South Elementary School

School Improvement Plan

2013-2015

South School Council Members:

 Principal
Dr. Colleen McBride, Co-Chair

Faculty Representatives
Martha Jancaitis (alternate)
Julianne Toomey-Kautz, Co-Chair

Parent Representatives
Diane Huntress
Melanie Ziegler

Community Representative
Judy Rich

Introduction

South School SIP 2013-2015 Page 2

 The South School Council, in collaboration with the principal, reviewed and discussed each required element of the annual school
improvement plan. The following information reflects an analysis of each area, a progress report regarding the current South
School Improvement Plan, and our open discussions about the focus of the 2013-2015 Improvement Plan Goals.

School Mission

The mission of South Elementary School, in partnership with the Andover Public Schools and the wider community, is to
educate students by engaging and inspiring students to develop as self-reliant, responsible citizens who are thinkers,
problem solvers, and contributors prepared to participate in an evolving global society.

School Vision

South Elementary School, in partnership with the Andover Public Schools, is committed to providing a world-class
education in an innovative, inclusive, student-focused and fiscally-stable environment. We are committed to the children
and community we serve through our focus on high expectations, academic achievement, and education of the whole
child, which we believe is the shared responsibility of the family, the school district and the community. We support
individuality, foster resiliency and collaboration, and the development of globally engaged learners.
South Elementary School provides for all children all of the services of a quality school: nurturing, innovative and qualified
teachers and support staff; reflective, responsive and effective school leaders, and a challenging curriculum that prepares
students for the future. Students do their best work, independently and together. They acquire the skills necessary to
think and to communicate clearly. Teachers provide students with instructional experiences that are challenging and
personalized. Students completing their education at South Elementary School demonstrate the intellectual, interpersonal
and reflective skills needed to thrive as productive and responsible citizens in our increasingly complex and diverse global
society.
South Elementary School is welcoming, respectful and inclusive. It supports open dialogue and seeks feedback regarding
the effectiveness of its work from its stakeholders. We are committed to continuous improvement, questioning the status
quo, and seeking ongoing renewal of the organization.
South Elementary School is committed to strong community relations efforts to meet the needs of its students today and in
the future. We develop and participate in partnerships with community groups, including business and civic organizations.
An

South School SIP 2013-2015 Page 3

understanding exists between the town government and the district for the need for educational funding and other
resources required to meet the high expectations of our community, which includes staffing, training, facilities, materials
and equipment. Key to the success of this partnership is our ability to recognize opportunities and fulfill responsibilities to
one another on behalf of our students.

Narrative Description of School

South School serves approximately 550 students attending Kindergarten through grade 5. Our facility includes a
wonderful media center, the hub of our students’ research projects and activities. We have twenty-four classrooms, each
equipped with internet access. In addition, we have space devoted for art, music, physical education, guidance, reading
and resource programs.

School Initiatives/Accomplishments

a. Update on Strategic Plan Goals: In the previous two SIP cycles we identified several academic improvement
objectives, as follows:

 Use common phrasing for open response questions during every day instruction and for classroom assessments (K
-5)
exs. Explain why, Provide details, etc…

 Use open response questions in all curriculum areas, including specialists, throughout the year (K-5)

 Provide students with increased opportunities to view high quality samples of written responses to encourage
detailed responses for both open response answers and long composition pieces (i.e. exemplars and interactive
writing) (1-5)

 Provide direct instruction of the “Turn the Question Around” response technique (3-5)

South School SIP 2013-2015 Page 4

  Use interactive instructional strategies (i.e. think-pair-share or student as teacher) to increase opportunities for
students to practice explaining their thinking (K-5)

 Increase opportunities for students to explain thinking orally and in writing when solving language-based
mathematical problems, ex., journaling, open-ended discussions of various strategies (K-5)

 Realign teaching schedule of geometry to include regular review of geometry through teacher created math boxes
(3-5)

 Continue the development of a Response to Intervention (RTI) Model that will include: (a) curriculum-based
assessments (i.e., Developmental Reading Inventory, Every Day Mathematics unit assessments, and, (b) small
group/individualized instruction based on those assessments. Progress monitoring of individual students through
instructional support team (IST) meetings at each grade level will be used to measure the effectiveness of the RTI
model.

