Carmen Arace Middle School School Accountability Plan 2017-2018

Bloomfield Public Schools Theory of Action

The Bloomfield Public Schools will successfully implement a comprehensive and collaborative accountability system characterized by data-supported planning and decision-making practices at every level, leading to strengthened adult work throughout the district. As a result, learning for all students substantially improves, and is sustained over time.

Bloomfield Public Schools Vision

The Bloomfield Public Schools will be a high-performing district with a positive climate of inclusion, an expectation of competitive academic achievement and a culture of meaningful parent and community engagement.

Carmen Arace Middle School Theory of Action

IF, we provide staff with professional development on how to incorporate instructional strategies for student engagement and rigor, utilize professional development strategies related to the knowledge of DOK levels and embed these DOK levels into lesson planning to use across all content areas, monitor the use of instructional strategies through observation and specific feedback on their effectiveness, THEN, our teachers will be able to embed these strategies into their daily instructional practice and promote rigor across all content areas while engaging our students to become more effective learners.

Carmen Arace Middle School Vision Transform student life-long learning and career development within and beyond school

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We will build HOLISTIC ACCOUNTABILITY as the foundation of data team work at Carmen Arace Middle Holistic Accountability School by creating high-leverage, differentiated data teams to drive instructional practices in all classrooms.

Rigorous Curriculum, Instruction We will redesign and strengthen Carmen Arace Middle School’s CURRICULUM, INSTRUCTION, and and Assessment ASSESSMENT to align with the rigor of Connecticut’s Common Core State Standards in reading and math.

We will create a POSITIVE SCHOOL CLIMATE for children and adults throughout the system by focusing on Positive School Climate the critical role of adults in assuring that safe, nurturing, and supportive environments for all children are developed and sustained.

Family and Community We will enhance PARENT AND COMMUNITY ENGAGEMENT by promoting community advocacy and support Engagement for all Carmen Arace Middle School students to contribute to the quality of life in the community.

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Carmen Arace Middle, School-wide Data Team

Trevor L. Ellis, Ed.D., Principal [Focus: Numeracy and Science] Patricia Mack, Assistant Principal [Focus: Literacy and Social Studies]

Janet Smith, Literacy Consultant Diana Bunting, Literacy Teacher Leader Tamika Lipscomb, Literacy Instructional Assistant Selena Brooks, Numeracy Teacher Leader Marguerite Scully, Numeracy Instructional Assistant Penni Hartstone, World Geography Teacher Leader Marcus Jennings, American History Teacher Leader Edward Poland, Unified Arts Teacher Leader Karen Golman, Student Support Services Team Leader Melissa Nahas, Special Education Teacher Leader Arthur Jasper, Home-School Liaison

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Three Year growth targets SBAC ENGLISH LANGUAGE ARTS: 2017 COHORT PERFORMANCE WITH 3-YEAR TARGETS 100% 80% 60% 40% 20% 0% Class of Class of Class of Class of Class of Class of Class of Class of Class of 2025 - 2024 - 2024 - 2023 - 2023 - 2022 - 2022 - 2027 - 2026 - Overall Current Gr Current Gr Current Gr Current Gr Current Gr Current Gr Current Gr Current Gr Current Gr (13%) 5 CAIS 6 CAIS 6 GEMS 7 CAMS 7 GEMS 8 CAMS 8 GEMS

AT AT ABOVE OR LEVEL 3 3 (20%) 4 (17%) PERCENTOF STUDENTS (13%) (16%) (4%) (6%) (12%) (16%) (17%) 2017 % AAL3 30.3% 41.5% 33.0% 66.7% 61.9% 45.5% 32.3% 27.6% 40.1% 2018 Target 40% 47% 54% 49% 71% 68% 57% 48% 45% 53% 2019 Target 60% 63% 67% 64% 76% 74% 68% 64% 63% 67% 2020 Target 80% 80% 80% 80% 80% 80% 80% 80% 80% 80% 2017 CT % AAL3 51.8% 54.1% 56.3% 54.0% 54.0% 54.9% 54.9% 53.7% 53.7% 54.2%

