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Health and Safety More Information RI DOH K-12 Playbook LCSD COVID-19 Information Previous School Years

Welcome to Wilbur & McMahon Schools A PreK-8 school serving public and tuition students around southcoast RI and MA More Information SY2023 Updates Clever ParentSquare Calendars Help Desk Bussing Nutrition Fostering and Achieving Excellence Wilbur & McMahon School is dedicated to preparing students for educational and life experiences in an atmosphere where there is respect for the dignity of every person and an enthusiasm for learning. Wilbur & McMahon School is dedicated to the principle that educational programs be both challenging and supportive, distinguished by consistent high standards and by attention to the needs and potential of the individual student. Latest News Special Education Transition Consultant Meet and Greet 12/16/22 is the deadline for contributions to WMS' Annual Giving Tree - kcorrigan@lcsd.k12.ri.us Seeking WMS Science and Engineering Fair Judges for Wednesday, January 18, 2023 from 3:30 to 5 p.m.

COVID-19 Info LCSD/WMS Data Tracker RIDOH Response Protocols SY24 Health and Safety The Little Compton School Department’s Planning Team serves as a steering committee during the COVID-19 global pandemic to ensure continued high-quality teaching and learning opportunities for all Wilbur & McMahon School students while adhering to RIDOH and RIDE guidelines to promote a healthy and safe learning environment for students and staff. More Information The resources below contain the latest information regarding the Little Compton School Department's COVID-19 mitigation efforts, procedures, and guidelines. Please check back regularly for ongoing updates and guidance. ​ Little Compton Mitigation Strategies Checklist RIDOH - COVID-19 Data Tracker RIDOH - Cases by Municipality Johns Hopkins Data Tracker Previous School Year Reopening Plans ​

Activities and Clubs Fall Middle School Sports Spring Middle School Sports Band Glee Club Winter Middle School Sports First Tech Challenge Drama Club After School Library Hours (Grades K-8)

