Patriot Elementary School Improvement Plan

884 Words 4 Pages
Overview of the Improvement Plan for the Patriot Elementary School:
After teaching 14 years in elementary education, and serving on the District Educational Advisory Committee, School Improvement Panel, Local Professional Development Committee, and chair of the School Wide Committee, I am thrilled with my recent appointment as the principal of the Patriot Elementary School. Having taught grades 1-5 during my career, and working collaboratively with administration on data analysis over the years, I have a heightened awareness of the growing achievement gap of our students. Ms. Shooze, the Superintendent of the Franklin Regional School District (FRSD) has charged me to halt the marginalization of education at the Patriot Elementary School by
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The current population of Franklin has been on the rise since 1980; and is currently 22,303 ( , which has doubled since 1990. As noted in Figures 1 & 2, there is a clear discrepancy between the diversity of the town as a whole and the population of students we serve. The median household income and home values are marginally higher than the state of New Jersey.
Figure 1: Diversity White Hispanic 2 or more American Indian Black Asian
Town 91.1% 3.6% 1.9% 1.6% 1.4% 1.1%
School 75.9% 12.2% 4.5% 0% 5% 2.5%

Figure 2: Median Household Income and Home Values Franklin New Jersey Difference
Median Household Income $74,019 $70.165 +$3,854
Median Household Value $338,442 $304,700 +$33,742

The Franklin Regional School District is comprised of 1 high school, 1 middle school, and 4 elementary schools. Within the district the Patriot Elementary School is ranked 2 out of the 4 according to; the school has dropped 99 places since last year, and the Free and Reduced Lunch percentage has risen 25.4% since
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According to survey results, the faculty has worked together for many years and is a socially close-knit group; however, they do not feel supported in sequencing and differentiating the curriculum. The Franklin Regional School District allows for teachers to sequence the curriculum independently; therefore, there is not a scope and sequence for Language Arts. Because history and math build upon skills, there is a logical order to follow; however, that is not the case for Language Arts Literacy. Furthermore, there is a large achievement gap between the white subgroup and economically disadvantaged subgroup, which is about doubled in meeting the state expectations on PARCC in grades 3 & 4. Although there is collegiality and a desire to improve teaching practice amongst the staff, lack of embedded professional development, issues of student behavior and lack of parental and community support are noted as root causes in limiting achievement. Figure 6 notes the top 6 priorities noted from the

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