Fitchburg Covid-19 Update

Steve Curry, Director Fitchburg Board of Health

School Committee

October 5, 2020

Sept. 30, 2020 Dept. Public Health Map Weekly Map

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MA DPH 9/30 Dashboard w/details

MA DPH Statistics on Fitchburg

LEGEND: Left X-Axis= Total # of Tests; Right X-Axis= (Grey line) % Test Positive

SOURCE:

https://www.mass.gov/info-details/covid-19-response-reporting#covid-19-weekly-public-health-report-

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Fitchburg Cumulative Confirmed Cases

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Data Source: City of Fitchburg Board of Health

Data Compiled and Presented by: Massachusetts Resource Planning Commission

Fitchburg Active & Daily Cases

Data Source: City of Fitchburg Board of Health

Data Compiled and Presented by: Massachusetts Resource Planning Commission

Fitchburg Covid-19 Testing Outcomes

Data Source: City of Fitchburg Board of Health

Data Compiled and Presented by: Massachusetts Resource Planning Commission

District Goal�October 5, 2020

Superintendent Robert Jokela

Thank you FPS Teachers!

Welcome Back Red Raiders

Today was the first day back in buildings for some FPS students!!!

Fitchburg High School

Fitchburg Public Schools is proud to be recognized by ESPN and Special Olympics for its efforts to be inclusive of students with disabilities. Fitchburg High School is one of 36 Special Olympics Unified Champion Schools that made the 2020 ESPN Honor Roll. The top five schools will be announced Oct. 12.

Goal/Theory of Action

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Goal�Increase PERSONAL GROWTH, both academic and social emotional, to obtain the highest level of ACHIEVEMENT for every student.

�Theory of Action

IF ALL STAFF, FAMILIES, AND COMMUNITY partners  COLLABORATIVELY identify and remove barriers to personal GROWTH and ACHIEVEMENT, THEN every student will be ready to learn and access high quality core instruction and social emotional supports.

FPA Enrollment by Race 2020

FPS District Attendance

FPS % of Chronically Absent

The Crocker School

2020 School Goals

Principal Casey Beaulac

Assistant Principal Christine Girard

SPSA Emily Mantyla

FPS District Goal

GOAL�Increase PERSONAL GROWTH, both academic and social emotional, to obtain the highest level of ACHIEVEMENT for every student.

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Theory of Action: 

IF ALL STAFF, FAMILIES, AND COMMUNITY partners  COLLABORATIVELY identify and remove barriers to personal GROWTH and ACHIEVEMENT, THEN every student will be ready to learn and access high quality core instruction and social emotional supports.

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Crocker Enrollment by Race

Crocker Attendance Summary 2020

Crocker Elementary School Vision

By June 2022, Crocker Elementary School will be a safe Professional Learning Community that consists of highly effective professional learning teams. These teams will collaborate, use reflective teaching practices, ensure academic excellence for ALL students, and develop a community of independent learners.

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This will be achieved by:

• Implementing social and emotional learning as well as academic curriculum built around routines and norms and on a foundation of relational trust.

• Involving stakeholders including students, staff and families, with a focus on building upon strengths in our school as we continue to remove the barriers that may get in the way of teaching, learning and life fulfillment.

1. Improving Student Connectedness

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• Improving Student/Staff Relationships

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• Improving Family Engagement

This vision can only be achieved with a concentrated effort and focus on:

Crocker ACCESS Scores

CELEBRATIONS

FOCUS AREAS

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• Improved our ACCESS scores for our ESL and FESL from 48% making progress towards English Language Proficiency to 55%.

• Chronic Absenteeism was significantly lower before pandemic.

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• Able to build connections with families in order to continue teaching and learning in the spring.

