Coolidge Corner School **Preliminary**

Renamed "Florida Ruffin Ridley School”, effective September 1, 2020.


The Coolidge Corner School is a vibrant K-8 learning community that is committed to creating a safe, welcoming and respectful learning environment. The school strives to support each student on their path to engaged citizenship in the community and society at large. Students learn to respect themselves and others while honoring the diversity of cultures, backgrounds and learning differences that are part of the fabric of the Coolidge Corner School. To that end the school supports faculty and staff as they provide students with the instructional experiences they need to achieve success. Educators at Coolidge Corner School believe that all students deserve the opportunity to achieve at high levels and feel connected, valued, and respected in the community. As part of this belief, the educators understand that different students need different supports and approaches to achieve equitable access and outcomes. The school believes in fostering citizenship among students that promotes equity and social justice through increasing levels of cultural proficiency. Educators at Coolidge Corner School believe that through collaborative practices they will achieve a culture of reflection that works towards addressing the structures within the school that result in unintentional bias, structural racism, and inequitable outcomes.


The three School Improvement Plan goals include action items that support the continuous improvement of literacy and math instruction as well as building and maintaining community cohesiveness as the school rejoins staff and families in the new building after three years separated.

• Literacy: Comprehensive improvement in literacy learning outcomes for all students through an ongoing cycle of professional development, teaching, and

assessment as shown by increased proficiency levels and student growth on both state and local assessment measures.

• Math: Improvement in mathematical learning outcomes for all students through implementation of the National Council of Teachers of Mathematics

(NCTM) Effective Mathematical Teaching Practices, development of mathematical mindsets for students K-8, and increasing math content knowledge for

teachers K-5 alongside strengthening of math content area teachers’ practices in 6-8 as shown by increased proficiency levels and student growth on

both state and local assessment measures.

• School Climate:

o To foster a positive school culture by building and strengthening relationships with and among students, staff, and families through teacher led and

facilitated professional learning groups centered around texts that support the themes of groundwork on racial identity, family engagement,

representation & centering students, and relationships.

o To make progress on our community identified priorities of improved clarity and cohesion.


The Coolidge Corner School engaged in work last school on establishing two priorities to focus on in service of re-establishing our community and creating developmentally informed procedures and protocols to operate fluidly and efficiently in our new building with a new administrative structure and increasing enrollment. These priorities were identified and shared with community along with an action plan for each priority. As the school moves forward it is working on incorporating best practices for creating a comprehensive schedule that meets the social emotional and academic needs of each child preK - 8. The school is working towards evaluating the new schedule which incorporates longer blocks of learning time that have the flexibility for integrated project based learning, blocks for intervention and expansion opportunities to meet each child where they are in their path towards achieving their academic goals, and concrete blocks of time dedicated to supporting social emotional learning both through explicit instruction and guided practice.







Enrollment

Coolidge Corner School is experiencing an increase in need for social emotional supports given increased enrollment numbers from the newly opened homeless shelter in our neighborhood. Though the school does not need additional classroom or specialists to support this rising need, they do need additional mental health support to reduce some of the clinical services the guidance counselors are providing so they may be freed up to support more of the case management and liaison work between the school and the shelter. The school is requesting to reinstate .5 school psychologist to bring the shared position back to a 1.0 here at CCS.


Enhancements

• Access and Equity Team: currently being funded by PTO at workshop rate.


Personnel



Services, Supplies, Other and Capital


FY21 Objective and Goals:

The three School Improvement Plan goals include action items that support the continuous improvement of literacy and math instruction as well as building and maintaining community cohesiveness and clarity as the school continues to work on adapting to the new building and reunited community.


• Literacy:

o Revise coaching model and embedded professional development.

o Analyze data related to low growth and low achievement which will result in action plans for students below benchmark and potential identified patterns

from earlier grades to examine and shift.


• Math:

o Ensure implementation of new math curriculum in Grades 3-5.

o Develop a tool to assess mathematical mindset in students.


• School Climate:

o Faculty facilitated Professional Learning groups targeting SIP goals/action items and school priorities.

o PBIS and Restorative Justice training and implementation.

o Culture Proficiency professional development.

o Continued revision and development of Staff Resource Guide and comprehensive PD plan.

o Revised supervision and evaluation structure and plan.

o Continue to refine mechanisms for shared decision making, collecting feedback, and shared leadership.

o Implement student survey, share and analyze data.


FY20 Accomplishments

• Introduction of Inclusion Facilitator to support special education and general education staff and students.

• Revitalized staff led Professional Learning Groups focused on the School Improvement Plan and identified priorities.

• Revised the approach to literacy coaching and professional development in response to data and educator feedback.

• Creation of Staff Resource Guide to create and communicate structures, protocols, and procedures.

• Creation of Social Emotional Learning focus group who administered a survey to all staff and are using this information to further drive their Professional

Learning Group.

• Restructured administrative team and introduced K-2, 3-5, 6-8 vice principal/guidance counselor team approach.

• Introduced and utilized the structure of focus groups for shared decision making and leadership.

• Held multiple working sessions to examine and strengthen inclusive practices for Grades 5-8 after school sports opportunities.