SBAC MATHEMATICS: 2017 COHORT PERFORMANCE WITH 3 -YEAR TARGETS 100% 80% 60% 40% 20% 0% Class of Class of Class of Class of Class of Class of Class of Class of Class of 2025 - 2024 - 2024 - 2023 - 2023 - 2022 - 2022 - 2027 - 2026 - Overall Current Gr Current Gr Current Gr Current Gr Current Gr Current Gr Current Gr Current Gr Current Gr (18%) 5 CAIS 6 CAIS 6 GEMS 7 CAMS 7 GEMS 8 CAMS 8 GEMS

3 (20%) 4 (17%) AT AT ABOVE OR LEVEL 3

PERCENTOF STUDENTS (19%) (23%) (23%) (11%) (18%) (20%) (24%) 2017 %AAL3 30% 23% 11% 11% 48% 27% 20% 7% 25% 2018 Target 40% 47% 42% 34% 34% 59% 45% 40% 31% 44% 2019 Target 60% 63% 61% 57% 57% 69% 62% 60% 56% 62% 2020 Target 80% 80% 80% 80% 80% 80% 80% 80% 80% 80% 2017 CT % AAL3 53.1% 50.0% 42.9% 43.6% 43.6% 42.7% 42.7% 41.8% 41.8% 45.6%

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Area of Strategic Work: Holistic Accountability Vision Statement: By June 2018, we will build HOLISTIC ACCOUNTABILITY as the foundation of data team work at Carmen Arace Middle School by creating high- leverage, differentiated data teams to drive instructional practices in all classrooms. Core Staff/Team Resources and Action Steps Fidelity Indicators Timeline Measures of Intended Strategies Leading the Learning Adult Progress Outcomes work Needed (Early Evidence, Short Term Impact, Longer Term Outcomes) 1.Implement CAMS: Professional Adult work: Adult work: Adult work: (September, 2017 Adult work: 1. SMART and monitor  Principal Development  Publicize  Ongoing PD through June 2018)  Analysis of Goals by the  Assistant (PD): and  Monthly School- data and Oct. 17 effectiveness Principal  Data maintain wide/Interdiscipali Professional development: student 2. SAP by of the Data  Literacy Teaming data team nary data team 8/28 & 29, 9/27, 10/25, 11/7, work Nov. 1 Team Consultant Process schedules, meetings 12/6,7, & 8, 1/24, 2/20, 4/25,  Discussion 3. Ongoing Process at all  Teacher &  Response to minutes,  Monthly Vertical 5/16; Ongoing and analysis refinement levels Team Intervention and forms data team of of CIA Leaders program meetings Vertical data team meetings curriculum, 4. The  Hattie’s Receive and  Bi-weekly (9/1, 10/6, 11/3, 12/1, 1/5, high effect following District: Visible provide PD Instructional level 2/2, 3/2, 4/6, 5/4) size Increases on  Content Learning  Administer data team strategies, the 2018 Area research Data Team meetings Instructional level data teams and Smarter Directors Effect Sizes Process meetings (9/12&26, assessments Balanced  CAO and  Instructional Survey at 10/10&24, 11/14&28, 12/12,  Collaborative Assessment: Director of Strategies all levels Administer Data Team 1/9&23, 2/13&27, 3/13, scoring - 100% of Assessment Crosswalk Process Survey Survey 4/3&24, 5/8&22)  Construction students will Research  Rigorous 2x and vetting increase  State/District Question Schoolwide/Interdiscipalinary of CIA their ELA Consultants Design and data team meetings (9/20,  Vertical scale score Constructio 10/18, 11/15, 1/17, 2/21, alignment between 20 n 3/21, 4/18, 5/23) planning – 100 points - 100% of 7

