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Hamilton Elementary principal outlines recovery plan after 3‑star accountability rating
Summary
Hamilton Elementary’s new principal presented a school improvement plan that prioritizes climate and culture, reading interventions and collaborative teacher practices after the school received a 3‑star accountability rating; committee members asked for continued progress tracking and alignment with district supports.
Hamilton Elementary’s new principal presented the school’s improvement plan on June 3, telling the North Kingstown School Committee the priorities for next year will be climate and culture, targeted ELA and math supports, and expanded hands‑on science instruction.
The principal said Hamilton was assigned a 3‑star accountability rating, and identified specific performance metrics the school will target. Family survey results highlighted areas for improvement: 49% favorable responses on family‑school communication, 36% for school improvement and 30% for family engagement. Staff survey results showed 51% positive for school climate and 37% for building leadership.
The presentation summarized academic measures, including growth scores in ELA and math. ELA earned 2 of 3 growth points in one measure and 3 of 4 growth points in another; math growth measured 0.84 out of a possible 2 (the school noted 0.85 was required for the next threshold). The principal said Hamilton missed a math growth threshold by one one‑hundredth of a point and positioned that as a near‑miss to be addressed next year.
To raise outcomes, the plan emphasizes collaborative teacher practices (learning walks, open classroom observations), more effective use of WIN (intervention) blocks, and continued rollout of MTSS tools including the Branching Minds platform. The school has a full‑time reading specialist and a part‑time math/literacy interventionist; next year the district intends to shift some resources toward math support while continuing tiered interventions.
Science instruction will leverage GEMSNet training and a GenStat trainer in the building to deliver hands‑on experiences. The school also plans to continue PBIS work, including “safety buckets” in rooms, a positive‑praise system (PAWS) for recognition and “kindness quacks” — a small incentive program — to build culture and reduce chronic absenteeism.
Committee members asked whether professional development days align with school improvement goals; the principal and district staff said the school plan is wired to district priorities and PD offerings. Committee members also requested continued updates on the plan’s measurable targets and noted interest in non‑instructional supports that affect achievement.
The presentation closed with a focus on community partnerships, composting and family engagement projects and the principal’s message that Hamilton will use systems and teacher collaboration to support student learning next year.
