action Plan Goal #4 All Students in Grades K-5 will Practice & Improve Reading Skills Action Plan Goal #5 All Students in Grades K-5 will Practice & Improve Mathematics Skills Action Plan Goal #6 All Students in Grades K-5 will Practice, Strengthen & Improve Science Skills Action Plan Goal #7 All Students in Grades K-5 will Practice & Improve Social Studies Skills

3 4 5 8 8 9 10 11 12 15 16 17 21 22 24

Action Plan Goal #8 Columbus Elementary School will Develop a Comprehensive & Consistent Response to Intervention (RtI) Model Across All Grade Levels 24 Action Plan Goal #9 Promote Healthy Living & Student Safety Action Plan Goal #10 Higher Level Thinking Skills: Encourage Higher Level Thinking Skills by Promoting Increased Opportunities for Children who Demonstrate Mastery of Grade Level Curriculum and/or Significant Curiosity About Specific Subjects Budgetary Items Closing Statement 26

28 29 29

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014

SCHOOL COUNCIL MEMBERSHIP AND MEETING DATES Principal/Chairperson: Community Representative: Teachers: Ms. Kathleen Kay (Year 1) Mrs. Ann Engel (Year 1) Mrs. Sharon Guzik (Year 1) Dr. Diana Galluzzo (Year 2) Mrs. Victoria Melo (Year 2) Mrs. Gretchen Rich (Year 2) Mr. Matthew Barlow (Year 2) Mr. Christopher Carbone (Year 2) Mrs. Kathy Dakermanji (Year 8) Mrs. Louise Merrigan (Year 2) Ms. Lori Schwartz (Year 1) Mrs. Leslie Winslow-Keats (Year 2)

Parents:

Meeting Dates for the 2012-2013 school year: The 2nd Wednesday of each month at 6:30PM in the Columbus Conference Room: October 10, 2012 November 10, 2012 January 9, 2013 February 13, 2013 March 13, 2013 All meetings were held at the Columbus Elementary School or via an email group where team members reported on discussions with other parents, teachers and colleagues. Meetings were advertised as being open to other interested members of the school community. The 2012-2013 School Council agreed that council members should commit for a required minimum of two years.

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014

MISSION STATEMENTS

MEDFORD PUBLIC SCHOOLS MISSION STATEMENT

The Medford Public Schools is a caring educational partnership of school, family and community designed to ensure that all students are afforded a safe and healthy learning environment in which they develop the knowledge, skills and attitudes to reach their full academic and personal potential. This partnership is dedicated to providing all students with a 21st century education that will enable them to be life-long learners and contributors to a diverse and rapidly changing world.

COLUMBUS SCHOOL MISSION STATEMENT

The mission of the Columbus Elementary School is to provide every child with an education based on respect for self and others. The Columbus is a diverse school community that includes an English language support program and a K-5 Therapeutic Learning Program. The instructional focus of the Columbus promotes the ability to think clearly and creatively, to communicate effectively, and to develop a lifelong curiosity and love of learning. It is our hope that with the development of these skills our children will become happy, productive, responsible citizens of the 21st century.

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014

NARRATIVE

MORE ABOUT US
The Columbus School is home to many exciting activities, both during the school day, as well as after school. A very active PTO organizes and facilitates a variety of educational and fun after school clubs. Tuition for the classes is structured to keep the programs affordable and self-sustaining. Financial assistance is offered to families to make the programs available to all. This financial assistance is made available from PTO funds raised throughout the school year. Columbus continues to house an after school day care program which provides a valuable service to working families. This program is under the direction of the Medford Early Childhood Program. During the summers 2007-2012 hundreds of children participated in a wonderful summer program held at the school sponsored by Medford Community Schools. This very successful program will be offered again in the summer of 2013. The ELL Program services approximately 60 students whose first language is not English. This program helps students acquire listening, speaking, reading, and writing skills, as well as provides academic support. Over 25 different languages are spoken in the homes of Columbus School students. Two full time teachers work with our ELL children in the classroom, as well as outside the classroom in small groups. The Therapeutic Learning Program is a curriculum based behavior management program that services children in grades Pre-K-5. This program addresses the needs of students both socially and academically in a small, structured classroom setting. A licensed special education teacher teaches each class. An extensive support staff including one or two Para-professionals for each classroom, adjustment counselor, occupational therapist, physical therapist, school nurse, school psychologist and speech and language therapist helps maintain and build capacity within the program. This small structured setting allows students to learn how to self regulate and monitor their behavior. Students are mainstreamed with adult support for all non-academic subjects. Many of the students are mainstreamed for academic subjects depending on their ability to sustain behavior in a larger classroom environment. The special education staff, classroom teachers, and all support staff continue to work diligently to bring the program toward a more inclusive model of instruction. This has proved to be very successful and has greatly increased the programs capacity to provide instruction in the least restrictive environment for all children as defined by NCLB. School Psychologist During the 2012-13 school year one full time school psychologist was invaluable to many facets of the Columbus School community. In addition to testing children as part of the special education referral process, our psychologist works closely with children, individually or in small groups. He provides extensive family support to children with and without disabilities. His supportive presence in the schoolyard, lunchroom, and during Lunch Bunch provides an extra level of comfort for many children. School Adjustment Counselor Our full time school adjustment counselor wears many hats. She is in many ways the backbone of the Therapeutic Learning Program, providing in class support, individual and small group counseling, family outreach, and behavioral consultation. For the past five school years she has facilitated a family-giving project for the winter holidays. Through this project she worked with other staff to collect donations from volunteer families and local agencies to provide holiday meals and gifts for many families in our community. This past year we were able to provide 12 Thanksgiving meals, 13 Christmas dinners and donate gifts to 16 families, which ended up pleasing 35 children. This is done discreetly and has helped to further bring a sense of community to our school. The school adjustment