 Reorganization of test preparation materials to increase the number of opportunities students have throughout the
year to practice MCAS common test items and to align these opportunities with curriculum units. Classroom and
special education teachers at each grade level will work together to select materials and schedule the
administration of the practice items. Teachers will compare students’ classroom open response scores from one
administration to the next and analyze MCAS scores from one test cycle to the next to determine the effectiveness
of this strategy.

 Implementation of the English Language Arts Common Core Standards for writing. Student work samples will be
used to measure the effectiveness of the various forms of writing at each grade level.

 Adoption of the State’s MCAS rubric tools to assess long composition and open response questions. Teachers will
compare students’ classroom open response scores over time and analyze MCAS scores from the previous test
cycle to the next to measure the effectiveness of this strategy.

 Adoption of supplemental online Literacy and Mathematics programs (i.e., Study Island, IXL and Reading A-Z) in
Grades 2-5 to reinforce concepts at home.

South School SIP 2013-2015 Page 5

As a result of a teacher survey regarding the effectiveness of these strategies, we will continue implementation as part of
the next improvement cycle. Based on an analysis of the most current MCAS results (Spring 2012), additional instructional
strategies are referenced under Goal 1 of the 2013-2014 School Improvement Plan below (p. 8).

b. Class Size: The chart below provides current enrollment information. Note that current class sizes at the South
Elementary School vary from grade level to grade level. We continue to monitor grade two (24 students per class), and
grade three (26.5 students per class) relative to Andover Public School’s recommended midpoint for class sizes, (i.e., 16-
24 for Kindergarten; 19-27 for Grades 1-2 and 21-29 for Grades 3-5).

Class Size Averages by Grade (Current school year 2013-2014)

Grade Level Number of Classes Average Class Size

Kindergarten 3 (2 all day, 1 half day) 23

Grade One 4 20
Grade Two 4 21
Grade Three 4 25
Grade Four 5 21
Grade Five 4 22

Projected Class Size Averages by Grade for 2014-2015

Grade Level Number of Classes Average Class Size

Kindergarten 3 (2 all day, 1 half day) 23

Grade One 4 20
Grade Two 4 21
Grade Three 4 22
Grade Four 4 25

South School SIP 2013-2015 Page 6

 Grade Five 5 22

This 2014-2015 enrollment projection reflects no increase in the number of teachers requested but a change in the current
configuration of sections. Specifically, Grade Five will need five sections and Grade Four will need four sections. Low class size will
continue to be a priority, as referenced under goal 2 below.

c. Professional Development Two main areas of focus for school-based professional development funds over the past year included:
(1) SmartBoard technologies training, and (2) training that deepened teacher and student understandings of how to answer open
response questions in both English Language arts and Mathematics. Through district-wide opportunities, all K-3 teachers participated
in professional development training to support the implementation of the K-3 Wilson Fundations literacy program and all teachers K-
5 attended bullying prevention training and participated in reviews of the newly adopted Common Core Curriculum Framework for
English language arts and mathematics. Instructional assistants across the district are receiving Open Circle overview training and
have over the past two years participated in trainings to develop their skills with respect to understanding the needs of various learning
styles and profiles.

d. Enhancement of Parental Involvement South Parents have many opportunities to be involved in the school environment through
our partnership with the PTO, School Council, and a wide range of volunteer and extra-curricular academic programs and clubs. To
keep parents advised of curriculum and instructional strategies, each year parents are invited to attend a Back to School Curriculum
Night and a first trimester parent conference. Regular events include: Open House/Curriculum Nights, Grade Level presentations,
concerts, school plays, and family socials sponsored by the Parent Teachers Organization. In the 2012-3013, parents were invited to
grade level coffees to learn more about their children’s developmental ages and stages as well as our district’s Open Circle social
competency program that is delivered twice a week in each classroom and promoted school-wide by a our Open Circle Sustainability
Team. More information about the Open Circle Program can be found on our school’s parent web page at www.aps1.net.