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 College  Job- students will Board and PD opportunities 2017-2018: embedded increase PSAT 9/27, 10/25, 11/7, 1/24, 2/20, Professional their Math 4/25, 5/16 Training scale score between 30 Administer Data Team – 100 points Process Survey in September - The and May percentage of 8th grade students performing at or above level 3 on the Science Connecticut Mastery Test (SCMT) will increase from 43% to 50%

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Area of Strategic Work: Rigorous Curriculum, Instruction, and Assessment (CIA) Vision Statement: By June of 2018, we will implement a standards-based literacy and numeracy curriculum, research-based instructional practices, and a rigorous and relevant assessment program across all content areas. Core Staff/Team Resources and Action Steps Fidelity Timeline Measures of Intended Strategies Leading the Learning Needed Indicators Adult Progress Outcomes work (Early Evidence, Short Term Impact, Longer Term Outcomes) 1. Vertically CAMS: Professional Adult work: Adult work: Adult work: (September, Adult work: 1. SMART align CCSS,  Principal Development (PD):  CAMS  Posted 2017 through June 2018)  Analysis of Goals by NGSS, SBAC  Assistant  Scientific faculty will student data and Oct. 17 with the Principal Research- meet work Professional development: student 2. SAP by PSAT to  Literacy based vertically samples 8/28 & 29, 9/27, 10/25, 11/7, work Nov. 1 embed Consultant Intervention with BHS with 12/6,7, & 8, 1/24, 2/20, 4/25,  Discussion 3. Ongoing standards,  Teacher &  Hattie’s Visible staff to feedback 5/16; Ongoing and analysis refinement focus efforts, Team Learning write and  Data walls of of CIA and improve Leaders research Effect vett CIAs  Teacher Vertical data team meetings curriculum, 4. School CIA and SRBI Sizes and SMART transcript (9/1, 10/6, 11/3, 12/1, 1/5, high effect Goal: 50% of processes District:  Instructional goals. of 2/2, 3/2, 4/6, 5/4) size students will  Content Strategies professiona strategies, meet/excee 2.Professiona Area Crosswalk Receive/provid l Instructional level data and d grade level l Directors  Rigorous e job- developme teams meetings (9/12&26, assessments standards as Development  CAO and Question embedded PD nt 10/10&24, 11/14&28, 12/12,  Collaborativ measured by rd Director of Design and (See PD in 3  Accessible 1/9&23, 2/13&27, 3/13, e scoring DRP, STAR, 3. Engage in Assessment Construction column) student 4/3&24, 5/8&22)  Constructio PSAT, CFAs, the Research  College Board portfolios n and Unit Instructional  State/Distric and PSAT Vertical  Accessible Schoolwide/Interdiscipalinar vetting of assessments Rounds t  Performance Alignment: Units of y data team meetings (9/20, CIA and Process Consultants Task  Instructiona Study with 10/18, 11/15, 1/17, 2/21,  Vertical diagnostic  Implementatio l Rounds: assessment 3/21, 4/18, 5/23) alignment assessments 4. Implement - Visit BHS through 9

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Hattie’s n and Dec. s planning June of 2018 Effect Size Collaborative - Host Jan.  Teaming PD opportunities 2017-2018:  Job- 5. The Strategies Scoring of or Feb. minutes 9/27, 10/25, 11/7, 1/24, embedded following Performance  Teaming  Instructiona 2/20, 4/25, 5/16 Professional Increases on 5. Implement Tasks l rounds Training the 2018 a rigorous  CCSS Implement data, Administer Data Team  Analysis of Smarter and relevant  NGSS Hattie’s Effect feedback, Process Survey in September Instructional Balanced assessment  Generating Size Strategies: and next and May Rounds data Assessment: program text dependent  Direct steps  Student - 100% of questions instruction Performanc students will  Creating CCSS- 0.59 e Data increase aligned  Note taking Analysis their ELA Common 0.59  TEVAL scale score Formative  CLOSE between 20 Assessments Reading- – 100 points  Close Reading Numeracy - 100% of and Explicit  Explain students will Vocabulary learning increase Instruction expectation their Math  Cognitive s in scale score Conditioning instruction between 30  Using SBAC and – 100 points Interim assessment - The Assessment clarity 0.75 percentage th Block items  Participate of 8 grade in students Resources Needed: interdiscipli performing nary data at or above  District teams and level 3 on Assessment job the Science Calendar embedded Connecticut professional Mastery Test  Benchmark developmen (SCMT) will Assessments, t increase 10