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• ELs/Former ELs

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• Students with Disabilities

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• Dual Identified Students

SMART GOALS

This subgroup scored 6% on MCAS (2019) and 55% on ACCESS (2020). Redesign service delivery model to increase the opportunities to learn both before, during and after school. This would include optimizing online interventions, double-dipping with classroom teacher, and distinguishing between language and literacy/math issues with data to determine most effective intervention. 15% on MCAS criterion target percentage and 60% on ACCESS are the goals.

Students with Disabilities

This subgroup scored 4% on MCAS. Redesign service delivery model to increase the opportunities to learn both before, during and after school. Making sure there are individual entry points for each students so that they are exposed to grade level curriculum in ways that they can access it according to their needs and data. 40% is the goal. (38% 2018)

Lowest Performing

This subgroup had a drop in achievement of 4.3 points in ELA and 5.1 points in Math. Redesign service delivery model to increase the opportunities to learn both before, during and after school. Individualizing these interventions based on data and teacher input for each student. Maximizing the opportunities to learn. A growth of 10 achievement points is the goal for both ELA and Math..

ESL

School Improvement Goals (MCAS)

• Improve the ESL subgroup scores overall from a 6% on MCAS (2019) criterion target percentage to a 15% AND improve from a 55% (2020) of ESL and FESL making progress towards English Language Proficiency on ACCESS to 60%.
• Improve our Students with Disabilities scores overall from a 4% on MCAS criterion target percentage (2019) to a 40% (which will be above and beyond our 2018 score of 38%).
• Our Lowest Performing subgroup had a drop in achievement of 4.3 points (475.8) in ELA and 5.1 points (479.9) in Math. A growth of 10 achievement points is the goal for both ELA and Math.

McKay Arts Academy

ACCESS Results, Chronic Absenteeism, Instructional Focus & SMART Goals

October 5, 2020

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FPS District Goal

GOAL�Increase PERSONAL GROWTH, both academic and social emotional, to obtain the highest level of ACHIEVEMENT for every student.

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Theory of Action: 

IF ALL STAFF, FAMILIES, AND COMMUNITY partners  COLLABORATIVELY identify and remove barriers to personal GROWTH and ACHIEVEMENT, THEN every student will be ready to learn and access high quality core instruction and social emotional supports.

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MAA Enrollment by Race Summary

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MAA Attendance Summary

2020 ACCESS, MAA

Percent of students making targets by year

Each student is assigned a calculated language target to achieve each year. This use to be known as making progress. Kindergarten and other 1st year students are not included in this data because their 2020 ACCESS was their baseline score.

Chronic Absenteeism Data

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Focused Schools

SIP/Instructional Focus

• The school is working collaboratively and intensively with Focused Schools (Kerry Purcell) to develop a comprehensive schoolwide instructional focus that focuses on the following:
• All Students at McKay
• Content and skills that all students should know and be able to do.
• Curriculum and lessons fully aligned to standards
• Measurable in a variety of ways to determine growth and achievement

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• McKay Instructional Leadership Team and faculty members will be working throughout the year to develop leadership capacity and monitor the results of student performance.

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SIP/Instructional Focus

Draft

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All McKay students will adopt a growth mindset which will enable them to critically read and communicate their knowledge. Student growth will be measured by state, interim, and classroom-based assessments.

Student Friendly Instructional Focus Statements

Draft

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1. Literate Ligers ROAR. Read. Organize. Apply and Respond.
2. We Believe. We Read. We Communicate. We Grow.
3. We Read. We Communicate. We Grow.

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SIP School Wide Goal #1

Goal 1: By the end of the 2020-2021 academic year, all staff members will have clear roles in the distributed leadership model at McKay Arts Academy, ensuring a common understanding of school vision, clear communication and feedback loops across all teams in support of school goals.