e. School Safety and Discipline The South School files a school safety and discipline report annually with the Department of
Elementary and Secondary Education. Discipline referrals and reportable incidents are extremely low. Our Crisis Management Team,
representing a cross-section of staff members including the nurse, custodian, school adjustment counselor, administrative assistant,
teacher representative, and principal, reviewed and updated the Crisis Management Plan to reflect current best practices. School safety
drills are practiced as parting of opening activities each year. Members participated in crisis prevention intervention training designed
to support all staff, students and their families. The South School Crisis Team works closely and collaboratively with other town
departments on safety issues and emergency practice drills.

South School SIP 2013-2015 Page 7

f. School Climate: Our school staff recognizes the importance of having each student feel a sense of belonging. Each individual child
is important to us. Children with a sense of self-worth, in turn, will value others. With that as our premise, we continually encourage
the team concept in our words and actions. To promote this concept, our staff continues to use the acronym T.E.A.M. - Together
Everyone Achieves More. To provide a common language for behavioral expectations among all community members, a school-wide
Code of Civility was adopted in September, 2008. In addition, two systematic student recognition programs have been implemented:
a) Star of the Day: recognizes daily acts of good citizenship or individual achievement; b) Teammate of the Trimester: honors six-nine
different students in each classroom each trimester for demonstrating outstanding achievement or improvement in a particular
intelligence area or area of character development. By the end of the year, all students have been recognized.

At the classroom level, teachers implement Open Circle (OC), a program that helps students develop effective social competency
skills in five major areas: (1) self-awareness, (2) self-management, (3) social awareness, (4) relationship skills, and, (5) responsible
decision-making. In collaboration with the school principal, a cross-section of staff members established an Open Circle Sustainability
Team in the spring of 2012. To further promote the tenets of the OC Program school-wide, the OC Sustainability Team established a
school-wide implementation plan currently in progress (see Appendix A).

In the fall of 2012, the PTO sponsored two interactive assemblies called “The Power of One.” During these assemblies actors
performed various skits to demonstrate how to handle potential bullying situations. Students played various roles of “target,” “bully”
and “bystander.”

g. Extracurricular Activities: The South School offers students various before and after school enrichment programs throughout the
school year. Four Student Council Committees have been established including: Community Service, Go Green, Spirit, and Student
Issues. South Side Singers, chorus, and theatre arts events are offered, as well. Homework Helpers, a partnership with Andover High
School, pairs third, fourth and fifth grade students with high school students two afternoons a week to offer a quiet space to work on
their respective assignments. Opportunities to enter literature and artwork to Appleseed Literary Magazine and various contests are
provided throughout the school year. A new science-based after school enrichment activity, Mad Science, was introduced two years
ago and recently, many students participated in the World Education Games, competing against children from around the globe!

h. Diverse Learning Needs: The South School runs a full inclusion program across all grade levels. Teachers participate in grade
level instructional student support meetings to develop instructional programming and in some cases, individual student action plans.

South School SIP 2013-2015 Page 8

The emphasis has been the use of curriculum-based assessment strategies to drive instruction and the differentiation of instruction
through the creation of small intervention groups (i.e., Response to Intervention Model).

i. Other: School Facilities Upgrades:

 Added egress walkways outside the first and fourth grade classrooms
 Worked with the building facilities to develop a site improvement plan that will address parent drop off and pick up traffic
congestion and lack of parking
 Upgraded the school’s public address system
 Installed a wireless clock management system
 Upgraded school lab monitors
 Removed unstable wooden playground apparatus and replaced it with a state of the art playground structure in the second and
third grade play area.
 Upgraded wireless capabilities and replaced outdated teacher laptops

