Sharon Elementary School Annual Report
2015-2016 School Year
Sharon Elementary School’s Mission is to provide a caring and safe environment for our young people. We promote quality education that emphasizes high academic standards, sound personal development and positive social growth – thus laying the foundation for lifelong learning and a personally fulfilling and productive life.
The face of education in Vermont is changing rapidly and the impact of ACT 46, mandated assessments and the overall well-being of our families and students is and will continue to impact our small schools. We are being challenged to think creatively how to provide a world-class education for all students. This summer a group of Sharon teachers attended the Model Schools Conference, which focused on:
- The importance of building positive relationships with students.
- Providing relevant content that kids are interested in learning.
- Creating a high standard of rigor that challenges students regardless of where they are academically.
From these three goals we will develop a strategic plan to help guide how we approach education in the future, while continuing to address the changes at the state and federal level. Our focus will continue to be student-centered with an emphasis on academic growth, social and emotional well-being and the idea that we are going to provide learning opportunities that are individualized and of interest. Sharon Elementary School provides a challenging Prek-6 education that utilizes the many great natural resources we have here in the Upper Valley. We continue to work on an integrated core academic curriculum along with a variety of specials that include Music, PE, Art, Library, Guidance, Health, Gardening and other community based learning projects.
We have an incredible staff at Sharon Elementary School who are caring, nurturing and well-versed in the art of teaching. For the past three years we have taken classes together that either focus on the many goals we develop as a school or that are most applicable to what our students need at that particular time. This year our class is focused on the student brain and the multiple pathways through which students learn. Understanding how the brain works allows us to create a flexible learning environment, that encourages learning, fosters personal responsibility and inspires individual growth.
Our small school, which has grown by almost 40 k-6 students in the past 5 years, is faced with many challenges as a result of Act 46. Your elected School Board officials have put in countless hours trying to understand the impact of the law and develop a plan moving forward that will best serve our town. We will host an information meeting about Act 46 prior to town meeting so that everyone will have an opportunity to better understand the current legislation and provide feedback on the future of education in Sharon. In the meantime we are going to continue challenging students to meet their academic potential through a variety of learning modalities. We will encourage students to be creative, exploratory and willing to learn from their failures.
In thinking about educating the whole child perhaps the most important aspect to consider is a child’s social and emotional wellbeing. We will continue to build a multi-tiered system of support that addresses these needs and provides a safe, supportive and caring environment. This will require a concerted effort to improve communication and collaboration with our families and larger school community.
We have been very fortunate during my tenure to have many local residents and organizations that have donated countless hours of time to help provide a variety of opportunities for our children. I wish I could thank you all but I’m afraid I would fill several pages. The following individuals, committees and/or organizations have played a significant role in our success over the year(s):
Jim and Elaine Kearns
Sharon PTO
Sprouts Committee
Sharon Fire Department
Youth Sports Coaches and Officials
Recreation Committee
Stephanie Carson-Turner
Ice Rink Committee
Donna Foster
Students from TSA
Baxter Memorial Library
Tracy Hazen
John Sears
Law School Mentors
Reading Mentors
Pamela Perkins – Classroom Volunteer, Pocket Lady
Town of Sharon Employees – road crew, office staff, other elected officials
Town of Sharon Select Board Members (Paul Haskell, Brad Atwood, Mary Gavin)
Thank you again for your continuous support of education in the town of Sharon. In the next section of this report you will see information regarding test results from previous years’ NECAP and Smarter Balanced Assessments. This information is one measure that we use to better understand where our students need additional support and what we as educators need to address to provide more focused direct instruction. Last year was the first year we participated in the state adopted assessment called SBAC and despite questions about whether it is developmentally appropriate for kids I thought our students worked very hard and performed as well as expected.