Little Compton School Department Strategic Plan 2020-2025 Our Vision The Little Compton School Department (LCSD) is dedicated to preparing students for educational and life experiences in an atmosphere where there is respect for the dignity of every person and an enthusiasm for learning. The LCSD is dedicated to the principle that educational programs be both challenging and supportive, distinguished by consistent high standards and by attention to the needs and potential of individual students. ​ Our Mission The mission of the LCSD is to develop a comprehensive educational community with high academic standards that challenge all students to love learning and to become skilled communicators and critical thinkers who are respectful, motivated, responsible, and self confident contributors to their community and their world. ​ Our Beliefs The following beliefs encompass the fundamental convictions, values and character of the Little Compton School Department and direct the activities of our school. We can always improve. Each student has the right to an educational experience based on high standards. Not all children will achieve the standards in the same way or at the same time. School must provide safe, secure, nurturing learning environments. School must be flexible to change. Education is a shared responsibility requiring the cooperation of the student, family, school and community. School prepares and challenges students to contribute to the community. Love of learning fosters lifelong educational growth. District Goals ​ Goal 1: STUDENT: Ensure success for every student Goal 2: COMMUNITY: Engage Family and Community as Partners Goal 3: STAFF: Support the Ongoing Development of Excellent Educators and Support Staff Goal 4: SCHOOL ENVIRONMENT: Create Equitable, Vibrant and Safe Learning Environments Goal 1. STUDENT: Ensure success for every student Curriculum, Instruction and Assessment Vertically align and articulate PK-8 curriculum to state and national standards and rigorous learning expectations Math, ELA, Science, Social Studies and all other subjects - develop curriculum aligned to and enriching appropriate standards (in grades 5-8, consistent with International Baccalaureate Middle Years Program framework) Response to Intervention (RTI) - Continue to focus on a system of appropriate interventions in all areas and implement them with fidelity Collaborate with high school partners to provide a smooth transition Establish strong comprehensive assessment systems that are relevant, varied, and provide actionable data Strengthen and monitor the alignment of curriculum, instruction, and assessment to state and national standards and 21st century skills Health and Wellness Continually review and refine social-emotional systems of support that span PK-8 to address all levels of learners Strengthen the Response to Intervention (RTI) process to monitor and track the progress and needs of each child to continually evolve a system that results in increased efficiency and student success Establish ongoing professional development for teachers and staff to ensure that all educators are properly trained to address social-emotional needs of students Expand the community-school concept to strengthen wrap-around services for students and families ​ Goal 2. COMMUNITY: Engage Family and Community as Partners Family Engagement Utilize the school as a hub for community activities Strengthen school and community partnerships to provide families with the support needed to increase their child’s school success Engage parents in supporting their understanding of current learning and teaching models Use various modes of communication to increase opportunities for family participation and engagement Community Support Cultivate partnerships with community agencies, businesses and colleges to enhance teaching and learning Transparency, Collaboration, Communication Provide resources to assist parents with helping their children with homework and in understanding current methods of teaching Utilize an electronic gradebook for grades 5-8 to assist families in monitoring and supporting their child’s success Cultivate and ensure transparency by capitalizing on social media and a variety of communication platforms to engage stakeholders and highlight district news and innovative practices ​ Goal 3. STAFF: Promote a positive culture and Support the Ongoing Development of Excellent Educators Professional Development Offer focused, high-quality embedded professional learning opportunities Establish sustained commitment to ongoing job-embedded development through scheduling, resources, and finances Develop the capacity of staff to utilize effective facilitative leadership skills to both lead and participate in effective job-embedded professional development Support educators through an evaluation process that provides meaningful and high-quality feedback Mentor new and transitioning educators ​ Goal 4. SCHOOL ENVIRONMENT: Create Equitable, Vibrant and Safe Learning Environments Learning Environment Identify and/or create viable, flexible learning environments within and outside the classroom Create environments that maximize student learning Technology as a Tool for Learning Update infrastructure to support equal access, reliability, and to manage changing technological needs of the district Continuously find innovative ways of utilizing technology to enhance learning Develop and implement curriculum utilizing varied instructional practices, with or without technology, that guide students to create, collaborate, and innovate at all levels Ensure that all students have equitable access to technological devices Safe Learning Environments Be transparent and consistent in the implementation of safety procedures in order to provide school with information and resources to enhance the safety and security of school Continually update policies and procedures to ensure students enact the tenets of responsible citizenship, including digital Sustain and evolve appropriate anti-bullying strategies, in accordance with RIGL 16.71-2(e)

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Nutrition Cafeteria Menu For the current lunch menu, please check NutriSlice: https://lcsd.nutrislice.com/menu My School Bucks Click here to access your account online School Meal Benefit Application How To Apply for Free and Reduced Price School Meals (English Version) How To Apply for Free and Reduced Price School Meals (Spanish Version) Free and Reduced Lunch Application (English Version) Free and Reduced Lunch Application (Spanish Version) ​ Video guide on completing the application (English, Spanish) Please send completed form to: Wilbur & McMachon Schools c/o Carolyn Sedgwick PO Box 178 Little Compton, RI 02837