• The ILT will conduct a self-assessment of knowledge or understanding of ILT purpose and member roles and responsibilities
• The ILT will design a plan to include all of MAA’s members (staff, students, families) in the development of a vision and mission statement for the school and its Instructional Focus for the year.
• The ILT will lead the calibration goal of DOK for all PLC members with assigned readings, video clips and discussion protocols
• ILT members and teachers will participate in Learning Walks and Walk-throughs with Admin

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SIP School Wide Goal #2

Goal 2: By the end of the 2020-2021 academic year, students at McKay Arts Academy will demonstrate rigorous levels of thinking and reasoning through written and oral discourse as evidenced by walkthrough data and an increase in student iReady, MCAS, and ACCESS scores.

• Provide DOK training for ILT staff (priority)
• Provide DOK training for all staff
• Administer informational writing prompt K-5 (pre/post)
• Align Walkthrough Tool with DOK indicators and Academic Discourse practices and create a digital version of the tool. Follow-up with Academic Discourse training if needed.
• Utilize Walkthrough Tool and narrow focus for each round of walkthroughs

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SIP School Wide Goal #3

Goal 3: By the end of the 2020-2021 academic year, the attendance and discipline rates of students at McKay Arts Academy will show positive trends as evidenced through the implementation of culturally responsive teaching practices.

• Provide new/untrained staff with professional development in Responsive Classroom. Provide ongoing PD via articles and PLC information during the year
• Homeroom teachers will build ownership of learning within a positive community through daily Morning Meetings/Advisories and the development of shared class rules or norms. Academic Discourse protocols are practiced during this time.
• All staff will utilize proactive and reactive discipline techniques, including specific teacher language techniques aligned with teaching expectations and reinforcing appropriate choices and decisions
• Continue to monitor daily attendance, involving teachers, support staff, families and partner agencies

SMART GOALS

ELA

McKay will increase the avg composite scaled score from 487.3 (2019) to 500 We will improve our scores as evidenced by the 2021 accountability data. We will focus on Accountable Talk, DOK, K-2 Implementation of Fundations and making sure all students have access to grade level work and literature.

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Attendance

McKay chronic absenteeism rate in 2019 was 22.5% a change of 0.3% (Imp Below Target). We will improve our chronic absenteeism by 5% as evidenced by 2021 accountability data. The target set by state is 20.3%. Our goal will be 17.5%. New attendance protocols have been put in place to monitor students attendance.

Math

McKay will increase the avg composite scaled score from 483.4 (2019) to 500. We will improve our scores as evidenced by the 2021 accountability data. We will focus on Accountable Talk, DOK, implementing Zearn (K-5), increase math interventions grades 6-8 and make sure all students have access to grade level work.

RES School Wide Goals

Mission Statement: Reingold Elementary School provides the highest quality education in a secure, positive and challenging environment. We work in partnership with our families and community to create an atmosphere where students value the importance of education. Our entire school community shares the belief that all children can and will learn.

FPS District Goal

GOAL�Increase PERSONAL GROWTH, both academic and social emotional, to obtain the highest level of ACHIEVEMENT for every student.

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Theory of Action: 

IF ALL STAFF, FAMILIES, AND COMMUNITY partners  COLLABORATIVELY identify and remove barriers to personal GROWTH and ACHIEVEMENT, THEN every student will be ready to learn and access high quality core instruction and social emotional supports.

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Reingold Race Summary

Reingold Attendance Summary

RES 2019-2020

Attendance:

2017: 94.2%

2018: 93.5%

2019: 93.8%

2020: 96.1%

SCHOOL WIDE GOALS

GOAL 1: ACADEMIC EXCELLENCE

Reingold Elementary will actively cultivate a culture of equity and excellence by creating and sustaining curriculum and instructional practices that lead to high-quality learning for each and every student. We build the capacity of our educators to meet challenges and opportunities of teaching and learning in a dynamic and evolving environment.

Objectives

A.   Provide curriculum and instruction that inspires and engages students in the five domains of language to promote and enhance learning outcomes for all students

B.  Foster a cycle of continuous instructional improvement through the use of data, collaboration and instructional support.