Mandatory State Reporting
About NECAP
In 2013-2014 Vermont used the New England Common Assessment Program (NECAP) to test students in grades 3 through 8 and 11 in reading and math, grades 5, 8 and 11 in writing and grades 4, 8 and 11 in science. The NECAP reading, math, and writing tests are given in the fall and test students on content taught the previous year. The science portion of the NECAP is administered in the spring each year and has its results released the following fall. The NECAP is a standards-based test, which means it measures specific skills defined for each grade by the state of Vermont. The goal is for all students to score at or above the proficient level on the test.
NECAP Assessment Results – School, district, and state level NECAP reports can be downloaded using the links below. In order to protect individual students’ rights to privacy, results are reported only when a student grouping has more than 10 members.
NOTE No state-level analyses conducted for this report.
For the 2013-2014 school year 27 schools participated in the SBAC field test in lieu of administering the fall NECAP assessments. Participation in the SBAC field test was voluntary. While the state is required to report statewide results, there is evidence to suggest that the exclusion of these 27 schools makes statewide results unrepresentative of all students in the state. Therefore, 2013 NECAP reading, writing and math assessments do not accurately reflect state-level achievement and should be excluded in any state-level comparisons over time.
It is appropriate to make comparisons at the school level for those schools that did administer the fall 2013 NECAP assessments. It is possible for schools that did participate in the SBAC field-test to have limited results for the fall 2013 NECAP assessments. This occurs because results are often reported by the school where the learning occurred (teaching school) and not the school where the test was administered (testing school). This statement is made because often times families move over the summer and the NECAP test was administered in the fall of the next academic year.
With all this being said I have included last year’s results in the chart below from the SBAC test even though they were not counted toward AYP and NCLB requirements. The chart below indicates the percentage of students in grades 3-6 who achieved a score of proficient or better in the four academic categories listed. You will find additional information this year as required by the NCLB annual school report card.
Vermont’s Smarter Balanced Assessments (SBAC)
As a member of the Smarter Balanced Assessment Consortium (SBAC), Vermont joined with a cadre of other states to develop the next generation of educational tests for English Language Arts/Literacy and Mathematics. SBAC will be fully aligned with the Common Core State Standards (CCSS), use state of the art computer adaptive testing and accessibility technologies, and will provide a continuum of summative, interim and formative tools that can be used for a variety of educational purposes.
In the spring of 2015 Vermont students in grades 3 through 8 and grade 11 participated in taking the Smarter Balanced English Language Arts (ELA) and Mathematics Assessments, along with students in several other states.
NECAP/SBAC – (2014) School Wide Results:
| Reading | Writing | Math | Science | |
| 2014 -2015 SB | 60% | NA | 50% | 65% |
| 2013-2014 | 65% | 75% | 60% | 64% |
| 2012-2013 | 79% | 58% | 82% | 62% |
| 2011-2012 | 88% | 47% | 84% | 70% |
| 2010-2011 | 85% | 32% | 74% | 60% |
| 2009-2010 | 80% | 80% | 76% | 70% |
| 2008-2009 | 76% | 85% | 69% | 69% |
| 2007-2008 | 77% | 47% | 73% | 34% |
| 2006-2007 | 73% | NA | 71% | 33% |
| 2005-2006 | 64% | 53% | 64% | NA |
| 2004-2005 | 58% | NA | 58% | NA |
To make AYP(Annual Yearly Progress), a school must meet the following four requirements “Decisions”
- AYP Decision for Reading – The Reading Achievement Index includes NECAP and VT Alternate Assessment reading results. No decision is made for subgroups with less than 40 students in the index.
- AYP Decision for Mathematics – The Mathematics Achievement Index includes NECAP and VT Alternate Assessment math results. No decision is made for subgroups with less than 40 students in the index.
- Accountability decision for the Academic Indicator – Academic Indicator must be met for All Students. No decisions are made for subgroups.
- Accountability decision for Participation – Participation rate must be at least 95% for any group in which there are 40 or more students in the testing cohort.
