• Category 2

    Selected in 2013

  • Grades: 3 - 5
    School Setting: suburban
    Town Population: 14,937
    Student Enrollment: 420
    Student Demographics:

    Black/African American: 1%
    White/Caucasian: 95%
    Hispanic: 1%
    Hawaiian/Pacific Islander: 0%
    Asian: 1%
    Native American: 1%
    Other: 1%

    Teacher/Student Ratio: 1:20
    % Reduced Lunch: 22%
    % ELL Learners: 2%
    Founded: 1957
  • PRINCIPAL:
    Lois Costa
  • CONTACT:
    4 Marston Way
    Hampton, NH 03842
    603-926-8708
    lcosta@sau90.org
Adeline C.Marston School
Hampton, NH
When necessary, we call upon outside experts and alternative approaches to ensure student success. Innovative approaches and ideas are encouraged including the use of Success Plans, mentor programs, and technology. We also frequently survey our parents at community nights for their feedback and input.
Describe specific programs in place to ensure that families are involved in the success of your school and students.
Parents are updated weekly using our BlackBoard Connect messaging system. Additionally, our website, monthly newsletters, orientation days, conferences, parent forums, and open door policy encourage parents to partner with the school to take an active role in their child's education.
Describe the most successful activity your school has initiated to strengthen ties to your community.
As a school, we have partnered with the community and parents to provide extended learning opportunities. Examples include our relationship with the Hampton PTA, Hampton Rotary, Hampton Experience, Lane Public Library, Hampton Fire and Police Officials. Activities include our Ski Club, parent nights, coffee chats, Girls on the Run, 68 hours of hunger, Title I nights and parent series, Read 100, Success Plans, participation in the holiday parade, Variety Show, and Safe Routes to School. We have also been granted a competitive sub-grant (McKinney-Vento) for a student leadership program. We provide social work services to link children and their families to community resources. We have also have a partnership with Seacoast Mental Health Services to bring support to families that cannot access the services in the community.
Describe your philosophy of school change or improvement.
Our goal is to keep moving the school forward by upholding our mission, vision and beliefs, which sets high standards of learning for all students. We aim to empower educators to make collaborative decisions that are researched-based. By creating a positive school climate for all, we are able to accomplish this: happy people work harder!
What are your school’s top two goals for the next year?
1. To have 100% of our students achieve a score of proficient or higher on standardized tests (NWEA, NECAP/Smarter Balance).
2. To promote a positive school climate.
What is the single most important factor in the success of your school that others could replicate?
The integration of Common Planning Time embedded in the school day with a focus on Response to Instruction - curriculum, instruction, and assessment has been instrumental in weekly monitoring of teaching and student learning. Designated staff meeting time to review and update data grids has also assisted with planning necessary interventions. School improvement teams meet to address curriculum and climate while keeping communication channels open.
Describe the program or initiative that has had the greatest positive effect on student achievement, including closing achievement or opportunity gaps, if applicable.
Using our Response to Instruction model, our philosophy is that we cannot wait for students to fail. When we see a decline in progress, immediate action is taken to address the situation. Using Title I tutors, target assist teachers, specialists, and all available means, we strive to promote student success both academically and behaviorally. Success Plans are put into place to assist students who do not meet eligibility for special education. Our Outreach Worker coordinates home/school communications and monitors these plans. At-risk students are placed with mentor teachers to ensure they have a connection with the school. These adults serve as an advocate for these students as well. Finally, we offer after school academic assistance and bus transportation. There has also been a commitment in engaging in long-term embedded professional development.
Explain how Title I funds are used to support your improvement efforts.
Title I funds are used to support our Tier II students, who are struggling with academic progress. This additional assistance is aimed at closing gaps, obtaining goals, and increasing student achievement. Additionally, the funds are used to purchase materials and support parent-information nights. We are pleased to offer a parent series beginning in February. Topics include accessing digital books, managing healthy media choices, managing anxiety at school and home, iPad App Fair. Each Title I grant includes resources to support our homeless and at-risk students such as emergency supplies, computer access, and social work services.
Identify the critical professional development activities you use to improve teaching and student learning.
As we transition from the state frameworks to the Common Core Curriculum, focused professional development opportunities provide a better understanding of improved teaching and student learning. This summer, we read Accessible Mathematics and Pathways to the Common Core. Presentations at staff meetings by teachers are devoted to reviewing salient points and facilitating discussions. Additionally, we have enlisted consultants to help develop curriculum maps and units of study that support this work. Finally, we have continued to focus on OLWEUS and Responsive Classroom training. ASCD, Northeast Foundation, NHASP, and NAESP have been accessed to support efforts.
Describe how data is used to improve student achievement and inform decision making.
Achievement Team meets regularly to make data-driven decisions based on the needs of our students. During these meetings, summative and formative data is reviewed to determine flexible groupings, goals, and interventions. Students are monitored every six to eight weeks to ensure that growth is moving in a positive direction. We enlist support of all staff, including our integrated arts teachers and specialists, during our RTI blocks to meet student needs. When necessary, we call upon outside experts and alternative approaches to ensure student success. Innovative approaches and ideas are encouraged including the use of Success Plans, mentor programs, and technology. We also frequently survey our parents at community nights for their feedback and input.
Describe your school culture and explain changes you’ve taken to improve it.
We have worked with our Centre School (k-2) to provide extensive programs including Responsive Classroom and OLWEUS. These programs provide a common language and framework for promoting pro-social behaviors. As a school we have set high expectations for students and staff through our mission for learning which states "Marston School encourages all students to meet high academic standards. Our mission is to create a learning environment where student achieve their personal best."
Stats
  • Category 2

    Selected in 2013

  • Grades: 3 - 5
    School Setting: suburban
    Town Population: 14,937
    Student Enrollment: 420
    Student Demographics:

    Black/African American: 1%
    White/Caucasian: 95%
    Hispanic: 1%
    Hawaiian/Pacific Islander: 0%
    Asian: 1%
    Native American: 1%
    Other: 1%

    Teacher/Student Ratio: 1:20
    % Reduced Lunch: 22%
    % ELL Learners: 2%
    Founded: 1957
  • PRINCIPAL:
    Lois Costa
  • CONTACT:
    4 Marston Way
    Hampton, NH 03842
    603-926-8708
    lcosta@sau90.org