School Concerns and Needs Assessment

1. With regard to overall performance on the 2013 MCAS, South School is designated a Level One School with
commendations for high achievement. South School met improvement targets in both English Language Arts and
Mathematics for all students (Performance Index 100 out of 100) and for all subpopulations including:
(1) students’ with disabilities (Performance Index of 85 out of 100), and (2) High Needs (Performance Index 88 out of 100).
High Needs is defined as follows: an unduplicated count of all students in a school or district belonging to at least one of
the following individual subgroups: students with disabilities, English language learners (ELL), or former ELL, or low
income students). As a school, 82% of our students were either proficient or advanced in English Language Arts, 84% in
Mathematics, and 83% in Science, Engineering and Technology

2. Differentiated Instruction continues to be a critical goal for South School. We firmly believe differentiated instruction is
an essential element in providing a quality education. We fully implement a Response to Intervention (RtI) academic and
behavioral model. With RtI, schools identify students at risk for poor learning outcomes, monitor student progress, provide
evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s
responsiveness (NCRTI, 2010). These interventions are generally delivered in a small group format that allows students

South School SIP 2013-2015 Page 9

to receive academic engagement time that is focused on areas where they require further development. In order to
regularly deliver effective, small group interventions, it is critical to have in place the appropriate amount of supportive
adult resources, and to continue to monitor class size. These needs will be reflected in the school’s FY14 budget
proposal.

3. Integrating technology into the curriculum in order to enhance instruction is another important goal for South School. To
date, interactive whiteboards, (SMART Boards), have been installed in all classrooms, as well as the library media center.
Ladibug document cameras are available at each grade level. We are currently collaborating with the Director of Digital
Learning to explore the use of one to one technologies, i.e., iPad devices, across all grade levels and subject areas.

School Demographic and Achievement Data

South School SIP 2013-2015 Page 10

South School SIP 2013-2015 Page 11
Action Items

South School SIP 2013-2015 Page 12

 Promote a school environment that supports students ’ social and emotional well-being.
SIP Goal 1

Strategy 1.4:
APS Strategic Plan - Goal Ensure that each school has a strong and healthy school culture that promotes a sense of participation,
1 wellness, safety, and security for all students so students develop the social, emotional and wellness
competencies that will enable them to be self-aware, have interpersonal skills to self-manage, and to make
responsible decisions.

Maintain a school environment that promotes health, safety and discipline.

MERA Goal 5,6 Ensure a welcoming school environment characterized by tolerance and respect.

Inventory of any disciplinary actions

Data Sources Social Worker data report
Staff and parent observations and surveys

Action Plan - Person(s) Responsible for Timeline Outcomes & Measurement Resources Needed
Improvement Strategies Implementation

Implementation of Open Principal, Assistant Principal, Ongoing Refer to Appendix B Curriculum resources
Circle Social Competency Classroom Teachers, Social regarding specific activities Parent/Home Link
Program Workers, Support Staff, Student Communication Materials
Council
Provide opportunities for Principals, community Sept. 2013 Student attendance rosters Staff, parents, and community
before and after school partnerships, Teachers -June 2014 School based initiatives coordinators
enrichment and student Family involvement initiatives
councils

South School SIP 2013-2015 Page 13

 Continue to differentiate the needs of all learners
SIP Goal 2

APS students will develop the habits of mind that underlie critical and creative thinking, effective
APS Strategic Plan - Goal communication, collaborative problem solving, and responsible citizenship needed to thrive in an increasingly
1 complex and evolving global society.