Sharon Elementary School’s AYP results are based on testing in 2013:
In 2013 Sharon did not make AYP for the first time. SBAC results from last year are not being considered to determine AYP for a variety of reasons.
READING: Did not make AYP for the first time in 2013.
Did not meet requirements in Reading for all students.
MATH: did not make AYP for the first time in 2013.
Did not meet requirements in Mathematics for all students.
ACADEMIC INDICATOR
Met the Academic Indicator.
PARTICIPATION
Met all Participation requirements.
***None of the SBAC test results are being used to determine AYP status for 2014.
SUBGROUP Reading Result Summary:
GENDER COMPARISON (Grades 3-6) – The mean total percent of male students at Sharon Elementary School at Proficient and Above levels on the Grades 3-6 SBAC Reading was 49% versus 71% for females in 2014-2015.
SOCIOECONOMIC STATUS COMPARISON (Grades 3-6) – The mean total percent of students on Free or Reduced Lunch (FRL) at Sharon Elementary School at Proficient and Above levels on the Grades 3-6 SBAC Reading was 34% in 2014-2015.
SUBGROUPS Math Results Summary:
GENDER COMPARISON (Grades 3-6) – The mean total percent of male students at Sharon Elementary School at Proficient and Above levels on the Grades 3-6 SBAC Math was 49% versus 52% for females in 2014-2015.
SOCIOECONOMIC STATUS COMPARISON (Grades 3-6) – The mean total percent of students on Free or Reduced Lunch (FRL) at Sharon Elementary School at Proficient and Above levels on the Grades 3-6 SBAC Math was 29% in 2014-2015.
Sharon test Results compared to the State:
| Grade 3 | Grade 4 | Grade 5 | Grade 6 | |
| Sharon Math | 80% | 24% | 50% | 44% |
| VT State Math | 50% | 44% | 40% | 38% |
| Sharon ELA | 80% | 52% | 50% | 56% |
| VT State ELA | 52% | 50% | 58% | 52% |
Percentage of students not tested:
In 2014-2015 6% of our eligible population was not tested using the SBAC state assessment.
Most recent two-year average:
NA as we only have one year of data from the SBAC
Professional qualifications of Teachers:
All teachers at Sharon Elementary School are considered Highly Qualified Teachers who hold either a BA or MEd in Elementary Education. We currently have two long-term subs working off a provisional license until January 2016.
Classroom Teachers
Piper, Rachel Preschool Director/Teacher
Morrison, Cheslee Preschool Teacher (.35 FTE)
Smith, Blaise Preschool Teacher (.35 FTE)
Cain, Martha Kindergarten
Ingenloff, Nancy Kindergarten
Lewis, Laura Grades 1 & 2
Walton-Strong, Debra Grades 1 & 2
Haley, Keenan Grade 3
Hopkins, Meg Grade 4
O’Hare, Dulce Grade 5
Janis Boulbol Grade 6
Other Teachers
Frenette, Steven (0.20 FTE) Physical Education
Freese, Catherine (0.50 FTE) Librarian
Owens, Steve (0.40 FTE) Music
Phillip, Toni Special Education
Bissaillon, Maureen Special Education
Julie Locke (0.5 FTE) Special Education
Sadowski, Paul (0.2 FTE) Compensatory Support
Rogers, Ellen Reading Teacher
VandeGriek, Candace (0.30 FTE) Art
Lloyd, Jill (0.50 FTE) School Nurse
Zoerheide, Melissa (0.60 FTE) School Counselor
Administration
Rousseau, Carol School Secretary
Williams, Barrett Principal
Contracted Services Personnel
Doubleday, Diane Occupational Therapist
Walsh, Margaret Occupational Therapist
Perreault, Deanna Physical Therapist
Perry, Cindy One Planet
Beloin, Cindy OWSU Speech
Roe, Katherine Speech Assistant
Instructional Assistants
Lance, Tori Grade 3 Individual SPED
Clark-Ferris, Sheila Remediation
Hook, Jael Grade 6/SPED
Boles, Deb Grade 1/2/SPED
Kent, Linda General SPED/Back-up Nurse
Moore, Linda Grade 5 SPED
Rogers, Carol Grade K SPED
Conway, Robbin Grade K SPED
Potter, Val Pre-k/Childcare
Radicioni, Faith Pre-k/Childcare
Blake, Anne Marie Pre-K/Childcare
Marissa Osgood Pre-K/Childcare
Other Employees
Barsanti, Michael Technology Specialist
Colon, Carmen Cook’s Assistant
Perry, Linann Food Service Agent/Cook
Panciera, Tim Buildings and Grounds
Whitaker, David Custodian
2016-2019 Sharon Elementary School Strategic Plan Draft
Introduction:
In FY 14-15 we began the process of combining our SU with WNWSU and in doing so went through the consolidation process with the State Board of Education. Shortly after this arrangement the legislation passed what is now called Act 46, which encourages school districts to form one larger district. While this is not mandatory the state has established several financial incentives for those who do and penalties for those who do not conform. Sharon Elementary School has used this as an opportunity to explore many different options that will allow town voters to make a decision based on educational opportunities, educational quality and financial implications.
You will notice that a majority of this plan focuses on improving the educational delivery model, enhancing our social emotional supports and the concept of developing a multi-tiered system of support across all grade levels. The Model Schools’ Conference we attended last summer emphasized relationships with parents and students, relevance of the content being taught, and the rigor we are asking all students to strive for. We believe that by focusing on these areas Sharon Elementary School will continue to grow and meet a more diverse range of student needs.
Our strategic plan is written as a document that can be changed and modified as the needs of our school change. At this current time we are in the process of transitioning to the Common Core and Smarter Balanced Assessments and as a district, meeting the demands of Act 46. With feedback from the Sharon community we hope this document captures the essence of what we hope education will look like at Sharon Elementary School moving forward. Thank you to everyone who provided input and for your continued support of the school community.
Goal 1: Children at each grade will master core content and knowledge that will allow them to be successful in the personalized 21st century learning environment.
Objective 1: Cultivate a literate community in which students read and write with clarity, fluency, understanding and voice.
Objective 2: Emphasize number sense literacy so that students have a deeper understanding of numbers, which will allow them to apply their knowledge to higher level concepts.
Objective 3: Continue to use a response to intervention model that focuses on growth to help close the achievement gap in our school population.
Objective 4: Provide students with rigorous and relevant material/content that engages them through a variety of hands-on-learning opportunities.
Objective 1 Strategies:
- Develop a dynamic teaching and learning framework that can be used across all grades
- Teach mastery of skills and differentiate for many different levels.
- Create a plan to get all students reading on grade level.
- Use data to drive our instruction, progress monitor students, provide intervention and design enrichment
- Complete the TIME for teachers’ class offered by the Sterns Center to better understand how to teach the fundamentals of literacy. This will fall within our professional development system designed to support quality teaching and learning.
- Provide structured reading program to tier 2 students
Objective 2 Strategies:
- Use our current math program as a guide with the understanding that we are teaching for mastery and not completion of the program.
- Use manipulatives and math games to supplement or provide practice of basic skills.
- Use data to drive our instruction, progress monitor students, provide intervention and design enrichment.
- Use math remediation teacher to support all students.
Objective 3 Strategies:
- Develop an RTI framework for teachers to follow throughout the school year.
- Continue using an enrichment block for targeted instruction/intervention.
- Dedicate time each month during teacher release to look at data and plan instruction.
Objective 4 Strategies:
- Continue to develop and grow our Farm to School program with an emphasis on the development of FTS units that are integrated into core academic subject areas.
- Create a maker space within our school building so that kids have an opportunity to experience hands on learning in a different way.
- Consider providing maker homework that kids are excited about and parents become involved with.
- Develop opportunities for students to engage in project based and authentic problem solving experiences.