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counselor also serves as a liaison to various community agencies such as Department of Children and Families and Eliot Community Human Services. School Nurse - School year 2009-2010 brought a reduction in our school nurses from 2 full time nurses to one full time nurse and one part time nurse. This has continued into this current school year. The School Nurses contribute actively to the positive atmosphere of the Columbus School by being involved with both the education and physical well being of the students. In any given month the nurses provide care for as many as 1300-1400 student visits, as well as numerous staff visits. These visits are for a variety of reasons: medication, sick call, procedures, and mental health support. Additionally, the nurses provide significant family and teacher outreach, consultation with primary care doctors and other professionals, and health education services (diabetes care, nutrition etc.) Occupational Therapist (OT) Occupational Therapy is provided for 40-45 students at the Columbus Elementary School five days per week. Occupational therapy in the Medford Public Schools is provided to help students more fully participate in and benefit from the educational program. Speech and Language Therapy is currently provided for over 40 students at the Columbus to assist children in accessing the curriculum and to treat a variety of disorders. Therapy is provided in and out of class, individually and in small groups, according to student need. Special Education - The Columbus Elementary School offers services for children with learning disabilities within a small group setting. Three full time and 3/4 time special education teachers provide instruction for children according to each childs IEP in the areas of reading and mathematics. Title I services are federally funded and designed to help children who are experiencing difficulty in reading and writing. Children work in small groups for about forty minutes four days per week with a reading specialist. Three Title I teachers are key to the ongoing success of the Columbus School. One English Language Arts Support teacher works three days per week to assist children with reading and writing skills. Specialists - The Columbus School staff also includes one full time music teacher, one .90 Art teacher, one full time Computer teacher, one full time Physical Education teacher, one part time Physical Education Teacher, and two part time Italian teachers. Library - The Columbus library continues to be staffed by a part time Paraprofessional. She works diligently to manage a large inventory of books and to provide access to the library for all children. This year our library Paraprofessional supported and organized a Book Swap for the entire student population. It must be noted that a full time professional librarian would certainly be a benefit to all! Shore Educational Collaborative - The Columbus School is also home to two special needs classrooms from Shore Educational Collaborative. While Shore oversees all aspects of the educational programming for these students they are included in all activities of the Columbus School and are considered an important part of the Columbus School Family. Pre-School - The 2012-2013 school year welcomed a Pre School class to the Columbus family. This class supports 12 children. Some attend for a full day, others for only part of the day. These students are also included in all activities (including Universal Breakfast) appropriate for young learners of this age and are considered an important part of the Columbus School Family. Tufts University provides a variety of support programs. The Tufts Literacy Corps (TLC) tutors, under the direction of Dr. Cindy Krug, provide extra reading, writing, and math assistance after school for students in grade three.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014

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Medford School Volunteers - Tutors from this program have provided individual tutoring services in mathematics for second grade students. We are so appreciative of their work and dedication and thank Mrs. Miller for her coordination of this program! Mystic Valley Elder Services Reading Partners Program Columbus Elementary School has been very fortunate to have a tutor from this program who works at the Columbus School twice each week. She provides individual and small group tutoring to all students in two Kindergarten classrooms and to a small group of children in one third grade class. Hallmark Health Team Medford - For the fourth consecutive year the Columbus School was the very grateful recipient of school supplies donated by the generous Team Medford collection sponsored by Hallmark Health. We are incredibly appreciative of and hope to look forward to their continued spirit of generosity. Thank you Hallmark Health! The Columbus continues to use Second Step, a violence prevention curriculum. This is in addition to many enrichment lessons focusing on the prevention of bullying. D.A.R.E. This community drug awareness program continues to educate our fifth grade students, under the tutelage of Officer OKeefe. Each year the students learn to implement the D.A.R.E. decision making model when it comes to the choices they will face as they enter adolescence. The Columbus School welcomes and encourages former students as well as other middle and high school age student to participate in community service opportunities by helping at various after school events.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014

IN THE SPIRIT OF GIVING

The following programs are in place at the Columbus Elementary School: Our school wide community service project is called GOOD NEIGHBORS. Every day through the school year families are invited to send in non-perishable food items to be place on a table in the foyer. The food is collected and parent volunteers deliver items to the Community Cupboard Food Pantry at the Unitarian Universalist Church of Medford. Holiday Meal Program - Organized by our school adjustment counselor and supported by donations from families, staff, and Medford Family Network Thanksgiving and Winter Holiday dinners are provided to many needy families over the past five years. Holiday Giving Program - Organized by our school adjustment counselor with the help of many teachers and paraprofessionals. Teachers nominate families thought to be in need. The school adjustment counselor contacts the families and asks them to create a wish list for each child in the family. The list of items is posted in the teachers room. Teachers and other staff members choose from the list to help fulfill the childs dreams. The school adjustment counselor, along with a team of merry elves, wrap and deliver the gifts to the families. Most of the families also receive a holiday dinner. Scholarship Program/Emergency Family Fund - For the past eight years an anonymous donor has made a significant contribution to the Columbus School Student Activity Fund. It is important to this donor that some of this contribution be set aside to scholarship children in need into after school clubs and also to make funds available for families for emergency situations. Gift cards are purchased to grocery stores and given as needed to families in need when an emergency presents itself. This year the funds will also support MCAS snacks, a wireless microphone for presentations, and ink for the teachers. I am very proud of the giving spirit and generosity of the Columbus School Family!

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014

DEMOGRAPHICS Enrollment Data

Enrollment by Race/Ethnicity (2011-12) Race African American Asian Hispanic Native American White Native Hawaiian, Pacific Islander Multi-Race, Non-Hispanic % of School 20.0 6.5 16.0 0.0 53.5 0.0 4.0 % of District 16.6 8.0 10.4 0.1 61.9 0.0 3.0 % of State 8.3 5.7 16.1 0.2 67.8 0.1 2.5

Enrollment by Gender (2011-12) School Male Female Total 269 251 520 District 2,478 2,394 4,872 State 488,736 464,633 953,369

All children in Grades 3, 4, and 5 at the Columbus School participated in MCAS in spring, 2012. Adequate Yearly Progress was the measure still utilized for these results. AYP is a measure of the extent to which a student group demonstrates proficiency in English Language Arts and Mathematics. AYP Reports are issued each year and show the progress schools and districts are making toward the goal of having all students reach proficiency by the year 2014. All schools in the Commonwealth are rated based on the scores from the Massachusetts Comprehensive Assessment System (MCAS) tests in English Language Arts and Mathematics. This form of measure will change with the 2013 results. The challenge to meeting Adequate Yearly Progress is that each year the target score is raised significantly. In the past the Columbus School has done well in meeting the requirements for Adequate Yearly Progress. For Spring 2012 in English Language Arts The Columbus School was assigned a performance rating of HIGH and an accountability status of Improvement Year One. For Spring, 2012 in Mathematics subgroup scores fell short of the assigned target score of 92.2% proficiency. We earned a performance rating of Moderate and were assigned an NCLB Accountability Status of Corrective Action for subgroups. The Columbus School staff has worked with the school administration in analyzing student performance data.

MCAS/AYP STATUS

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014

MCAS Annual Comparisons

* NOTE: Performance level percentages are not calculated if student group less than 10. Data Last Updated on October 1, 2012.