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SCHOOL WIDE GOALS

GOAL 2: EDUCATIONAL EQUITY

Narrow achievement gaps with respect to race, ethnicity and socioeconomic status and increase the achievement of students with special needs.

Objective

A. Create and build upon promising initiatives to meet the needs of all learners and ensure that all students succeed. Achieving equity is closely tied to personalized learning: it requires understanding each student’s individual needs and designing educational experiences that will help all students achieve success.

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SCHOOL WIDE GOALS

GOAL 3: FAMILY AND COMMUNITY ENGAGEMENT

Reingold Elementary Schools understands the importance of involving parents and the community as a whole in promoting higher student achievement. Therefore, RES shall strive to develop and maintain the capacity for meaningful and productive family and community engagement that will result in partnerships that are mutually beneficial to the school, students, parents, and the community.

Objectives

1. RES will foster effective family and community engagement strategies and support partnerships among school, parents, and the community to improve student achievement
2. RES will build the school's capacity for strong family and community engagement.

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South Street Elementary

MCAS/ACCESS Results/SMART Goals

School Committee Presentation

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Home of the Rockets

Michelle Crowell- Interim Principal

Sue Tingas- Assistant Principal

Kat Craven- SPSA

October 5, 2020

FPS District Goal

Goal�

Increase PERSONAL GROWTH, both academic and social emotional, to obtain the highest level of ACHIEVEMENT for every student.

Theory of Action: 

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IF ALL STAFF, FAMILIES, AND COMMUNITY partners  COLLABORATIVELY identify and remove barriers to personal GROWTH and ACHIEVEMENT, THEN every student will be ready to learn and access high quality core instruction and social emotional supports.

South Street Enrollment by Race

South Street Attendance Summary

CELEBRATIONS

FOCUS AREAS

• 60% of students students made progress on the 2020 ACCESS test(an increase of 9% from 2019)

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• 83% of 4th graders made progress on ACCESS test

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• Kaleidoscope DESE Grant “Deeper Learning”

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• Completion of 4 book studies focused on literacy instruction and closing the achievement gap.

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• Special Education achievement in English Language Arts

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• Special Education achievement in Math

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• Chronic Absenteeism

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• Progress towards English Language Proficiency (0/4 points 2019 MCAS)

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ELL English Language Proficiency Test

School-Wide Focus

South Street Elementary believes in establishing an all-inclusive school community that promotes high social and academic goals. Every student will show growth in all curriculum areas as they move towards proficiency in a caring and safe school environment.

The following three strategic goals for the 2020-2021 school year are focused on increasing student achievement and improving instruction, teacher collaboration, and school climate and culture.

1. To ensure a healthy school climate and culture that recognizes the social/emotional needs of our students.
2. To use a collaborative inquiry approach to close the achievement gap through structured data meetings and common planning time to develop specific- data driven action plans.
3. To prepare our students to be global individuals who value diversity and are sensitive and responsive to different cultures.

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DESE has identified the Special Education subgroup as an area of focus based on previous MCAS assessments. From 2014 to 2018, this subgroup has shown improvement (14% to 36%). In 2019, this subgroup decreased to 28% progress towards goals earning 0/4 total accountability points in both Math and ELA. It is our goal, to increase achievement in both areas to 40% progress towards goals (2018 reference)

Chronic absenteeism continues to be a focus for South Street especially during remote learning. In 2019, the absenteeism rate decreased to 11.5% (-8.2). It is our goal, to continue to decrease the average number of days absent to 5.9 (6.9- 2020) resulting in a decrease in the total absenteeism rate. This will directly impact student achievement and academic success.

60% of the EL students at South Street made progress on the 2020 ACCESS test. To continue with this progress, teachers will be integrating language and content to help English Learners make sufficient progress towards meeting grade level content expectations. This will have an immediate impact on student achievement as evidenced by the MCAS and ACCESS test. It is our goal to increase the EL MCAS proficiency score from 0 in 2019 to 3 in 2020.

SMART Goals

SMART Goals