Members of the Leverett School Council for the 2003/2004 school year are:

Work from many years informs this document. Reflecting on our experiences during the writing of the 00/01 document, the Council decided to completely revise and improve our survey documents. The main object was to ask similar questions of each constituency in order to get data from each group that could be compared with the responses of the others. Data from year to year will also be compared. Data from identical survey questions but from different individuals within the four constituencies is collected yearly. Membership on the Council has also changed over time. The Council seeks information from four constituencies; the staff, parents, community members without children in the school, and recent graduates of the school. The surveys were taken in the spring of 2002, 2003, & 2004. During the summer the results of the surveys are collated. The Council reflects on the information gathered in the community and articulates the needs expressed by the community for improvement in our school. The mandate given to the Council is to identify areas in need of improvement.

Previous School Improvement Plans have identified areas needing improvement. Following is a description of some of the work done to meet those needs. Areas of noted improvement include the work being done to articulate the curriculum and to align the curriculum to the Massachusetts Curriculum Frameworks. To date, the staff of the school has completed revision of the English Language Arts, Mathematics, Social Studies and Science curriculums. Another major project undertaken by the staff was a comprehensive review and revision of the report card system. After deciding on a standards based model, the staff spent many hours identifying and articulating the basic concepts in each subject area that students should be learning. These concepts were organized by and across grade levels so that parents will able to follow their children’s continuous educational development from Kindergarten through Grade 6. The cards are completely computerized which will also aid in creating a comprehensive record of students' progress throughout their entire elementary school experience. This new reporting system was used for the first time in January 2003. The response of parents has been favorable.

Fifteen students, including two students with IEP’s were tested in English Language Arts (including Long Composition) and Mathematics.

Four students scored in the Needs Improvement category

(scaled scores from 230 to 234)

Eight students scored in the Proficient category

(scaled scores 240 to 258).

Three students scored in the Advanced Category

(scaled scores of 260 and 262)

After analyzing the item errors, the only remarkable area was geometry where approximately 30% of our students answered incorrectly on two items.

Three students scored in the Needs Improvement range

(scaled scores of 220, 236 & 238).

All other fourth graders scored in the Proficient category

(scaled scores from 240 - 258)

After analyzing test items, there does not appear to be a regular pattern of error.

Science and Technology/Engineering

Sixteen fifth grade students, including four students with disabilities, were tested with this component of the MCAS. This was a trial year for this test and the results are not factored in aggregate scores.

Although the results are not counted, it is good to know that many of our students did remarkably well; four students scored in the advanced category including one with a perfect score. Eight students scored in the Proficient category and four in the Needs Improvement category.

Twenty-six sixth graders, including ten students with disabilities, took the Mathematics portion of the MCAS. The results have been forwarded to the Amherst Middle School to be distributed to parents/guardians. In general, 19% received a Warning grade (all students with IEPs), while 27% were in Needs Improvement and 35% were in the Proficient categories. Nineteen percent scored in the Advanced category. Errors seemed to be equally scattered throughout the five categories.

1. Discipline: The School Council recommended that the staff of LES review the social curriculum that is currently in place. A closer look at early adolescent challenges to see if there are more effective ways to support students in the upper elementary grades may be indicated.

RESPONSE

The sixth graders, as they prepared to leave elementary school and move on to middle school, were interviewed in small groups. The principal asked them to reflect on their experiences at LES. They were asked about respecting peers, adults, and the physical environment. They all believed that they were taught to be respectful of each other, the adults and their school. They broke into the song they learned in kindergarten about there are "just three rules…." All the students agreed that some student "just don't care and that's why they are disrespectful." All the students interviewed reported feeling very safe at school now, but many had not in the past. They recounted negative interactions from other years with older children both in school and on the bus.

These sixth graders also reported that some teachers aren't strict enough. They felt that teachers should always follow through on consequences, not just threaten and then not do anything. They thought a sequence of more serious consequences would help those students who consistently broke the rules. They suggested that a student first loses recess, then go to the principal's office, and finally have to call parents from the office, as a serious set of consequences. Many had some scary stories to tell from other local elementary schools that they learned playing sports. They all agreed going to a small school is much better for children.