Other Forms Services Access your paystubs, tax forms, and change personal information. Employees' Retirement System of Rhode Island - Defined Benefit Plan for certified teachers 403b Retirement Plan managed by OMNI, available to all employees of the Little Compton School Department Blue Cross Blue Shield of RI Provide solutions that strengthen mental health, transform physical health, build financial wellness, and help people and organizations unleash their full potential Staff Portal (only available when logged in to your LCSD account) Delta Dental of RI State of Rhode Island Defined Contribution Retirement Plan through TIAA for Certified Teaching Staff Health Matters Wellness Portal AllOne Health MyLifeExpert App Login Blue Cross Membership Benefits Blue365 DoctorsOnline BCBS Care Management CVS Caremark - Online Tools Blue Cross Vision Intro to the Employee Assistance Program Presentation by Daphney Kersaint Valcinor MA, MHC MFT, Organizational Development Training Specialist, AllOne Health Download Employee Forms Purchase Order Field Trip Permission Slip Bus Request Time Sheet Mileage Reimbursement Human Resources Forms Confidentiality Agreement Direct Deposit Federal I-9 RI W-4 Federal Form W-4 Other Links Professional Learning Opps Tuition Reimbursement LCSD Employee Handbook Educator Certification Info Intercultural Book Club Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants by: Robin Wall Kimmerer As a botanist, Robin Wall Kimmerer has been trained to ask questions of nature with the tools of science. As a member of the Citizen Potawatomi Nation, she embraces the notion that plants and animals are our oldest teachers. In Braiding Sweetgrass, Kimmerer brings these lenses of knowledge together to show that the awakening of a wider ecological consciousness requires the acknowledgment and celebration of our reciprocal relationship with the rest of the living world. For only when we can hear the languages of other beings are we capable of understanding the generosity of the earth, and learning to give our own gifts in return. All are welcome to join our book club, if you are interested or need more information email Karen Corrigan at kcorrigan@lcsd.k12.ri.us Title IX ​ The Little Compton School Committee is committed to maintaining an environment that is free of unlawful discrimination. In keeping with this commitment, the Committee will not tolerate harassment of its employees by anyone, including any supervisor, co-worker, or vendor and will not stand for harassment of any student, volunteer, or community member by any other person. Your Title IX Coordinator is Carolyn Sedgwick, SHRM-SCP Email Carolyn or stop by the HR Office at the school. Extension 1500. ​ Title IX Training Material Coordinator Training Material Investigator Training Material

Families As part of our reopening plan, we're moving many of our processes online. If you're looking for something and don't see it, please reach out to office@lcsd.k12.ri.us for assistance ​ Forms and Documents Student Handbook Transportation Sports Registration Nutrition Scholarships Important Information about School Lunches Unfortunately, school meals are no longer free for all students as they have been for the past two years because of the pandemic. Students must be approved for free meal benefits or have money in their school meal accounts to buy any meals, food or beverage item. Do not guess if you are eligible -- 68 percent of Rhode Island students get free or reduced-price school meals. All meal benefit application information is private and confidential. To get an application please see the attached forms. More information, including the application and instructions on how to apply are available on the Nutrition section of the website. More Resources Attendance ParentSquare School Nurse Calendars See Something, Say Something Aspen Registration Portsmouth High Safe Schools See Something, Say Something Bullying Report Form RI Statewide Bullying Policy Useful Links BoardDocs RI Department of Education Newport County Special Education East Bay Educational Collaborative LCSD/WMS Report Card Google Status Dashboard Community Brownell Library LC Educational Foundation Little Compton Prevention Coalition Little Compton PST Town of Little Compton CodeRED - Little Compton Alerts

Student Attendance If your child will be absent or tardy, please notify the school's main office prior to 9 a.m. on the day of the absence. You can either send an email to the link below or you can call the school at 401-592-0363 and press option 1. attendance@lcsd.k12.ri.us When reporting your child's attendance, please provide the following information. Name of child Child's class or teacher Reason for absence If your child is being dismissed early or going to a friend's house after school or other after-school activities, please adhere to the school's policy of sending your child to school with a note. If you have any questions, please feel free to contact the school at 401-592-0363.