School Climate conducive to high achievement for all

MERA Goal 1,2 An assessment on the impact of class size on student performance, student-to-teacher ratios, and ratios of
students to other supportive adult resources
Curriculum based assessments
Data Sources Standardized assessments
Student learning plans

Action Plan - Improvement Person(s) Responsible for Timeline Outcomes & Measurement Resources Needed
Strategies Implementation

Monitor enrollment in all
grades
Create Master Academic
Schedule to align with RtI
principles
Principal, Assistant Principal Ongoing Meet the academic, social Student Attendance Rosters
and emotional needs of
students
Principal, Assistant Principal, Begin Fall 1. Power Block added Research Response to
Classroom Teachers, Specialists, 2013 into Grade 1 Intervention materials and best
Support Staff 2. Common planning practices
time for each grade
level (minimum 3
times per week)

Provide additional Math Principal, Assistant Principal, Ongoing Math Pre and Post tests, Curriculum Materials
Support to identified Instructional Assistants, Teachers unit tests, district and Classroom Teacher
students curriculum based Support Staff
assessments

South School SIP 2013-2015 Page 14


SIP Goal 3
APS Strategic Plan - Goal
2
MERA Goal 1, 3
Data Sources
Action Plan - Improvement
Strategies
Secure and install
interactive whiteboards
and/or bright link projectors
in all classrooms K-5 as well
as in media center, special
education rooms, and
special subject area rooms.
Expand use of Ipads for
Special Education programs
and classrooms
South School SIP 2013-2015
Create technology-rich digital classrooms where students use appropriate and safe technology tools and
resources to support the learning and teaching process.
APS students will be immersed in interactive, technology-rich classrooms that support instruction and student
learning to prepare them for a society dominated by digital communication.
School climate conducive to high expectations and performance
Professional development and the allocation of professional development funds
Community Needs Assessment Survey
Student Assessment Data
Person(s) Timeline Outcomes & Measurement Resources Needed
Responsible for
Implementation
Principals, 2013 Integration of technology in all Digital Learning Specialist
Technology areas of the curriculum Technology Department Support
Department Use of online educational PTO Forums
resources
Access to SMART lessons
Project-based showcases
Principal, Technology Fall 2013 Teachers will participate in Software/applications
Department, Faculty training to maximize the Consultation with Digital Learning
effectiveness of the Specialist
technology devices
Page 15
Professional Development
Principal, Technology Ongoing Teachers will participate in
Department Staff training to maximize the
effectiveness of the
technology devices
Faculty share forums
Digital Learning Specialist, Technology
Department Staff, Faculty, Outside
vendors

APPENDIX A: SOUTH SCHOOL OPEN CIRCLE SUSTAINABILITY PLAN

Description Target Person(s) Sept Oct Nov Dec Jan Feb Mar Apr May Jun
Audience Responsible
Introduction via Alert Parents Principal X

South School SIP 2013-2015 Page 16

Now “What is OC?”

Newsletter update via Parents Principal with X X X

The Connection staff

Incorporate OC info at Parents Teachers & X X

Open House & Specialists
Curriculum Night

Parent Before School Parents Principal, X X X X X X

Grade Level Coffees SAC, Director
of SW
OC Presentation at PTO Parents Sustainability X X
Meetings Team

Post OC Information on Parents Sustainability X

School Website Team

Classroom Lessons 2x Students Teachers X X X X X X X X X X

week 15 min per
(Distribute Parent
Letters)

Anti-Bullying Assemblies Students PTO

& Staff Enrichment X
Council
Description Target Person(s) Sept Oct Nov Dec Jan Feb Mar Apr May Jun
Audience Responsible
Fall-Winter-Spring Students Student X X X
Theme-based Promotion Councils &
Campaign Teachers
Select and Purchase Teachers Media & X X
multiple copies of OC- Reading

South School SIP 2013-2015 Page 17

literature for Library Specialists
with staff
Literature share at faculty Teachers Media & X X X X X X X X X
meetings connected to Reading
trimester themes Specialists
with staff input
All classrooms post Students Teachers X
traffic light visual, OC
Program Cards

Specialists classes post Students Teachers X

traffic light visual,
problem solving steps,
(p. 21) vocabulary (p.19)