2. Science: The School Council recommended that the science curriculum be reviewed and that monies be spent on professional development for teachers in the area of science instruction. Also that a needs assessment be carried out with staff to identify equipment that could be purchased that would make the science program more effective.

RESPONSE

In the 2003/2004 school year a staff member provided weekly science lab lessons for each class. Lab lessons were developed to enhance the LES Science Curriculum which is aligned with the State standards and supported by the Scott Foresman Science Series text.

Also in this year school year, the Librarian, Karin Gravina, received a federally funded Library Services and Technology Act Grant administered by the Massachusetts Board of Library Commissioners to develop ten Science kits. She and Georgie Schmid reviewed the science units taught at each grade and created amazing discovery kits for each unit: Nature, Insects, Ponds, Weather, Rocks and Minerals, Heat and Light, Water, Human Body, Phonics, and Simple Machines & Inventors. These kits will be used in the classrooms and outdoors for project based learning lessons that combine science, math and social studies components.

3. School Committee: The School Council recommended that the School Committee take steps to improve avenues of communication with the staff, parents, and the Leverett community in general.

RESPONSE

During the 2003/2004 school year the School Committee wrote a report for each issue of the town Newsletter. They published their email addresses in the Newsletter as well as the LES Handbook. The School Committee publishes the agenda for their upcoming meetings and the minutes from the last meeting monthly in The Friday Post. Community members are invited to attend meetings and are invited to speak by the Committee Chair.

4. Communication: The School Council recommended that continued thought and effort be given to promoting effective communication between all members of the school community.

RESPONSE

During the 2003/2004 school year, the administration continued the longstanding tradition of writing weekly in The Friday Post. Parents report that this newsletter, that tells of the happenings of the past week as well as alerts parents to the upcoming important events, is their lifeline to our school and community. This very wonderful communicative missive also publishes photos and samples of children's work. Marilyn Putnam is the publisher, editor and printer of this weekly endeavor.

5. Decision Making: The School Council recommended that the School Committee and the administration reflect on recent experiences and give thought to proactively soliciting parent opinion and/or input on decisions taken about the school.

RESPONSE

The LES professional staff meets and exceeds the state requirements for professional development. A certain amount of the professional development occurs in-house. On early release Wednesdays, staff frequently address professional development goals. During the 2003/2004 school year, the staff participated in workshops that included first aid, Spanish, curriculum development (differentiated instruction and writing process) and technology. Staff members attended workshops and conferences on topics including Autism, Differentiated Instruction, the AIC Annual Literacy Conference, Understanding Teaching, Wilson Reading Training, Project READ Training, Restraint Training, Assistive Technology and others.

Next year the staff plans to continue the study and implementation of differentiated instruction and other instructional strategies needed to meet the diverse needs of the students. They plan to maintain the study groups and focus on the work of Carol Ann Tomlinson, Mel Levine, and other educators whose works assists teachers in developing the necessary strategies for working in a school where meeting the needs of all learners is a goal. Members of the SPED team plan to learn and implement assistive technology strategies both in the regular classroom and for directed instruction outside of the classroom.

Leverett School has long enjoyed the support of a highly effective and successful PTO. The PTO focuses its efforts on fund raising and sponsoring social activities for the extended school community. The yearly calendar of social events organized by the PTO include the Welcome Back to School picnic, the Halloween party, Family Game Night, the Contra Dance, the Teacher Appreciation Luncheon, and End of Year Barbecue. The monies raised by these activities and fundraisers have been used to buy the "extras" that the school budget is no longer able to fund. In the past two years the PTO has purchased mats and a new sound system for the gym, paid for the printing of the official school calendar and school directory, and continued to fund transportation for field trips. This year, they supported the purchase of a traversing wall in the gym and the design of the outdoor learning environment.

Another very active parent support group is the PAC (Parent Advisory Council). The purpose of the PAC is to provide a forum where the principal, teachers, and parents can discuss the educational program and policies of the school. Its meetings are lively and informative. The main topic addressed at this year's meetings was the Spanish program. Parents of PAC met with Teachers to discuss the program. All parents are members of both the PTO and the PAC.

Many parents volunteer in school. They work in the library or classrooms and accompany classes on field trips. Parents also serve on the Early Childhood Council.