GRADE 05 - ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING 2009 2010 2011 2012 11% 45% 37% 7% 18% 55% 22% 6% 15% 57% 24% 3% 13% 28% 44% 15%

GRADE 05 - MATHEMATICS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING 2009 2010 2011 2012 11% 32% 39% 19% 14% 34% 42% 10% 14% 33% 37% 16% 8% 37% 32% 23%

GRADE 05 - SCIENCE AND TECH/ENGINEERING PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING 2009 2010 2011 2012 16% 20% 43% 39% 3% 54% 24% 2% 12% 34% 49% 6% 27% 25% 38% 10%

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014

GRADE 04 - ENGLISH LANGUAGE ARTS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING 2009 2010 2011 2012 13% 48% 32% 6% 8% 42% 42% 8% 4% 30% 47% 19% 9% 43% 34% 14%

GRADE 04 - MATHEMATICS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING 2009 2010 2011 2012 8% 39% 44% 10% 12% 45% 38% 6% 10% 31% 40% 19% 8% 40% 31% 22%

GRADE 03 - ENGLISH LANGUAGE ARTS PERFORMANCE 2009 2010 2011 2012 LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING 11% 46% 33% 11% 7% 45% 37% 12% 0% 55% 32% 12% 6% 33% 53% 9%

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014

GRADE 03 - MATHEMATICS PERFORMANCE LEVEL ADVANCED PROFICIENT NEEDS IMPROVEMENT WARNING 2009 2010 2011 2012 14% 49% 24% 12% 29% 39% 14% 17% 2% 52% 34% 12% 9% 26% 37% 29%

AVERAGE CLASS SIZE DATA January 15, 2012 CLASS SIZE

The Educational Reform Act requires that class size be addressed each year in the Schools Improvement Plan. Goal: Class size will continue to be reviewed, giving considerations to student achievement, classroom safety, developmental practices, & the use of technology in the curriculum & the inclusion of special needs students in a regular educational setting. The student/teacher ratio at the Columbus from 2009-2013 is as follows:

Level
K 1 2 3 4 5 TLP TOTAL STUDENTS

Recommended Cap
25 25 27 27 27 27

2012-2013 2011-2012
21 22.3 21 24.6 22.6 18.3 18 470 19.6 19 21.25 23.3 21.3 22 28 506

2010-2011
19.8 22.75 18.75 22.3 22 21 36 518

2009-2010
24 20.5 21.6 17.5 20.25 17.3 33 479

2008-2009
20.5 19.25 25 24 19 23 39 478

Number of teachers per grade level:

Level
K 1 2 3 4 5

2012-2013 4 4 4 3 3 3

2011-2012 5 5 4 3 4 3

2010-2011 5 4 4 3 3 4

2009-2010 4 4 3 4 4 3

2008-2009 4 4 3 4 3 3

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014

Number of Special Education Classroom Teachers at this grade level: K 1 2 3 # 1 .5 .5 1 Anticipated Class Size for 2013-2014 without additional staff: K 1 2 Size ? 20.5 22.25 3 28

4 1 4 24.6

5 1 5 22.6

Note: As you can see from this table, class size at grades 3 and 4 may be significant for the school year 2013-2014 without additional staff.
Class Size Statement The School Improvement Council is painfully aware of expected budgetary shortfalls in the district and the state. With that in mind it is critical to consider strategies that will minimize the impact of possible larger class sizes. Students in the self-contained classes that make up the Therapeutic Learning Program mainstream into grade appropriate classrooms. All students are together for art, computer, physical education, Italian, music, and lunch. A number of students also mainstream for academic subjects. It takes a great deal of effort and self control on the part of these children to go from a group of 6 - 8 to a class of 22 or more with some assistance from a paraprofessional, It is also difficult for the teacher to make sure that all of the children receive the attention they need to meet with success. Approximately 135 limited English-speaking children and/or children whose first language is not English are currently enrolled at the Columbus School. All of these students, with the support of the staff and the encouragement of their peers, are doing well. Low class numbers promote opportunities for individual attention and a greater chance of success for all learners.

ACTION PLAN
GOAL #1: COMMUNITY BUILDING-FAMILIES
Specific Objectives: Continue to work on fostering an environment that is a community of students, teachers, parents, and administrators who work together to achieve the school's mission. Continue to improve communication and promote family involvement within the Columbus School Community. Continue to foster a school environment where students and teachers are engaged and excited about learning and experiencing school. All students and staff will continue to become more accepting of themselves and the varied cultures of an increasingly diverse student population. Assessments: Participation in classroom, school-wide, enrichment and other special event programs during the school day and attendance at family events which extend beyond our school day. ACTIVITY 1. Personal invitations to PTO Meetings & other school events via phone calls utilizing the School Messenger voice mail system, face to face invitation, and INDIVIDUAL(S) RESPONSIBLE Principal, Staff, Parents, & Students, Parent liaisons to non-English speaking families will volunteer to extend personal invitations. RESOURCES School Community Liaisons will be identified, Principal, Department Chairpersons, TIMELINE ONGOING ASSESSMENT Track number of families that attend school events & Attendance.

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through notices, such as: Monthly Newsletter, Notices sent home in backpacks, Website Posts, Posts on School doors.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Evening meetings & School Principal Coffee Hours Messenger, will be scheduled with Principal Monthly speakers to address Newsletters, parent concerns and to Principals Monday provide information on Memo, timely subjects. Yahoo Distribution Examples: MCAS Group results, Bullying, Common Core Standards, New Report Cards, etc. Special evenings during which academic department chair people describe elementary curriculum initiatives which include EnVisions Mathematics, pilot reading programs, new Standards Based Report Cards. Principal

2. Attempt to employ help disseminating information from the Family Network. 3. After/Before school events featuring: ice cream social, Book Fairs, Winter Festival, Family Game Night, Spelling Challenge, Art & Music exhibits, Gardern Clean-Up, Safe Routes to School, etc. 4. July/August new family play groups. Meet & Greet Kindergarten families. 5. Back to School/Welcome Open House. 6. Multi-Cultural Presentations for students, staff & families.

Family Network

ONGOING Throughout the 2012-13 School Year Seasonal

Track number of families that attend school events. Attendance. Increase in participation.

Principal, Staff, Art Teacher, Volunteers, Students, & Families

PTO-minimal fee for event entry. Most events are free

Welcoming Committee members & Principal Principal & PTO

PTO

Summer 2013 August 2013 ONGOING

Number of families in attendance. Number of families in attendance. Teacher assessment of class appreciation of performance and carry over to curriculum areas. A feedback tool will be

PTO volunteers & supply of stickers/snacks PTO funds, Cultural Council Grants, School Performances

Principal, PTO & Music Teacher

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 developed for teachers to complete at the end of each performance. Student performance on follow-up activities. All above Student/Family Participation. Improved student interaction within the school day.

