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instruction of skills and strategies to improve student November, Family Bingo Night in February, Monte
<br /> learning took place in small guided reading groups Carlo Night in March, and the sale of Gertrude Hawks
<br /> within the classroom. Read Naturally, a program chocolates in the spring. PTO funds were used to sup-
<br /> designed to improve a student's reading fluency and port the construction of our new playground, a schol-
<br /> arship,the teacher appreciation luncheon,the purchase
<br /> comprehension, was made available to all students
<br /> identified with this need. Our leveled-reader book of desired books for each classroom based on a work-
<br /> room became a widely used resource for teachers and shop presentation, the purchase of materials for the
<br /> students. Each student needs to be reading daily at leveled-reader bookroom, wellness initiatives, the ice
<br /> his/her independent reading level. Five half-day pro- cream social for third graders, vouchers for the book
<br /> fessional learning opportunities were built into the fair, an Emily Dickenson presentation, a fifth grade
<br /> school year. On these five afternoons,members of our field trip, an anti-bullying assembly, the school store,
<br /> staff worked in grade-level teams analyzing student and field day. The hard work, dedication, and gen-
<br /> performance on open-response questions, discussing erosity of the members of this organization are greatly
<br /> and sharing effective instructional strategies, and plan- valued and appreciated by the Quashnet School stu-
<br /> ring for student improvement. An after-school MCAS dents, staff, and families.
<br /> tutoring program was established to provide assistance
<br /> to those students who scored in the "warning" cate- Grade-level student recognition awards assem-
<br /> gory in either math or ELA on their 2006 MCAS. blies were held at the end of each marking term.
<br /> Many teachers took advantage of graduate-level Students were recognized with medals for having per-
<br /> courses offered by the District as part of the profes- fect attendance, for achieving all As and B's, for
<br /> sional development plan. These opportunities achieving all A's, and for their effort. In terms two,
<br /> enhanced content-area knowledge and methods of three, and four, we also awarded rising star medals to
<br /> instruction used in our classrooms. recognize those students who were successful at bring-
<br /> ing up a grade while not letting any other grades drop.
<br /> While we still have much work ahead, significant At the end of the school year, we also recognized stu-
<br /> improvements were shown by our students on the dents for achievements maintained for all four grading
<br /> 2007 MCAS. Increases (from 2006)in the percentage terms. In March we awarded medals to students who
<br /> of students scoring in the proficient and advanced per- achieved either proficient or advanced on their 2006
<br /> formance categories were as follows: Grade 3 ELA spring MCAS. Our award assemblies were well
<br /> from 63% to 66%; Grade 3 mathematics from 46% to attended by our families. The Quashnet School staff is
<br /> 72%;Grade 4 ELA from 29% to 58%; Grade 4 math- proud of its students and all the hard work they
<br /> ematics from 27% to 56%; Grade 5 ELA from 61% to demonstrated to reach their goals.
<br /> 67%;Grade 5 mathematics from 38% to 43%; Grade
<br /> 6 ELA from 74% to 76%. Our Positive Behavior Interventions and
<br /> Supports (PBIS) program continued to grow. A"right
<br /> Quashnet School Council members for the 2006- choice"ticket program was developed as a way to rec-
<br /> 2007 school year included Jeffery Dees, principal; ognize those students who exhibit desired behaviors.
<br /> Colleen Terrill and Robin Geggatt, teachers; and Our PBIS committee was made up of staff members
<br /> Jennifer LeFavor, Calean LaCroix, Jane Dolan, and who met regularly to discuss and plan for targeted pos-
<br /> Nancy Cushing, parents. The School Improvement itive interventions. Data was collected and analyzed to
<br /> Plan developed by the council included three goals— inform our decision-making. Our weekly whole
<br /> two academic goals and one goal focused on character school community meetings, held every Monday
<br /> building and positive behavior. Both our math and morning in the gym, were a part of this program.
<br /> ELA student achievement academic goals were tied to Students were recognized for their achievements,
<br /> our students' MCAS performance. Our third goal birthdays were celebrated, and right choice winning
<br /> focused on adoption and implementation of the tickets were drawn. Character education was woven
<br /> Positive Behavior Interventions and Supports (PBIS) into these meetings.
<br /> program.
<br /> Our students participated in numerous learning
<br /> Officers of the Quashnet School Parent/Teacher experiences that took place away from the Quashnet
<br /> Organization (PTO) were Kathy Stanley, president; School. In the early fall, all students expanded upon
<br /> Julie Pearson, vice-president; Diane Cook, treasurer; their environmental science studies with field studies.
<br /> Lisa Elichalt secret and Carol Mitchell, public- Grade six students explored the salt marsh at Scorton
<br /> relations and media. During the school year, the PTO Creek in Sandwich, grade five students made new dis-
<br /> held several successful fundraisers: the sale of cookie coveries at the Green Briar Nature Center, grade four
<br /> dough in the fall, the annual holiday craft fair in students went to the Mashpee woodlands, and third
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