Leverett Elementary School has traditionally had 100% attendance at the fall open house and at parent conferences. Parents come to school regularly to view children's work or performances. Examples include the 4^th grade invention fair and the 2/3 plays and museums. Parents will continue to be invited and included in these ways as well as others.

The results of the surveys indicate that the Leverett School is a place where adults and children feel productive and safe. This has been a strength of the school for many years. Parent and staff respondents to this year’s and all other years' surveys expressed their positive assessment of the environment with respect to teaching, safety, social development, and the physical plant. One staff member wrote, "I think that the academic program in all grades is a multi-sensory one that the children embrace with enthusiasm and interest. I am impressed with the thematic units that have been developed by the teachers in all grades." A parent wrote, "We love our children's teachers! They seem to promote strong values of compassion and caring for others and create class communities that are comfortable and accepting." We have a special mandate to keep this vision sound. We will continue to monitor this special aspect of our school, and make sure that this particular strength is nurtured.

At present, the following extracurricular activities are available at Leverett Elementary School: Chorus, Band, and instrumental music lessons. This year beginner and intermediate string instrument lessons were added. String lessons occur outside of the school day.

There is a well established After School Program, which provides after school care for students from the end of the school day until 5:30 PM each day. This program is funded entirely by fees parents pay for their children to attend. This year, the Director of After School started a before school program that was in session between 7:00 and 8:30 a.m.

A number of other programs, independently funded, are offered to LES students. The Children’s Chorus, Ski Program, and the 4-H Program are examples of this type of extracurricular activity. A new chapter of the Girls Scouts was formed this year. Girls, in grade one through three, meet at the Leverett Elementary School along with girls from Shutesbury.

During the summer vacation there has been a Summer Camp, as well as reading and math tutoring offered at school.

The student population at Leverett Elementary School at present includes 34 students that have been identified as having some type of difficulty with learning which requires specialized instruction, accommodation, or modification of the regular classroom program. In order to meet these needs, the staff at LES includes a psychologist (.8 FTE), speech pathologist (.8 FTE), occupational therapist (.4 FTE), two SPED teachers (each 1. FTE), and two essential skills teachers (.8 & .6 FTE). This staffing allows us to appropriately meet the needs of these students and others experiencing learning difficulties of less severity while allowing them to continue to be productive members of a regular homeroom class.

In the School Improvement Plan published in May 2000, the School Council recognized that the needs of high ability students were not being adequately met and recommended that attention be focused on this need. Since then a number of steps have been taken. In '02 the school was a recipient of a $3000 Gifted and Talented grant that was used for planning and curriculum development. A result was the introduction of enrichment math lessons at every grade level with participation by every student. Weekly enrichment lessons in mathematics take place in several classrooms. Also individual programs have been put in place for a number of highly able students. This program has now been extended to include the science curriculum with a weekly science lab lesson for each class.

Several of the professional development goals of the school also look to meeting the needs of diverse learners. Training in Differentiated Instruction has given staff tools for assisting students at wide ranging levels of ability. Assessing early literacy skills in Kindergarten, Grades 1 and 2 have helped to identify not only those students at-risk in this area, but also the students with advanced understanding. With this objective data, staff can plan learning that is appropriate for each of their students.

Some staff members will attend a week long workshop to develop their skills in using specific assistive technology as well as how to use the Intellitools Software to benefit a wider variety of learning styles.

Parents, staff, and alumni consider the Leverett School to be a safe and secure place. The Safety Committee, chaired by Building Maintenance Supervisor, John Kuczek, continues to meet regularly and address safety issues as they arise. This committee plays a key role in maintaining a safe environment at the school.

Staff members continue to use the Second Step curriculum to varying degrees at grade levels, Kindergarten through Grade 6. This is a program for schools and families to encourage children to get along well with others. Second Step teaches children to think about others’ feelings, to solve problems cooperatively, and to manage their anger in a positive way. Continued evaluation will be needed to assess the effectiveness of this program.

The Conduct and Discipline policy outlined in the Leverett Elementary School Handbook includes due process steps for students and parents.

When surveyed 95 - 100% of the members of each constituency of the school and community felt safe in the Leverett Elementary School.