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Common  Feedback from 43% to Formative on student 50% Assessments, work and Unit (verbal and Assessments written) 0.75  Engage in collaborativ e scoring and calibration of student work  Reading Exposure 0.42  Questioning 0.48  Summarizin g 0.63  Teacher clarity 0.75  Student expectation s 1.44 Class discussion 0.82  Spaced practice 0.71  Peer tutoring 0.55  Identifying 11

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similarities and differences 1.32  Cooperative learning 0.59

Administer all assessments aligned with curriculum pacing guides

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Area of Strategic Work: Positive School Climate Vision Statement: we will create a POSITIVE SCHOOL CLIMATE for children and adults throughout the system by focusing on the critical role of adults in assuring that safe, nurturing, and supportive environments for all children are developed and sustained. Core Strategies Staff/Team Resources and Action Steps Fidelity Indicators Timeline Measures of Adult Intended Leading the Learning Needed Progress Outcomes work (Early Evidence, Short Term Impact, Longer Term Outcomes) 1. Utilize data CAMS: Professional Adult work: Adult work: Adult work: Adult work: 1. The gathered from  Principal Development  Administer  Monthly news  September,  Analysis of data percentage of the District  Assistant (PD): Climate letters 2017 District Climate families Climate Survey Principal  Restorative Survey communicating: through  Analysis of participating in to define areas  Home- Practices  Administer -Importance of June 2018 Student the climate of need in order School  Bullying/Mean Student their Feedback survey will to create Liaison Spirited Feedback participation in Surveys increase to positive  Teacher & Behavior Survey 3x the survey and  Analysis of 70% as social/emotional Team  Diversity and  Analyze the their child’s discipline measured by environments. Leaders Cultural climate education referrals and the May 2018 Literacy and data to -How they can suspensions District 2. Utilize data District: Responsivene identify help their child Climate gathered from  District ss specific  Monthly town Survey. the Student Climate  Conflict areas of meetings/assem 2. The Feedback Specialist Resolution & need and blies to discuss percentage of Survey to (DCS) Mediation set SMART relevant topics, students who increase student  State/District  Descalation goals policies, and say their self efficacy, Consultants  Internet relative to expectations teachers keep motivation, and Safety and those areas  Monthly them informed ownership Responsible meetings with of their use of Receive PD DCS to review progress by Technology (See PD in 3rd data and discuss telling them (i.e., Cell column) interventions how well they are doing and 13

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phone)  Quarterly Honor what they  Sexual Implement: Roll and need to work Harassment  Restorative “Moving Up on will  PMT training Practices Ceremonies” increase to  Increase  Quarterly 100% as Funding for reflective acknowledgeme measured by Incentives writing nts (i.e., Rotary the May 2018  Increase Club Awards, Student Survey parent Superintendent of Teachers. communica Awards, tion Principal  Develop Awards) Incentives  Quarterly  Monitor analyze the Parent climate and Tracker  Fall, Winter, and Spring analysis of student feedback data

