Parkside's Report Card
A Look at Parkside's Progress Towards Achieving Goals
Each school in the district, is setting goals for school improvement for the 2022-2023 school year. These plans focus on indicators from the school district's strategic plan and focus on Attendance, Behavior and Core Skills (ABC Goals). We will be reporting out to families each quarter about the progress we are making towards meeting these goals. Below, you will find a description of each our goals and a summary of the data we are tracking. We also included a brief summary of what we are doing to achieve these goals and what families can do to help support our efforts.
Attendance
What is Parkside's goal?
By May 19, 2023, Parkside will decrease the number of students with 10 or more unexcused absences by 5% as compared to data from 2021-2022.
Are we on track to meet our goal?
Yes! We have reduced the number of students with 10 or more unexcused absences by 31.8% compared to the same point last year.
What is Parkside doing to achieve this goal?
All staff will continue to foster a welcoming environment that engages students. School counselors will make parent phone calls at 5 days of unexcused absences to check in with families. Our social worker will make a home visit at 10 days of unexcused absences to help identify barriers to attendance and work to resolve issues.
Why is this goal important?
School attendance is essential to ensuring that students stay engaged, successful and on track to high school graduation. Absenteeism is one of three signs that a student may drop out of high school.
How can families help?
Parents and families are essential partners in promoting good attendance because they have the bottom-line responsibility for making sure their children get to school every day. You can promote good attendance with your student by:
- Talking about the importance of showing up to school every day and make getting students to school on time every day a top priority.
- Helping your children maintain daily routines, such as finishing homework and getting a good night’s sleep.
- Communicating necessary absences with the school
- Checking on your child’s attendance to be sure absences are not adding up.
- Seeking help from school staff, other parents or community agencies if you need support.
What data am I looking at below?
This chart displays the total number of students who reached 10 unexcused absences. This number is cumulative for the year which is why the number continuously increases until June. The red bar is the data from 2021-2022, the grey bar is our goal and the green bar is the data from this year.
Behavior
What is Parkside's goal?
By May 30, 2023, the number of discipline events will decrease by 10% at Parkside as measured by student conduct referrals compared to data from 2021-2022.
Are we on track to meet our goal?
Yes! Currently, we have reduced the rate of office referrals by 12.4% and hope to continue improving as the year goes on.
What is Parkside doing to achieve this goal?
Positive Behavioral Interventions and Supports (PBIS) is a school-wide system that includes proactive strategies for teaching, modeling, and reinforcing appropriate student behavior.
Our staff has spent several hours teaching, practicing and modeling positive expectations for our students. Every adult in the building reinforces students when they meet the behavior expectation and reteaches when they need a reminder of what to do. You can find our school's expectations by clicking here.
Why is this goal important?
We are using the PBIS program to help our students have a safe, positive learning environment and to provide consistency in all areas of our school. At all times, we expect that our students and staff will act with "Pride, Respect and Responsibility."
How can families help?
Families can help by familiarizing themselves with the behavior expectations so they can teach, monitor and acknowledge those same expectations at home, increasing home-school consistency. Parents can also get involved in school-wide and classroom acknowledgement activities (helping with celebrations and ceremonies).
What data am I looking at below?
This chart displays the total number of office referrals for each month of the school year. An office referral is created for conduct incidents as outlined in the district's student code of conduct. The red bar is the data from 2021-2022, the grey bar is our goal and the green bar is the data from this year.
Core Skills: Reading
What is Parkside's goal?
By May 19, 2023, Parkside's iReady Reading Stretch Growth Rate will be 30% or above.
Are we on track to meet our goal?
Yes! 13% of students have already achieved stretch growth and another 17% of students are more than halfway there. We have also reduced the percentage of students who are behind two or more years in reading from 56% to 50%.
What is Parkside doing to achieve this goal?
Teachers deliver grade level instruction aligned with the Amplify program and support students as they progress through learning standards. Staff members also monitor student usage of iReady's presonalized instruction weekly in class. These lessons are designed to help students fill in any gaps in their learning from previous years. We also identify students to enroll in our Language Arts Essentials classes to help prepare them for grade level instruction. These classes target students that are 2 grade levels behind and students are exited once they demonstrate growth to grade level standards.
Why is this goal important?
