1. Academic Excellence For All Brian D. Bannen Principal

2. Mary Snow School  Grade 4 & 5 on Bangor’s East Side  262 students as of June 12, 2015  13 Classes total, 7 grade four and 6 grade five  Title I Targeted Assistance School  41% of Students Free/Reduced Lunch  G/T and SPED Programs  School-wide attendance rate of over 95%

3. Smarter Balanced Assessment Grade 5 ELA  Reading:  Mary Snow: 66% Proficient  State: 62 %  Mary Snow: 39% Level 4  State: 18%  Mary Snow: 27% Level 3  State: 34% Academic Excellence

4. Smarter Balanced Assessment Grade 5 Math  Mathematics  Mary Snow: 50% Proficient  State: 35%  Mary Snow: 26% Level 4  State: 14%  Mary Snow: 24% Level 3  State: 20% Academic Excellence

5. Smarter Balanced Assessment Grade 4 ELA  Reading:  Mary Snow: 78% Proficient  State: 47 %  Mary Snow: 50% Level 4  State: 21%  Mary Snow: 28% Level 3  State: 26% Academic Excellence

6. Smarter Balanced Assessment Grade 4 Math  Mathematics  Mary Snow: 61% Proficient  State: 40%  Mary Snow: 35% Level 4  State 13%  Mary Snow: 26% Level 3  State: 27% Academic Excellence

7. 2014-2015 SRI Data Grade 4 – Proficiency Growth  September to June  Advanced to Proficient: 73% to 86%  Advanced: 23% to 38%  Below Basic or Basic: 25% to 14% Academic Excellence

8. 2014-2015 SRI Data Grade 5 – Proficiency Growth  September to June  Advanced to Proficient: 76% to 86%  Advanced: 31% to 40%  Below Basic or Basic: 24% to 14% Academic Excellence

9. Focus on Academic Achievement at Mary Snow  Driven by high expectations of the Superintendent, School Committee, and School Board.  Further Guided by Bangor’s Ten-Year Strategic Plan.  School-based SCC goals are developed and implemented in each building, which guides professional work during school and grade- level meetings.  Student achievement profiles are sent in from feeder schools to prepare teachers and staff for incoming classes.  Backwards planning is encouraged to mesh similar learning concepts and go deeper with material. Quality Instructional Program/Professional Excellence

10. Curriculum Choices at Mary Snow  Curriculum guides (math) and Scope and Sequence (Treasures) are used to move through the concepts in the curriculum.  Accelerated curriculum in ELA and Mathematics; acceleration for all students in regular education thorough the use of the workshop model.  Grade 5 G/T math students to Course III in Grade 6; Accelerated group to Course II in Grade 6.  Creation of a book room to support Literacy instruction and professional development. Quality Instructional Program/Professional Excellence

11. Assessment of Student Progress at Mary Snow  Response to Intervention (RTI) has more specific student goals, and is based on formative assessments.  Workshop model has allowed teachers to provide intervention or strategy groups to solidify the learning and application of concepts.  Teachers have implemented 3-Minute Reading assessments and Leveled Literacy (LLI) assessments to target literacy skills and design instruction.

12. Written Responses in Performance Assessments at Mary Snow  Creation of a writing plan (narrative, informative, persuasive) and professional development to support the plan during grade-level meetings.  A continued push for reading and mathematics journals to push student thinking.  Professional development of Writing Workshop and increased opportunities for students to write across the curriculum. Quality Instructional Program/Professional Excellence

13. Next Steps!  Make data and student achievement results more visible.  Create a math data wall to drive more discussion about mathematics.  Continue to review the schedule to maximize instructional time.  Learning Targets Posted and connections made.  Find ways to offer STEM activities.  More opportunities for Higher Order Thinking.  Continue to use Achievement Profile Summary sheets from Grade 3 to understand classroom make-up and individual students. Environment for Success

14. Next Steps!  Implement more opportunities for critical reading and writing in science and social studies.  Build In more time for Writing Workshop and opportunities to write across the curriculum.  More work with the Lucy Calkins rubric and student checklists.  Professional Development with the Prompting Guides and Unites of Study (Lucy Calkins).  Calibrate the scoring of writing. Environment for Success