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Area of Strategic Work: Family and Community Engagement Vision Statement: We will enhance PARENT AND COMMUNITY ENGAGEMENT by promoting community advocacy and support for all Carmen Arace Middle School students to contribute to the quality of life in the community. Core Staff/Team Resources and Action Steps Fidelity Indicators Timeline Measures of Adult Intended Strategies Leading the Learning Progress Outcomes work Needed (Early Evidence, Short Term Impact, Longer Term Outcomes) 1.Implement CAMS: Professional Adult work: Adult work: Adult work: Adult work: 1. The and refine the  Principal Development  Receive PD  Septemeber 19  September  Analysis of data percentage of Joyce Epstein 6  Assistant (PD): (See PD in Host Open , 2017 District Climate families types of Principal  Welcomin 3rd column) House through  Analysis Student participating in Involvement  Home- g Schools  Administer  Monthly PTO June 2018 Feedback Surveys the climate for keys to School  Parenting Climate meetings  Analysis in discipline survey will successful Liaison Workshop Survey  Quarterly SGC referrals and increase to partnerships in  Teacher & s  Administer meetings suspensions 70% as alignment with Team  Conflict Student  Quarterly  Analysis of parent measured by the 6 National Leaders Resolution Feedback Events (i.e., attendance at school the May 2018 Standards for  PTO & Survey 3x concerts, STEM meetings/functions/ev District Climate Family-School  SGC Mediation  Analyze the Day, Pre- ents Survey. Partnerships.  Internet climate engineering Day 2. The District: Safety and data to  Monthly news percentage of 2. Actively  District Responsibl identify letters students who engage Climate e use of specific communicating: say their community Specialist Technolog areas of -Importance of teachers keep partnerships at (DCS) y (i.e., Cell need and their them informed the school  State/Distric phone) set SMART participation in of their level, with a t Consultants  Parent goals the survey and progress by minimum of 3  Asnuntuck, Compact relative to their child’s telling them local agencies UConn, training those areas education how well they and business. Goodwin, St.  Develop  Assist -How they can are doing and what they 15

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3. Actively Joseph parent families help their child need to work engage compacts with  Monthly town on will community for each parenting meetings/assem increase to partnerships at grade level skills and blies to discuss 100% as the school at CAMS assist relevant topics, measured by level, with a schools policies, and the May 2018 minimum of 3 Funding for with expectations Student Survey local agencies Academic understand  Monthly of Teachers. and business. Programs and ing families meetings with Services (i.e., (Type 1) DCS to review 4.Developmen Parenting  Conduct data and discuss 3. 95% or more t parent workshops) effective interventions families will compacts two way  Quarterly Honor respond aligned to the communica Roll and favorably to CAMS school tion (Type “Moving Up the accountability 2) Ceremonies” “Welcoming plan  Provide  Quarterly Schools” volunteer acknowledgeme opportuniti nts (i.e., Rotary questions es (Type 3) Club Awards,  Involve Superintendent 4. 95% or more families Awards, staff will with their Principal respond children’s Awards) favorably to homework  Quarterly the

and Parent-Teacher “Welcoming curriculum Conferences Schools” related  Qyarterly questions activities analyze the (Type 4) climate data 5. 100% of staff  Share  Report making power with partnerships families in during monthly positive decision district data communicatio 16

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making meetings n home to (Type 5)  Summer family  Coordinate Request to have members resources a table at least and one community 6. 10% increase services providers fair of community from the  Analysis of all members community parent compact coming into  Participate work completed in the  Established your schools to community team that meets share providers regularly to knowledge and fair further develop resources  Create a parent compacts directory of for every grade 7. A listing of partnership level at CAMS all community s.  Feedback on the partnerships  Create a training session will be parent  Monthly available to the compact Meeting notes Director of team that reflect School comprised ongoing work Improvement. of parents,  Established students parent compacts 8. Recruitment and school for each grade efforts for the staff level that will be parent used to enhance compact team Implement: and optimize the  Parent learning 9.Strengthened Communic experience for relationships ation Logs each student at between staff,  Develop CAMS students, and Incentives  Fall, Winter, and parents  Monitor Spring analysis 17

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Parent of student 10. 100% of Tracker feedback data parents will  Monthly participate in fundraisers Parent-Teacher Conferences

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