Joseph DeMello Elementary School Home Page
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DARTMOUTH PUBLIC SCHOOLS

 
Joseph DeMello Elementary School
 

 
Believe, Achieve, Succeed
School Improvement Plan
2015-2016

School Profile
 
Leadership:
Administrative Staff:
Cathy A. Maccini – Principal
Catherine R. Pavao – Assistant Principal
School Teams:
Leadership Team
PBIS Tier I Committee
PBIS Tier II Committee
Reading Incentive Committee
Response to Intervention Committee
School Council
Sunshine Committee
 
Student Clubs:
Garden Club
Student Council
 
 
Staff Profile:
(2014-2015)
Student Demographics:
(Source – June 2015 SIMS Data)
Faculty:  28.8 Enrollment:  424
Administration:  2 Male:  215
Office Staff:  1.5 Female: 209
Counseling/Nurse:  1 / 1 Black/African-American: 0.9%
Paraprofessionals:  7 Asian:  1.7%
Custodial Staff:   2.5 Hawaiian/Pacific: 0%
Average Class Size:  21.2 Hispanic:  2.8%
  Indian/Native American:  0.5%
  White:  91.5%
  Multi-race:  2.6%
 
 
 
Leadership Team Members: School Council Members:
Cathy Maccini Cathy Maccini, Principal
Catherine Pavao Leslie Gamache, Teacher
Elizabeth Correia Lisa Maucione, Teacher
Robin Kolbeck Jennifer Meade, Parent
Lisa Maucione Christina Rebello, Parent
Lisa Reitzas Lisa Reitzas, Teacher
Lisa Wheelden Mary Waite, Parent
  Rochelle Whalen, Parent
  Galeen Adam, Community Representative
PBIS Tier I Team Members:  
Catherine Pavao  
Erica Deguire  
Leslie Gamache  
Robin Kolbeck  
Sara Kolbeck  
Helen Mello  
Carole Myatt  
MaryBeth Richardson  
Sharlene Swainamer  
Kristen White  
 
 
 
 
 
 
 
 
 

School Motto:  DeMello Students are respectful, responsible and friendly.
 
District Mission:
The mission of the Dartmouth Public Schools is to provide a quality education for all learners.
 
District Vision:
The Dartmouth Public School District, in partnership with parents and the community, will deliver challenging, standards-based instruction for all students that fosters academic, physical, social and emotional development. Utilizing data analysis to drive instruction, we will implement specific strategies to support every student to think critically, solve problems and become a responsible, contributing citizen. Our high school graduates will possess the required skills and knowledge necessary to thrive in their academic and vocational ambitions.
 
District Core Values and Beliefs:
Exhibit ‘Dartmouth Pride’ in all we do by:
  • Demonstrating personal and social responsibility through respecting others, our surroundings, and ourselves.
  • Developing a work ethic of perseverance, tenacity, and resiliency that encourages academic excellence to meet or exceed high standards of performance.
  • Discovering and broadening our individual talents.
  • Embracing the knowledge society with current instructional methods and tools.
  • Engaging in open communication with each other and our community to support student academic achievement and social and emotional growth.
 
District Theory of Action:
If we instruct each student with clear learning targets, assess achievement, and adjust instruction according to need; if we are continually collaborative, reflective, and purposeful; and if we engage families and the community in student learning, then student achievement will improve.
 
Core Areas of Focus:

 
 

 
 
2014-2015 SUMMARY:  Key Strategies, Improvement Objectives, and Action Plans
 
INSTRUCTIONAL CORE
 
Key Strategy 1:  Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills.
Key Strategy 2:  Align and make consistent instructional strategies and materials within and across grade levels.
Key Strategy 3:  Use a variety of common formative assessments to inform instructional strategies that address specific student needs.
Key Strategy 4:  Advance a multi-tiered model of instruction aligned to the common core.
 
Action Steps Outcome/ Evidence
1.   Analyze student comprehension evidence and provide opportunities for teacher collaboration and modeling of strategies to strengthen student comprehension.
 
We provided Summer 2014 work sessions for classroom teachers to review Comprehension Toolkits and to develop grade level scope and sequence of lessons and materials. Literacy coach modeled lessons in classrooms. Teachers discussed lessons, revised scope and sequence and shared materials at CPT meetings.
  1.  
The staff decided not to complete this action step; instead they focused on responding to reading and developing constructed responses.
  1.  
The teachers participated in building and district running records training and started to analyze records to guide their instruction. Now that they are properly trained and have considerable practice in conducting running records, they would like to continue this action step to focus more on error analysis and instructional implications.
  1.  
We had an outside presenter, Alison Mello present five sessions to the staff on “Practical Strategies for Developing Number Sense and Increasing Conceptual Understanding” to deepen staff math content knowledge, improve pedagogy, and provide meaningful classroom examples and activities.
5.   Use Technology, including the Internet, to produce, publish and present acquired knowledge across all content areas. A .5 instructional technology specialist was hired in November 2014. She modeled and conducted trainings for staff as well as instructed students on the use of the Google drive, online programs and iPad apps. We wish to expand the instruction for both students and staff to address the grade level skills outlined in the Massachusetts Instructional Technology Standards.
 
