School Report 2015

 
 
 
 

 

Miller’s Run School

 

2014-2015 School Report

 

 

Miller’s Run School Vision

 

“Miller’s Run School will be a welcoming and supportive community. Students will learn in a positive and respectful school that meets their diverse academic, social, and emotional needs resulting in motivated and dynamic life-long learners.”

 

Miller’s Run School Mission

 

Miller’s Run School is a safe, responsible, learning community

 

 

Miller’s Run School Mantra

 

Do the right thing

 

 

Miller’s Run School Universal Expectations

 

Allow Personal Space

Be Respectful

Care for self, people, and property

Do our best

 

 

Message from the Principal

As the Principal of Miller’s Run School, I am appreciative of collaboration among students, staff, and community members to carry on the development of a vibrant learning community. As a staff we have continued our focus on educating the whole child by preparing students to be effective citizens for their local and global communities. The network of systems and supports developed over the past two years provides opportunities for all students to pursue academic excellence, while meeting their personal responsibilities in safe, fun, and creative manner. The staff at MRS has persisted in their work on aligning the curriculum with the Common Core State Standards as well as modifying the school schedule to enhance academic and social learning opportunities for all students. Whether in the classrooms, around the school, or on field trips, MRS students and staff practice effective citizenship. Some qualities of an effective citizen for the 21st century are: self-awareness, collaboration, creativity, the ability to distinguish between fact and fiction, and knowledge of, and the ability to use various forms of technology.  We focus on these qualities for the optimal benefit of all our students and our community.


Our students’ learning has also included participation in various social and educational activities, such as monthly assemblies, concerts, field trips, etc. Their accomplishments beyond the classroom are numerous, with outstanding performance in Regional Middle School Bridge Building competition, K-8 participation in ‘Bully Prevention Week’, ‘Walk to School’, fire drills, evacuations, and safe school lock downs. Middle school students also volunteer instructional time in the lower grades and this school year fourth grade has partnered in learning with our pre-school students.

 

The general behavior of our students throughout the school is directed by the implementation of the school’s Positive Behavioral Interventions and Support (PBIS) Program, modeled by the school staff in an exemplary manner. The success of this program has earned Miller’s Run School statewide recognition as a Purple Ribbon winner for the second consecutive year. PBIS uses discipline data to positively reinforce appropriate behavior. This data clearly shows a significant drop in inappropriate behaviors for the past two years. PBIS behavioral education is further reinforced by two other nationally recognized programs: Developmental Design and Responsive Classroom which enable students to advocate for their individual rights while contributing to the effective development of different groupings, such as grade level, interclass, multi-grade, and school wide. The benefits of these social and emotional supports are evidenced throughout all grades as our students have shown academic gains in all assessments administered through out the school.


The staff at Miller’s Run School take our responsibility of providing our students a wholesome education seriously, demonstrated through our personal and professional behavior. We are a group of educators who have formed closed-knit professional bonds that foster individual excellence and an ability to interact positively for the optimal benefit of our students, our school, and our community. In the classrooms the lessons delivered are well prepared and differentiate instruction to meet the needs of all students. Integration of technology in all subjects and throughout all grades has been assured due to the availability of appropriate materials, resources, and staff’s willingness to train in, and employ, these tools for instructional improvement.

 

At the conclusion of last school year we increased teacher participation in the school improvement team from four to six teachers and met throughout the summer of 2014. The summer work of this team yielded two major changes to the students’ schedule and some changes to professional teams.  One of these changes is the inclusion of a school-wide enrichment block just before lunch, enabling us to provide remedial and enrichment support to all students. The assessment data clearly shows a positive correlation to this block for student support. The second schedule change is a product of necessity and demonstrates our desire to teach students the importance of reflection.  We have created a 30 to 45 minute block called Friday Finale to reflect on the week’s learning. The last Friday Finale of the month is dedicated to school-wide assemblies, while the other Friday Finales of the month focus on class-wide or multi class-wide activities. Please be sure to visit our school website for some pictures of these activities. Changes have been made to staff’s scheduled professional development work during and after the school day.  All of these changes are designed to improve the academic, social, and emotional growth of our students with maximum input from all involved in a thoughtful and organized manner.  The first half of this school year has shown these changes to be prudent and productive.