7. Classroom lessons that extend the cultural enrichment as related to performances. 8. Evening Family Socials that will help families become acquainted. 9. Second Step, violence prevention program, to continue in all classrooms. Bullying Prevention Programs and informational programs for families and children. 10. Columbus Community Pride Day (Clean grounds). 11. Monthly School Spirit/Theme Days that promote community. 12. Enrichment programs.

Classroom teachers & support staff Teachers, Children, & Families Staff & Students

MPS Curriculum, as well as study guides provided by performers Parent fundraising activities School Resources Bullying prevention toolsposted on the school website for use. Report form available online to complete & submit to principal anonymously. Sweat Equity, Donated supplies Food donations for the Food Pantry Research to learn more about free and low cost, Grants Tuition paid by children to keep clubs self sustaining & available Financial Aid emphasized in literature Principal, Teachers, PTO, & Parents. Oldest & Only Paper Distribution System

ONGOING

ONGOING ONGOING

Parents, Families, Students, Principal & Staff Principal, Teachers, & Students Principal, Teachers, PTO, Parents, & Volunteers

Fall & Spring Monthly ONGOING

More student and family ownership of school grounds. Increase in School Pride. Student & Parent participation, the awarding of grants & Museum of Science school visits.. Number of children who participate.

13. After School Clubs.

Parents, PTO, Enrichment Committee, & Volunteers

Fall & Spring

14. Enhanced use of school web page as an ongoing source of information for families.

Principal & Parent designated to work on web page to add PTO & family information Teachers will be asked to provide more inclusive & updated classroom information to be posted & updated

ONGOING

Increased use of web page and decreased need for paper communication.

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15. Develop and circulate Family Directory

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Families & PTO Family Contact Information & PTO resources to create, copy and distribute completed copy

2013 & ONGOING

Participation in the Directorys contents & positive feedback relating to its usefulness.

GOAL #2: COMMUNITY BUILDING-DEVELOPMENTAL & SOCIAL CURRICULUM Specific Objectives: Staff at the Columbus school will continue to work to increase adherence to pedagogies such as, but not limited to: The Responsive Classroom Approach, The First Six Weeks, in addition to exploring the creation of our own Positive Behaviors Interventions and Supports system. Assessments: The Columbus data indicates that the large majority of staff members at the Columbus school are committed to the following seven beliefs, based on developmental and social learning theory and informed by years of experience in the classroom that underlie The Responsive Classroom approach (Wood 1999, 293): 1. The social curriculum is as important as the academic curriculum . Social and academic learning are inextricably connected, and each is equally important. The balanced integration of the two is essential to childrens growth. 2. How children learn is as important as what children learn. Children learn best when they have the opportunity to make choices about what theyre learning and to make their own discoveries through trial and error. Ideally there should be a balance between teacher-directed and child-initiated experiences. 3. The greatest cognitive growth occurs through social interaction. While children certainly do learn when they are working alonereading a book, taking a test, completing a worksheetchildren learn the most when they are engaged in meaningful ways with others. 4. There is a set of social skills that children need in order to be successful academically and socially. These skills form the simple acronym CAREScooperation, assertion, responsibility, empathy, and self-controland should be taught in an integrated fashion throughout the school day. 5. Knowing the children we teach is as important as knowing the content we teach. The more known children feel at school, the more likely it is that they will succeed. Teachers come to know children individually, culturally, and developmentally by taking time to observe and interact with the students and by understanding the stages of child development. The science of child development is the most important academic discipline for teachers. 6. Knowing the parents of the children we teach is as important as knowing the children. Parent involvement is essential to childrens education. The greatest gains are made when educators work with parents as partners.
7.

Teachers and administrators must model the social and academic skills that they wish to teach their students. These skills must be lived daily in educators interactions with each other, wi th children, and with
parents. Meaningful and lasting change for the better in our schools requires good working relationships among the adult community. Children are always watching.

Most teachers apply the principles of developmental and social curriculums as laid out above. Many hold morning meetings which set the tone for the entire day by teaching social skills aimed to better support the ability to learn and apply academic skills. Such lessons also build a stronger sense of community within each class and the school.

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 GOAL #3: ALL STUDENTS IN GRADES K-5 WILL PRACTICE & IMPROVE WRITING SKILLS. Specific Objectives: Teachers will adapt lesson plans and teach according to the Massachusetts 2011 ELA Curriculum Framework. Students editing and writi ng skills will improve based on teacher evaluation and analysis of MCAS Results Open Response scores at all tested grades, as well as practice such skills at the grades prior to testing. Children in K-2 will demonstrate increased enthusiasm about writing and continue to share their writing with peers and other members of the school community. Assessments: MCAS Open Response average scores will improve. Grade Four scores will continue to improve as a measure of improved writing using the Long Composition as one measure. The implementation of a new Standards Based reporting system will be utilized through a newly approved district report card. Children will write more often and share their results with the Columbus Community. ACTIVITY 1. Revise, as needed, district curriculum guides to remain compliant with the current/updated Massachusetts 2011 ELA Curriculum Framework. 2. Teachers work individually and collaboratively in grade level teams to reorganize and refine materials for students. 3. Independent computer use by students to develop assignments. 4. Teach and reinforce skills to/with students. 5. Ongoing professional development to keep staff instructional skills current. 6. ELA Director will attend grade level meetings to work with teachers to conduct & discuss informal assessments. 7. Teachers will continue professional development in LUCY INDIVIDUAL(S) RESPONSIBLE ELA Curriculum Director, Curriculum Teams, Teachers, Specialists & Staff RESOURCES Meeting time, Professional Development time to identify & write necessary revisions, Specialized materials Teacher & Student time TIMELINE ONGOING ASSESSMENT Published revisions for each curriculum area.

Teachers & Support Staff

ONGOING

Student application of skills.

All staff

Principal, ELA Curriculum Director & Teachers Principal, ELA Curriculum Director & Teachers Principal, ELA Director & Teachers

Teacher & Student time, utilization of the computer labs and media center Teacher & Student time District-based Professional development Principal, ELA Director & Teachers

ONGOING

Staff discussions and samples of students' writing. Evaluation and analysis of test data. Collaborative staff discussions and analysis of students' writing samples. Collaborative staff discussions and analysis of students' writing samples.

ONGOING ONGOING

ONGOING

Principal, ELA Director & Teachers

Principal & Teachers

ONGOING

CAULKINS UNITS OF STUDY and expand

upon its use in each classroom.