Reading is the most crucial academic skill and the foundation for learning in all classes. Struggling with reading can have a negative impact and cause students to fall behind in every class. Reading proficiency is one of the leading indicators of whether a child will graduate high school.
How can families help?
- Read to your students at home, encourage your students to read in their free time, promote good attendance at school.
- Encourage your student to take each lesson and quiz question seriously. Emphasize “thinking before clicking,” because just clicking through will not be a productive use of their time nor reflect what your student actually knows.
-Regularly review progress with your student using the My Progress page. Ask your student to click on My Progress at the bottom of the home page. Consider asking general questions such as, “How is i-Ready going?” “What are you learning about?” or “What are you working on?”
- Celebrate your student’s progress. Celebrating milestones, such as passing a lesson or reaching a specific goal, can help keep your student motivated. Consider asking, “What is your goal?” or “What are you proud of?”
What data am I looking at below?
The first two charts show the placement of students after the fall and mid-year iReady Diagnostic for reading. We also track the number of instructional minutes and lessons students are completing each week. The third chart shows the percentage of students who have achieved Stretch Growth for the year. Stretch Growth is an ambitious, but attainable, level of annual growth that puts below-grade level students on a path to proficiency and puts on-grade level students on a path to advanced proficiency levels.
Core Skills: Math
By May 19, 2023, Parkside's iReady Math Stretch Growth Rate will be 20% or above.
Are we on track to meet our goal?
Yes! 7% of students have already achieved stretch growth and another 15% of students are more than halfway there. We have also reduced the percentage of students who are behind two or more years in math from 62% to 51%.
What is Parkside doing to achieve this goal?
Teachers deliver grade level instruction aligned with the Ready Math program and support students as they progress through learning standards. Teachers help students track their own progress as they demonstrate their mastery of each different competency area for math. Staff members also monitor student usage of iReady's personalized instruction weekly in class. These lessons are designed to help students fill in any gaps in their learning from previous years. We also identify students to enroll in our Math Essentials classes to help prepare them for grade level instruction. These classes target students that are 2 grade levels behind and students are exited once they demonstrate growth to grade level standards.
Why is this goal important?
Math skills are essential in ensuring that our students are college and career ready after high school. Math skills also build on top of each other and providing support for students now will help them find more success in future math classes.
How can families help?
One of the best ways to help your student be successful in mathematics is to encourage a growth mindset. Those with a growth mindset believe hard work, perseverance, and having confidence when learning new or challenging things are the keys to being successful. You can promote a growth mindset in your student by:
- Praising their efforts when they persist in accomplishing difficult tasks
- Sharing your belief in their ability to overcome obstacles
- Complimenting them for behaviors they can control such as working hard or creating consistent study habits, rather than innate characteristics such as being “smart”
What data am I looking at below?
The first two charts show the placement of students after the fall and mid-year iReady Diagnostic for math. We also track the number of instructional minutes and lessons students are completing each week. The third chart shows the percentage of students who have achieved Stretch Growth for the year. Stretch Growth is an ambitious, but attainable, level of annual growth that puts below-grade level students on a path to proficiency and puts on-grade level students on a path to advanced proficiency levels.
Placement Definitions
Mid or Above Grade Level: Students at this level have met or surpassed the minimum requirements for the expectations of college- and career-ready standards in their grade level. Students will benefit from instruction in late on-grade level topics or above-grade level instruction.
Early on Grade Level: Students at this level have partially met grade-level expectations. They will benefit from continued on-grade level instruction.
One Grade Level Below: Students at this level are approaching grade-level expectations. They will benefit from continued on-grade level instruction
Two or Three Grade Levels Below: Students at this level will likely need additional support with key skills below their chronological grade level to be ready for grade-level instruction.
Middle School at Parkside
Principal: Scott Szuksta sszuksta@mansd.org, Phone Ext: 11
Assistant Principal: Nicole Chartier nchartier@mansd.org, Phone Ext: 10
Assistant Principal for Special Services: Jennifer Harrises jharrises@mansd.org, Phone Ext: 9
Special Education Coordinator: Joanne DeBello jdebello@mansd.org, Phone Ext: 2134
Email: Parkside@mansd.org
Website: parkside.mansd.org
Location: 75 Parkside Avenue, Manchester, NH, USA
Phone: 603-624-6356