Our community’s continued support has been evident throughout the year starting with a great turnout at the second annual Welcome Back Dragon’s event. Participation at music concerts has been outstanding as we pack the multipurpose room each time. Parental support throughout the school year, during fieldtrips, during Winter Activities, during projects such as third grade’s Historic Buildings Gingerbread Houses, Open House, Parent Teacher Conferences, and in every day events of the school are the backbone of our school.  Our community garden is an example of our students’ community service and provides fresh vegetables at no cost to our senior citizens. We thank the staff and community members leading this great initiative. Our eighth grade students also had the great opportunity to participate in providing lunch to our senior citizens.

 

It is important to recognize all individuals who contribute their personal time to volunteer for Miller’s Run School. On behalf of our students and staff, I thank you. I also thank our dedicated school board members who not only strive to meet the educational needs of all students optimally, but also do so with a sincere regard for the cost to the taxpayers. It is with this balancing act in mind that we are purposing to reduce a classroom teacher for the upcoming school year. I encourage you to attend the school board meetings on third Monday of each month at 6:00 P.M. in our school’s Art and Music Room.

We invite community members to join us for meet and greet from 7:30 A.M. to 8:30 A.M. on second Wednesday of each month as well as participating in school-wide Friday Finales.   As always, I look forward to your participation in your child’s education and the operations of your school/ school district. Please contact me to share thoughts and ideas or if I can be of assistance in any way.

Sincerely,

Sikander Rashid

Purpose

 

Miller’s Run School is required under the Federal No Child Left Behind legislation to report student performance results to the community annually.  This report is based on the 2014-2015 school year data, and is designed to meet this requirement by presenting community members with important information about our school.

 

Miller’s Run School, School Improvement Plan

Our school maintains a comprehensive School Wide Plan that details the strategies being implemented to improve the total instructional program of the school.  These strategies use local funds and federal Titles grant funds as allowed, with the purpose of improving student performance.  The following areas are included in the plan.   

 

Literacy

Mathematics

Science

Leadership and Planning

Assessment

Special Education

Positive Learning Environment

Mentoring

Technology Integration

Early Childhood Programs

Parent Involvement

Teacher/Para Quality

 

Five-Year Student Enrollment Data in Grades K – 8

 


2010-2011


2011-2012


2012-2013


2013-2014


2014-2015


132


118


117


98


116

 

Quality Indicators

 

At MRS we strive to meet the Vermont School Quality Standards by providing a rich and comprehensive experience to develop the whole child.  Programs, performances, and activities are funded by grants, local funds, and volunteer efforts.  MRS has an established Parent support group whose efforts support many activities for students.

·         Behavioral and academic supports provided at MRS

After School Tutoring

Literacy Coach

Reading Recovery

Guidance Counselor

Literacy Specialists

School Clinician

 

Leveled Literacy Intervention

Positive Behavioral Interventions and Support

·         The After School Program Provided at MRS

 

Jr. Iron Chef

Health Club

Fashion Design

Digital Photography

Recycling

Computer Lab

Babysitting Instruction

Robotics

Tutoring

Gardening

Sports Jam

Ecological Adventures

School Store

Dance

And much more!

 

·         The School Clubs Available to Students at MRS

 

Boys’ Basketball

Boys on the Run

Garden Club

Girls’ Basketball

Math Counts

Spanish Club

Girls on the Run

Running Club

Student Council

Hiking Club

7th /8th Grade Chorus

Year-book Committee

 

 

Professional Qualifications  

 

The Miller’s Run School staff has a wide variety of expertise, education, and experience. The following chart indicates how many teachers hold the following levels of education.

 

2    Bachelor Degree Level

  2    Bachelor Degree + 45 Level

4    Bachelor Degree + 15 Level

  0      Bachelor Degree + 60 Level

     4    Bachelor Degree + 30 Level

 5      Master’s Degree or above Level

 

The Federal No Child Left Behind Act (NCLBA) requires that all K-12 public school teachers who teach core subjects meet certain criteria for being highly qualified (HQT) for their position.  Core subjects include English, reading/language arts, math, science, foreign language, social studies, art, music, elementary education and early childhood education.  Special educators must also meet HQT requirements when they provide primary instruction in a core academic subject.