Collaborative discussions and data analysis of student writing.

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8. ELA Director &

teachers will analyze feedback from writing components of the

programs. 9. Devote increased time to a high level of student engagement in constructive, handson, learning tasks, which foster critical thinking skills & addresses writing across the curriculum. 10. Evaluate & monitor time on task for all curriculum areas in classrooms.

Reading Street & Journeys pilot reading

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Principal, ELA Writing components ONGOING Director & Teachers of pilot programs & alignment to MA 2011 ELA Curriculum Framework Principal, Curriculum Directors & Teachers Programs of Study, Time to compare teacher/student efforts & products, and any necessary Specialized materials Submission of teacher instructional schedules, Evaluation Criteria, Review of plan books, Formal & informal observations & walk-throughs Massachusetts 2011 Curriculum Framework, MPS Curriculum Documents, Exemplars of best teaching practices, Meeting time ONGOING

Program alignment to the Massachusetts 2011 ELA Curriculum Framework & student writing data analysis. Student achievement on formative & summative assessments, MCAS results, Written Curriculum Guides, Classroom Observations, & Implementation of Six Traits. District-wide time on learning requirements are met, Time on learning is reviewed yearly to ensure optimal time is prescribed, Classroom Observations, & Coordinated Instructional Scheduling. Retention of highly skilled and qualified MPS staff, Classroom observations/walkthroughs, Student Achievement on formative and summative assessments.

Principal, Curriculum Directors & Teachers

ONGOING

11. Provide training for staff, especially new, in best teaching practices

Principal, Curriculum Directors, Professional Developers & Mentors

ONGOING

GOAL #4: ALL STUDENTS IN GRADES K-5 WILL PRACTICE & IMPROVE READING SKILLS. Specific Objectives: Teachers will continue to adapt lesson planning and teaching according to the Massachusetts 2011 ELA Curriculum Framework and in keeping with the Medford District Literacy Plan. During 2013-14, Columbus students will read more. Frequent practice with literacy will lead to more confidence and a deeper understanding and appreciation of the written word. Assessments: Columbuss average MCAS Reading/ELA scores will increase. Reading initiatives and incentives will track and show increased number of books being read by students. ACTIVITY 1. Work to align the Scholastic Reading Counts program with our library inventory. INDIVIDUAL(S) RESPONSIBLE Teachers & Library Aide RESOURCES Existing library resources, Books purchased using Scholastic Dollars earned from Scholastic Book Fairs. TIMELINE ONGOING ASSESSMENT Records of student progress.

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2. Expand crosscurricular content reading. The district literacy plan emphasizes the need to teach reading in all content areas. 3. ELA Director & teachers will analyze feedback from all components of the programs.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Principal & Teachers Professional Development, Grade Level Meetings

ONGOING

Principal, ELA Director & Teachers

Reading Street & Journeys pilot reading

Principal, Teachers, Parents, Volunteers & Students

All components of the pilot programs & their alignment to MA 2011 ELA Curriculum Framework

ONGOING

4. Foster a love of reading, increase vocabulary development, & support deeper comprehension by encouraging students to participate in tutoring sessions, Jumpstarts Read for the Record, the Tufts JumboRead Program, Book Swaps, reading incentive programs, and more.

5. Continue to teach reading & writing skills as a reciprocal process.

Principal, ELA Director, Teachers & Students

The Columbus School will continue to join forces with Mystic Valley Elder Services RSVP (Retired Senior Volunteer Program Reading Partners) enabling students to enjoy new relationships with their elders while encourage reading and enhancement of text comprehension. Continued Professional Development, Grade level meetings, collaborative discussions in regard to literacy skills at each grade level. Professional Development, Grade Level Meeting Discussions and Collaboration

ONGOING

Collaborative assessment and analysis of gathered reading data, formative & summative assessments. Program alignment to the Massachusetts 2011 ELA Curriculum Framework, student performance data analysis; formative & summative assessments. Analyzed student work, assessments, and responses. Feedback from staff. Marked increase in the number of books checked out of library. Increased participation in school wide reading incentive activities.

ONGOING

6. Implement Words Their Way word study in action to improve spelling skills.

Principal, ELA Director & Teachers

Professional Development, Grade Level Meeting Discussions and Collaboration

ONGOING

Analyzed student work, assessments, and responses. Increased performance on both formative & summative assessments. Analyzed student work, assessments, and responses. Increased performance on both formative & summative assessments.

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7. Continue to implement & monitor the district reading program; its success and alignment to the Massachusetts 2011 ELA Curriculum Framework. Assess the ways in which it offers our students the abilities to become proficient learners in all curriculum areas and analyze how these programs support Special Education & English Language Learner (ELL) programs. 8. Assess the integration of the present & pilot reading programs with the present science & social studies curricula.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Administrators, Meeting time, Curriculum Access to Student Directors, Data, Support Service Set agendas for Teachers, & Contractual Meetings, Teachers TAT meetings with literacy discussions in accordance with RtI

ONGOING

Student achievement on formative & summative assessments & MCAS student growth performance results.

Principal, Curriculum Directors & Teachers

Meeting time, Access to Student Data for TAT/IEP meetings with literacy discussions in accordance with RtI

ONGOING

9. Continue to implement developmentally appropriate curriculum & differentiated instruction by assessing student needs & adapting instruction accordingly.

Administrators, SPED Director, Curriculum Directors, & Teachers

Programs of Study, Explore & develop the district RtI plan, Training for full comprehension of the RtI process, Training & focus for an established district writing curriculum, & Time to compare teacher/student efforts & products - 19 -

ONGOING

Student achievement on formative & summative assessments, improved MCAS performance, Improved ability to appropriately & accurately answer Open Response Questions during class assessments, Development and utilization of a common language for curriculum instruction, K-5, that supports the language of MCAS expectations. Student achievement on formative & summative assessments & MCAS results, Individualized instruction that meets each childs needs.

10. Devote increased time to a high level of student engagement in constructive, hands-on, learning tasks, which foster critical thinking skills & addresses reading & writing across the curriculum. 11. Evaluate & monitor time on task for all curriculum areas in classrooms.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Principal, Programs of Study, Curriculum Directors Time to compare & Teachers teacher/student efforts & products, and any necessary Specialized materials

ONGOING

Principal, Curriculum Directors & Teachers

Submission of teacher instructional schedules, Evaluation Criteria, Review of plan books, Formal & informal observations & walkthroughs

ONGOING

12. Provide all students with a balanced literacy program & monitor progress through valid, reliable data & assessments.

Principal, Curriculum Directors, Teachers & Support Service Teachers

13. Train support staff to effectively implement intervention & language support components of instructional programs to ensure classroom instruction consistency within the SPED/ELL Program. 14. Monitor benchmarks of success & create a consistent system for entrance/exit from intervention programs.