The safety committee has determined that the school playground climbing structure will need to be replaced before September 2008. In the fall of 2003, the PTO officers approached the principal for direction. Because this was the beginning of a decision making process, there were many questions asked and the decision for this year's work was to design a plan and then determine the necessary steps for implementation. Also how much money will this project cost and what sources may be used to fund it is a primary concern. A specific group of citizens gathered under the umbrella of the School Council to determine how to proceed.

At the end of June 2004, the Conway School of Landscape Design will present the school with a design, a set of blue prints, a budget and an implementation schedule for a five-year plan. This design will encompass the schoolyard, courtyard, preschool playground, outdoor classroom, vernal pool protection, as well as the community fields and the path to the Town Library.

The group of citizens interested in participating in the next level of decision making regarding implementation include representatives from the PTO, Recreation Commission, the Town Library Board, Rattlesnake Gutter Trust, teachers from the school, staff from the school and other Town departments, and individual citizens who are willing to work with the school council or a representative of the council.

1. Discipline: The School Council recommended that the staff of LES review the social curriculum that is currently in place. A closer look at early adolescent challenges to see if there are more effective ways to support students in the upper elementary grades may be indicated.

RESPONSE

The sixth graders, as they prepared to leave elementary school and move on to middle school, were interviewed in small groups. The principal asked them to reflect on their experiences at LES. They were asked about respecting peers, adults, and the physical environment. They all believed that they were taught to be respectful of each other, the adults and their school. They broke into the song they learned in kindergarten about there are "just three rules…." All the students agreed that some student just, "don't care and that's why they are disrespectful." All the students interviewed reported feeling very safe at school now, but many had not in the past. They recounted negative interactions from other years with older children both in school and on the bus.

These sixth graders also reported that some teachers aren't strict enough. They felt that teachers should always follow through on consequences, not just threaten and then not do anything. They thought a sequence of more serious consequences would help those students who consistently broke the rules. They suggested that a student first loses recess, then go to the principal's office, and finally have to call parents from the office, as serious set of consequences. Many had some scary stories to tell from other local elementary schools that they learned playing sports. They all agreed going to a small school is much better for children.  

2. Science: The School Council recommended that the science curriculum be reviewed and that monies be spent on professional development for teachers in the area of science instruction. Also that a needs assessment be carried out with staff to identify equipment that could be purchased that would make the science program more effective.

RESPONSE

In the 2003/2004 school year a staff member provided weekly science lab lessons for each class. Lab lessons were developed to enhance to the LES Science Curriculum aligned with the State standards and supported by the Scott Foresman Science Series text.

Also in this year school year, the Librarian, Karin Gravina, received a federally funded Library Services and Technology Act Grant administered by the Massachusetts Board of Library Commissioners to develop ten Science kits. She and Georgie Schmid reviewed the science units taught at each grade and created amazing discovery kits for each unit: Nature, Insects, Ponds, Weather, Rocks and Minerals, Heat and Light, Water, Human Body, Phonics, and Simple Machines & Inventors. These kits will be used in the classrooms and outdoors for project based learning lessons that combine science, math and social studies components.

3. School Committee: The School Council recommended that the School Committee take steps to improve avenues of communication with the staff, parents, and the Leverett community in general.

RESPONSE

During the 2003/2004 school year the School Committee wrote a report for each issue of the town Newsletter. They published their email addresses in the Newsletter as well as the LES Handbook. The School Committee publishes the agenda for their upcoming meetings and the minutes from the last meeting monthly in The Friday Post. Community members are invited to attend meetings and are invited to speak by the Committee Chair.

4. Communication: The School Council recommended that continued thought and effort be given to promoting effective communication between all members of the school community.

RESPONSE

During the 2003/2004 school year, the administration continued the longstanding tradition of writing weekly in The Friday Post. Parents report that this newsletter, that tells of the happenings of the past week as well as alerts parents to the upcoming important events, is their lifeline to our school and community. This very wonderful communicative missive also publishes photos and samples of children's work. Marilyn Putnam is the publisher, editor and printer of this weekly endeavor.

5. Decision Making: The School Council recommended that the School Committee and the administration reflect on recent experiences and give thought to proactively soliciting parent opinion and/or input on decisions taken about the school.

RESPONSE