Proficiency Gap CPI
2014
2014
Targets
CPI
2015
2015
Targets
ELA-Aggregate 90.1 90.9    
ELA High Needs 78.5 83.5    
Math Aggregate 90.2 90.9    
Math High Needs 78.8 82.8    

 
2014-2015 SUMMARY: Key Strategies, Improvement Objectives, and Action Plans
 
CULTURE CORE
 
Key Strategy 5:  Develop strong working relationships with families and appropriate community partners and providers to contribute to student learning and social and emotional well-being.
Key Strategy 6:  Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe environment for learning.
 
Action Steps Outcome/ Evidence
1.   Conduct annual Discover DeMello Night and other family-oriented activities.
 
Discover DeMello Night event held on November 6, 2014. We collaborated with PTO to host Winter and Spring Carnivals.
  1.  
The fifth grade and a first grade class partnered with the DHS Engineering Teacher, Mr. Samuel Brodsky and his students to conduct STEM activities.
  1. Continue peer learning walk process that encourages staff members to make focused classroom visits for the purpose of exploring agreed upon classroom practices. 
Limited peer learning walks were conducted due to various demands on teacher time and lack of teacher coverage.
  1. Conduct annual survey to amend and expand PBIS initiatives.
Instead of conducting its annual end of the school year survey, the PBIS Team decided to have a Summer 2015 book study group to gleam new ideas and suggestions to share with staff and guide our 2015-2016 PBIS Program.
 
5.  Conduct monthly school-wide assemblies to reinforce school expectations and recognize students and staff.
 
We conducted 6 out of 10 monthly assemblies.
 
 

 
Joseph DeMello Elementary School
School Improvement Plan 2015-2016
 
 
2015-2016 GoalS
 
Curriculum, Planning, and Assessment
Key Strategy 1:  Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills.
Key Strategy 2:  Align and make consistent instructional strategies and materials within and across grade levels.
 
Improvement Objective Action Steps Completion Date Person(s) Responsible Resources Needed Outcome/ Evidence
1.1 Teachers provide explicit instruction for building and monitoring comprehension in all content areas.
1.3 Teachers provide explicit instruction in all content areas that emphasizes the organization of information about a focused topic that is coherent and contains sufficient supporting details to match purpose and audience.
2.1 Teachers use a common language in content-driven instruction.
2.2 Teachers build vocabulary and skills in all content areas that follows a developmentally appropriate continuum of complexity.
3.1 Instructional staff embeds formative assessments in daily classroom practice and uses results to target and modify instruction.
1. Review the Massachusetts Curriculum Frameworks for English Language Arts and Literacy and align instructional practices, materials and assessments with them.
 
June 2017
  • Building Administrators
  • Literacy Coach
  • Curriculum & CPT Meetings
  • Literacy Coach
  • Massachusetts Curriculum Frameworks for English Language Arts and Literacy
  • Grade level specific resources
  • School budget allocation to purchase materials, if needed
  • Document that aligns the Massachusetts Curriculum Frameworks for English Language Arts and Literacy with instructional practices, literacy materials and assessments.
 
2.1 Teachers use a common language in content-driven instruction.
 
2.2 Teachers build vocabulary and skills in all content areas that follows a developmentally appropriate continuum of complexity.
 
3.1 Instructional staff embeds formative assessments in daily classroom practice and uses results to target and modify instruction.
2. Provide professional development on conducting Number Talks to strengthen student number sense. June 2016
  • Building Administrators
  • Math Coach
  • CPT & Curriculum Meetings
  • Math Coach
  • Outside presenter, Allison Mello
  • School budget allocation to purchase Number Talks: Helping Children Build Mental Math and Computation Strategies book for staff members
  • Classroom lessons modeled by outside presenter and math coach.
  • Lesson plans and classroom observations reflect students engaging in Number Talks.
 
 
 
 
Curriculum, Planning, and Assessment
Key Strategy 1:  Utilize a variety of instructional strategies that are research based and focused on higher order thinking skills.
Key Strategy 2:  Align and make consistent instructional strategies and materials within and across grade levels.
 
Improvement Objective Action Steps Completion Date Person(s) Responsible Resources Needed Outcome/ Evidence
 
2.1 Teachers use a common language in content-driven instruction.
 
2.2 Teachers build vocabulary and skills in all content areas that follows a developmentally appropriate continuum of complexity.
 
3. Provide professional development on strengthening student academic conversations and listening skills. June 2016
  • Building Administrators
  • Curriculum Meetings
  • Allocated   professional development budget funds
  • ELL Teacher
  • Creation of a school-wide acronym to support student conversational and active listening skills.
  • Teachers embedding academic conversations and listening skills in all content areas.
  • Classroom observations reflect students engaging in academic conversations and active listening.
 