Curriculum Directors, Support Staff & Teachers

K-5 Administrators, Curriculum Directors, Curriculum Teams, Title I Teachers, ELL Teachers, Support Teachers,

Access to student assessment results, Meeting time to compare & analyze results, Assessments that fit our student needs & co-relate to MCAS growth performance Professional Development time, Common preparation time for SPED/ELL teachers and inclusion teachers, Planning time for ELL teachers to meet with homeroom teachers, Monitor effectiveness of time with ELL student by each instructor Comparative studies for benchmarks, Support in the classroom for continued success once exited, Transitional classroom - 20 -

ONGOING

Student achievement on formative & summative assessments, MCAS results, Written Curriculum Guides, Classroom Observations, & Implementation of Six Traits. District-wide time on learning requirements are met, Time on learning is reviewed yearly to ensure optimal time is prescribed, Classroom Observations, & Coordinated Instructional Scheduling. Student achievement on formative & summative assessments, MCAS results.

ONGOING

Individualized instruction from teaching staff that meets each childs needs, Increase in the number of proficient speakers of English, Support staff time utilized to fullest potential in each classroom. All student needs are met, Flexible system for RtI, Decrease in the number of IEPs, Student achievement on formative &

ONGOING

15. Provide training for staff, especially new, in best teaching practices.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Teachers, & Tutors time, Flexibility to reenter programs as needed, established Evaluation Criteria Principal, Massachusetts 2011 Curriculum Curriculum Directors, Framework, MPS Professional Curriculum Developers & Documents, Mentors Exemplars of best teaching practices, Meeting time Principal & Teachers Pilot Reading Programs

ONGOING

16. Increased focus on non-fiction texts.

SY 2012-213 & 20132014

summative assessments, improved MCAS results Retention of highly skilled and qualified MPS staff, Classroom observations/walkthroughs, Student Achievement on formative and summative assessments. Improved formative & summative student assessments.

GOAL #5: ALL STUDENTS IN GRADES K-5 WILL PRACTICE & IMPROVE MATH SKILLS. Specific Objectives: In SY 2013-14 teachers will continue to adapt lesson planning and teaching according to the Massachusetts 2011 MATH Curriculum Framework. More students and their families will enjoy practicing math skills through use of the district adopted mathematics program and its accompanying take-home/game packets. Grades 3-5 will continue MCAS practice packets with emphasis on Open Response questions. The frequent practice will lead to a clearer understanding and application of skills. Parents will become more confident in their knowledge of the district adopted mathematics curriculum. Assessments: Columbus school students average formative, summative and MCAS Math scores will increase. ACTIVITY 1. Review games used to reinforce math concepts. 2. Game packets go home with students for family practice. 3. Ongoing professional development to keep staff skills current. 4. Teachers work individually and in grade level teams to reorganize and refine materials for students. INDIVIDUAL(S) RESPONSIBLE Teachers & Support Staff Teachers & Parents RESOURCES Math Program Teacher Resource Kit Grade level game packets District curriculum, Math Framework, School Budget District curriculum, Math Framework, School Budget & game packets TIMELINE ONGOING ONGOING ASSESSMENT List of games & data relative to assessments and utilization. List of games & data relative to assessments and utilization. Participation in Professional Development, Observation of skills in lessons taught as evidenced in classroom observations/evaluations. Staff discussions, samples of students' work & parent feedback.

Principal, Curriculum Director, & Teachers

ONGOING

Teachers, Students, & Parents

ONGOING

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5. Family Math Night.

6. Math vocabulary will be reinforced across all grades and curriculum areas. There will be an increased focus on math literacy. 7. Evaluate & monitor time on task for all curriculum areas in classrooms.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Teachers, Game packets, ONGOING Curriculum Director, teacher Students, & Parents modifications & Program Math Resource Kit Principal & Teachers District ONGOING curriculum & Math Framework

Staff discussions, samples of students' work & parent comments. Data relative to improved scores on math word problems & reasoning.

Principal, Curriculum Directors & Teachers

8. Provide training for staff, especially new, in best teaching practices.

Principal, Curriculum Directors, Professional Developers & Mentors

Submission of teacher instructional schedules, Evaluation Criteria, Review of plan books, Formal & informal observations & walk-throughs Massachusetts 2011 Curriculum Framework, MPS Curriculum Documents, Exemplars of best teaching practices, Meeting time

ONGOING

District-wide time on learning requirements are met, Time on learning is reviewed yearly to ensure optimal time is prescribed, Classroom Observations, & Coordinated Instructional Scheduling.

ONGOING

Retention of highly skilled and qualified MPS staff, Classroom observations/walkthroughs, Student Achievement on formative and summative assessments.

GOAL #6: ALL STUDENTS IN GRADES K-5 WILL PRACTICE, STRENGTHEN AND IMPROVE SCIENCE SKILLS. Specific Objectives: Teachers will continue to adapt lesson planning and teaching according to Massachusetts 2011 SCIENCE Curriculum Framework. Improve open response type answers in all grades, K-5. Improve MCAS scores on grade 5 Science/Technology Test. Increase teacher and student participation in school wide science fair. Continue to generate participation in the energy of Science. Assessments: Students will demonstrate greater participation in science related activities. ACTIVITY 1. Each grade level team will review major science themes to be covered during the school year. INDIVIDUAL(S) RESPONSIBLE Principal & Teachers RESOURCES Massachusetts 2011 SCIENCE Curriculum Framework & Medford Science Curriculum TIMELINE ONGOING ASSESSMENT Curriculum Map Grade Level units of study.

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2. Teach lessons with emphasis on verbalizing how & why. 3. Review effectiveness & appropriateness of science activities. 4. Plan & implement annual school wide Science Fair and Family Night. 5. Increased focus on non-fiction texts. 6. Integrate technology & engineering strand into the science curriculum.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Teachers & Support Massachusetts 2011 ONGOING Staff SCIENCE Curriculum Framework & Medford Science Curriculum Principal, Curriculum Teachers, Grant monies, ONGOING Director & Teachers Community Resources

Teacher observation, student participation & quality of verbal & written responses. Teacher observation, student participation & quality of verbal & written responses. Participation. Our goal is 90% participation. Improved formative & summative student assessments. Written Technology & Engineering integrated curriculum, Incorporation of this curriculum into daily teaching schedules, New technology to be utilized by all, Creation & development of a STEM Fair for school year 2014-15. Retention of highly skilled and qualified MPS staff, Classroom observations/walkthroughs, Student Achievement on formative and summative assessments. Engineering integrated curriculum, New technology to be utilized by all, more specifically to start in grades 3-5. Teacher lesson planning & observation, student participation & quality of verbal & written responses.