 

The NCLBA law requires our school to inform you about the qualification of your child’s teacher. The number and percentage of core classes taught by teachers who were not Highly Qualified Teachers (HQT) for their assignments, in the 2013-2014 school year was 3 out of 23, or 13.4%.  The number of teachers on an emergency license in the 2012-2013 school year was 1 out of 23 teachers or 4.35%.

 

Parental Rights Notice for Teacher/Paraprofessional Qualifications

 

Parents have the right to request information as to whether their child’s teacher has met the state qualification and licensing criteria.  Parents may also request whether the teacher is teaching under a waiver or provisional license.  The request can also include what the designated major of the teacher was in his/her bachelor degree.  If the child receives services from a paraprofessional, the paraprofessional’s qualification may also be requested.  Please call Principal Sikander Rashid at 626-9755 if you would like to request any of this information.

 

Miller’s Run School State Wide Assessment Results

 

The following graphics represents Miller’s Run School’s students’ performance in the New England Common Assessment administered annually to students in grades three through eight. The results shown are school wide in Reading and Math for the years 2009 to 20013.  In addition science results for grades 4 and 8 are shown for years 2010 to 2014.  As can be seen our students performance in these tests have not been optimal, but we are confident that with the curricular and instructional changes we are making our students will perform better in the new assessment replacing NECAP in Language Arts and Math.  We are currently developing procedures and protocols for the implementation of Smarter Balance Assessment Consortium (SBAC) for a pilot administration in May 2015 for students in grades 3-8.  It is a computer-based test and with appropriate technology and instructional practices embedding technology across the curriculum we feel that our students should perform better than they have been able to in NECAP.   Our science program in Middle School has been effected by the instability of teaching staff but we were fortunate to have hired a highly qualified Science teacher who has turned this program around and with the help f CNSU science coach is preparing for the Science NECAP to be administered to 4th and 8th grade in May.   CNSU science coach is supporting the 4th grade teacher as well in her preparation for this assessment.

Teaching Year:

2013-2014

Test/Subject:

NECAP Science Grade 4

Across all the grades tested, how did our students do?

Breakdown:

Over Time?

Comparison:

100%

 

 

0%

100%



2010

2011

2012

2013

2014

All Students

All Students

All Students

All Students

All Students

Number of Students Tested

 

16

15

++

19

11

Proficient With Distinction

 

0 %

0 %

++

0 %

0 %

Proficient

 

50 %

47 %

++

26 %

27 %

Partially Proficient

 

31 %

20 %

++

53 %

55 %

Substantially Below Proficient

 

19 %

33 %

++

21 %

18 %

Total Proficient and Above

 

50 %

47 %

++

26 %

27 %

Total Below Proficient

 

50 %

53 %

++

74 %

73 %

Average Scaled Score

 

37.9

35.9

++

33.4

34.7

 

Teaching Year:

2013-2014

Test/Subject:

NECAP Science Grade 8

Across all the grades tested, how did our students do?

Breakdown:

Over Time?

Comparison:

100%

 

 

0%

100%

2010

2011

2012

2013

2014

All Students

All Students

All Students

All Students

All Students

Number of Students Tested

 

++

++

13

13

15

Proficient With Distinction

 

++

++

0 %

0 %

0 %

Proficient

 

++

++

31 %

23 %

13 %

Partially Proficient

 

++

++

54 %

23 %

67 %

Substantially Below Proficient

 

++

++

15 %

54 %

20 %

Total Proficient and Above

 

++

++

31 %

23 %

13 %

Total Below Proficient

 

++

++

69 %

77 %

87 %

Average Scaled Score

 

++

++

34.8

30.7

35.0

In conclusion, we are planning to have a report night this spring to share all assessments carried out at Miller’s Run School.  In the mean time I encourage you to stay involved with the education of your youngster and your school.  Please contact me if I could be of further assistance.

 

Sincerely,

 

Sikander Rashid







 
 
 
 
 
 
 
 
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