ESSER III As input was gathered during the opening months of the 2022 school year, stakeholders revealed their greatest concerns: student learning loss, lack of student engagement, student social/emotional/mental well-being amid the ongoing challenges of the COVID-19 pandemic. Accordingly, remediation support for students, an increase in academic rigor -- especially in the middle school, and access to summer learning opportunities are the focus of the Little Compton School Department’s ESSER III Plan. The "high-value activities" and high-quality resources (as recommended in the LEAP Report ) outlined below reflect a strategy to address identified student needs. Priority 1: Learning Acceleration and Academic Renewal ​ Goal #1 - Accelerate student learning in reading and writing through teacher training/integration of RIDE-approved high-quality resources. Objective: Replace Wilbur McMahon School's K-8 English Language Arts curriculum (EngageNY 2014) with RIDE-approved high-quality curriculum resources – EL Education K-8 Language Arts from Open Up Resources to include job-embedded training in the delivery of the new resources. (RIDE recommendation: Section 4, Part 1b: “High-quality instructional materials and associated resources that are Culturally-responsive and sustaining”) ​ SUPPORTING RESEARCH: Source: RIDE's Learning, Equity & Accelerated Pathways (LEAP) Task Force in its LEAP Report (2021). "Ensure all students have access to high-quality instruction as well as personalized support from adults, through extended learning, partnerships for before and after school, and summer learning opportunities that are undergirded by high-quality materials and resources (p. 30)." ​ "... implementation of high-quality instructional materials that are culturally responsive and aligned to Rhode Island Core Standards (p. 37)." Goal #2 - Increase academic rigor for all students across the middle school, where data reveals engagement/attendance drop off. Objective: Provide all Wilbur McMahon School middle school students with access to meaningful and rigorous culturally-responsive educational opportunities, steeped in real-application of knowledge by “braiding” current .6 position to Middle School IB Coordinator/Pre-AP Spanish I position. (RIDE recommendation: Section 4, Part 2e: “Repurposing roles to blend or braid responsibilities across job descriptions e.g., creating halftime classroom teachers and half-time instructional coaches or interventionists”). ​ SUPPORTING RESEARCH: Source: Learning, Equity & Accelerated Pathways (LEAP) Report and Recommendations, 2021 . "We stand now at a crossroads for the future of education in Rhode Island. We can rebuild our educational system as it was before, knowing that there are cracks in the foundation into which our most vulnerable students’ futures disappear. This might be easier, cheaper, more politically expedient. Or we can rise to the challenge before us and create a new and better system—one which gives every student the support and opportunity they need to succeed no matter their circumstance. We have chosen the latter, and we are ready to do whatever it takes to provide the children of Rhode Island with equal access to meaningful and rigorous educational opportunities. We are building a system that will meet students where they are and propel them forward." ​ Source: Research Report. International Baccalaureate Programmes: Longer Term Outcomes. Katie Wright. January 2015: "Engagement is important for such considerations, as it is is commonly understood to be a critical dimension of student learning and achievement (Connor 2009). In addition, the IB is widely acknowledged as an academically rigorous programme that promotes positive attitudes towards learning (Aulls and Peláez 2013; Coca et al. 2012), which in turn, also has important implications for the promotion of lifelong learning." Goal #3: Train all K-5 teachers in the Science of Reading (Rhode Island Right to Read Act, 2019), given that i-Ready (reading) data indicates that the majority of our learners were severely impacted by COVID-19. Objective: Purchase, train teachers in, and implement AIMS Pathways to Proficient Reading -- which is designed to empower educators to transform their instruction by applying their specialized knowledge in the science of reading to increase student literacy outcomes through evidence-based diagnostic and prescriptive instruction and intervention. (RIDE recommendation: Section 4, Part 3b: “Providing training and coaching on the Science of Reading – RI Right to Read Act, 2019, given the data that indicates that our youngest learners were more severely impacted by COVID-19”) SUPPORTING RESEARCH: Source: A Case Study Of The Impact Of Reading Intervention In Early Elementary School Grade Levels, Bonnie S. Smith 2015 "Literature supports the benefits of direct instruction, small group instruction, early intervention for struggling readers, collaboration, and student motivation linked to academic success. Purposeful instruction and early intervention is an important component in the process of helping students to become good readers. The type of instruction is especially important when working with at-risk learners. The Glossary of Education Reform (2014) defined direct instruction as an instructional approach that is structured, sequential, and teacher-led. Direct instruction can also be a presentation of the content to students from the teacher in lecture or demonstration form. In both of these examples, the teacher is directing the instruction to the