Principal, Curriculum Director, Teachers PTO Principal & Teachers Administrators, Curriculum Directors, Technology Director, & Teachers

Massachusetts 2011 SCIENCE Curriculum Framework & PTO funds Pilot Reading Programs Meeting time, Massachusetts 2011 ELA Curriculum Framework, Programs of Study, Technological Professional Development, Specialized materials/technology

Spring 2013

SY 2012-213 & 20132014 ONGOING

7. Provide training for staff, especially new, in best teaching practices.

Principal, Curriculum Directors, Professional Developers & Mentors

Massachusetts 2011 Curriculum Framework, MPS Curriculum Documents, Exemplars of best teaching practices, Meeting time IBM Grant Funding, Approved backpack materials, & MPS Curriculum Documents

ONGOING

8. Ensure the utilization of the Science Take Home/Activity Backpacks by all students in Grades 3-5. 9. Utilize leveled readers for guided reading to meet the Massachusetts 2011 Curriculum Framework for Science.

Principal, Curriculum Director, Teachers & PTO

Fall 2013

Principal, Curriculum Director & Teachers

Reading Program-Leveled Readers, Massachusetts 2011 Curriculum Framework, MPS Curriculum Documents, Exemplars of best guided reading practices, Meeting time

ONGOING

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 GOAL #7: ALL STUDENTS IN GRADES K-5 WILL PRACTICE AND IMPROVE SOCIAL STUDIES SKILLS. Specific Objectives: Teachers will continue to adapt lesson plans and teaching according to Massachusetts 2011 Curriculum Framework. Increase participation during class lessons and discussions. Improve open response type answers in all grades, K-5. Assessments: Students will develop and demonstrate a greater participation in social studies related activities. ACTIVITY 1. Each grade level team will review major social studies themes to be covered during the school year. 2. Teach lessons with emphasis on verbalizing how & why. 3. Provide training for staff, especially new, in best teaching practices. INDIVIDUAL(S) RESPONSIBLE Principal& Teachers RESOURCES Massachusetts 2011 Curriculum Framework & Medford Social Studies Curriculum Massachusetts 2011 Curriculum Framework & Medford Science Curriculum Massachusetts 2011 Curriculum Framework, MPS Curriculum Documents, Exemplars of best teaching practices, Meeting time Reading ProgramLeveled Readers, Massachusetts 2011 Curriculum Framework, MPS Curriculum Documents, Exemplars of best guided reading practices, Meeting time Pilot Reading Programs TIMELINE ONGOING ASSESSMENT Curriculum Map Grade Level units of study.

Teachers & Support Staff Principal, Curriculum Directors, Professional Developers & Mentors

ONGOING

ONGOING

4. Utilize leveled readers for guided reading to meet the Massachusetts 2011 Curriculum Framework for Social Studies.

Principal, Curriculum Director & Teachers

ONGOING

Teacher observation, student participation & quality of verbal & written responses. Retention of highly skilled and qualified MPS staff, Classroom observations/walkthroughs, Student Achievement on formative and summative assessments. Teacher lesson planning & observation, student participation & quality of verbal & written responses.

5. Increased focus on non-fiction texts.

Principal & Teachers

SY 2012-213 & 20132014

Improved formative & summative student assessments.

GOAL #8: COLUMBUS ELEMENTARY SCHOOL WILL DEVELOP A COMPREHENSIVE & CONSISTENT RESPONSE TO INTERVENTION (RtI) MODEL ACROSS ALL GRADE LEVELS. Specific Objectives: To develop a comprehensive and consistent Response to Intervention (RtI) model which will be implemented across all grade levels, curriculum areas and within necessary support services, (e.g., ELL, IEPs, 504s, etc). Assessments: Students will receive what they need to access the curriculum while meeting success.

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ACTIVITY Develop RtI goals and create a reachable timeline to implementation.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 INDIVIDUAL(S) RESOURCES RESPONSIBLE Assistant RtI models, Superintendent, SPED Current RtI Director, Curriculum research, Directors, Professional Administrators, RtI Development, Building Teams, & Collaborative Teachers Meeting time Administators & RtI Teams Professional Development Providers with expertise in RtI, Written Response to Intervention goals and timeline

TIMELINE ONGOING

ASSESSMENT Written Response to Intervention goals & timeline, RtI trainers, RtI practices in the classroom, Professional Development time. Continuum of assessments used when determining interventions and their effectiveness on student achievement, Demonstrated use of a three-tiered RtI program during student/teacher assistance team meetings and in classroom instruction, RtI team and consultant work, Trainers implementing RtI practices in their classrooms, Professional Development time offered to trainers & staff for training. Written list of effective assessments to determine instruction, intervention and progress for student achievement. Written & implemented document that establishes a threetiered RtI program, RtI team and consultant work, Implementation of RtI practices in classrooms, Professional Development time.

Provide Response to Intervention (RtI) Training.

Research & evaluate current/future academic, social & behavioral screenings/assessments.

Assistant Superintendent, SPED Director, Curriculum Directors, Administrators, RtI Building Teams, & Teachers Assistant Superintendent, SPED Director, Curriculum Directors, Administrators, RtI Building Teams, & Teachers

Develop a three-tiered system for student intervention.

Current assessment documents, RtI Models, Current RtI Research & Sample assessments RtI Models, Current RtI Research & Professional Development

ONGOING

ONGOING

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Provide training for staff in the appropriate uses of technology as a tool to learn and communicate globally.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Technology Director & Meeting time, Administrators Professional Development with expertise in instructional technology

ONGOING

Structured English Immersion (SEI) training for school administrators and mainstream classroom and content staff working with English Language Learners.