- Identify 21st century skills needed and infuse them into our current curriculum.
Measures:
Performance on reading and writing assessments using a growth mindset. (POA, SBAC, STAR 360, class based assessments with common rubric)
Goal 2: Cultivate partnerships/relationships with students, families and community organizations to provide a comprehensive system of support and care for all students.
Objective 1: Implement strategies to help build positive relationships with students and families.
Objective 2: Create a communication plan for the school community.
Objective 3: Review, assess and develop a multi-tiered system of support at Sharon Elementary School
Objective 1 Strategies:
- Create an advisory system at Sharon Elementary School with an emphasis on character development and a healthy lifestyle.
- Embed social-emotional strategies within our core curriculum.
- Interview students three times a year to better understand personal interest and provide positive feedback.
- Review model examples of personal learning plans from the state and local schools with the understanding that we will begin implementing in 2017-2018.
Objective 2 Strategies:
- Develop a job description and hire a board reporter, to record and disseminate information from meetings, oversee the content of the school web page and assist with innovative technology such as video newsletters and live information feed.
- Use modern technology to communicate with parents on a regular basis. (Blogs, dojo, e-mail, Google doc/class)
- Establish a communication framework that best meets the needs of students and families.
- Expand the reach of positive school news through ever-changing communication methods.
Objective 3 Strategies:
- Visit local schools that have a comprehensive multi-tiered system of support to identify what and how we can implement at Sharon Elementary School.
- Assess staff and students to determine Sharon Elementary School’s areas of greatest need. (State Assessment and MTSS team)
- Attend BEST conference to begin the process of writing a MTSS model documents for Sharon Elementary School.
- Nurture a school-wide culture of pride, trust and respect with shared values and commitments.
Measures:
School Survey, Reduction in Discipline Referrals, PTO involvement, Student Surveys
Goal 3: Inspire and nurture learning, creativity and innovative learning environments through a strategic school/district redesign as a result of Act 46.
Objective 1: Create a system for teachers to receive individualized professional development that is directly related to student and school needs.
Objective 2: Create learning opportunities for kids throughout the school.
Objective 3: Strategic school/district redesign.
Objective 4: Improve/update Building and Grounds.
Objective 1 Strategies:
- Ensure that employees are provided with professional development opportunities and clear performance expectations that are aligned with school/district goals.
- Build the capacity of teachers to use alternative teaching methods to effectively incorporate the use of technology, college and career ready skills and character development.
- Place an emphasis on the importance of teacher planning time and professional learning communities during the school day.
- Revise the employee evaluation system to include multiple measures including peer-to-peer observations.
Objective 2 Strategies:
- Provide adequate infrastructure and resources to support global learning, including bandwidth, hardware, software and updated facilities.
- Foster creativity through project-based and challenge-based learning with an emphasis on collaboration and communication.
- Continue to support and promote the afterschool and summer programs here in Sharon. (One Planet)
- Evaluate our schoolscape and look for ways to enhance learning opportunities using the resources we have. (Compost, Weather, Gardens)
Objective 3 Strategies:
- Explore all options as they relate to Act 46 and school district realignment.
- Better understand the school community’s hopes and dreams for education in the town of Sharon. (Choice, Middle School, Designation)
- Present governance structures and district realignment options to the town at the 2016-2017 town meeting.
Objective 4 Strategies:
- Improve the building envelope system as recommended by the energy audit report completed in the summer of 2015.
- Re-pave the entry to school; consider additional parking and flow of traffic through the pick up and drop off area.
- Modify, as needed, the preschool buildings to become permanent structures.
- Explore the cost of school expansion to accommodate student population and possibly a middle school.
Measures:
Retain high quality teachers; provide professional development that aligns with best practice; Conduct a town vote on governance structure and district; building becomes more efficient, safe and accommodating to our staff and students.
Respectfully Submitted,
Barrett Williams
Principal
Sharon Elementary School