learners." Priority 2: Social Emotional Wellness and Safety of Students and Staff ​ Goal #4 : Support identified student needs and social-emotional wellness and campus safety measures so all students continue to progress in their learning, in spite of the disruptions of the COVID-19 pandemic. Objective: Leverage existing Student Support Services Staff (additional 10 hours of Guidance services) to ensure all students whose learning and social-emotional health have been adversely affected by the pandemic (isolation, quarantine, family loss and trauma) continue to progress in their learning. (RIDE recommendation: Section 4, Part 2a: “ Additional social workers or guidance counselors to support mental health and wellness”) ​ In addition, to support whole-campus physical health and wellness, the LCSD will lease an outdoor storage unit to safely store the numerous additional cleaning, disinfecting, sanitizing, purifying and filtering materials and supplies necessary for providing safe, in-person teaching and learning for all students and staff and dedicate additional over-time funds for staff (i.e. Athletics Scheduler/Coordinator, Nurse-Educator) who, in times of high transmission, are tasked with verifying that all students, staff, visitors, volunteers, and vendors are complying with the district's mitigation measures (weekly BinaxNOW testing, mask wearing, proof of vaccination when appropriate). ​ SUPPORTING RESEARCH: Source: Evidence-Based Practices For Assessing Students’ Social And Emotional Well-Being (Hough, Witte, Wang, & Calhoun, 2021): "The pandemic has introduced a great deal of hardship into many students’ lives, which may make it difficult for them to learn. Maslow’s Hierarchy of Needs provides a framework for thinking about how students’ basic needs such as mental health, social systems of support, and a safe and functional learning environment are necessary preconditions for higher-level learning." "Disruptions to students’ mental and emotional health, social systems of support, and learning environments require a new focus on social and emotional well-being." "A comprehensive system for monitoring student well-being helps educators support students in schools and classrooms and allows for tiered referrals for special services." Priority 3: Summer Enrichment Opportunities ​ Goal #5 - Offer evidence-based academic enrichment activities for summer learning that target areas most impacted by COVID-19 (i.e. reading, math, STEM, arts, music, Health and PE) and target student groups most in need of summer learning through a continued partnership with community-based organizations. Objective: Leverage enrichment opportunities within the community as a tool for re-engaging and re-energizing students with identified learning and social emotional vulnerabilities (students with IEPs, 504 Plans or who are in the RTI process for more regular attendance or services at school) to help prepare them for return-to-school while also, through sharing resources and physical spaces (RIDOH/CDC guidance-compliant), rebooting and amplifying high-yield school-community collaborations that were paused during the pandemic. (RIDE Recommendation: Section 5, Parts a-g: “ Intentional partnership and collaboration with community-based organizations, through the LEA's procurement process to provide out- of-school time enrichment opportunities for students and their families. In doing so, consider: a. Ongoing and regularly scheduled two-way communication b. Providing explicit programming and/or supports for differently abled students and multilingual learners c. Sharing of FERPA-compliant student information and data d. Sharing of physical space, staff, professional development opportunities, and other resources e. Intentional staffing and consistent adult presence for students f. Programs focused on enrichment as a tool for re-engaging and re-energizing students to help prepare them for return-to- school g. The role of physical movement and outdoor activities should be considered in conjunction with academic and other enrichment activities”) SUPPORTING RESEARCH: Source: Learning, Equity & Accelerated Pathways (LEAP) Report and Recommendations, 2015. "Dr. Jennifer McCombs, RAND Corporation - As Senior Policy Researcher and Director of the Behavioral and Policy Sciences Department at RAND, Dr. McCombs focuses on combining evaluations using implementation and outcome data to provide practitioners and policymakers guidance on how to improve programs and promote positive outcomes for children and youth. She shared the April 2021 Learning, Equity & Accelerated Pathways Task Force Report which revealed recent findings from the National Summer Learning Project regarding the characteristics and positive impacts of effective, high-quality summer learning programs that blend academic and enrichment opportunities for youth." Financials : Goal 1: $5891.80 (EL Education ELA curriculum components) Goal 2: $20,000 2022SY / $20,000 2023SY (two+ years, IB/Pre-AP Coordinator 2 days per week) Goal 3: $3600 (Virtual Community of Practice Workshop rate for K-5 Teachers) Goal 4: $2620 (storage unit) + $14000 (COVID Coordinator/Sports Scheduler) + $4000 (commercial-grade portable tent- canopies) + $18000 2022SY / $18000 2023SY (additional Guidance Services 45 Days ea yr for 2+ years / daily rate of $400) Goal 5: $16000 2022 / $16000 2023 / $4000 (Summer Camp 2022 and Summer Camp 2023 plus tutoring) Associated expenses (Medicare taxes): $1357.2 TOTAL : $143,469

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