Post traffic visual, Students Sustainability X

problem-solving steps, Team
vocabulary (with visuals)
in all common areas
(café, gym, playground,
foyers)

Create OC & school Students Art Specialists X

theme logo with students

Description Target Person(s) Sept Oct Nov Dec Jan Feb Mar Apr May Jun
Audience Responsible
Create OC mural outside Students Whole School X
of gymnasium Project

Re-establish school-wide Staff Principal with X

expectations for bus, staff input
cafeteria, hallways,

South School SIP 2013-2015 Page 18

playground
Develop expectations Staff Principal with X
and zones for monitoring instructional
cafeteria and playground assistants
Instructional assistants Students Instructional X
introduce themselves to Assistants
all students at their
designated grade levels,
Use name tags
Review expectations for Students Classroom X
hallway, cafeteria, Teachers with
classroom, playground Instructional
with students and repeat Assistants
periodically
Create informational Support Principal X
letter/packet for Staff
instructional assistants,
bus drivers, cafeteria
workers, custodians
Ongoing incremental OC Staff School Aug X X
Training for specialists, District Admin
instructional assistants,
new teachers

APPENDIX B: SOUTH SCHOOL MCAS GRADE LEVEL ACTION PLANS

Grade 3 MCAS Action Items

203-2014

Action Item Person Dec. Jan. Feb. March April May Jun
Responsible e
“Problem of the Week” in 3rd grade Team x x x x x x

South School SIP 2013-2015 Page 19

 journals using old MCAS
prompts (Math
Extra subtraction w/ trade first 3rd grade Team X X X X X x
(and zeros) problems 1x/week
Graph of the month (using 3rd grade Team X X X X X X
packet).
Revise format of Math Packet 3rd grade Team
to use as morning work
“Read it, Draw it, Solve it” - Learning X
resource for problem of the Specialist
week
Math Rotation – each teacher 3rd Grade Team X X
teaches a strand (data
collection, measurement,
patterns, Open Response)
Open Response requires a 3rd Grade Team X X
paragraph – explicitly teach

Grade 4 MCAS Action Items

2013-2014

Action Item Person Dec. Jan. Feb. March April May June
Responsibl
e
Math Rotation – use th
4 grade X X
previously released test items team
Teach how to ‘unpack Learning X X
question’ – Graphic Organizer Specialist/

South School SIP 2013-2015 Page 20

– plan, organize, solve, check 4th grade
team
Math fact Homework – 3 th
4 grade X X X X X
min/night. Parents sign off, team
turn in on Fridays
3 types of writing – teach all 3 4th grade X X X X
all the time. Don’t necessarily team
have to have finished piece –
draft and outline. Every 2-3
weeks, new writing
assignment
Incorporate types of writing 4th grade X X X
into all areas of curriculum team
(i.e., “Convince people to visit
your state)
For reading comprehension, 4th grade X X X X
have students go back into team
text to highlight answer. Must
put the question # above the
highlight.

Grade 5 MCAS Action Items

2013-2014

Action Item Person Dec. Jan. Feb. Marc April May Jun
Responsible h e
Math Fact practice – timed tests, 5th grade team X X X X X
“superteacher.com” has leveled exams
2-3x/week
Remediation/enrichment – level kids 5th grade team X X X X

South School SIP 2013-2015 Page 21

 and switch across homeroom to
address weak areas 1x/week
“Problem of the Morning” to include 5th grade team X X X X X X
visuals
Update binder with old MCAS materials 5th grade team X X X
Get kids used to format and layout of
test
Contact Katherine Richard about NHS Learning X
students tutoring Specialist
Print out copy of last year’s MCAS and 5th grade team X
distribute to kids. Discuss why students
missed certain questions
Develop pre- and post-quizzes for 5th grade team X X X
number sense. Lots of questions w/
zeros
On MCAS days, start at 9. P.E. P.E. teachers X X
teachers to do circuit of activities from
8:30-8:50.

South School SIP 2013-2015 Page 22