Administrators, ELL Director, & Teachers

Training Time, Training Materials, Certification requirements, Substitute Teachers, Title III Grant Monies

ONGOING

Utilization of technology for instructional management and personal productivity, Application of technology in all aspects of studentcentered learning, Evidence of global networking, (i.e., class web pages, Skype, etc.). All teaching staff ELL certified, Student achievement on formative and summative assessments

GOAL #9: PROMOTE HEALTHY LIVING AND STUDENT SAFETY Specific Objectives: Promote healthier living habits in students and their families. Provide increased opportunities for physical exercise during the school day. Greater awareness of our community as a part of a larger global world. Assessments: More healthy food will be consumed at snack and lunch times. Students will demonstrate increased attention to their daily tasks, less frequent visits to the school nurse and overall increased health reports. All members of the Columbus Community will promote healthier choices for ourselves and the earth. ACTIVITY 1. Good Sport Fitness Clubs and Dance Club. 2. All children will be offered a 20minute recess on days when they do not have physical education class. Cooperative games will be encouraged during this time. Brief instructional breaks will be provided when appropriate on non-physical education days. INDIVIDUAL(S) RESPONSIBLE Enrichment Committee of PTO Principal, Teachers & Support Staff RESOURCES Minimal fee Materials that foster physical activity TIMELINE 2013-2104 ONGOING ASSESSMENT Attendance record. Improved overall student health & BMI, Increased recess time, improved homework completion rate.

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3. Improve parents and childrens awareness of safety concerns in the immediate school area relative to parking, pedestrian safety, & mutual cooperation. All parents will be provided with an outline of rules of the loop (drop off and pick up). 4. All members of the school community will demonstrate an increased awareness of environmental responsibility. 5. Cut down on copy paper usage & notices sent home. 6. Conduct Monthly Safe Routes to School Events.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Principal, All Monthly ONGOING members of the Newsletter, All school community, members of the Teachers, & school community Medford Police & Department Medford Police Department.

Observation of improved safety awareness, Parent & Teacher input, Improved traffic flow around school.

Principals, Teachers, Staff, Parents & Students

School Budget & PTO funds

ONGOING

Less waste & greater conversation/recycling.

Principal, Secretary, PTO & Teachers

Oldest & Only List

ONGOING

Principal, Teachers, PTO & Students

Principal, Teachers, Support Staff, Parents, PTO and Students

Beginning SY 20132014

7. PALs Program.

Nurse, Teachers, & Students Principal, Teachers, PTO & Students

PAL posters, Discussions & Interventions Innovation & Creative Spirit Day suggestions

ONGOING

8. Monthly Spirit Days.

Fall 2013ONGOING

9. Peanut Table. 10. Physical Education Staying Healthy

Principal Physical Education Teacher

Signs Staying Healthy Pamplets

ONGOING ONGOING

Less papers distributed as a result of sending home only one school-wide notice per family, Movement to more electronic communication. Increased attendance each month at the Safe Routes meeting spots, Safe Routes to School Activity decorates the first floor, improved BMI and student attention to daily tasks, Increase in numbers of families choosing to walk to school. (Based on results the hope is to move to a Bike to School Program.) Observation of healthier snack choices throughout the school day. Less allergic reactions within school. Student and teacher participation in the Spirit Event, increased donations for the Food Pantry, photos of smiling Columbus Members for the school website. Fewer peanut reactions. Healthy students & conversations.

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COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Pamphlets. 11. Create a common language for expected student behaviors. 12. Increase public awareness of school entry precautions & student safety needs while in attendance. Principal & Staff Evaluate school needs & programs that can help address them Working surveillance equipment, functional entry intercom system, door monitor, & protocols for visitor entry during & after the school day Fall 2013ONGOING Decrease in problematic student social & behavioral interruptions.

Administrations, Principals, Teachers, Parents, PTO & Community Users of the Columbus

Fall 2013ONGOING

Systematic procedures in place for Visitors during and after the school day, Lock Down & Fire Drills. Special procedure that allows for systematic large group entry during school presentations & student performances.

GOAL #10: HIGHER LEVEL THINKING SKILLS: ENCOURAGE HIGHER LEVEL THINKING SKILLS BY PROMOTING INCREASED OPPORTUNITIES FOR CHILDREN WHO DEMONSTRATE MASTERY OF GRADE LEVEL CURRICULUM AND/OR SIGNIFICANT CURIOSITY ABOUT SPECIFIC SUBJECTS. Specific Objectives: As stated in the Columbus School Mission Statement, our children will become happy, productive, responsible citizens of the 21st century. Assessments: Observable student behavior and participation in special projects related to and expanding upon the core curriculum. ACTIVITY Develop activities that will help students acquire skills that allow them to think more deeply about & expand upon the subject matter. Implementation of differentiated Math homework & challenging games. Promotion of Massachusetts 2011 Curriculum Framework HOTS. Increased focus on non-fiction texts. The staff of Columbus School will continue to integrate computer technology & the Internet into INDIVIDUAL(S) RESPONSIBLE Principal, Teachers, Specialists & Department Heads RESOURCES School & community resources & Tufts University outreach TIMELINE ONGOING ASSESSMENT Observable behavior & student work samples.

Teachers

EnVisions Mathematics Program Massachusetts 2011 Curriculum Framework Pilot Reading Programs Technological programs of study, Research valuable instructional websites, - 28 -

SY 20132014 ONGOING

Improved formative & summative student assessments. Improved formative & summative student assessments. Improved formative & summative student assessments. Classrooms observations indicating the utilization of the computer lab, Mimios & other new technology in lessons, Participation in teacher websites

Teachers

Principal & Teachers Director of Technology, Teachers, Specialists & Support Staff

SY 2012-213 & 20132014

content curriculum.

COLUMBUS ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PLAN SCHOOL YEAR 2013-2014 Massachusetts 2011 Curriculum Framework Medford curriculum

Opportunities to develop outside interests & to use critical thinking skills.

Principal, Teachers, PTO

After School Clubs, Science Fair, Field Trips, In School Presentations, Math & Reading Nights, Using the School Garden for in class lessons, recycling, etc.

ONGOING

& utilization of the internet for lessons, newsletters & electronic parent communication, Increase in shared, curriculum-related, Internet findings at grade level meetings, implementation of technology curriculum. Increase participation & feedback from participants in the activities offered.

BUDGETARY REQUESTS Computer Ink Cartridges; EnVisions Mathematics consumable materials; Replacement of one Full-Time Nurse; 1 additional classroom teacher for grade three; Possible need for additional classroom teacher for grade four; Teacher for Math support; On-going professional development in all academic areas, most specifically for character education; Copy Paper; Classroom supplies & materials. CLOSING STATEMENT

All members of the School Improvement Council are keenly aware of the dire budget situation nationally, statewide, and more specifically in our own school district. This plan was developed with sensitivity to that issue. I would like to express sincere appreciation to all who participated in the development of this SCHOOL IMPROVEMENT PLAN as well as to those who read this plan and consider the needs of the Christopher Columbus Elementary School. Ms. Kathleen Kay Principal, Christopher Columbus Elementary School

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