1.3 Teachers provide explicit instruction in all content areas that emphasizes the organization of information about a focused topic that is coherent and contains sufficient supporting details to match purpose and audience.
 
2.2 Teachers build vocabulary and skills in all content areas that follows a developmentally appropriate continuum of complexity.
 
4. Use Technology, including the     Internet, to produce, publish and present acquired knowledge across all content areas. June 2016
  • Building Administrators
  • Instructional Technology Specialist
  •  Computers/
 Laptops
 Typing Software
  • Instructional Technology Specialist
  • Chief Technology Officer
  • Increased proficiency of typing skills
  • Published/Presented student work
 
 
 
 
 
 
 
 
 
 
Teaching All Students
Key Strategy 3:  Use a variety of common formative assessments to inform instructional strategies that address specific student needs.
Key Strategy 4:  Advance a multi-tiered model of instructional supports aligned to the Massachusetts State Frameworks.
 
  2015 Results 2016 Target Improvement Needed
ELA Aggregate      
ELA High Needs      
       
Math Aggregate      
Math High Needs      
 
 
 
 
Improvement Objective Action Steps Completion Date Person(s) Responsible Resources Needed Outcome/ Evidence
3.1 Instructional staff embeds formative assessments in daily classroom practice and uses results to target and modify instruction.
 
4.1 Teachers provide opportunities for additional time, practice, and instruction matched to student strengths and weaknesses.
 
4.3 Teachers evaluate student work based on a common understanding of what mastery looks like.
1. Analyze running records and conduct error analysis to make instructional decisions to improve student reading in Grades 1-2.
 
June 2016
  • Building Administrators
 
 
  • Student Data
  • CPT Meetings
  • Reading Specialists
  • Running Records for Classroom Teachers by Marie Clay
  • Documentation of student strengths and weaknesses and the creation of flexible instructional groupings.
  • At least 85% of all students will make one year’s growth on the Fountas & Pinnell Benchmark Assessment.
  • Median score on DIBLES Oral Reading Fluency (ORF) will fall within the typical band of growth.
 
 

 
 
 
Family and Community Engagement
Key Strategy 5:  Develop strong working relationships with families and appropriate community partners and providers to contribute to student learning and social and emotional well-being.
 
Improvement Objective Action Steps Completion Date Person(s) Responsible Resources Needed Outcome/ Evidence
5.1 Our staff establishes and maintains appropriate family and community involvement to meet the academic, behavioral, social, emotional and physical needs of students. 1. Survey parents/ guardians to garner their input on Discover DeMello Night workshop choices. September 2015
  • Building Administrators
  • Leadership Committee
  • Survey
  • Open House
  • Survey Results
5.1 Our staff establishes and maintains appropriate family and community involvement to meet the academic, behavioral, social, emotional and physical needs of students. 2. Conduct annual Discover DeMello Night and Student Enrichment Event.
 
 
June 2016
 
  • Building Administrators
  • Committee Members
  • Parent/Guardian Survey Results
  • Committee Members
  • DeMello PTO Funding
  • School Budget Allocation
  • Families engaged in diversified school activities as evidenced by their participation.
  • 25% of families will participate in one or both events. (Baseline: 18% of families attended Discover DeMello Night in 2014.)
5.1 Our staff establishes and maintains appropriate family and community involvement to meet the academic, behavioral, social, emotional and physical needs of students. 3. Provide opportunities for parents/guardians and community members to actively participate within school community, such as a Career Day, Guest Reading Program, Writing Celebrations, Student Showcases, etc. June 2016
 
  • Building Administrators
  • Committee Members
  • Community Members
  • Staff Members
  • DeMello PTO Funding
 
 
  • Schedule of activities.
  • Creation of effective partnerships with parents/guardians and community members.  
 
 
 
Professional Culture
Key Strategy 6:  Utilize positive behavioral instruction and supports in a consistent manner across the district that creates a safe environment for learning.
 
Improvement Objective Action Steps Completion Date Person(s) Responsible Resources Needed Outcome/ Evidence
6.1 School community will maintain and build upon existing expectations that are explicitly and uniformly taught, modeled, and reinforced to create a climate that supports learning.
 
6.2 All staff has the knowledge to effectively support and enhance the behavioral, social, emotional, and physical health of students.
 
  1. Refine PBIS initiatives to reflect a multi-tiered system of support for all students in all settings.
Annually
  • Building Administrators
  • PBIS Coaches
  • PBIS Team Members
  • Survey Monkey
  • PBIS Coaches
  • PBIS Team Members
  • All school personnel including
   Cafeteria Staff, Monitors,
   Custodians and Bus Drivers
 
  • Document that clearly displays analyzed data.
  • Revised PBIS initiatives based on student data and teacher input.